Psychology of learning for instruction

By L. Lohr, S. Chang. 2005

1,157 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education

View Paper: https://www.semanticscholar.org/paper/80ab0e2ea5c372049bac7b9d5c6d004082da65cf

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In Cognitive Neuroscience

In Education

Citations in the corpus

Connectivism: A Learning Theory for the Digital Age (2004, background): “Background Driscoll (2000) defines learning as “a persisting change in human performance or performance potential.”
The Importance Of Oral Presentations For University Students (2014, background): “Employability skills include the following abilities: the retrieval and handling of information; communication and presentation; planning and problem solving; and social development and interaction, creative thinking, problem solving critical thinking, active and reflective application of knowledge ”
Collaborative Learning in Engineering Students: Gender and Achievement (2011, background): “The content evaluated by these items (see Table 1) reflects a social constructivist school of thought, which maintains that knowledge is co-constructed between learners (Driscoll, 2005).”
Is Experiential Learning Authentic (2003, background): “Authentic Learning Authentic learning is a constructivist approach to learning based on some common assumptions of constructivism (Driscoll, 1994): (a) complex, challenging learning environments and authentic tasks; (b) learning through social negotiation and shared responsibility; (c) multiple repr”
Effects of Cooperative Learning on Students at An Giang University in Vietnam. (2012, background): “From such a constructivist perspective, students improved their achievement because they were active agents in constructing their own knowledge (Driscoll, 2000; Marlow & Page, 2005).”
Interaction and cognitive engagement: An analysis of four asynchronous online discussions (2006, background): “for implementing constructive strategies that would be difficult to accomplish in other environments (Driscoll, 1994).”
Mind Maps As Classroom Exercises (2004, background): “38 JOURNAL OF ECONOMIC EDUCATION These differences can make Mind Maps powerful tools (Buzan and Buzan 1993).4 Research on memory and learning emphasizes the importance of associations (Driscoll 2000), and the radiant structure of a Mind Map with explicit branches promotes associations.”
Contextual Teaching and Learning for Practitioners (2008, background): “…of teaching and learning that helps teachers relate subject matter content to real world situations; and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers; and engage in the hard work that learning requires[1].”
Connectivism: Learning Theory or Pastime of the Self-Amused? (2006, background): “Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376).”
The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment (2009, background): “However a cognitive approach to motivation indicates that both individual characteristics and situational characteristics (Driscoll, 2005; Weiner, 1990) influence motivation.”
Review on teaching and learning of computational thinking through programming: What is next for K-12? (2014, background): “This approach was grounded on behaviourist learning where the desired performance is shaped through the use of behaviour management strategies such as reinforcement and punishment (Driscoll, 2005).”
Understanding feedback: A learning theory perspective (2013, background): “A learning theory ‘‘comprises a set of constructs linking observed changes in performance with what is thought to bring about those changes’’ (Driscoll, 2000, p. 11).”
Simulating Instructional Roles through Pedagogical Agents (2005, background): “An ideal human mentor does not simply give out information; rather, provides guidance for the learner to bridge the gap between the current and desired skill levels ( Driscoll, 2000 ).”
A Social-Cognitive Framework for Pedagogical Agents as Learning Companions (2006, background): “…growth (Piaget, 1995), in that intellectual development, thinking, and affect are closely tied with the cooperation of equal partners (Matusov & Hayes, 2000) and peer interaction can provide a free and open forum to facilitate a more active and productive exchange of ideas (Driscoll, 2000).”
THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES (2015, neutral): “A lecturer could make students feel confident with their learning by dividing the complex objectives into simpler ones, that is, easier to be achieved, convince students that they could finish their assigned tasks if they were facilitated (Driscoll, 1994), and help students to establish positive exp”