WorldWideScience

Sample records for learning abstract strategies

  1. Category learning strategies in younger and older adults: Rule abstraction and memorization.

    Science.gov (United States)

    Wahlheim, Christopher N; McDaniel, Mark A; Little, Jeri L

    2016-06-01

    Despite the fundamental role of category learning in cognition, few studies have examined how this ability differs between younger and older adults. The present experiment examined possible age differences in category learning strategies and their effects on learning. Participants were trained on a category determined by a disjunctive rule applied to relational features. The utilization of rule- and exemplar-based strategies was indexed by self-reports and transfer performance. Based on self-reported strategies, the frequencies of rule- and exemplar-based learners were not significantly different between age groups, but there was a significantly higher frequency of intermediate learners (i.e., learners not identifying with a reliance on either rule- or exemplar-based strategies) in the older than younger adult group. Training performance was higher for younger than older adults regardless of the strategy utilized, showing that older adults were impaired in their ability to learn the correct rule or to remember exemplar-label associations. Transfer performance converged with strategy reports in showing higher fidelity category representations for younger adults. Younger adults with high working memory capacity were more likely to use an exemplar-based strategy, and older adults with high working memory capacity showed better training performance. Age groups did not differ in their self-reported memory beliefs, and these beliefs did not predict training strategies or performance. Overall, the present results contradict earlier findings that older adults prefer rule- to exemplar-based learning strategies, presumably to compensate for memory deficits. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  2. Automata Learning through Counterexample Guided Abstraction Refinement

    DEFF Research Database (Denmark)

    Aarts, Fides; Heidarian, Faranak; Kuppens, Harco

    2012-01-01

    to a small set of abstract events that can be handled by automata learning tools. In this article, we show how such abstractions can be constructed fully automatically for a restricted class of extended finite state machines in which one can test for equality of data parameters, but no operations on data...... are allowed. Our approach uses counterexample-guided abstraction refinement: whenever the current abstraction is too coarse and induces nondeterministic behavior, the abstraction is refined automatically. Using Tomte, a prototype tool implementing our algorithm, we have succeeded to learn – fully......Abstraction is the key when learning behavioral models of realistic systems. Hence, in most practical applications where automata learning is used to construct models of software components, researchers manually define abstractions which, depending on the history, map a large set of concrete events...

  3. An Examination of Strategy Implementation during Abstract Nonlinguistic Category Learning in Aphasia

    Science.gov (United States)

    Vallila-Rohter, Sofia; Kiran, Swathi

    2015-01-01

    Purpose: Our purpose was to study strategy use during nonlinguistic category learning in aphasia. Method: Twelve control participants without aphasia and 53 participants with aphasia (PWA) completed a computerized feedback-based category learning task consisting of training and testing phases. Accuracy rates of categorization in testing phases…

  4. The Effects of the Concrete-Representational-Abstract Integration Strategy on the Ability of Students with Learning Disabilities to Multiply Linear Expressions within Area Problems

    Science.gov (United States)

    Strickland, Tricia K.; Maccini, Paula

    2013-01-01

    We examined the effects of the Concrete-Representational-Abstract Integration strategy on the ability of secondary students with learning disabilities to multiply linear algebraic expressions embedded within contextualized area problems. A multiple-probe design across three participants was used. Results indicated that the integration of the…

  5. Strategies for teaching and learning vocabulary

    Directory of Open Access Journals (Sweden)

    Feng Teng

    2014-11-01

    Full Text Available Abstract This article presents an overview of current research on second language vocabulary learning and proposes eight strategies for teaching and learning vocabulary. First, to facilitate effective vocabulary teaching, choosing high-frequency words is essential. Teachers of vocabulary also need to add explicit, intentional teaching to incidental learning. In addition, vocabulary learning strategies including morphological awareness and lexical inference provides a platform by which learners can improve both receptive and productive vocabulary knowledge. This article also suggests that productive vocabulary knowledge needs more attention than receptive vocabulary knowledge, and that available textbooks seldom address vocabulary sufficiently. In summary, it is very important for all learners and teachers to acknowledge that learning vocabulary is incremental in nature, and we should develop a principled, long-term program for teaching and learning vocabulary.

  6. Efficient abstraction selection in reinforcement learning

    NARCIS (Netherlands)

    Seijen, H. van; Whiteson, S.; Kester, L.

    2013-01-01

    This paper introduces a novel approach for abstraction selection in reinforcement learning problems modelled as factored Markov decision processes (MDPs), for which a state is described via a set of state components. In abstraction selection, an agent must choose an abstraction from a set of

  7. Learning and Processing Abstract Words and Concepts: Insights From Typical and Atypical Development.

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    Vigliocco, Gabriella; Ponari, Marta; Norbury, Courtenay

    2018-05-21

    The paper describes two plausible hypotheses concerning the learning of abstract words and concepts. According to a first hypothesis, children would learn abstract words by extracting co-occurrences among words in linguistic input, using, for example, mechanisms as described by models of Distributional Semantics. According to a second hypothesis, children would exploit the fact that abstract words tend to have more emotional associations than concrete words to infer that they refer to internal/mental states. Each hypothesis makes specific predictions with regards to when and which abstract words are more likely to be learned; also they make different predictions concerning the impact of developmental disorders. We start by providing a review of work characterizing how abstract words and concepts are learned in development, especially between the ages of 6 and 12. Second, we review some work from our group that tests the two hypotheses above. This work investigates typically developing (TD) children and children with atypical development (developmental language disorders [DLD] and autism spectrum disorder [ASD] with and without language deficits). We conclude that the use of strategies based on emotional information, or on co-occurrences in language, may play a role at different developmental stages. © 2018 Cognitive Science Society Inc.

  8. Developing geogebra-assisted reciprocal teaching strategy to improve junior high school students’ abstraction ability, lateral thinking and mathematical persistence

    Science.gov (United States)

    Priatna, N.; Martadiputra, B. A. P.; Wibisono, Y.

    2018-05-01

    The development of science and technology requires reform in the utilization of various resources for mathematics teaching and learning process. One of the efforts that can be made is the implementation of GeoGebra-assisted Reciprocal Teaching strategy in mathematics instruction as an effective strategy in improving students’ cognitive, affective, and psychomotor abilities. This research is intended to implement GeoGebra-assisted Reciprocal Teaching strategy in improving abstraction ability, lateral thinking, and mathematical persistence of junior high school students. It employed quasi-experimental method with non-random pre-test and post-test control design. More specifically, it used the 2x3 factorial design, namely the learning factors that included GeoGebra-assisted Reciprocal Teaching and conventional teaching learning, and levels of early mathematical ability (high, middle, and low). The subjects in this research were the eighth grade students of junior high school, taken with purposive sampling. The results of this research show: Abstraction and lateral abilities of students who were taught with GeoGebra-assisted Reciprocal Teaching strategy were significantly higher than those of students who received conventional learning. Mathematical persistence of students taught with GeoGebra-assisted Reciprocal Teaching strategy was also significantly higher than of those taught with conventional learning.

