Behind the Silence of the Professional Classroom in Universities: Formation of Cognition-Practice Separation among University Students—A Grounded Theory Study in China
Author
Abstract
Suggested Citation
Download full text from publisher
References listed on IDEAS
- Heather Burns & Megan Schneider, 2019. "Insights from Alumni: A Grounded Theory Study of a Graduate Program in Sustainability Leadership," Sustainability, MDPI, vol. 11(19), pages 1-14, September.
- Yancong Zhu & Juan Zhang & Zhaoxi Zhang & Gina Clepper & Jingpeng Jia & Wei Liu, 2022. "Designing an Interactive Communication Assistance System for Hearing-Impaired College Students Based on Gesture Recognition and Representation," Future Internet, MDPI, vol. 14(7), pages 1-14, June.
- Choirul Amin & Sukamdi Sukamdi & Rijanta Rijanta, 2021. "Exploring Migration Hold Factors in Climate Change Hazard-Prone Area Using Grounded Theory Study: Evidence from Coastal Semarang, Indonesia," Sustainability, MDPI, vol. 13(8), pages 1-18, April.
Most related items
These are the items that most often cite the same works as this one and are cited by the same works as this one.- Raul Oltra-Badenes & Vicente Guerola-Navarro & José-Antonio Gil-Gómez & Dolores Botella-Carrubi, 2023. "Design and Implementation of Teaching–Learning Activities Focused on Improving the Knowledge, the Awareness and the Perception of the Relationship between the SDGs and the Future Profession of Univers," Sustainability, MDPI, vol. 15(6), pages 1-20, March.
- José V. Pestana & Nuria Codina, 2020. "Collective and Individual Sources of Women’s Creativity: Heroism and Psychological Types Involved in Enhancing the Talent of Emerging Leaders," Sustainability, MDPI, vol. 12(11), pages 1-25, May.
- María Consuelo Sáiz-Manzanares & Sara Gutiérrez-González & Ángel Rodríguez & Lourdes Alameda Cuenca-Romero & Verónica Calderón & Miguel Ángel Queiruga-Dios, 2020. "Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques," Sustainability, MDPI, vol. 12(17), pages 1-18, August.
More about this item
Keywords
classroom silence; professional courses; Chinese university students; separation of cognition and practice; grounded theory;All these keywords.
Statistics
Access and download statisticsCorrections
All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:19:y:2022:i:21:p:14286-:d:960256. See general information about how to correct material in RePEc.
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .
Please note that corrections may take a couple of weeks to filter through the various RePEc services.