Learning Strategies, Expectations and Challenges


Maxwell Edwards (Editor)
Stephen O. Adams (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU029000

In this book, the authors present current research in the study of learning strategies, expectations and challenges. Topics discussed in this compilation include an examination of the differences between an expert and a novice’s ability to recognize design prototypes using a Visual Prototype Identity Model (VPIM); self-regulated problem solving implementation in the school curriculum; effects of academic confidence and gender in the perception of the teaching-learning process at the university level; strategies for supporting reflection in online learning environments; and collaborative learning in teaching. (Imprint: Nova)

Table of Contents

Table of Contents


Understanding the Differences between an Expert and a Novice’s Ability to Recognize Design Prototypes using a Visual Prototype Identity Model (VPIM)
(Arianne Rourke, School of Art History & Art Education, College of Fine Arts, University of New South Wales, Paddington, NSW, Australia)

Implementing Incremental Worked Examples in the School. How Can Self-Regulated Problem Solving be Implemented in the School Curriculum? Results from a Research Project on Incremental Worked Examples
(Florian Schmidt-Weigand, Martin Hänze, Rita Wodzinski, Human Sciences Department, Institute of Psychology, University of Kassel, Kassel, Germany, and others)

The SOAR Study System: Theory, Research, and Implications
(Dharma Jairam, Kenneth A. Kiewra, Katie Ganson, Pennsylvania State University, Erie, Pennsylvania, USA, and others)

Effects of Academic Confidence and Gender in the Perception of the Teaching-Learning Process at University
(Jesús de la Fuente, Paul Sander, University of Almeria, Spain, and others)

A Review of Strategies for Supporting Reflection in Online Learning Environments
(Ting-Ling Lai, Susan M. Land, The Pennsylvania State University, University Park, Pennsylvania, USA)*

Collaborative Learning in Teaching: A Trajectory to Expertise in Pedagogical Reasoning
(Julien Mercier, Monique Brodeur, Line Laplante, Caroline Girard, Departement d’education et Formation Specialisees Universite du Quebec a Montreal, Canada, and others)*


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