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ERIC Number: ED422778
Record Type: Non-Journal
Publication Date: 1998
Pages: 151
Abstractor: N/A
ISBN: ISBN-1-878380-84-2
ISSN: ISSN-0884-0040
Creating Learning Centered Classrooms. What Does Learning Theory Have To Say? ASHE-ERIC Higher Education Report, Volume 26, No. 4.
Stage, Frances K.; Muller, Patricia, A.; Kinzie, Jillian; Simmons, Ada
This report reviews the literature on learning theories and frameworks applicable to instruction of undergraduate college students. An introductory section provides an overview and discusses the importance of learning frameworks. The first half of the volume addresses various theoretical frameworks in detail. These include: motivation theories, including performance attribution and self-efficacy; and theories offering a social perspective, such as social constructivism and conscientization. Each theory is presented in terms of a case study which examines elements of the theoretical construct, reviews relevant research on young adult and college student populations, discusses the relationship of the framework to college students' learning, and identifies possible educational applications. A separate section focuses on other theories which challenge assumptions about learning. The second part of the monograph discusses the usefulness of these frameworks for studying and fostering academic learning. One section addresses the need for more classroom-based research on college student learning. The final section applies the various theoretical frameworks to the classroom, emphasizing the importance of diverse methods for presenting academic material, activities to facilitate learning, and multiple ways for students to demonstrate their learning. (Contains approximately 375 references.) (DB)
ERIC Clearinghouse on Higher Education, One Dupont Circle, N.W., Suite 630, Washington, DC 20036-1183; toll-free phone: 800-773-3742; fax: 202-452-1844. ($24).
Publication Type: Guides - Non-Classroom; ERIC Publications
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Association for the Study of Higher Education.; ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. Graduate School of Education and Human Development.
Grant or Contract Numbers: N/A