GIUV2018-418
The research line focuses on the design and evaluation of learning environments aimed at enhancing active and meaningful learning in different instructional contexts. Based on available knowledge about human learning, the characteristics of effective learning environments are characterised by being (1) learner-centred (building on learners' prior knowledge and skills, attitudes, beliefs and motivations: (2) focus on knowledge and understanding, emphasising the importance of prioritising deep understanding, seeking to facilitate the development of well-organised, accessible and flexible knowledge in different contexts and situations), (3) prioritise formative assessment and feedback, enabling learners to review and improve the quality of their learning, and teachers to provide them with the supports that enable them to make progress; and, (4) developing a sense of belonging to a learning-oriented community, emphasising interaction, cooperative learning, contrasting arguments and giving and receiving help from peers. It also emphasises the role of new technologies in education(training, as they facilitate learning based on real-world problems - using a wide variety of resources such...The research line focuses on the design and evaluation of learning environments aimed at enhancing active and meaningful learning in different instructional contexts. Based on available knowledge about human learning, the characteristics of effective learning environments are characterised by being (1) learner-centred (building on learners' prior knowledge and skills, attitudes, beliefs and motivations: (2) focus on knowledge and understanding, emphasising the importance of prioritising deep understanding, seeking to facilitate the development of well-organised, accessible and flexible knowledge in different contexts and situations), (3) prioritise formative assessment and feedback, enabling learners to review and improve the quality of their learning, and teachers to provide them with the supports that enable them to make progress; and, (4) developing a sense of belonging to a learning-oriented community, emphasising interaction, cooperative learning, contrasting arguments and giving and receiving help from peers. It also emphasises the role of new technologies in education(training, as they facilitate learning based on real-world problems - using a wide variety of resources such as videos, simulations, demonstrations - that increase students' motivation, provide powerful tools for visualisation and analysis of information, offer more opportunities for interaction with learning materials, communication and feedback from teachers and peers, as well as build learning communities in which a wide variety of actors can participate. Topics:
Learner-centred teaching methods.
Instructional design to promote self-regulated learning.
Formative evaluation and feedback.
Self-regulated learning: Cognitive, metacognitive and affective-motivational strategies. Time management (Assessment and intervention).
Promoting academic engagement.
Evaluation rubrics.
Electronic portfolios.
Competency-based training.
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- Design and validation of environments and tools aimed at promoting active and meaningful learning in educational/training contexts
- Relational factors and psychological well-being in learning environments.The research line focuses on relational factors in educational contexts and their relationship with psychological well-being, mental health, and students¿ adjustment. It particularly examines peer relationships, bullying and cyberbullying, school belonging and connectedness, as well as risk and protective factors linked to emotional and social adjustment. It includes longitudinal research on these relationships and the evaluation of psychoeducational interventions aimed at promoting well-being, preventing mental health problems, and fostering safe, inclusive, and connected learning environments.
- Instructional technology.Design of instructional proposals and tools that promote active and meaningful learning.
| Name | Nature of participation | Entity | Description |
|---|---|---|---|
| RAFAEL GARCIA ROS | Director | Universitat de València | |
| Research team | |||
| MARIA DOLORES SANCERNI BEITIA | Member | Universitat de València | |
| BEATRIZ LUCAS MOLINA | Member | Universitat de València | |
| MARIA DEL CASTILLO FUENTES DURAN | Member | Universitat de València | |
| ANIELSON BARBOSA DASILVA | Collaborator | Universidade Federal da Paraíba (Brasil) | Tenured university professor |
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- Higher education
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- Developmental and Educational Psychology
- BULLYING
- PSYCHOLOGICAL WELL-BEING
- MENTAL HEALTH
- PSYCHOEDUCATIONAL INTERVENTION
- SELF-REGULATED LEARNING
- INSTRUCTIONAL DESIGN
- FORMATIVE ASSESSMENT
- FEEDBACK
- CYBERBULLYING
- RELATIONAL FACTORS
- SCHOOL BELONGING
- SCHOOL CONNECTEDNESS
- PEER RELATIONSHIPS
- EMOTIONAL ADJUSTEMENT
