Understanding Why Students Don't Learn.

Autor/inn/en	Gibbs, Graham; und weitere
Institution	Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology.
Titel	Understanding Why Students Don't Learn.
Quelle	(1979), (25 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Students; Curriculum Development; Instructional Development; Learning Activities; Learning Problems; Learning Processes; Student Motivation; Student Teacher Relationship; Study Guides; Study Habits; Study Skills + Suchen Sie Ihr Suchwort? Collegestudent; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Lernaktivität; Lernproblem; Learning process; Lernprozess; Schulische Motivation; Studienberater; Studienführer; Study behavior; Study behaviour; Studienverhalten; Studientechnik
Abstract	Five explanations for students not learning effectively are examined for their soundness, support from research evidence, and implications for attempts to improve students as learners. Explanations examined are these: (1) students lack the necessary study skills; (2) students are of different types, and some student types have limited learning approaches; (3) students choose their approaches to studying, some of which are ineffective or inappropriate; (4) students develop in their sophistication as learners and some are less developed than others; and (5) students are held back in their learning. In conclusion a case is argued for facilitating the development of students' conceptions of the learning process, awareness of the nature and purposes of study tasks, and autonomous flexibility in adopting approaches appropriate to particular contexts. It is further suggested that practical attempts be set within the context of the realities of inadequate curricula, disparate student motivations, and the knowledge that students fit studying into existing life-styles and values. References are provided. (LC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01