  9. Application of Mind Map-based abstracting technique in pedagogical strategy for ESP teaching/learning

    Directory of Open Access Journals (Sweden)

    Ekaterina Choporova

    2014-09-01

    Full Text Available The work presents some theoretical and practical results of the abstracting practice carried out by the teachers and cadets of Voronezh Institute of the Ministry of Interior of Russia. The sources used in the experiment were of British and American origin, equally authentic, and were mainly of engineering content because of the cadets’ speciality. The main purpose of the experiment was focused on the primary source adequate abstract making as a product of a keen understanding of social and professional aspects, views, and anticipations of English-speaking nations. The authors analyzed a number of current approaches towards abstract making procedures and offered an original system of the education strategy by means of Mind Map building technique.

  10. Effects of Higher-order Cognitive Strategy Training on Gist Reasoning and Fact Learning in Adolescents

    Directory of Open Access Journals (Sweden)

    Jacquelyn F Gamino

    2010-12-01

    Full Text Available Improving the reasoning skills of adolescents across the United States has become a major concern for educators and scientists who are dedicated to identifying evidence-based protocols to improve student outcome. This small sample randomized, control pilot study sought to determine the efficacy of higher-order cognitive training on gist-reasoning and fact-learning in an inner-city public middle school. The study compared gist-reasoning and fact-learning performances after training in a smaller sample when tested in Spanish, many of the students’ native language, versus English. The 54 eighth grade students who participated in this pilot study were enrolled in an urban middle school, predominantly from lower socio-economic status families, and were primarily of minority descent. The students were randomized into one of three groups, one that learned cognitive strategies promoting abstraction of meaning, a group that learned rote memory strategies, or a control group to ascertain the impact of each program on gist-reasoning and fact-learning from text-based information. We found that the students who had cognitive strategy instruction that entailed abstraction of meaning significantly improved their gist-reasoning and fact-learning ability. The students who learned rote memory strategies significantly improved their fact-learning scores from a text but not gist-reasoning ability. The control group showed no significant change in either gist-reasoning or fact-learning ability. A trend toward significant improvement in overall reading scores for the group that learned to abstract meaning as well as a significant correlation between gist-reasoning ability and the critical thinking on a state-mandated standardized reading test was also found. There were no significant differences between English and Spanish performance of gist reasoning and fact learning. Our findings suggest that teaching higher-order cognitive strategies facilitates gist

  11. Stochastic abstract policies: generalizing knowledge to improve reinforcement learning.

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    Koga, Marcelo L; Freire, Valdinei; Costa, Anna H R

    2015-01-01

    Reinforcement learning (RL) enables an agent to learn behavior by acquiring experience through trial-and-error interactions with a dynamic environment. However, knowledge is usually built from scratch and learning to behave may take a long time. Here, we improve the learning performance by leveraging prior knowledge; that is, the learner shows proper behavior from the beginning of a target task, using the knowledge from a set of known, previously solved, source tasks. In this paper, we argue that building stochastic abstract policies that generalize over past experiences is an effective way to provide such improvement and this generalization outperforms the current practice of using a library of policies. We achieve that contributing with a new algorithm, AbsProb-PI-multiple and a framework for transferring knowledge represented as a stochastic abstract policy in new RL tasks. Stochastic abstract policies offer an effective way to encode knowledge because the abstraction they provide not only generalizes solutions but also facilitates extracting the similarities among tasks. We perform experiments in a robotic navigation environment and analyze the agent's behavior throughout the learning process and also assess the transfer ratio for different amounts of source tasks. We compare our method with the transfer of a library of policies, and experiments show that the use of a generalized policy produces better results by more effectively guiding the agent when learning a target task.

  12. A Bayesian Theory of Sequential Causal Learning and Abstract Transfer.

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    Lu, Hongjing; Rojas, Randall R; Beckers, Tom; Yuille, Alan L

    2016-03-01

    Two key research issues in the field of causal learning are how people acquire causal knowledge when observing data that are presented sequentially, and the level of abstraction at which learning takes place. Does sequential causal learning solely involve the acquisition of specific cause-effect links, or do learners also acquire knowledge about abstract causal constraints? Recent empirical studies have revealed that experience with one set of causal cues can dramatically alter subsequent learning and performance with entirely different cues, suggesting that learning involves abstract transfer, and such transfer effects involve sequential presentation of distinct sets of causal cues. It has been demonstrated that pre-training (or even post-training) can modulate classic causal learning phenomena such as forward and backward blocking. To account for these effects, we propose a Bayesian theory of sequential causal learning. The theory assumes that humans are able to consider and use several alternative causal generative models, each instantiating a different causal integration rule. Model selection is used to decide which integration rule to use in a given learning environment in order to infer causal knowledge from sequential data. Detailed computer simulations demonstrate that humans rely on the abstract characteristics of outcome variables (e.g., binary vs. continuous) to select a causal integration rule, which in turn alters causal learning in a variety of blocking and overshadowing paradigms. When the nature of the outcome variable is ambiguous, humans select the model that yields the best fit with the recent environment, and then apply it to subsequent learning tasks. Based on sequential patterns of cue-outcome co-occurrence, the theory can account for a range of phenomena in sequential causal learning, including various blocking effects, primacy effects in some experimental conditions, and apparently abstract transfer of causal knowledge. Copyright © 2015

  13. Learning foreign languages in teletandem: Resources and strategies

    Directory of Open Access Journals (Sweden)

    João A. TELLES

    2015-12-01

    Full Text Available ABSTRACT Teletandem is a virtual, collaborative, and autonomous context in which two speakers of different languages use the text, voice, and webcam image resources of VOIP technology (Skype to help each other learn their native language (or language of proficiency. This paper focuses on learners' studying processes and their responses to teletandem. We collected quantitative and qualitative data from 134 university students through an online questionnaire. Results show the content of students' learning processes, resources, activities, and strategies. We conclude with a critical discussion of the results and raise pedagogical implications for the use o-f teletandem as a mode of online intercultural contact to learn foreign languages.

