Intentional learning: a student-centered pedagogy
| Autor: | Mary D. Bondmass, Sarah Mollman |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Motivation
Student centered pedagogy 030504 nursing Communication media_common.quotation_subject 05 social sciences 050301 education Education Nursing Baccalaureate Resistance (psychoanalysis) Problem-Based Learning Self Concept Education Test (assessment) 03 medical and health sciences Mathematics education Humans Intentional learning Students Nursing Clinical Competence Nurse education 0305 other medical science 0503 education General Nursing Autonomy media_common |
| Zdroj: | International Journal of Nursing Education Scholarship. 17 |
| ISSN: | 1548-923X 2194-5772 |
| DOI: | 10.1515/ijnes-2019-0097 |
| Popis: | Objective The objective was to test the assumption that characteristics of intentional learning are not fixed and if an interview assignment enhanced intentional learning. Methods In order to meet the needs of practice, nursing educators have trialed student-centered pedagogies, often with resistance from students. Intentional learning appears to mirror the characteristics, such as autonomy, responsibility of one’s own learning, self-regulation, and motivation, needed by students to be successful in student-centered pedagogies. Intentional learning had not been studied in nursing. A quasi-experimental pre/post-test design was used to test intentional learning in nursing students (N=92). Results While the interview assignment did not enhance intentional learning scores, intentional learning scores did significantly increase over the semester (p=0.039). Conclusion Intentional learning scores did increase, showing that students move along the intentional learning continuum depending on their learning experiences. Future research should include testing teaching strategies that foster intentional learning. |
| Databáze: | OpenAIRE |
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