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dc.contributor.author | Wright, Angela | es_ES |
dc.date.accessioned | 2018-06-28T07:11:53Z | |
dc.date.available | 2018-06-28T07:11:53Z | |
dc.date.issued | 2017-06-26 | |
dc.identifier.isbn | 9788490485903 | |
dc.identifier.uri | http://hdl.handle.net/10251/104761 | |
dc.description.abstract | [EN] This paper examines ‘Enquiry Based Learning’ (EBL) as an engagement strategy for assessment at ‘taught masters’ level 9. The master students in question are adult learners in full time employment and the empirical data was gathered from these students. First, an outline of the key features of EBL is presented and, from there, an investigation of how it is viewed when applied to a specific problem statement by the masters students. EBL creates a memorable atmosphere in the classroom and encourages deep learning (Ramsden, 1992). EBL also encourages active learning, which is more enjoyable for the students (Eison, 2010), especially adults – offering more control (Whowell, 2006). Learning should not be passive or a spectator sport; students learn most effectively by active engagement (Karmas, 2006), with an interesting project, hence, the use of EBL. It is vital that we move beyond a conceptualisation of education as the simple acquisition of knowledge to one which equally emphasises, nurtures and assesses innovation and expertise in the utilisation and application of knowledge, (Boland, 2010). The findings of this research are relevant and important as they inform practice and feed into future programme reviews when considering the inclusion of EBL for assessment. | es_ES |
dc.format.extent | 9 | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Editorial Universitat Politècnica de València | es_ES |
dc.relation.ispartof | Proceedings of the 3rd International Conference on Higher Education Advances | es_ES |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Higher Education | es_ES |
dc.subject | Learning | es_ES |
dc.subject | Educational systems | es_ES |
dc.subject | Teaching | es_ES |
dc.subject | Enquiry Based Learning (EBL) | es_ES |
dc.subject | Assessment | es_ES |
dc.subject | Engagement | es_ES |
dc.subject | Adult Learners | es_ES |
dc.title | Enquiry Based Learning: A Valuable Mechanism at Level 9? | es_ES |
dc.type | Capítulo de libro | es_ES |
dc.type | Comunicación en congreso | es_ES |
dc.identifier.doi | 10.4995/HEAD17.2017.5066 | |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Wright, A. (2017). Enquiry Based Learning: A Valuable Mechanism at Level 9?. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 152-160. https://doi.org/10.4995/HEAD17.2017.5066 | es_ES |
dc.description.accrualMethod | OCS | es_ES |
dc.relation.conferencename | Third International Conference on Higher Education Advances | es_ES |
dc.relation.conferencedate | June 21-23,2017 | es_ES |
dc.relation.conferenceplace | Valencia, Spain | es_ES |
dc.relation.publisherversion | http://ocs.editorial.upv.es/index.php/HEAD/HEAD17/paper/view/5066 | es_ES |
dc.description.upvformatpinicio | 152 | es_ES |
dc.description.upvformatpfin | 160 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.relation.pasarela | OCS\5066 | es_ES |