  14. Grounded understanding of abstract concepts: The case of STEM learning.

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    Hayes, Justin C; Kraemer, David J M

    2017-01-01

    Characterizing the neural implementation of abstract conceptual representations has long been a contentious topic in cognitive science. At the heart of the debate is whether the "sensorimotor" machinery of the brain plays a central role in representing concepts, or whether the involvement of these perceptual and motor regions is merely peripheral or epiphenomenal. The domain of science, technology, engineering, and mathematics (STEM) learning provides an important proving ground for sensorimotor (or grounded) theories of cognition, as concepts in science and engineering courses are often taught through laboratory-based and other hands-on methodologies. In this review of the literature, we examine evidence suggesting that sensorimotor processes strengthen learning associated with the abstract concepts central to STEM pedagogy. After considering how contemporary theories have defined abstraction in the context of semantic knowledge, we propose our own explanation for how body-centered information, as computed in sensorimotor brain regions and visuomotor association cortex, can form a useful foundation upon which to build an understanding of abstract scientific concepts, such as mechanical force. Drawing from theories in cognitive neuroscience, we then explore models elucidating the neural mechanisms involved in grounding intangible concepts, including Hebbian learning, predictive coding, and neuronal recycling. Empirical data on STEM learning through hands-on instruction are considered in light of these neural models. We conclude the review by proposing three distinct ways in which the field of cognitive neuroscience can contribute to STEM learning by bolstering our understanding of how the brain instantiates abstract concepts in an embodied fashion.

  15. Abstract numerical discrimination learning in rats.

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    Taniuchi, Tohru; Sugihara, Junko; Wakashima, Mariko; Kamijo, Makiko

    2016-06-01

    In this study, we examined rats' discrimination learning of the numerical ordering positions of objects. In Experiments 1 and 2, five out of seven rats successfully learned to respond to the third of six identical objects in a row and showed reliable transfer of this discrimination to novel stimuli after being trained with three different training stimuli. In Experiment 3, the three rats from Experiment 2 continued to be trained to respond to the third object in an object array, which included an odd object that needed to be excluded when identifying the target third object. All three rats acquired this selective-counting task of specific stimuli, and two rats showed reliable transfer of this selective-counting performance to test sets of novel stimuli. In Experiment 4, the three rats from Experiment 3 quickly learned to respond to the third stimulus in object rows consisting of either six identical or six different objects. These results offer strong evidence for abstract numerical discrimination learning in rats.

  16. Concrete and abstract visualizations in history learning tasks

    NARCIS (Netherlands)

    Prangsma, Maaike; Van Boxtel, Carla; Kanselaar, Gellof; Kirschner, Paul A.

    2010-01-01

    Prangsma, M. E., Van Boxtel, C. A. M., Kanselaar, G., & Kirschner, P. A. (2009). Concrete and abstract visualizations in history learning tasks. British Journal of Educational Psychology, 79, 371-387.

  17. Moral concepts set decision strategies to abstract values.

    Directory of Open Access Journals (Sweden)

    Svenja Caspers

    Full Text Available Persons have different value preferences. Neuroimaging studies where value-based decisions in actual conflict situations were investigated suggest an important role of prefrontal and cingulate brain regions. General preferences, however, reflect a superordinate moral concept independent of actual situations as proposed in psychological and socioeconomic research. Here, the specific brain response would be influenced by abstract value systems and moral concepts. The neurobiological mechanisms underlying such responses are largely unknown. Using functional magnetic resonance imaging (fMRI with a forced-choice paradigm on word pairs representing abstract values, we show that the brain handles such decisions depending on the person's superordinate moral concept. Persons with a predominant collectivistic (altruistic value system applied a "balancing and weighing" strategy, recruiting brain regions of rostral inferior and intraparietal, and midcingulate and frontal cortex. Conversely, subjects with mainly individualistic (egocentric value preferences applied a "fight-and-flight" strategy by recruiting the left amygdala. Finally, if subjects experience a value conflict when rejecting an alternative congruent to their own predominant value preference, comparable brain regions are activated as found in actual moral dilemma situations, i.e., midcingulate and dorsolateral prefrontal cortex. Our results demonstrate that superordinate moral concepts influence the strategy and the neural mechanisms in decision processes, independent of actual situations, showing that decisions are based on general neural principles. These findings provide a novel perspective to future sociological and economic research as well as to the analysis of social relations by focusing on abstract value systems as triggers of specific brain responses.

  18. Moral Concepts Set Decision Strategies to Abstract Values

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    Caspers, Svenja; Heim, Stefan; Lucas, Marc G.; Stephan, Egon; Fischer, Lorenz; Amunts, Katrin; Zilles, Karl

    2011-01-01

    Persons have different value preferences. Neuroimaging studies where value-based decisions in actual conflict situations were investigated suggest an important role of prefrontal and cingulate brain regions. General preferences, however, reflect a superordinate moral concept independent of actual situations as proposed in psychological and socioeconomic research. Here, the specific brain response would be influenced by abstract value systems and moral concepts. The neurobiological mechanisms underlying such responses are largely unknown. Using functional magnetic resonance imaging (fMRI) with a forced-choice paradigm on word pairs representing abstract values, we show that the brain handles such decisions depending on the person's superordinate moral concept. Persons with a predominant collectivistic (altruistic) value system applied a “balancing and weighing” strategy, recruiting brain regions of rostral inferior and intraparietal, and midcingulate and frontal cortex. Conversely, subjects with mainly individualistic (egocentric) value preferences applied a “fight-and-flight” strategy by recruiting the left amygdala. Finally, if subjects experience a value conflict when rejecting an alternative congruent to their own predominant value preference, comparable brain regions are activated as found in actual moral dilemma situations, i.e., midcingulate and dorsolateral prefrontal cortex. Our results demonstrate that superordinate moral concepts influence the strategy and the neural mechanisms in decision processes, independent of actual situations, showing that decisions are based on general neural principles. These findings provide a novel perspective to future sociological and economic research as well as to the analysis of social relations by focusing on abstract value systems as triggers of specific brain responses. PMID:21483767

  19. Language Learning in Preschool Children: An Embodied Learning Account

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    Ionescu, Thea; Ilie, Adriana

    2018-01-01

    In Romanian preschool settings, there is a tendency to use abstract strategies in language-learning activities. The present study explored if strategies based on an embodied cognition approach facilitate learning more than traditional strategies that progress from concrete to abstract. Twenty-five children between 4 and 5 years of age listened to…

  20. Concrete and abstract visualizations in history learning tasks

    NARCIS (Netherlands)

    Prangsma, M.E.; van Boxtel, C.A.M.; Kanselaar, G.; Kirschner, P.A.

