Recent developments in student learning in Britain and their relationship to de Bologna Declaration
The article gives an account of recent developments in student-centred learning which are likely to impinge on the appropriateness of the Bologna Declaration and in particular on the relevance of the Declaration to student learning. It is concluded that these developments are neutral regarding the r...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2005 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:4752 |
| Acceso en línea: | https://ddd.uab.cat/record/4752 https://dx.doi.org/urn:doi:10.5565/rev/papers/v76n0.970 |
| Access Level: | acceso abierto |
| Palabra clave: | University Students learning University Bolonia Declaration Aprenentatge dels estudianst universitaris Universitat Declaració de Bolonya |
| Sumario: | The article gives an account of recent developments in student-centred learning which are likely to impinge on the appropriateness of the Bologna Declaration and in particular on the relevance of the Declaration to student learning. It is concluded that these developments are neutral regarding the relevance of the Declaration in its present form, but there could be more serious pedagogic problem, in the future. It is possible that the intended harmonisation might harmonise the tangible, but less important, while leaving unharmonised the more intangible, producing unintended consequences in the student learning process. |
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