Nonlinear Learning Underpinning Pedagogy: Evidence, Challenges, and Implications

By Jia Yi Chow. 2013

200 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a1129b4b9f2b7c34bec99e9a2bace6b163fa1ea8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Keith Davids
2. Jia Yi Chow
3. Ian Renshaw
4. Duarte Araújo
5. Brendan Moy
6. Chris Button
7. Markus Raab

In Physical Therapy, Sports Therapy and Rehabilitation

1. Jia Yi Chow
2. Keith Davids
3. Ian Renshaw
4. Brendan Moy
5. Duarte Araújo

In Social Psychology

1. Keith Davids
2. Duarte Araújo
3. Ian Renshaw
4. Jia Yi Chow
5. Chris Button
6. Brendan Moy
7. Markus Raab
8. R. Pinder

Citations in the corpus

• Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification (2016, background): “…the CLA, can provide a comprehensive, theoretical framework to support the principles of TGfU learning design (e.g. Butler, Storey, and Robson 2014; Chow 2013; Chow et al. 2007b, 2009; Davids, Chow, and Shuttleworth 2005; Stolz and Pill 2014; Storey and Butler 2013; Tan, Chow, and Davids 2011).”
• Principles of nonlinear pedagogy in sport practice (2018, unknown): “Chow (2013) highlighted the significance of the following design principles in nonlinear pedagogy: i) representative learning design – i.e., learning must take place in learning situations that simulate key aspects of a performance environment, which learners can use as information to regulate…”