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|Title: ||Variations on learning orchestration at higher education: conceptions, approaches and academic context|
|Authors: ||Grácio, Luísa|
|Editors: ||Candeias, Adelinda|
|Issue Date: ||2017|
|Publisher: ||Shaker Verlag|
|Citation: ||• Grácio, L. (2017). Variations on learning orchestration at higher education: conceptions, approaches and academic context. In Candeias, Galindo, Pires, Reschke & Witruk (Eds). Psychological Issues in Education and Health. Proceedings 1st Scientific Meeting in Psychology of the University of Évora and the University of Leipzig 2016 (pp.87-95). Germany/Aachen: Shaker Verlag. ISBN978-3-8440-5517-7|
|Abstract: ||There is evidence indicating that student learning in higher education is not occuring at a deep enough level and with the required quality.
Several models were developed to explain learning in higher education. Most of the studies falls within a phenomenographic perspective and SAL model (Students Approaches to Learning).
The term “learning orchestration” integrates the three main constructs from these models: conceptions and approaches to learning and perception of academic context. These are central aspects on the variation in student learning. These three components determine the quality of learning and have a great impact on academic achievement. Learning conceptions influence how students approach learning, cognitive processing level, understanding and the results they get. The learning environment, namely the academic context, influence the students conceptions and approaches to learning and studying.
It will also be addressed that teachers' conceptions of teaching influence instruction experienced by students, their understanding of what is to learn and deep approaches.
Investigation on learning experiences in higher education is presented.|
|Appears in Collections:||CIEP - Artigos em Livros de Actas/Proceedings|
PSI - Artigos em Livros de Actas/Proceedings
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