Huber, G. L.
Active learning : Trivial routine or permanent challenge of instruction?
1. Conceptual and empirical approaches to "active learning"
1.1 Active and self-regulated learning -- a tautology?
1.2 Self-reports of active learners: Characteristics of their learning
processes
1.3 Central features of active learning: An observation protocol
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goal setting
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task structure
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access to information
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process of work and learning
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outcomes of work
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assessment of learning and learning processes
2. Findings from active learning classrooms
2.1 Qualitative impressions
2.2 Observation data
3. Necessary conditions for self-regulated learning activities
3.1 Active decision-making in learning processes
3.2 Complementary relation of individual and social activities
3.3 Self-regulated teachers as active learners
4. Why active learning?
Vortrag an der Dokuz Eylül Üniversitesi, Izmir,
26. Februar 1997
