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Full-Text Articles in Education
Learning From Texts: Activation Of Information From Previous Texts During Reading, Katinka Beker, Dietsje Jolles, Robert F. Lorch Jr., Paul Van Den Broek
Learning From Texts: Activation Of Information From Previous Texts During Reading, Katinka Beker, Dietsje Jolles, Robert F. Lorch Jr., Paul Van Den Broek
Psychology Faculty Publications
Learning often involves integration of information from multiple texts. The aim of the current study was to determine whether relevant information from previously read texts is spontaneously activated during reading, allowing for integration between texts (experiment 1 and 2), and whether this process is related to the representation of the texts (experiment 2). In both experiments, texts with inconsistent target sentences were preceded by texts that either did or did not contain explanations that resolved the inconsistencies. In experiment 1, the reading times of the target sentences introducing inconsistencies were faster if the preceding text contained an explanation for the …
How Serving Graduate Students Is Different From Serving Adult Undergrads, Steve Holtrop
How Serving Graduate Students Is Different From Serving Adult Undergrads, Steve Holtrop
Faculty Work Comprehensive List
No abstract provided.
Self-Grading: A Commentary, Hunter C. King, Qijie (Vicky) Cai
Self-Grading: A Commentary, Hunter C. King, Qijie (Vicky) Cai
iSALT Resources: Theories, Concepts, and Measures
The theoretical perspectives and the various ways for implementing the self-grading strategy have been extensively discussed in the literature. In this paper, we aim to synthesize pertinent information and resources to deepen our understanding around self-grading and demystify any uncertainties about this concept, if any.
Turning To Case Studies As A Mechanism For Learning In Action Learning, Denise O'Leary, Paul Coughlan, Clare Rigg, David Coghlan
Turning To Case Studies As A Mechanism For Learning In Action Learning, Denise O'Leary, Paul Coughlan, Clare Rigg, David Coghlan
Articles
Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to …