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A mechanistic foundation for instructor‐regulated collective learning
Author(s) -
Brooks David W.,
Markwell John
Publication year - 2006
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.2006.49403402103
Subject(s) - metacognition , connectionism , class (philosophy) , psychology , cooperative learning , foundation (evidence) , unconscious mind , experiential learning , cognitive science , learning theory , active learning (machine learning) , mathematics education , learning environment , computer science , teaching method , cognition , artificial intelligence , neuroscience , archaeology , psychoanalysis , history
The theory of memory and the ability to influence learning with conscious and unconscious factors, both internal and external, is reviewed. From a connectionist view of memory, the interactive compensatory model of learning is introduced, with an emphasis on the plastic components (motivation, prior knowledge, and metacognition) that can be regulated. Expert students, but not naive students, have a considerable ability to self‐regulate their learning processes and improve performance in undergraduate courses. We propose that in a class situation, there are emergent opportunities for an instructor who understands the dynamics of the learning environment to provide regulation for collective learning of multiple students and improve group learning. There are three interfaces for instructor‐regulated collective learning, and examples are provided for each to suggest how instructors may effectively provide regulation.