What Do We Know about Students' Learning and How Do We Know It?

Autor/in	Cross, K. Patricia
Titel	What Do We Know about Students' Learning and How Do We Know It?
Quelle	(1998), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Active Learning; Cognitive Style; College Students; Cooperative Learning; Educational Quality; Educational Research; Excellence in Education; Feedback; Higher Education; Teacher Expectations of Students; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Aktives Lernen; Cognitive styles; Kognitiver Stil; Collegestudent; Kooperatives Lernen; Quality of education; Bildungsqualität; Bildungsforschung; Pädagogische Forschung; Lernerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper suggests that students and their learning should become the focus of everything that college faculty do, examining what is currently known about student learning and where this knowledge comes from. Two large volumes have been published on what is known about student learning in college. A distillation of what is known can be extracted from research on: seven principles for good practice in undergraduate education; three critical conditions for excellence; and nine strategies for improving student learning. The seven principles of good practice emphasize: student-faculty contact; student cooperation; active learning; prompt feedback; time on task; high expectations; and respect for diverse talents and ways of knowing. In order to know how students learn, it is essential to find out what makes them tick. Research should become the working partner of both personal experience with learning and focused conversations about learning with colleagues. Faculty must know what to look for (through research), observe themselves participating in lifelong learning (self-reflection), and be much more aware of students' learning. A powerful advantage of using research findings to start conversations about learning is that it is a way to involve faculty and administrators actively in learning. (Contains 18 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01