How learning works

By S. Ambrose. 2010

1,341 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/789568f2ac6939d525179e25a5624bef7921e6f6

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Citations in the corpus

Taking Skills Seriously: Toward an Integrative Model and Agenda for Social, Emotional, and Behavioral Skills (2020, background): “personality traits to intervention, (b) an iterative cycle of instruction, practice, and feedback may be the most important element of an effective intervention, (c) other elements may enhance an intervention’s effectiveness by sustaining learners’ motivation and engagement with this cycle, and (d) ”
The reflective diary as a method for the formative assessment of self-regulated learning (2018, background): “An increasingly desired outcome of engineering education is the ability to engage in self-regulated learning (SRL), also referred to as lifelong learning (Ambrose et al. 2010).”
Evaluating the metacognitive awareness inventory using empirical factor-structure evidence (2018, background): “Being able to control our cognition, and therefore apply metacognitive skills, requires knowledge of various strategies and awareness about when to best apply them (Ambrose et al. 2010; Schraw et al. 2006).”
Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics (2014, background): “Consistent with current socio-constructivist views of learning, IBL methods emphasize individual knowledge construction supported by peer social interactions (Ambrose et al., 2010; Cobb, Yackel & McCain, 2000; Davis, Maher & Noddings, 1990).”
Factors Affecting Higher Order Thinking Skills of Students: A Meta-Analytic Structural Equation Modeling Study. (2015, methodology): “Even there were results indicating that factors concerning classroom environment were differed and variety, but from the author synthesis the variables of classroom environment affecting HOTS can be divided into three factors; 1) Classroom climate; ClCli refers to learning environment for both physi”
Academic Integrity as a Teaching & Learning Issue: From Theory to Practice (2017, background): “…is alignment, this alignment should be made explicitly clear to students so that students can easily see how the expectations for completing an assignment will help the class meet the learning objectives (Ambrose et al., 2010; Bertram Gallant, 2008; Biggs, 1999; Day et al., 2011; Ramsden, 1992).”