Résultats de la recherche

Baer, J. (2003). Grouping and achievement in cooperative learning. College Teaching, 51(4),169-174. Johnson, D. W., & Johnson, F. P. (2006). Joining together. Group theory and group skills(9th ed.). Boston: Allyn & Bacon.

..."Piskurich, G.M. 2006">Piskurich, G.M. (2006). Rapid Instructional Design: Learning ID fast and right.</ref> other models include the [[Instructional design#Di ...tivism (learning theory)|constructivism]], [[Social learning theory|social learning]], and [[cognitivism (psychology)|cognitivism]] help shape and define the o

...t of his/her teacher, the chances that the pupil will have a more positive learning experience are improved. Likewise, team members with similar cognitive styl ...a discussion of strategies and styles of learning. In this, he classifies learning strategies as either holist or serialist. When confronted with an unfamilia

Kelley, H. H. (1967). Attribution theory in social psychology. In D. Levine (ed.), Nebraska symposium on motivation (Vol. 15, ...on : Perceiving the causes of behavior (151-174). Morristown, NJ : General Learning Press.

...t of his/her teacher, the chances that the pupil will have a more positive learning experience are improved. Likewise, team members with similar cognitive styl ...a discussion of strategies and styles of learning. In this, he classifies learning strategies as either holist or serialist. When confronted with an unfamilia

...nd Reiman, P. Learning in Humans and Machine: Towards an interdisciplinary learning science'' (pp.189-211). Elsevier, Oxford. * Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Edu

...ducation Research Association (2006). Standards for reporting on empirical social science research in AERA publications. Educational Research, 35(6) 33-40. ...Your Research Project: A Guide for First-Time Researchers in Education and Social Science, 4th edition, Buckingham: Open University Press, [http://edutechwik

...tive‐constructive‐interactive : A conceptual framework for differentiating learning activities] ; Michelene T. H. Chi) à garder en tête. ...and Fiore (Ed.) Team cognition" ; (2) she wants to address '''emotions in social interaction'''.

...individuel de compréhension et d’acquisition de connaissances, et un cycle social de construction de connaissances". L'apprenant doit donc d'abord se servir ...lisée dans des contextes collaboratifs (''Computer-Supported Collaborative Learning''). Des outils comme les scripts collaboratifs de (Fischer et al., 2013), l

...ck, A. Soller, and A. Lesgold. Computer Software Support for Collaborative Learning. In What We Know About CSCL in Higher Education, pages 141-166. Kluwer, Ams *Vohs, K. (2011). Handbook of self-regulation : Research, theory, and applications (2nd ed.). New York: Guilford Press.

...duel sur le fonctionnement cognitif (C), affectif (A), métacognitif (M) et social (S) des élèves, selon le modèle CAMS (Dansereau, 1986, cité par Peklaj ...les processus de la cognition, de l’affectivité, de la métacognition et du social, lorsque les élèves interagissent en groupe.

...ts prennent source sur la notion d’expérience de Dewey, de l’apprentissage social de Bandura avec son système de causalité triadique réciproque et la noti * Knowles M., ''Self-directed learning: a guide for learners and teachers'', New York, Association Press, 1975.

Ces auteurs distinguent trois niveaux de contrôle; social, pédagogique et psychologique définissant le concept d'autodirection de l *Long H. (1989) Self directed learning, Emerging theory and practice, University of Oklahoma.

.... Design-based research: Putting a stake in the ground. The journal of the learning sciences, 13(1), 1-14. ..., R., & Hachet, M. (2019). CARDS: A Mixed-Reality System for Collaborative Learning at School. ACM International Conference on Interactive Surfaces and Spaces

...ur Vigotsky, dans la dernière étape préscolaire, le jeu est principalement social et coopératif, avec des règles d'interactions et de rôles. Dans ce cas, ...ctivité naturelle de l'enfance qui contribue à son développement physique, social, affectif et intellectuel.

<TR><TD>Underlying psychology (Learning theory)</TD><TD>behavioral &ndash; cognitive</TD></TR> <TR><TD>Value of errors</TD><TD>errorless learning - learningfrom experience</TD></TR>

...nouvelle information que nous tentons d'apprendre. [http://delta.ncsu.edu/ Learning technology Service, NC State University]. ...nt les fonctions de l'environnement d'apprentissage. Exemple: The Sandberg learning environment functions ([http://edutechwiki.unige.ch/en/Learning_environment

...ne courses. ''The International Review of Research in Open and Distributed Learning, 21''(1), 135-153. ...ia Principle. In ''R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning'' (p. 117–133). Cambridge University Press. https://doi.org/10.1017/CBO97

...u individuel. Cette forme d’apprentissage permet aussi un meilleur soutien social et une meilleure santé mentale. Ils définissent, cependant, cinq élémen ...al Psychology Success Story: Social Interdependence Theory and Cooperative Learning” de Johnson et Johnson (2009).

= La procrastination selon la Temporal Motivation Theory = ...need theory), la théorie des perspectives cumulatives (cumulative prospect theory) et le modèle de l’aversion temporelle (hyperbolic discounting).