To use or not to use, that is the question: On students’ encounters with a library of examples
Understanding learning processes in an example-based environment is of interest to scholars from various disciplines. This qualitative study presents the missing perspective: the emotional and motivational aspects that accompany learning in an example-based environment. The participants of our study...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2017-01-01
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| Series: | Cogent Social Sciences |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/23311886.2017.1323381 |
| _version_ | 1829531368795668480 |
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| author | Hava Greensfeld Efrat Nevo |
| author_facet | Hava Greensfeld Efrat Nevo |
| author_sort | Hava Greensfeld |
| collection | DOAJ |
| description | Understanding learning processes in an example-based environment is of interest to scholars from various disciplines. This qualitative study presents the missing perspective: the emotional and motivational aspects that accompany learning in an example-based environment. The participants of our study were 70 students in four classes (2010–2013) of “The Learning Processes,” an academic course at a teacher-education college. Research tools were: An open questionnaire to expose the students’ preconceptions regarding the use of a library of examples in learning processes, three reflective journals, observations, and a designated library of examples. In this study we adopted a unique pedagogical strategy, both in constructing the library of examples and in determining when the examples would be studied. Content analysis revealed two contrasting approaches : the “objecting” versus the “agreeing”; these led to identification of six academic emotional types (three “objecting” types and three “agreeing” types) of users of the example-based environment. The processes that caused each student to behave in a particular way were found to be complex, with external-behavioral expressions (actual use of examples), and internal expressions. These were related to each type’s focused achievement goal, academic self-concept, and to social-academic emotions aroused in this environment. The present study broadens the implications of the theory of learning through examples, and emphasizes the widely varied preferences of learners in a an example-rich environment. |
| first_indexed | 2024-12-16T18:20:20Z |
| format | Article |
| id | doaj.art-1bc52f8204914f5aa11208c63a54f3a2 |
| institution | Directory Open Access Journal |
| issn | 2331-1886 |
| language | English |
| last_indexed | 2024-12-16T18:20:20Z |
| publishDate | 2017-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Social Sciences |
| spelling | doaj.art-1bc52f8204914f5aa11208c63a54f3a22022-12-21T22:21:35ZengTaylor & Francis GroupCogent Social Sciences2331-18862017-01-013110.1080/23311886.2017.13233811323381To use or not to use, that is the question: On students’ encounters with a library of examplesHava Greensfeld0Efrat Nevo1Michlalah Jerusalem CollegeMichlalah Jerusalem CollegeUnderstanding learning processes in an example-based environment is of interest to scholars from various disciplines. This qualitative study presents the missing perspective: the emotional and motivational aspects that accompany learning in an example-based environment. The participants of our study were 70 students in four classes (2010–2013) of “The Learning Processes,” an academic course at a teacher-education college. Research tools were: An open questionnaire to expose the students’ preconceptions regarding the use of a library of examples in learning processes, three reflective journals, observations, and a designated library of examples. In this study we adopted a unique pedagogical strategy, both in constructing the library of examples and in determining when the examples would be studied. Content analysis revealed two contrasting approaches : the “objecting” versus the “agreeing”; these led to identification of six academic emotional types (three “objecting” types and three “agreeing” types) of users of the example-based environment. The processes that caused each student to behave in a particular way were found to be complex, with external-behavioral expressions (actual use of examples), and internal expressions. These were related to each type’s focused achievement goal, academic self-concept, and to social-academic emotions aroused in this environment. The present study broadens the implications of the theory of learning through examples, and emphasizes the widely varied preferences of learners in a an example-rich environment.http://dx.doi.org/10.1080/23311886.2017.1323381academic emotionslearning through exampleachievement goalsacademic self-conceptsocial-academic emotions |
| spellingShingle | Hava Greensfeld Efrat Nevo To use or not to use, that is the question: On students’ encounters with a library of examples Cogent Social Sciences academic emotions learning through example achievement goals academic self-concept social-academic emotions |
| title | To use or not to use, that is the question: On students’ encounters with a library of examples |
| title_full | To use or not to use, that is the question: On students’ encounters with a library of examples |
| title_fullStr | To use or not to use, that is the question: On students’ encounters with a library of examples |
| title_full_unstemmed | To use or not to use, that is the question: On students’ encounters with a library of examples |
| title_short | To use or not to use, that is the question: On students’ encounters with a library of examples |
| title_sort | to use or not to use that is the question on students encounters with a library of examples |
| topic | academic emotions learning through example achievement goals academic self-concept social-academic emotions |
| url | http://dx.doi.org/10.1080/23311886.2017.1323381 |
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