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Natural Learning in Higher Education

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  • Armstrong, J. Scott

Abstract

A comparison of natural learning, the learner-responsible model, and the teacher-responsible model that is used in most higher learning institutions. Natural learning appears to be more effective than the teacher-responsibility approach because the incentive to learn is stronger when the learner selects the learning objective and decides the steps for pursuing such objectives.

Suggested Citation

  • Armstrong, J. Scott, 2012. "Natural Learning in Higher Education," MPRA Paper 37648, University Library of Munich, Germany.
    • Handle: RePEc:pra:mprapa:37648
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    References listed on IDEAS

    as
    1. Philip Babcock, 2010. "Real Costs Of Nominal Grade Inflation? New Evidence From Student Course Evaluations," Economic Inquiry, Western Economic Association International, vol. 48(4), pages 983-996, October.
    2. Philip Babcock & Mindy Marks, 2011. "The Falling Time Cost of College: Evidence from Half a Century of Time Use Data," The Review of Economics and Statistics, MIT Press, vol. 93(2), pages 468-478, May.
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    10. Philip Babcock & Mindy Marks, 2011. "The Falling Time Cost of College: Evidence from Half a Century of Time Use Data," The Review of Economics and Statistics, MIT Press, vol. 93(2), pages 468-478, May.
    Full references (including those not matched with items on IDEAS)

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    Keywords

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    JEL classification:

    • I0 - Health, Education, and Welfare - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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