THEOR"ACTIVE" Learning: How "Theory" and "Practice" Meet. Perception of Students at the University of Tampere, Finland

Autor/inn/en	Rajbhandari, Mani Man Singh; Basaran, Kenan; Hujala, Eeva; Kinos, Jarmo
Titel	THEOR"ACTIVE" Learning: How "Theory" and "Practice" Meet. Perception of Students at the University of Tampere, Finland
Quelle	(2011), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Theory Practice Relationship; Student Attitudes; Interviews; Focus Groups; Educational Theories; Educational Practices; Program Implementation; Active Learning; Learning Processes; Experiential Learning; Recall (Psychology); Constructivism (Learning); Learning Experience; College Students; Foreign Countries; Models; Learning Strategies; Finland + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Schülerverhalten; Interviewing; Interviewtechnik; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; Aktives Lernen; Learning process; Lernprozess; Experiental learning; Erfahrungsorientiertes Lernen; Abberufung; Lernerfahrung; Collegestudent; Ausland; Analogiemodell; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Finnland
Abstract	THEOR"ACTIVE" learning is a multi dimensional attachment of theories and practices. The study explores to identify the implementation of theories into practices and how it is being perceived by the students. The research on THEOR"ACTIVE" was conducted with the master degree student coming from different countries at the University of Tampere. The methodology implemented was through group interview and open ended interview. Major finding about theor"active" learning was, in most cases, students do not imply theories, however, theories that have learnt are always unconsciously influencing the behaviour of an individual. Respondents also had experiences of not being able to implement theories at time when required, despite having it known in mind. Nevertheless, theoretical backgrounds are revolving into mind setting forming a mind craft. Theor"active" learning is stimulated with conditioning learning and the behavioural complexity. Theor"active" learning is combining the dimensional attachment between learnt and known phenomena into action driven to critical reflexivity. This however, shapes our mind construction with unconscious influences of theories learnt and known applying into practices that further implies for theor"active" learning behaviour. Theor"active" learning is a phase of generating critical reflexivity after acquiring the basis phenomena of content driven and objective driven. Theor"active" learning is nevertheless, knowingly or unknowingly is at the mind to craft the behavior of person at any given particular time. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10