Do Learners Really Know Best? Urban Legends in Education

By Paul A. Kirschner, J. V. van Merriënboer. 2013

620 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9ca7807ab3c93da75e5c64f0addc7229ff8cde00

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth. (2020, background): “Persisting for decades, the learning style myth is thought to be one of the most pervasive misconceptions about cognition (Coffield et al., 2004; Kirschner & van Merriënboer, 2013; Sharp, Bowker, & Byrne, 2008).”
Deep and surface learning in problem-based learning: a review of the literature (2015, background): “Keywords Problem-based learning Deep approach Surface approach Students’ approaches to learning (SAL)”
The promise and challenges of generative AI in education (2024, positive): “…artifacts based on the current body of knowledge, for decades educational researchers have argued and found that deep and authentic learning is more than just the assimilation of written texts and artifacts (Kirschner and van Merriënboer 2013; Nguyen, Rien-ties, and Richardson 2020; Winne 2017).”
Open badges for education: what are the implications at the intersection of open systems and badging? (2014, background): “…shift in focus engenders new questions concerning how to enable learners to find the right people and information, mobilize themselves to learn a topic effectively, and navigate a series of learning experiences to develop strong mental models of a topic domain (Kirschner and van Merriënboer 2013).”
Swedish teenagers’ difficulties and abilities to determine digital news credibility (2019, background): “…for citizens to navigate online information in critical and constructive ways (Hatlevik & Christophersen, 2013; Hatlevik et al., 2015; Hinrichsen & Coombs, 2014; Kahne & Bowyer, 2017; Kirschner & De Bruyckere, 2017; Kirschner & van Merriënboer, 2013; Livingstone, 2004; van Laar et al., 2017).”
Stop propagating the learning styles myth (2017, background): “In such situations, a compensatory or even a remedial model of instruction (see Salomon, 1971 as well as Berliner & Cahen, 1973 when they discuss TraitTreatment Interactions) is probably a better approach as it ‘prescribes’ an approach that can compensate for the unwanted effects of a particular dis”
A Systematic Review of Empirical Studies on Learning Analytics Dashboards: A Self-Regulated Learning Perspective (2020, background): “The use of learner preferences only for adaptation of learning resources is commonly criticized in the literature given the insufﬁcient evidence to support such approaches [81], [82].”