    2009-01-01

    Background: History learning requires that students understand historical phenomena, abstract concepts and the relations between them. Students have problems grasping, using and relating complex historical developments and structures. Aims: A study was conducted to determine the effects of tasks

  1. Energy consumption analysis for various memristive networks under different learning strategies

    Energy Technology Data Exchange (ETDEWEB)

    Deng, Lei; Wang, Dong [Center for Brain Inspired Computing Research (CBICR), Department of Precision Instrument, Tsinghua University, Beijing 100084 (China); Zhang, Ziyang; Tang, Pei [Optical Memory National Engineering Research Center, Department of Precision Instrument, Tsinghua University, Beijing 100084 (China); Li, Guoqi, E-mail: liguoqi@mail.tsinghua.edu.cn [Center for Brain Inspired Computing Research (CBICR), Department of Precision Instrument, Tsinghua University, Beijing 100084 (China); Pei, Jing, E-mail: peij@mail.tsinghua.edu.cn [Center for Brain Inspired Computing Research (CBICR), Department of Precision Instrument, Tsinghua University, Beijing 100084 (China); Optical Memory National Engineering Research Center, Department of Precision Instrument, Tsinghua University, Beijing 100084 (China)

    2016-02-22

    Highlights: • Estimation methodology for energy consumed by memristor is established. • Energy comparisons for different learning strategies in various networks are touched. • Less-pulses and low-power-first modulation methods are energy efficient. • Proper decreasing the memristor modulation precision reduces the energy consumption. • Helpful solutions for power improving in memristive systems are proposed. - Abstract: Recently, various memristive systems emerge to emulate the efficient computing paradigm of the brain cortex; whereas, how to make them energy efficient still remains unclear, especially from an overall perspective. Here, a systematical and bottom-up energy consumption analysis is demonstrated, including the memristor device level and the network learning level. We propose an energy estimating methodology when modulating the memristive synapses, which is simulated in three typical neural networks with different synaptic structures and learning strategies for both offline and online learning. These results provide an in-depth insight to create energy efficient brain-inspired neuromorphic devices in the future.

  2. Energy consumption analysis for various memristive networks under different learning strategies

    International Nuclear Information System (INIS)

    Deng, Lei; Wang, Dong; Zhang, Ziyang; Tang, Pei; Li, Guoqi; Pei, Jing

    2016-01-01

    Highlights: • Estimation methodology for energy consumed by memristor is established. • Energy comparisons for different learning strategies in various networks are touched. • Less-pulses and low-power-first modulation methods are energy efficient. • Proper decreasing the memristor modulation precision reduces the energy consumption. • Helpful solutions for power improving in memristive systems are proposed. - Abstract: Recently, various memristive systems emerge to emulate the efficient computing paradigm of the brain cortex; whereas, how to make them energy efficient still remains unclear, especially from an overall perspective. Here, a systematical and bottom-up energy consumption analysis is demonstrated, including the memristor device level and the network learning level. We propose an energy estimating methodology when modulating the memristive synapses, which is simulated in three typical neural networks with different synaptic structures and learning strategies for both offline and online learning. These results provide an in-depth insight to create energy efficient brain-inspired neuromorphic devices in the future.

  3. Adaptive strategies for cumulative cultural learning.

    Science.gov (United States)

    Ehn, Micael; Laland, Kevin

    2012-05-21

    The demographic and ecological success of our species is frequently attributed to our capacity for cumulative culture. However, it is not yet known how humans combine social and asocial learning to generate effective strategies for learning in a cumulative cultural context. Here we explore how cumulative culture influences the relative merits of various pure and conditional learning strategies, including pure asocial and social learning, critical social learning, conditional social learning and individual refiner strategies. We replicate the Rogers' paradox in the cumulative setting. However, our analysis suggests that strategies that resolved Rogers' paradox in a non-cumulative setting may not necessarily evolve in a cumulative setting, thus different strategies will optimize cumulative and non-cumulative cultural learning. Copyright © 2012 Elsevier Ltd. All rights reserved.

  4. Effects of cooperative learning strategy on undergraduate kinesiology students' learning styles.

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    Meeuwsen, Harry J; King, George A; Pederson, Rockie

    2005-10-01

    A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

  5. Learning Strategy Instruction Innovation Configuration

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    Schumaker, Jean B.

    2011-01-01

    One way of helping students with learning disabilities and other struggling students to be independent life-long learners is to teach them how to use learning strategies in efficient ways. Learning strategy instruction can provide students the opportunity to succeed in today's schools and meet rigorous standards, transforming ineffective learners…

  6. Quantitative learning strategies based on word networks

    Science.gov (United States)

    Zhao, Yue-Tian-Yi; Jia, Zi-Yang; Tang, Yong; Xiong, Jason Jie; Zhang, Yi-Cheng

    2018-02-01

    Learning English requires a considerable effort, but the way that vocabulary is introduced in textbooks is not optimized for learning efficiency. With the increasing population of English learners, learning process optimization will have significant impact and improvement towards English learning and teaching. The recent developments of big data analysis and complex network science provide additional opportunities to design and further investigate the strategies in English learning. In this paper, quantitative English learning strategies based on word network and word usage information are proposed. The strategies integrate the words frequency with topological structural information. By analyzing the influence of connected learned words, the learning weights for the unlearned words and dynamically updating of the network are studied and analyzed. The results suggest that quantitative strategies significantly improve learning efficiency while maintaining effectiveness. Especially, the optimized-weight-first strategy and segmented strategies outperform other strategies. The results provide opportunities for researchers and practitioners to reconsider the way of English teaching and designing vocabularies quantitatively by balancing the efficiency and learning costs based on the word network.

  7. Learning Goals and Strategies in the Self-regulation of Learning

    Science.gov (United States)

    Gaeta Gonzalez, Martha Leticia

    2013-01-01

    In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic…

  8. Latent Class Analysis of Students' Mathematics Learning Strategies and the Relationship between Learning Strategy and Mathematical Literacy

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    Lin, Su-Wei; Tai, Wen-Chun

    2015-01-01

    This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…

  9. Are the products of statistical learning abstract or stimulus-specific?

    Directory of Open Access Journals (Sweden)

    Athena eVouloumanos

    2012-03-01

    Full Text Available Learners segment potential lexical units from syllable streams when statistically variable transitional probabilities between adjacent syllables are the only cues to word boundaries. Here we examine the nature of the representations that result from statistical learning by assessing learners’ ability to generalize across acoustically different stimuli. In three experiments, we investigate limitations on the outcome of statistical learning by considering two possibilities: that the products of statistical segmentation processes are abstract and generalizable representations, or, alternatively, that products of statistical learning are stimulus-bound and restricted to perceptually similar instances. In Experiment 1, learners segmented units from statistically predictable streams, and recognized these units when they were acoustically transformed by temporal reversals. In Experiment 2, learners were able to segment units from temporally reversed syllable streams, but were only able to generalize in conditions of mild acoustic transformation. In Experiment 3, learners were able to recognize statistically segmented units after a voice change but were unable to do so when the novel voice was mildly distorted. Together these results suggest that representations that result from statistical learning can be abstracted to some degree, but not in all listening conditions.

