Fryer argues perceived control and need for competence may bridge differences among models of higher-education learning toward a mega-theory¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Fryer argues that perceived control and need for competence may serve as unifiers bridging seemingly significant differences among models of learning in higher education, setting a foundation for a mega-theory. → Patricia A. Alexander 2017

Evidence¶

Patricia A. Alexander 2017¶

Patricia A. Alexander. (2017). Issues of Constructs, Contexts, and Continuity: Commentary on Learning in Higher Education. Educational Psychology Review, 29, 345–351. https://doi.org/10.1007/s10648-017-9409-3

q2 · i? · theoretical · r3

The commentary describes Fryer's (2017) integrative argument that "perceived control and need for competence as potential unifiers" may bridge differences among models of learning in higher education. Second-hand report of a theoretical argument.

"Using perceived control and need for competence as potential unifiers, Fryer argues that the seemingly significant differences among models he identifies may well be bridged, setting the foundation for a Bmega-theory^ of learning within higher education."

Discussion¶

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