“This article suggests ways in which course providers, by circumventing traditional academic policies and showing maximum flexibility and understanding to non-traditional students, can bring high-risk students long-term positive results …” (p 417)
“The object of the dead-line was to prevent prisoners escaping.” (p 103)
“To this resistance, Mitra responded with a quote from the science fiction writer Sir Arthur C. Clarke who stated ‘A teacher that can be replaced by a machine should be’.” (p 27)
“No single teaching approach was used for every class or by every teacher to effectively connect students to the process of learning. Each teacher used a variety of approaches that included mastery learning, concrete materials, storytelling, one-on-one, the talking or sharing circle, group work, and learning that was experiential, community-based, activity-based, or land-based learning.” (p 148)
“When instruction is stripped of children’s cultural legacies, then they are forced to believe that the world and all the good things in it were created by others. This leaves students further alienated from the school and its instructional goals, and more likely to view themselves as inadequate.” (p 41)
The assessment of learning was merged with time limits, “a compromise for the sake of administrative efficiency” (Wesman, 1949, p. 51). Deadline performance became a proxy for actual learning, thereby diminishing learner autonomy, motivation, and creativity (Deci & Ryan, 2012).
“The literature around engagement and academic performance is compelling (Ahlfeldt et al., 2005; Kuh, 2003; Kuh & Hayek, 2004), and in the present study, the students in the EBL seminars report a higher level of engagement.” (p 90)