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在创新的教学环境中学习:在应用科学大学的基于设计的教育

Gerry Geitz¹, Anouk Donker², Anna Parpala³

¹Provincie Drenthe, Westerbrink 1, 9405 BJ Assen, The Netherlands.

Learning environments research

|June 26, 2023

概括

一年级学生在基于设计的教育价值计划的相关性和教师反深度学习和福祉. 同行支持很高,但计划对齐需要改进,以获得更好的学生成果.

科学领域:

高等教育教学的教学.
教育心理学教育心理学
课程设计课程设计

背景情况:

高等教育课程需要重新设计,以满足不断变化的"工作世界"的需求.
基于设计的教育是一种在高等教育机构中正在探索的创新概念.
了解一年级学生的学习方法,福祉和对环境的看法对于有效的课程开发至关重要.

研究的目的:

在基于设计的教育背景下调查一年级学生的学习方法,幸福感和对学习环境的看法.
探索学生的学习方法,幸福感,以及他们对教学环境的看法之间的关系.
为学生在创新的高等教育学习环境中的体验提供初步见解.

主要方法:

一项涉及414名一年级学生的探索性研究.
评估学生的学习方法,幸福感和对学习环境的看法.
分析这些变量之间的关系.

主要成果:

学生报告了高水平的同行支持,但在课程对齐方面得分较低.
深度学习方法是由感知到的程序相关性和教师反预测的,而不是程序对齐.
学生的幸福感是由课程相关性,教师反和课程对齐预测的.

结论:

感知相关性和教师反是基于设计的教育中深度学习和学生幸福感的关键预测因素.
课程对齐,虽然没有直接影响深度学习,但显著影响学生的福祉.
结果突出了通过关注教学学习经验的具体方面来提高学生成果来增强学习环境的潜力.

关键词:

对学习的方法.基于设计的教育是基于设计的教育.高等教育高等教育.创新的学习环境创新的学习环境.学生的福祉学生的福祉

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