Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses

By L. Fink. 2003

1,987 citations recorded by the source corpus.

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Citations in the corpus

The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “” Although many others have also tackled the challenge of creating more “active learning” environments (e.g., Bonwell & Eison, 1991; Bonwell & Sutherland, 1996; Fink, 2013; Meyers & Jones, 1993; Rosenthal, 1995; Rowles, 2013; Rubin & Herbert, 1998) the framework we introduce in this article can reme”
An activity theory-based model for serious games analysis and conceptual design (2015, methodology): “To complement Bloom’s Updated Taxonomy, two other taxonomies are used: Kolb’s Experiential Learning Cycle (Kolb, 1984) and Fink’s Taxonomy of Significant Learning (Fink, 2003).”
Moodle vs. Facebook: Does using Facebook for Discussions in an Online Course Enhance Perceived Social Presence and Student Interaction? (2009, background): “Finally, a sense of community in an online course may contribute to students’ perceptions of learning (Ertmer & Steptich, 2004) and increase critical thinking skills (Fink, 2003).”
Pedagogy of Reflective Writing in Professional Education (2009, background): “" Reflective writing … focuses on the writer's learning experience itself and attempts to identify the significance and meaning of a given learning experience, primarily for the writer " (Fink, 2003, p. 117).”
Understanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors (2012, background): “…relational researchers posit that teacher student relationships share characteristics with other interpersonal relationships (DeVito, 1986; Fink, 2003; Frymier & Houser, Tiffany R. Wang (Ph.D., University of Nebraska-Lincoln, 2012) is an Assistant Professor in the Department of…”
Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community (2010, background): “Furthermore, it is widely recognized that, for students, the design of an online course is the most important determinant of learning effectiveness (Fink, 2003).”
Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion (2020, background): “Finally, faculty need to conduct a thorough review of the syllabus to ensure that all the interrelated components are properly aligned and integrated (Fink, 2013).”
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning (2020, background): “2319 19 (page number not for citation purpose) Case study development is another means to promote active learning and student engagement (Fink 2013).”
Developing and assessing college student teamwork skills (2011, background): “…members need to commit to the development of teamwork skills by going out of their way to teach students what it means to be an effective teammate, asking students to practice working in teams, and offering feedback about the development of students' teamwork skills (Bain, 2004; Fink, 2003).”
Pedagogies of Engagement: Classroom‐Based Practices (2005, methodology): “In moving forward we have numerous tools available to guide our thinking, such as Felder and Brent’s [96] guidelines for course design considering the ABET engineering criteria, and a recent book by Fink [97], Creating Significant Learning Experiences: An Integrated Approach to Designing College Cou”
Impact of mobile technology on student attitudes, engagement, and learning (2017, methodology): “…taxonomy of learning provided by Bloom (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956) and considers aspects of learning such as helping students learn how to learn and develop life skills that impact communication, interpersonal relationships, and the ability to adapt to change (Fink, 2003).”
Outcome-based Education: An Outline (2020, background): “There exist several other taxonomies too (Biggs & Collis 1982; Fink, 2013; Gagné, 1985; Gagné & Biggs, 1974; Marzano & Kendall, 2001).”
Teaching large classes at college and university level: challenges and opportunities (2010, background): “Karp and Yoels (1976) found a positive link between participation in class discussion and course reading.”
Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes. (2011, background): “Thus, active learning does not involve just doing activities; there must be opportunity for students to reflect, evaluate, analyze, synthesize, and communicate on or about information (Fink, 2003).”
Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL (2008, background): “If the learning goals and the teaching and learning activities of a course change, but the assessment of students’ knowledge does not change accordingly, a significant problem exists in course integration [62].”