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Article: Connecting instructional and cognitive aspects of an LE: A study of the global seminar project

TitleConnecting instructional and cognitive aspects of an LE: A study of the global seminar project
Authors
KeywordsEducational concept
Educational model
Educational psychology and instruction
Higher education
International project
Learning environment
Qualitative research methods
Issue Date2012
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1387-1579
Citation
Learning Environments Research, 2012, v. 15 n. 1, p. 65-79 How to Cite?
AbstractMy research problem is based on the lack of unifying conceptual cohesion between the discourses concerning cognitive and instructional aspects of learning environments (LE). I contrast that lack with practical developments of LE studies connected at the level of practical implementation and evaluation. Next, I briefly review the LE boundaries, which are established within cognitive and instructional domains of LE research. This study aims to bring the aforementioned discourses together via reconsidering and clarifying LE conceptual understandings. Using the case of a global seminar project (GSP), my goal is to define an LE as a conceptual phenomenon and a practical model with the two objectives of determining the GSP's components that establish the course in a context of higher education; and the GSP's specific contributions to deep learning. Within a qualitative research framework, I used three forms of data collection: 20 open-ended interviews of the GSP instructors; 11 direct observations of the GSP classroom; and the GSP's written documents and artifacts. Noting the contextual significance of the suggested LE framework that resulted from this study, I propose a definition of an LE as a conceptual phenomenon and educational model. Here, I introduce the key understandings of an LE and outline its significance based on a broader analysis of the results. I conclude with an interpretation of the results and potential limitations of my approach. © 2012 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/147120
ISSN
2015 SCImago Journal Rankings: 1.188
References

 

DC FieldValueLanguage
dc.contributor.authorSavelyeva, Ten_HK
dc.date.accessioned2012-05-28T08:18:47Z-
dc.date.available2012-05-28T08:18:47Z-
dc.date.issued2012en_HK
dc.identifier.citationLearning Environments Research, 2012, v. 15 n. 1, p. 65-79en_HK
dc.identifier.issn1387-1579en_HK
dc.identifier.urihttp://hdl.handle.net/10722/147120-
dc.description.abstractMy research problem is based on the lack of unifying conceptual cohesion between the discourses concerning cognitive and instructional aspects of learning environments (LE). I contrast that lack with practical developments of LE studies connected at the level of practical implementation and evaluation. Next, I briefly review the LE boundaries, which are established within cognitive and instructional domains of LE research. This study aims to bring the aforementioned discourses together via reconsidering and clarifying LE conceptual understandings. Using the case of a global seminar project (GSP), my goal is to define an LE as a conceptual phenomenon and a practical model with the two objectives of determining the GSP's components that establish the course in a context of higher education; and the GSP's specific contributions to deep learning. Within a qualitative research framework, I used three forms of data collection: 20 open-ended interviews of the GSP instructors; 11 direct observations of the GSP classroom; and the GSP's written documents and artifacts. Noting the contextual significance of the suggested LE framework that resulted from this study, I propose a definition of an LE as a conceptual phenomenon and educational model. Here, I introduce the key understandings of an LE and outline its significance based on a broader analysis of the results. I conclude with an interpretation of the results and potential limitations of my approach. © 2012 The Author(s).en_HK
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1387-1579en_HK
dc.relation.ispartofLearning Environments Researchen_HK
dc.rightsThe Author(s)en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subjectEducational concepten_HK
dc.subjectEducational modelen_HK
dc.subjectEducational psychology and instructionen_HK
dc.subjectHigher educationen_HK
dc.subjectInternational projecten_HK
dc.subjectLearning environmenten_HK
dc.subjectQualitative research methodsen_HK
dc.titleConnecting instructional and cognitive aspects of an LE: A study of the global seminar projecten_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://www.springerlink.com/link-out/?id=2104&code=V450364817019756&MUD=MPen_US
dc.identifier.emailSavelyeva, T: tsavelye@hku.hken_HK
dc.identifier.authoritySavelyeva, T=rp01566en_HK
dc.description.naturepublished_or_final_versionen_US
dc.identifier.doi10.1007/s10984-012-9099-1en_HK
dc.identifier.scopuseid_2-s2.0-84862124576en_HK
dc.identifier.hkuros203769-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84862124576&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume15en_HK
dc.identifier.issue1en_HK
dc.identifier.spage65en_HK
dc.identifier.epage79en_HK
dc.identifier.eissn1573-1855en_US
dc.publisher.placeNetherlandsen_HK
dc.description.otherSpringer Open Choice, 28 May 2012en_US
dc.identifier.scopusauthoridSavelyeva, T=36739935500en_HK
dc.identifier.citeulike10638902-

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