Zobrazeno 1 - 10
of 23
pro vyhledávání: '"Neil Haave"'
Autor:
Neil Haave
Publikováno v:
Collected Essays on Learning and Teaching, Vol 10 (2017)
Externí odkaz:
https://doaj.org/article/e1afd28a38084c819e4eddc5a358eacf
Autor:
Neil Haave
Publikováno v:
Collected Essays on Learning and Teaching, Vol 10 (2017)
Externí odkaz:
https://doaj.org/article/3c6b112552c5429b9c4daef7b6a92c40
Autor:
Neil Haave
Publikováno v:
Collected Essays on Learning and Teaching, Vol 9 (2016)
Externí odkaz:
https://doaj.org/article/1a593f065db146b28cffe9d4a2086560
Autor:
Neil Haave
Publikováno v:
Collected Essays on Learning and Teaching, Vol 8 (2015)
Externí odkaz:
https://doaj.org/article/10db5a65eb8b4b50af5ef292d42f9355
Autor:
Neil Haave
Publikováno v:
Collected Essays on Learning and Teaching, Vol 8 (2015)
Externí odkaz:
https://doaj.org/article/d1d8d42dec134b6e864cf77d590568aa
Autor:
Neil Haave, Doris Audet
Publikováno v:
Collected Essays on Learning and Teaching, Vol 6 (2013)
Undergraduate research is one of several high impact educational practices used by educational institutions to increase student engagement and success (Kuh, 2008). Many studies on the impact of undergraduate research have surveyed students or faculty
Externí odkaz:
https://doaj.org/article/b3e604b38de54461b3c74454231c3d51
Autor:
Roxanne Harde, Neil Haave
Publikováno v:
Collected Essays on Learning and Teaching, Vol 5 (2012)
This essay synthesizes our roundtable discussion about how to develop a campus culture of undergraduate research. Our discussion began with descriptions of the University of Alberta, Augustana’s initiatives: Independent Studies courses, the Student
Externí odkaz:
https://doaj.org/article/a67afd5cba464d9990d4b9c09800a422
Autor:
Kelly Keus, Neil Haave
Publikováno v:
Canadian Journal for the Scholarship of Teaching and Learning, Vol 11, Iss 1, Pp 1-23 (2020)
As key components of self-regulated learning, metacognition and goal orientation have been tied to improvements in academic achievement. Some research supports a bidirectional relationship between metacognition and goal orientation in which they prom
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::442fd1842bbca2d23aa4a7aeaec5f1a2
https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/8153/8655
https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/8153/8655
Autor:
Kelly Keus, Neil Haave
Publikováno v:
The National Teaching & Learning Forum. 28:3-5
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::edfde4f4062b7ef9366759e0816a1fef
https://doi.org/10.1002/ntlf.30185
https://doi.org/10.1002/ntlf.30185
Publikováno v:
Collected Essays on Learning and Teaching, Vol 11 (2018)
Engaging students in metacognition can improve their learning outcomes. Students’ consideration of their learning philosophy is one way for students to be metacognitive about their learning. This study analyzed the effect of a learning philosophy a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f4fea54481ea1ef472952ec8ef518ad2
https://celt.uwindsor.ca/index.php/CELT/article/view/4969
https://celt.uwindsor.ca/index.php/CELT/article/view/4969