Remote learning might be new, but how we can learn best is not

Authors

  • Carrie Hanson McGill University
  • Alexander Liepins McGill University

DOI:

https://doi.org/10.47408/jldhe.vi22.720

Keywords:

learning strategies, skills development, student success, remote learning, metacognition, Covid-19

References

Major, C. H. (2015) Teaching online: a guide to theory, research, and practice. Baltimore: Johns Hopkins University Press.

McGuire, S. Y. (2015) Teach students how to learn: strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Sterling, Virginia: Stylus Publishing, LLC.

Wiggins, G. P. and McTighe, J. (2006) Understanding by design. Upper Saddle River, N.J.: Pearson Education.

Winne, P. H. and Hadwin, A. F. (1998) ‘Studying as self regulated learning’, in Hacker, D. J., Dunlosky, J. and Graesser, A. C. (eds.) Metacognition in educational theory and practice. Mahwah, N.J.: L. Erlbaum Associates, pp. 277-304.

Downloads

Published

13-10-2021

How to Cite

Hanson, C. and Liepins, A. (2021) “Remote learning might be new, but how we can learn best is not”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.720.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Adapting core features of learning development: skills and writing support

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).