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What is Engaged Learning

Chapter 2
Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education
An active process in which knowledge and understanding are acquired through participation, inquiry, involvement and direct experience
Published in Chapter:
A Critical Thinking Rubric as the Basis of Assessment and Curriculum
Hedva Lewittes (State University of New York-College at Old Westbury, USA)
Copyright: © 2009 |Pages: 25
DOI: 10.4018/978-1-60566-667-9.ch002
Abstract
In this chapter critical thinking is assessed using two critical thinking learning outcomes that were required for the State University of New York’s General Education program. System-wide, an initiative was implemented that took into account national debates about standardized and course embedded evaluation. As part of this process faculty developed a rubric that delineated the criteria for rating critical thinking on a four-point scale. Components of the rubric were integrated into the curriculum of a Psychology of Adulthood and Aging course and used to formulate study questions. Feedback to students and the modification of curriculum and evaluation measures was ongoing. Pre-tests and post-tests scored with the rubric provided data on learning.
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Chapter 16
Fostering Global Citizenship in Higher Education: Development of an International Course in Global Health
Focuses on relationships between students’ involvement and empirically-based university conditions that positively impact and influence students’ commitment to participate.
Published in Chapter: Fostering Global Citizenship in Higher Education: Development of an International Course in Global Health; From: Handbook of Research on Study Abroad Programs and Outbound Mobility
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Chapter 12
Promoting Competence-Based Learning and Assessment Through Innovative Use of Electronic Portfolios
Sustained interactions that involve exchange of ideas and information among learners in which they progressively become intrinsically motivated to deepen the interactions accompanied by in-depth thoughts, critical analysis, and purposeful discourse essential to construct and validate meaning.
Published in Chapter: Promoting Competence-Based Learning and Assessment Through Innovative Use of Electronic Portfolios; From: Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work
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Chapter 59
Pedagogy and the New Literacies in Higher Education
Instructional methods that include active and collaborative activities designed to connect concrete applications to professional and civic life.
Published in Chapter: Pedagogy and the New Literacies in Higher Education; From: Handbook of Research on Education and Technology in a Changing Society
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Chapter 17
Computer-Supported Collaborative Learning and Assessment: A Strategy for Developing Online Learning Communities in Continuing Education
Learning environments that provide learners with opportunities to be active, creative and critical as well as being creators of their own perspective and identity, thus promoting their learning experiences.
Published in Chapter: Computer-Supported Collaborative Learning and Assessment: A Strategy for Developing Online Learning Communities in Continuing Education; From: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
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Chapter 5
Meeting Higher Education Expectations in the Digital Age and Reliability of Assessment in E-Learning Settings
Sustained interactions that involve exchange of ideas and information among learners in which they progressively become intrinsically motivated to deepen the interactions accompanied by in-depth thoughts, critical analysis, and purposeful discourse essential to construct and validate meaning.
Published in Chapter: Meeting Higher Education Expectations in the Digital Age and Reliability of Assessment in E-Learning Settings; From: Handbook of Research on Cross-Cultural Online Learning in Higher Education
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Chapter 1
Making Connections Between E-Learning and Natural Learning
In this concept, students are encouraged to be active participants in their learning (instead of passive receivers of information). Students learn by integrating all of the mind/brain principles as they work in complex ways to develop their intellects and skills. Students work individually and in cooperative groups to develop critical thinking skills as they approach real world [problems and/or simulations.
Published in Chapter: Making Connections Between E-Learning and Natural Learning; From: Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments
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