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The influence of Teacher cues on self-directed Learning in Math Education. / Cabo, Annoesjka; Klaassen, Renate.

CDIO 2019 proceedings. 2019.

Research output: Chapter in Book/Conference proceedings/Edited volumeConference contributionScientificpeer-review

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Cabo, A & Klaassen, R 2019, The influence of Teacher cues on self-directed Learning in Math Education. in CDIO 2019 proceedings. 15th International CDIO Conference, Aarhus, Denmark, 25/06/19.

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BibTeX

@inproceedings{eb2e6a784b7543a49956a325f0dce623,
title = "The influence of Teacher cues on self-directed Learning in Math Education",
abstract = "Increasing class sizes forces universities to change their education in ways that allow for independent learning for students. This study looks at a case where blended learning was introduced to alleviate some of the educationally negative consequences of large class sizes. Independent learning requires from the students to become more self-regulated while at the same time they need efficient feedback from lecturers to enact these self-regulated learning activities. In this paper we investigate whether at Delft University of Technology (TU Delft) student perceptions of lecturing behaviour is such as to stimulate student’s independent learning and whether self-regulated learning behaviour results in more active engagement with the learning materials.",
keywords = "Math Education, Self directed learning, Blended education",
author = "Annoesjka Cabo and Renate Klaassen",
year = "2019",
month = "6",
day = "25",
language = "English",
booktitle = "CDIO 2019 proceedings",

}

RIS

TY - GEN

T1 - The influence of Teacher cues on self-directed Learning in Math Education

AU - Cabo, Annoesjka

AU - Klaassen, Renate

PY - 2019/6/25

Y1 - 2019/6/25

N2 - Increasing class sizes forces universities to change their education in ways that allow for independent learning for students. This study looks at a case where blended learning was introduced to alleviate some of the educationally negative consequences of large class sizes. Independent learning requires from the students to become more self-regulated while at the same time they need efficient feedback from lecturers to enact these self-regulated learning activities. In this paper we investigate whether at Delft University of Technology (TU Delft) student perceptions of lecturing behaviour is such as to stimulate student’s independent learning and whether self-regulated learning behaviour results in more active engagement with the learning materials.

AB - Increasing class sizes forces universities to change their education in ways that allow for independent learning for students. This study looks at a case where blended learning was introduced to alleviate some of the educationally negative consequences of large class sizes. Independent learning requires from the students to become more self-regulated while at the same time they need efficient feedback from lecturers to enact these self-regulated learning activities. In this paper we investigate whether at Delft University of Technology (TU Delft) student perceptions of lecturing behaviour is such as to stimulate student’s independent learning and whether self-regulated learning behaviour results in more active engagement with the learning materials.

KW - Math Education

KW - Self directed learning

KW - Blended education

M3 - Conference contribution

BT - CDIO 2019 proceedings

ER -

ID: 56069284