The three dimensions of learning: Contemporary learning theory in the tension field between the cognitive, the emotional, and the social
By F. Bryer. 2004
104 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/5c5f7ec13269f9e87edf86d3f5e2f875cdc37526
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- J. Meirink
- F. Geijsel
- Paulien C. Meijer
- A. J. Doornbos
- Frans Meijers
- G. de Graaf
- P.Robert-Jan Simons
- S. Bolhuis
Citations in the corpus
- Modeling Work-Related Learning on the Basis of Intentionality and Developmental Relatedness: A Noneducational Perspective (2004, background): “It is currently recognized by many scholars that learning at work is best understood in terms of the nature of the task itself, the cultural and social relations that characterize the workplace, and the experiences and social world of the participants (Billett, 2002b; Illeris, 2002).”
- Key experiences in student teachers’ development (2011, background): “This relatively new view of learning and identity development is reflected in the work of, for example, Whitcomb, Borko, and Liston (2008), Mezirow (1990), Illeris (2002), and Palmer (1998). ‘Transformative learning’, writes Illeris (2002), ‘occurs in crisis-like situations that .”
- What Do We Actually Mean by Experiential Learning? (2007, background): “In relation to emotions, social abilities, and other capacities of a less exact nature, I have suggested mental patterns as a more adequate term (Illeris, 2002).”
- Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “4 overall emotional development and well-being of undergraduates themselves (Illeris, 2003; Christie et al., 2008; Kahu et al., 2015; Asikainen et al., 2017; Hagenauer et al., 2017; Loon and Bell, 2017), UK research is only now beginning to respond (Mann and Robinson, 2009; Sharp et al.”
- Identity learning: the core process of educational change (2005, background): “Email: F.P. Geijsel@uva.nl more and more clear, then, that the paradigm shift is realized only when teachers become able to learn creatively, as opposed to reproductively (Illeris, 2002).”