  10. Learning Strategy Training in English Teaching

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    Arulselvi, M. Evangelin

    2016-01-01

    The fundamental task of schools is to endow students with strategies, which enable them to elaborate, transform, contrast and critically rebuild knowledge, that develops strategic knowledge. Learning strategy is the specific action to make the students better in learning a second language. Learning Strategy Training is based on problems the…

  11. E-learning Paradigms and The Development of E-learning Strategy

    DEFF Research Database (Denmark)

    Duus, Henrik Johannsen

    2006-01-01

    The e-learning area is characterized by a magnitude of different products, systems and approaches. The variations can also be observed in differences in the views and notions of e-learning among business people, researchers and journalists. This article attempts to disentangle the area by using...... economic and sociological theories, the theories of marketing management and strategy as well as practical experience gained by the author while working with leading edge suppliers of e-learning. On this basis, a distinction between knowledge creation e-learning and knowledge transfer e-learning....... The selection of which paradigm to use in the development of an e-learning strategy may prove crucial for success. Implications for the development of an e-learning strategy in businesses and learning institutions are outlined....

  12. Metacognitive Language Learning Strategies Use, Gender, and Learning Achievement: a Correlation Study

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    Ahlam Bouirane

    2015-06-01

    Full Text Available This study investigates the relationship between metacognitive language learning strategies (MLLS and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.

  13. Learning how to learn: Meta-learning strategies for the challenges of learning pharmacology.

    Science.gov (United States)

    Alton, Suzanne

    2016-03-01

    Nursing students have difficulty with pharmacology courses because of the complicated nomenclature and the difficulty of applying drug information to actual patient care. As part of a new pharmacology course being created, meta-learning strategies designed to diminish the difficulties of learning this difficult content were part of the course pedagogy. Strategies were demonstrated, reviewed in class, and implemented through homework assignments. The setting was an Academic Health Center's School of Nursing in the southern United States. Participants were third-year nursing students in an undergraduate nursing program. Surveys of students' opinions of learning gains were conducted at the end of the course over several semesters. In addition, pharmacology scores on a standardized exit exam were compared prior to implementing the course and after. Students reported learning dry material more easily, having greater confidence, and finding substantial value in the learning strategies. Students indicated the most helpful strategies, in descending order, as follows: making charts to compare and contrast drugs and drug classes, writing out drug flash cards, making or reviewing creative projects, prioritizing information, making or using visual study aids, and using time and repetition to space learning. Implementation of the new course improved pharmacology scores on a standardized exit exam from 67.0% to 74.3%. Overall response to learning strategies was positive, and the increase in the pharmacology standardized exit exam scores demonstrated the effectiveness of this instructional approach. Copyright © 2016 Elsevier Ltd. All rights reserved.

  14. How Instructional Strategies Impact Students' Learning, Motivation, and Learning Strategies in Introductory Geology Courses

    Science.gov (United States)

    Perkins, D.; Budd, D. A.; Stempien, J. A.; Kraft, K.; Matheney, R. K.; McConnell, D.; Wirth, K. R.; Bykerk-Kauffman, A.

    2010-12-01

    The Geoscience Affective Research Network (GARNET) quantified the relationship between classroom teaching styles, student learning, and students’ motivations and attitudes for 14 different instructors at 2 community colleges, a private college, and 4 large public universities. Instruction was characterized with the Reformed Teaching Observation Protocol (RTOP). The 0-100 scale reflects the span between traditional instructor-centered lecture and interactive, student-centered courses. Every participating instructor was observed at least twice. Student learning was measured using a 15-question concept inventory (CI) focused on geologic time and plate tectonics. Twelve questions were from the Geologic Concept Inventory of Libarkin and Anderson (2005) and 3 questions were added on relative time. Students’ affective domain was measured using the Motivated Strategies for Learning Questionnaire (MSLQ), 81 questions that define 15 motivation and cognitive subcategories. 1152 students completed both surveys in the 2nd and 14th weeks of their class during the 2008-2010 academic years. RTOP scores ranged from 19 to 87. Learning gains ranged from 18.6% to 47.4% with students learning significantly more from instructors with higher RTOP scores. Learning gains and RTOP positively covary (R2 = 0.67). Adjusting for questions on which students scored high prior to instruction (>90% correct), results in an even stronger relationship (R2 = 0.89). Higher RTOP scores correlate to significant declines in many aspects of student motivation (extrinsic and intrinsic goals, task value, control of learning, and effort regulation). Declines occur mainly in lower and/or middle performing students as measured by grades. The highest performing students only show declines with respect to their control of learning beliefs. Students’ self-efficacy also declines with increasing use of student-student interactions. Higher RTOP scores only exhibit positive correlations to a few aspects of

  15. [Relationship between self-directed learning with learning styles and strategies in medical students].

    Science.gov (United States)

    Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

    2014-11-01

    Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

  16. Learning strategies: a synthesis and conceptual model

    Science.gov (United States)

    Hattie, John A. C.; Donoghue, Gregory M.

    2016-08-01

    The purpose of this article is to explore a model of learning that proposes that various learning strategies are powerful at certain stages in the learning cycle. The model describes three inputs and outcomes (skill, will and thrill), success criteria, three phases of learning (surface, deep and transfer) and an acquiring and consolidation phase within each of the surface and deep phases. A synthesis of 228 meta-analyses led to the identification of the most effective strategies. The results indicate that there is a subset of strategies that are effective, but this effectiveness depends on the phase of the model in which they are implemented. Further, it is best not to run separate sessions on learning strategies but to embed the various strategies within the content of the subject, to be clearer about developing both surface and deep learning, and promoting their associated optimal strategies and to teach the skills of transfer of learning. The article concludes with a discussion of questions raised by the model that need further research.

