Cognitive Development of Adult Undergraduate Students: Cohort and Non-Cohort Settings

Collins, Royce Ann

doi:10.4148/0146-9282.1225

Cited by 2 publications

(3 citation statements)

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“…It can be used as a support system to continue in the degree program. It can also be used to cognitively develop learners (Collins 2006).…”

Section: Cooperative Learningmentioning

confidence: 99%

“…Working cooperatively is not instinctive in the highly competitive societal environment of the twenty-first century. Developing the capacity to learn from peers only comes through developing more cognitive complexity (Collins 2006).…”

Section: Cooperative Learningmentioning

confidence: 99%

“…This activity stretches students' minds. Collins (2006) reported this type of questioning activity helps students develop more complex ways of thinking.…”

Section: Questioning Techniquesmentioning

confidence: 99%

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Global Innovation of Teaching and Learning in Higher Education

Layne

Lake²

2015

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Volume 11Professional Learning and Development in Schools and Higher Education disseminates original, research informed writing on the connections between teacher learning and professionalism in schools and higher education. Global in their coverage, the texts deal with the problems and practices of the field in different national and international cultural, policy and practice contexts. The methodology employed encompasses a broad spectrum of conceptual, theoretical, philosophical and empirical research activities. The series explicitly encompasses both the fields of schools and higher education. The subject areas covered by the series are: professional learning in schools; contexts for professional learning; professional learning in higher education; change; the (new) meanings of professionalism in schools and higher education; training and development in schools and higher education; the 'well-being' agenda in schools and higher education; autonomy, compliance and effectiveness in schools and higher education; principal leadership in schools and higher education; middlelevel leadership in schools and higher education. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher's location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through Rights Link at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.Printed on acid-free paper Foreword by James Wisdom Global Innovation of Teaching and Learning in Higher Education: Transgressing BoundariesThis is an ambitious book, for reasons which signal t...

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“…It can be used as a support system to continue in the degree program. It can also be used to cognitively develop learners (Collins 2006).…”

Section: Cooperative Learningmentioning

confidence: 99%

Section: Cooperative Learningmentioning

confidence: 99%