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The Interference of Non-Meaningful Learning on Subsequent Meaningful Learning.

, 2022
The purpose of this study is to develop a framework for the notions of meaningful and non-meaningful and to test for learning interference from a non-meaningful then meaningful instructional sequence. A review of the literature reveals that terminologies
Simoneaux, Dolores Pesek
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Initial development of the Meaningful Learning with Technology Scale (MeLTS) for high-school students

Interactive Learning Environments, 2018
With the rapid developments in emerging technologies and the emphasis on technologies in learning environments, the connection between technologies and meaningful learning has strengthened.
Chwee Beng Lee
exaly   +2 more sources

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Effect of GSS on meaningful learning

Proceedings of the Thirty-First Hawaii International Conference on System Sciences, 2002
Investigates the contribution of group support systems (GSSs) to collaborative learning environments. We propose a model explaining the effect of GSSs on the acquisition of problem-solving knowledge. We also discuss the results of an empirical study designed to test the predictions of the proposed model.
Ron Chi-Wai Kwok, Mohamed Khalifa 0001
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Concept mapping for meaningful learning

Nurse Education Today, 2004
The complexity of teaching, learning and assessment strategies remains a problem in nurse education especially with the changes in new curricula. This article explains one solution, which was considered and explored prior to implementation for the assessment of an inquiry-based module in nurse education.
C, Akinsanya, M, Williams
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Mental Models and Meaningful Learning

Journal of Veterinary Medical Education, 2004
If you understand something, you can use the information you have acquired to solve problems to which that knowledge is relevant. Meaningful learning is learning with understanding. Achieving meaningful learning begins with the building of correct, appropriate mental models, or representations, of the knowledge being acquired.
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Making Learning Meaningful

2013
When encouraging readers of history, we have several broad goals for our students as readers and as learners. We want them to leave their reading with some knowledge of content and to be able to discriminate among ideas for significance, bias, point of view, and perspective.
Janet Allen, Christine Landaker
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Schooling for Meaningful Learning

2017
In Chapter 6, we draw upon educational research to focus upon the centrality of pedagogical strategies and a diverse curriculum to facilitate an education that: goes beyond basic utilitarian and/or vocational skills; develops critical perspectives; introduces young people to ‘other worlds’ via the humanities and the arts; facilitates student voice and ...
Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes   +4 more
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Modeling for Meaningful Learning

2006
In the first part of the chapter, we argue that the goal of formal education should be meaningful learning. Meaningful learning is necessarily social, collaborative, intentional, authentic, and active. The result of meaningful learning lies in its cognitive residue, the learner’ mental model.
David H. Jonassen, Johannes Strobel
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Meaningful Learning with Wikis

2009
Abstract Recent years witnessed a rapid proliferation of the use of wikis in education due to its radical simplicity and versatility. As its emergence is a potential powerful tool for enabling new types of learning, it is necessary to base instructional uses of wikis on sound pedagogical framework in order for this innovation to live ...
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A comparison of rote and meaningful learning of connected meaningful material

Journal of Verbal Learning and Verbal Behavior, 1966
This study involved a comparison of rote and connected learning of meaningful material. A 200-word passage was learned under either rote or meaningful instructions. Factor-analytic treatment of the intercorrelated dependent variable measures resulted in two factors.
David J. King, Gordon W. Russell
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