  17. Prenatal stress changes learning strategies in adulthood.

    Science.gov (United States)

    Schwabe, Lars; Bohbot, Veronique D; Wolf, Oliver T

    2012-11-01

    It is well known that stressful experiences may shape hippocampus-dependent learning and memory processes. However, although most studies focused on the impact of stress at the time of learning or memory testing, very little is known about how stress during critical periods of brain development affects learning and memory later in life. In this study, we asked whether prenatal stress exposure may influence the engagement of hippocampus-dependent spatial learning strategies and caudate nucleus-dependent response learning strategies in later life. To this end, we tested healthy participants whose mothers had experienced major negative life events during their pregnancy in a virtual navigation task that can be solved by spatial and response strategies. We found that young adults with prenatal stress used rigid response learning strategies more often than flexible spatial learning strategies compared with participants whose mothers did not experience major negative life events during pregnancy. Individual differences in acute or chronic stress do not account for these findings. Our data suggest that the engagement of hippocampal and nonhippocampal learning strategies may be influenced by stress very early in life. Copyright © 2012 Wiley Periodicals, Inc.

  18. Language Learning Strategies in Second & Foreign Language Acquisition

    OpenAIRE

    TAKEUCHI, Osamu

    1991-01-01

    This article is an attempt to the work on language learning strategies(LLS) in second & foreign language acquisiton (SFLA) research, and to give suggestions for future language learning strategies research. In the first section, I will discuss briefly the background of language learning strategies reserch, and in the ensuing sections, I will review articles on: (i) the identification & classification of language learning strategies; (ii) the variables affecting the use of language learning st...

  19. Students’ Learning Strategies for Developing Speaking Ability

    Directory of Open Access Journals (Sweden)

    Sofyan A. Gani

    2015-03-01

    Full Text Available This study was done to study the learning strategies used by both low and high performance speaking students in developing their speaking skills as well as the differences between the learning strategies used by both groups of learners. The reason for conducting this research was the fact that the competency of many students in speaking English was still considered unsatisfactory in Banda Aceh. We postulated that one aspect involved in the process of developing speaking skills was the learning strategies used by the learners. In this study, the data was collected through field research by means of documents, questionnaires, and interviews. The result of this study indicated that high performance speaking students had better balance in using all kinds of learning strategies (memory, cognitive, compensatory, metacognitive, affective, and social for enhancing their speaking skills; the same could not be found with low performance speaking students. Besides, the high performance students employed more learning strategies consciously and appropriately compared to the low performance students. Based on the research results, it is suggested that students should be trained to be more aware of their own speaking learning strategies. They should use appropriate language learning strategies more consciously, purposefully, and frequently to be more successful in developing their speaking skills.

  20. Promoting middle school students’ abstract-thinking ability through cognitive apprenticeship instruction in mathematics learning

    Science.gov (United States)

    Yusepa, B. G. P.; Kusumah, Y. S.; Kartasasmita, B. G.

    2018-01-01

    The aim of this study is to get an in-depth understanding of students’ abstract-thinking ability in mathematics learning. This study was an experimental research with pre-test and post-test control group design. The subject of this study was eighth-grade students from two junior high schools in Bandung. In each schools, two parallel groups were selected and assigned into control and experimental groups. The experimental group was exposed to Cognitive Apprenticeship Instruction (CAI) treatment, whereas the control group was exposed to conventional learning. The results showed that abstract-thinking ability of students in experimental group was better than that of those in control group in which it could be observed from the overall and school level. It could be concluded that CAI could be a good alternative learning model to enhance students’ abstract-thinking ability.

  1. MUET Preparation Language Learning Strategies

    Science.gov (United States)

    Kuen, Yoong Li; Embi, Mohamed Amin

    2012-01-01

    The main objective of the study was to examine the English language learning strategies (LLS) used by Lower Six students in secondary schools who are sitting for their MUET test. It analyzed the language learning strategies that students use in order to prepare for the MUET test. Data were collected using a survey questionnaire with 300 students.…

  2. Language Learning Strategies: Classification and Pedagogical Implication

    Directory of Open Access Journals (Sweden)

    Ag. Bambang Setiyadi

    2001-01-01

    Full Text Available Many studies have been conducted to explore language learning strategies (Rubin, 1975, Naiman et . al ., 1978; Fillmore, 1979; O'Malley et . al ., 1985 and 1990; Politzer and Groarty, 1985; Prokop, 1989; Oxford, 1990; and Wenden, 1991. In the current study a total of 79 university students participating in a 3 month English course participated. This study attempted to explore what language learning strategies successful learners used and to what extent the strategies contributed to success in learning English in Indonesia . Factor analyses, accounting for 62.1 %, 56.0 %, 41.1 %, and 43.5 % of the varience of speaking, listening, reading and writing measures in the language learning strategy questionnaire, suggested that the questionnaire constituted three constructs. The three constructs were named metacognitive strategies, deep level cognitive and surface level cognitive strategies. Regression analyses, performed using scales based on these factors revealed significant main effects for the use of the language learning strategies in learning English, constituting 43 % of the varience in the posttest English achievement scores. An analysis of varience of the gain scores of the highest, middle, and the lowest groups of performers suggested a greater use of metacognitive strategies among successful learners and a greater use of surface level cognitive strategies among unsuccessful learners. Implications for the classroom and future research are also discussed.

  3. Relationship between mathematical abstraction in learning parallel coordinates concept and performance in learning analytic geometry of pre-service mathematics teachers: an investigation

    Science.gov (United States)

    Nurhasanah, F.; Kusumah, Y. S.; Sabandar, J.; Suryadi, D.

    2018-05-01

    As one of the non-conventional mathematics concepts, Parallel Coordinates is potential to be learned by pre-service mathematics teachers in order to give them experiences in constructing richer schemes and doing abstraction process. Unfortunately, the study related to this issue is still limited. This study wants to answer a research question “to what extent the abstraction process of pre-service mathematics teachers in learning concept of Parallel Coordinates could indicate their performance in learning Analytic Geometry”. This is a case study that part of a larger study in examining mathematical abstraction of pre-service mathematics teachers in learning non-conventional mathematics concept. Descriptive statistics method is used in this study to analyze the scores from three different tests: Cartesian Coordinate, Parallel Coordinates, and Analytic Geometry. The participants in this study consist of 45 pre-service mathematics teachers. The result shows that there is a linear association between the score on Cartesian Coordinate and Parallel Coordinates. There also found that the higher levels of the abstraction process in learning Parallel Coordinates are linearly associated with higher student achievement in Analytic Geometry. The result of this study shows that the concept of Parallel Coordinates has a significant role for pre-service mathematics teachers in learning Analytic Geometry.

  4. [Teaching practices and learning strategies in health careers].

    Science.gov (United States)

    Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo

    2016-09-01

    Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers’ ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.

