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dc.contributor.authorVirtanen, Anne
dc.contributor.authorTynjälä, Päivi
dc.date.accessioned2019-09-23T07:51:08Z
dc.date.available2019-09-23T07:51:08Z
dc.date.issued2019
dc.identifier.citationVirtanen, A., & Tynjälä, P. (2019). Factors explaining the learning of generic skills : a study of university students’ experiences. <i>Teaching in Higher Education</i>, <i>24</i>(7), 880-894. <a href="https://doi.org/10.1080/13562517.2018.1515195" target="_blank">https://doi.org/10.1080/13562517.2018.1515195</a>
dc.identifier.otherCONVID_28243377
dc.identifier.otherTUTKAID_78707
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65597
dc.description.abstractAlthough generic skills have received widespread attention from both policymakers and educationalists, little is known regarding how students acquire these skills, or how they should best be taught. Hence, the aim of this study was to identify what kinds of pedagogical practices are behind the learning of eight particular generic skills. The data were collected from university students (N = 163, n = 123) via Internet questionnaires. The findings from regression analyses showed that teaching practices involving collaboration and interaction as well as features of a constructivist learning environment and integrative pedagogy predicted the learning of generic skills – such as decision-making skills, different forms of creativity, and problem-solving skills. In contrast, the traditional forms of university teaching – such as reading, lecturing, and working alone – were negatively associated to learning generic skills. Overall, this study offers detailed information about the pedagogical practices that nurture learning generic skills in university contexts.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesTeaching in Higher Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.othergeneric skills
dc.subject.otherteaching
dc.subject.otheruniversity students
dc.titleFactors explaining the learning of generic skills : a study of university students’ experiences
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201909184184
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-09-18T06:15:17Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange880-894
dc.relation.issn1356-2517
dc.relation.numberinseries7
dc.relation.volume24
dc.type.versionpublishedVersion
dc.rights.copyright© 2018 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysotaidot
dc.subject.ysooppiminen
dc.subject.ysoopetus
dc.subject.ysopedagogiikka
dc.subject.ysokorkeakouluopiskelu
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p5798
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
jyx.subject.urihttp://www.yso.fi/onto/yso/p1584
jyx.subject.urihttp://www.yso.fi/onto/yso/p13164
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/13562517.2018.1515195


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