Information Management Versus Knowledge Building: Implications for Learning and Assessment in Higher Education

Author:

Alexander Patricia A.

Publisher

Springer International Publishing

Reference56 articles.

1. Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus paper. Journal of Experimental Psychology: Applied, 17(1), 18–32.

2. Alexander, P. A. (1997). Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 213–250). Greenwich: JAI Press.

3. Alexander, P. A. (2014). Thinking critically and analytically about critical-analytic thinking: An introduction. Educational Psychology Review, 26(4), 469–476.

4. Alexander, P. A. (2015a). A+ students/c- learners: Education’s report card. Psychology Today, American Psychology Association Blog Series. https://www.psychologytoday.com/blog/psyched/201502/studentsc-learners-education-s-report-card

5. Alexander, P. A. (2015b). Information management versus knowledge building: Implications for learning and assessment in higher education. Affiliated meeting of KOKOHs, competence modeling and competence assessment in higher education, Johannes Gutenberg-University Mainz Germany and the American Educational Research Conference, Chicago.

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