Overview
- Editors:
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Robert-Jan Simons
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University of Nijmegen, The Netherlands
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Jos Linden
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University of Utrecht, The Netherlands
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Tom Duffy
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Unext, USA
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About this book
The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about “new learning.” Is it really a new way of learning? Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are — for various reasons — now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called “learning organizations” as a result of rapidly changing societies and economies.
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Table of contents (14 chapters)
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Front Matter
Pages i-viii
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- Robert-Jan Simons, Jos van der Linden, Tom Duffy
Pages 1-20
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New Learning, Technologies and Assessment
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- Bernadette van Hout-Wolters, Robert-Jan Simons, Simone Volet
Pages 21-36
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- Jos van der Linden, Gijsbert Erkens, Henk Schmidt, Peter Renshaw
Pages 37-54
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- Gellof Kanselaar, Jerry Andriessen, Ton de Jong, Peter Goodyear
Pages 55-81
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- Bernadette van Hout-Wolters
Pages 83-99
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- Karel Stokking, Marinus Voeten
Pages 101-118
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Domain-related Issues of New Learning
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- Johan van der Sanden, Jan Terwel, Stella Vosniadou
Pages 119-140
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- Geert ten Dam, Fons Vernooij, Monique Volman
Pages 141-156
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- Gert Rijlaarsdam, Michel Couzijn
Pages 157-189
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- Ton Mooij, Jan Terwel, Günther Huber
Pages 191-208
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New Instruction, Teaching and Teacher Education
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- Jan Vermunt, Lieven Verschaffel
Pages 209-225
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- Mieke Brekelmans, Peter Sleegers, Barry Fraser
Pages 227-242
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- Fred Korthagen, Cees Klaassen, Tom Russell
Pages 243-259
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- Douwe Beijaard, Nico Verloop, Theo Wubbels, Sharon Feiman-Nemser
Pages 261-274
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Back Matter
Pages 275-279
Editors and Affiliations
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University of Nijmegen, The Netherlands
Robert-Jan Simons
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University of Utrecht, The Netherlands
Jos Linden
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Unext, USA
Tom Duffy