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Learning and Instruction

April 2008 Volume 18, Number 2

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Table of Contents

Number of articles: 8

  1. Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education

    Liisa Postareff & Sari Lindblom-Ylänne

    In the present study 71 university teachers from several disciplines were interviewed in order to capture the variation in descriptions of teaching. Two broad categories of description were... More

    pp. 109-120

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  2. The extent of variability in learning strategies and students' perceptions of the learning environment

    Jan Nijhuis, Mien Segers & Wim Gijselaers

    The variability in deep and surface learning has been discussed as part of the trait vs. state debate. However, the question is to what extent students change strategies as a function of course... More

    pp. 121-134

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  3. Attention guiding in multimedia learning

    Eric Jamet, Monica Gavota & Christophe Quaireau

    Comprehension of an illustrated document can involve complex visual scanning in order to locate the relevant information on the screen when this is evoked in spoken explanations. The present study ... More

    pp. 135-145

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  4. Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

    Michiel B. Oortwijn, Monique Boekaerts, Paul Vedder & Jan-Willem Strijbos

    Is helping behaviour (i.e., solicited help and peer tutoring) during cooperative learning (CL) related to subsequent learning gains? And can teachers influence pupils' helping behaviour? One... More

    pp. 146-159

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  5. Children's help seeking: The role of parenting

    Minna Puustinen, Anna-Liisa Lyyra, Riitta-Leena Metsäpelto & Lea Pulkkinen

    Ninety-nine families with a school-age child participated in this study, aimed at analysing the relationship between parenting and children's help seeking. The parenting data included self-reports ... More

    pp. 160-171

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  6. The effect of practical experience on perceptions of assessment authenticity, study approach, and learning outcomes

    Judith T.M. Gulikers, Liesbeth Kester, Paul A. Kirschner & Theo J. Bastiaens

    Does authentic assessment or the perception of it affect how students study and learn? Does practical experience affect how assessment authenticity is perceived? And does practical experience... More

    pp. 172-186

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  7. Peer interaction and critical thinking: Face-to-face or online discussion?

    Jane Guiller, Alan Durndell & Anne Ross

    This project aimed to engage students in a critical thinking activity using both online and face-to-face methods and compare the two modes in terms of evidence of critical thinking skills. Fifty... More

    pp. 187-200

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  8. Reading comprehension, word reading and spelling as predictors of school achievement and choice of secondary education

    Hannu Savolainen, Timo Ahonen, Mikko Aro, Asko Tolvanen & Leena Holopainen

    The main aim of this study was to find out what kind of factor model of written language skills could be created on the basis of tests of reading accuracy and fluency, spelling and reading... More

    pp. 201-210

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