Ownership of learning through task-based teaching in a group of high school students at a public school
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Director/AsesorCano Blandón, Rubén Darío
Tipo de contenido
The present study analyzes the extent to which Task-Based Learning (TBL) fosters ownership of learning in a group of learners. The concept of ownership of learning is explored from the ownership of learning model designed by Conley and French (2014), which compresses five key aspects: (1) Engagement (behavioral, cognitive and emotional), (2) goal orientation and self-direction, (3) self-efficacy and self-confidence, (4) metacognition and self-monitoring and (5) persistence. TBL was implemented for about two months with a group of English learners of a public school in Medellin, Colombia.
Inglés -- Enseñanza
Aprendizaje Basado en Tareas
Métodos de enseñanza
Educación secundaria -- Medellín (Antioquia, Colombia)
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