Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective

By S. Bolhuis. 2003

331 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/42b9a14024333c892e5ac3264fc9276bb6379ee2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. F. Korthagen
2. Peter J. C. Sleegers
3. T. Peetsma
4. F. Oort
5. Erik E. J. Thoonen
6. Henny P. A. Boshuizen
7. Niels Brouwer
8. M. Voeten

In Education

1. F. Korthagen
2. Peter J. C. Sleegers
3. T. Peetsma
4. F. Oort
5. Erik E. J. Thoonen
6. Tina Seidel
7. Niels Brouwer
8. M. Mincu

Citations in the corpus

• How to Improve Teaching Practices (2011, methodology): “Furthermore, teach ers using processoriented instruction focus on knowledge building in the domain (subject area), pay attention to emotional aspects of learning, and treat learning processes and results as social phenomena (Bolhuis, 2003).”
• New Learning and the Classification of Learning Environments in Secondary Education (2004, background): “The stimulation of these new forms of learning can be seen as a demand of modern society, and they are propagated for a variety of reasons (Bolhuis, 2003).”
• The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements (2010, result): “The concepts are difficult to distinguish, as terminology is often used interchangeably or in a similar way in the literature (Bolhuis 2003; Boekaerts and Corno 2005; Dinsmore, Alexander, and Loughlin 2008; Schreiber 1998).”
• Teacher quality and school improvement: what is the role of research? (2015, background): “The relevance of pedagogical content knowledge is supported by a major meta-analysis (Seidel and Shavelson, 2007), which draws on a cognitive model of teaching and learning (bolhuis, 2003).”
• S-D logic–informed customer engagement: integrative framework, revised fundamental propositions, and application to CRM (2019, background): “Customer learning is a volitional process comprising cognitive, emotional, and behavioral facets (Bolhuis 2003) that”
• Can teachers motivate students to learn? (2011, background): “Furthermore, teachers using process-oriented instruction focus on knowledge building in the domain (subject-area), pay attention to emotional aspects of learning and treat learning process and results as social phenomena (Bolhuis 2003).”
• Improving Teacher Feedback During Active Learning (2014, background): “The attention given to active learning by educators and researchers all over the world seems to derive from the speed at which new information becomes available in our knowledge-driven society, leading to the necessity of developing lifelong learning skills (Bolhuis, 2003).”
• Can Teacher Education Make a Difference? (2005, background): “Where content of learning is concerned, teachers should be able to go beyond transmitting and having pupils reproduce what is in the standard textbooks (see Bolhuis, 2003).”
• Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results (2007, methodology): “The second framework drew from recent cognitive componential models of teaching and learning (Bolhuis, 2003).”