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Table 1 Hierarchical inclusion relationship between architecture and pedagogical strategies (or methods) modified by Calvani, 2012 [27]

From: A cross-sectional study of pedagogical strategies in nursing education: opportunities and constraints toward using effective pedagogy

Meta-architecture

Didactic architecture

Characteristics

Pedagogical strategy (methods)

Meta-architecture teacher focussed

Receptive (transmissive)

Control by teacher/system

Lesson

Highly pre-structuring of information

 

Scarce or absent interaction

 

Behavioral (directive-interactive)

Control by teacher/system

Tutorial approach

Modeling

Field trip

Highly pre-structuring of information

 

Extensive interaction

 

Extensive feedback control

 

Meta-architecture student focussed

Situated guided discovery

Control shared by teacher and student

Problem solving

Problem based learning

Discussion

Partially pre-structuring of information

 

Extensive interaction

 

Simulative

Student controlled

Simulation

Role playing

Case studies

Pre-structured information or model

 

Extensive interaction with model/system

 

Collaborative

Student controlled

Cooperative learning

More or less pre-structuring of goals

 

Extensive interaction between peer

 

Explorative

Student controlled

Project

Brainstorming

Little, if any, pre-structuring of information

 

Little interaction

 

Metacognitive

Teacher transfer of control to students

Self-regulated learning

Completely student-controlled in time