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Engaged learning: making learning an authentic experience

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cris.virtual.author-orcid0000-0002-6561-3735
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cris.virtual.departmentOffice of Education Research (OER)
cris.virtual.departmentLearning Sciences and Assessment (LSA)
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cris.virtualsource.author-orcid0d40c40e-3abd-4ffd-81b8-dbee511a578d
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cris.virtualsource.department0d40c40e-3abd-4ffd-81b8-dbee511a578d
cris.virtualsource.department0d40c40e-3abd-4ffd-81b8-dbee511a578d
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dc.contributor.authorHung, David
dc.contributor.authorCheah, Horn Mun
dc.contributor.authorHo, Chun
dc.contributor.authorCheung, Wing Sum
dc.date.accessioned2009-06-08T02:24:35Z
dc.date.available2009-06-08T02:24:35Z
dc.date.issued2004
dc.description.abstractThis paper attempts to make sense of engaged learning. Approaches such as problem-based learning should be advocated because it is an authentic form of learning encouraging students to be self-regulated and thus metacognitive towards their own thinking and behaviours. In contrast to passive forms of instruction, where learners are not perceived to be active and engaged or reflective, we are highlighting alternative pedagogies that promote this sense of self-regulatoy actions. We describe the engaged learning framework - focusing on both problem and process - which would be necessary for authenticity in learning experiences.en
dc.identifier.citationTeaching and Learning, 25(1),1-17
dc.identifier.issn0129-7112
dc.identifier.urihttps://hdl.handle.net/10497/326
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.
dc.titleEngaged learning: making learning an authentic experienceen
dc.typeArticleen
dspace.entity.typePublication
local.message.claim2022-10-26T10:59:16.455+0800|||rp00269|||submit_approve|||dc_contributor_author|||None*
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