  5. Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning.

    Science.gov (United States)

    Lachner, Andreas; Nückles, Matthias

    2015-03-01

    Experts' explanations have been shown to better enhance novices' transfer as compared with advanced students' explanations. Based on research on expertise and text comprehension, we investigated whether the abstractness or the cohesion of experts' and intermediates' explanations accounted for novices' learning. In Study 1, we showed that the superior cohesion of experts' explanations accounted for most of novices' transfer, whereas the degree of abstractness did not impact novices' transfer performance. In Study 2, we investigated novices' processing while learning with experts' and intermediates' explanations. We found that novices studying experts' explanations actively self-regulated their processing of the explanations, as they showed mainly deep-processing activities, whereas novices learning with intermediates' explanations were mainly engaged in shallow-processing activities by paraphrasing the explanations. Thus, we concluded that subject-matter expertise is a crucial prerequisite for instructors. Despite the abstract character of experts' explanations, their subject-matter expertise enables them to generate highly cohesive explanations that serve as a valuable scaffold for students' construction of flexible knowledge by engaging them in deep-level processing. PsycINFO Database Record (c) 2015 APA, all rights reserved.

  6. Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

    Science.gov (United States)

    Yang, Pei-Ling; Wang, Ai-Ling

    2015-01-01

    The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

  7. Abstraction ability as an indicator of success for learning object-oriented programming?

    DEFF Research Database (Denmark)

    Bennedsen, Jens Benned; Caspersen, Michael Edelgaard

    2006-01-01

    ability is operationalized as stages of cognitive development (for which validated tests exist). Programming ability is operationalized as grade in the final assessment of a model-based objects-first CS1. The validity of the operationalizations is discussed. Surprisingly, our study shows......Computer science educators generally agree that abstract thinking is a crucial component for learning computer science in general and programming in particular. We report on a study to confirm the hypothesis that general abstraction ability has a positive impact on programming ability. Abstraction...... that there is no correlation between stage of cognitive development (abstraction ability) and final grade in CS1 (programming ability). Possible explanations are identified....

  8. Understanding Cognitive Language Learning Strategies

    Directory of Open Access Journals (Sweden)

    Sergio Di Carlo

    2017-01-01

    Full Text Available Over time, definitions and taxonomies of language learning strategies have been critically examined. This article defines and classifies cognitive language learning strategies on a more grounded basis. Language learning is a macro-process for which the general hypotheses of information processing are valid. Cognitive strategies are represented by the pillars underlying the encoding, storage and retrieval of information. In order to understand the processes taking place on these three dimensions, a functional model was elaborated from multiple theoretical contributions and previous models: the Smart Processing Model. This model operates with linguistic inputs as well as with any other kind of information. It helps to illustrate the stages, relations, modules and processes that occur during the flow of information. This theoretical advance is a core element to classify cognitive strategies. Contributions from cognitive neuroscience have also been considered to establish the proposed classification which consists of five categories. Each of these categories has a different predominant function: classification, preparation, association, elaboration and transfer-practice. This better founded taxonomy opens the doors to potential studies that would allow a better understanding of the interdisciplinary complexity of language learning. Pedagogical and methodological implications are also discussed.

  9. Reading to learn experimental practice: The role of text and firsthand experience in the acquisition of an abstract science principle

    Science.gov (United States)

    Richmond, Erica Kesin

    2008-10-01

    From the onset of schooling, texts are used as important educational tools. In the primary years, they are integral to learning how to decode and develop fluency. In the later elementary years, they are often essential to the acquisition of academic content. Unfortunately, many children experience difficulties with this process, which is due in large part to their unfamiliarity with the genre of academic texts. The articles presented in this dissertation share an underlying theme of how to develop children's ability to comprehend and learn from academic, and specifically, non-narrative texts. The first article reviews research on the development of non-narrative discourse to elucidate the linguistic precursors to non-narrative text comprehension. The second and third articles draw from an empirical study that investigated the best way to integrate text, manipulation, and first-hand experience for children's acquisition and application of an abstract scientific principle. The scientific principle introduced in the study was the Control of Variables Strategy (CVS), a fundamental idea underlying scientific reasoning and a strategy for designing unconfounded experiments. Eight grade 4 classes participated in the study (N = 129), in one of three conditions: (a) read procedural text and manipulate experimental materials, (b) listen to procedural text and manipulate experimental materials, or (c) read procedural text with no opportunity to manipulate experimental materials. Findings from the study indicate that children who had the opportunity to read and manipulate materials were most effective at applying the strategy to designing and justifying unconfounded experiments, and evaluating written and physical experimental designs; however, there was no effect of instructional condition on a written assessment of evaluating familiar and unfamiliar experimental designs one week after the intervention. These results suggest that the acquisition and application of an abstract

  10. Temporal Dynamics of Task Switching and Abstract-Concept Learning in Pigeons

    Directory of Open Access Journals (Sweden)

    Thomas Alexander Daniel

    2015-09-01

    Full Text Available The current study examined whether pigeons could learn to use abstract concepts as the basis for conditionally switching behavior as a function of time. Using a mid-session reversal task, experienced pigeons were trained to switch from matching-to-sample (MTS to non-matching-to-sample (NMTS conditional discriminations within a session. One group had prior training with MTS, while the other had prior training with NMTS. Over training, stimulus set size was progressively doubled from 3 to 6 to 12 stimuli to promote abstract concept development. Prior experience had an effect on the initial learning at each of the set sizes but by the end of training there were no group differences, as both groups showed similar within-session linear matching functions. After acquiring the 12-item set, abstract-concept learning was tested by placing novel stimuli at the beginning and end of a test session. Prior matching and non-matching experience affected transfer behavior. The matching experienced group transferred to novel stimuli in both the matching and non-matching portion of the sessions using a matching rule. The non-matching experienced group transferred to novel stimuli in both portions of the session using a non-matching rule. The representations used as the basis for mid-session reversal of the conditional discrimination behaviors and subsequent transfer behavior appears to have different temporal sources. The implications for the flexibility and organization of complex behaviors are considered.

  11. IMITATION STRATEGIES FOR SME’S LEARNING PROCESS TOWARDS INNOVATION STRATEGIES

    Directory of Open Access Journals (Sweden)

    Rina Sulistiyani

    2013-01-01

    The research results are as follow: the learning experience to use imitation strategy which covers stages of imitation, research, development and  creation. This learning process is the result of interaction between personal and behavior factors, as well as the enabler and barriers. The owners of leather small industries which leave the imitation strategy and switch to innovation strategy are craftsmen who have an entrepreneurial spirit. they are able to balance entrepreneurial and business aspects.

  12. Machine learning for evolution strategies

    CERN Document Server

    Kramer, Oliver

    2016-01-01

    This book introduces numerous algorithmic hybridizations between both worlds that show how machine learning can improve and support evolution strategies. The set of methods comprises covariance matrix estimation, meta-modeling of fitness and constraint functions, dimensionality reduction for search and visualization of high-dimensional optimization processes, and clustering-based niching. After giving an introduction to evolution strategies and machine learning, the book builds the bridge between both worlds with an algorithmic and experimental perspective. Experiments mostly employ a (1+1)-ES and are implemented in Python using the machine learning library scikit-learn. The examples are conducted on typical benchmark problems illustrating algorithmic concepts and their experimental behavior. The book closes with a discussion of related lines of research.

  13. Statistical learning is constrained to less abstract patterns in complex sensory input (but not the least).

    Science.gov (United States)

    Emberson, Lauren L; Rubinstein, Dani Y

    2016-08-01

    The influence of statistical information on behavior (either through learning or adaptation) is quickly becoming foundational to many domains of cognitive psychology and cognitive neuroscience, from language comprehension to visual development. We investigate a central problem impacting these diverse fields: when encountering input with rich statistical information, are there any constraints on learning? This paper examines learning outcomes when adult learners are given statistical information across multiple levels of abstraction simultaneously: from abstract, semantic categories of everyday objects to individual viewpoints on these objects. After revealing statistical learning of abstract, semantic categories with scrambled individual exemplars (Exp. 1), participants viewed pictures where the categories as well as the individual objects predicted picture order (e.g., bird1-dog1, bird2-dog2). Our findings suggest that participants preferentially encode the relationships between the individual objects, even in the presence of statistical regularities linking semantic categories (Exps. 2 and 3). In a final experiment we investigate whether learners are biased towards learning object-level regularities or simply construct the most detailed model given the data (and therefore best able to predict the specifics of the upcoming stimulus) by investigating whether participants preferentially learn from the statistical regularities linking individual snapshots of objects or the relationship between the objects themselves (e.g., bird_picture1-dog_picture1, bird_picture2-dog_picture2). We find that participants fail to learn the relationships between individual snapshots, suggesting a bias towards object-level statistical regularities as opposed to merely constructing the most complete model of the input. This work moves beyond the previous existence proofs that statistical learning is possible at both very high and very low levels of abstraction (categories vs. individual

  14. Assessment of Learning Strategies: Self-Report Questionnaire or Learning Task

    Science.gov (United States)

    Kikas, Eve; Jõgi, Anna-Liisa

    2016-01-01

    Two types of assessment instruments were developed to assess middle school students' learning strategies, and their effectiveness in predicting various learning outcomes was examined. The participants were 565 middle school students. Three subscales (rehearsal, organization, elaboration) from the "Motivated Strategies for Learning…

  15. Facilitating vocabulary learning through metacognitive strategy training and learning journals

    Directory of Open Access Journals (Sweden)

    Carmen Luz Trujillo Becerra

    2015-10-01

    Full Text Available This paper reports on a mixed- method action research study carried out with participants from three public high schools in different regions in Colombia: Bogotá, Orito and Tocaima.  The overall aim of this study was to analyze whether training in the use of metacognitive strategies (MS through learning journals could improve the participants’ vocabulary learning. The data, collected mainly through students’ learning journals, teachers’ field notes, questionnaires and mind maps, was analyzed following the principles of grounded theory. The results suggested that the training helped participants to develop metacognitive awareness of their vocabulary learning process and their lexical competence regarding daily routines.  Participants also displayed some improvements in critical thinking and self-directed attitudes that could likewise benefit their vocabulary learning. Finally, the study proposes that training in metacognitive and vocabulary strategies should be implemented in language classrooms to promote a higher degree of student control over learning and to facilitate the transference of these strategies to other areas of knowledge.

  16. Towards effective learning strategies

    NARCIS (Netherlands)

    Bergstra, Anouk Simone

    2015-01-01

    To become self-regulative in learning, students should be able to deploy various learning strategies in a flexible way. For this, they require specific knowledge and skills, referred to as metacognition. Metacognition is a complex concept that is difficult for teachers to teach to their students.

  17. Metacognition and Successful Learning Strategies in Higher Education

    Science.gov (United States)

    Railean, Elena, Ed.; Alev Elçi, Ed.; Elçi, Atilla, Ed.

    2017-01-01

    Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. "Metacognition and Successful Learning Strategies in Higher…

  18. Learning styles and strategies in the medicine students

    Directory of Open Access Journals (Sweden)

    Nelson Torres García

    2015-06-01

    Full Text Available Much has been done and researched to find out learning strategies and styles in the last two decades. Dunn and Dunn ( 1975 focu sed on identifying relevant stimulus which could influence on the learning process and on the school environment ; approximately at the same time; Joseph Renzulli (1994 recommended a variety of learning strategies . The authors of this work intend to approa ch the didactic importance ascribed to the strategies and styles of learning in the educational learning process of medical students, as well as to show some of the strategies that these students adopt to facilitate the learning of contents among which Eng lish for Specific Purpose s is included.

  19. Strategies for active learning in online continuing education.

    Science.gov (United States)

    Phillips, Janet M

    2005-01-01

    Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.

  20. Teaching Strategies to Improve Algebra Learning

    Science.gov (United States)

    Zbiek, Rose Mary; Larson, Matthew R.

    2015-01-01

    Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…

  1. Learning strategies during clerkships and their effects on clinical performance.

    Science.gov (United States)

    van Lohuizen, M T; Kuks, J B M; van Hell, E A; Raat, A N; Cohen-Schotanus, J

    2009-11-01

    Previous research revealed relationships between learning strategies and knowledge acquisition. During clerkships, however, students' focus widens beyond mere knowledge acquisition as they further develop overall competence. This shift in focus can influence learning strategy use. We explored which learning strategies were used during clerkships and their relationship to clinical performance. Participants were 113 (78%) clerks at the university hospital or one of six affiliated hospitals. Learning strategies were assessed using the 'Approaches to Learning at Work Questionnaire' (deep, surface-rational and surface-disorganised learning). Clinical performance was calculated by taking the mean of clinical assessment marks. The relationship between learning strategies and clinical performance was explored using regression analysis. Most students (89%) did not clearly prefer a single learning strategy. No relationship was found between learning strategies and clinical performance. Since overall competence comprises integration of knowledge, skills and professional behaviour, we assume that students without a clear preference use more than one learning strategy. Finding no relationship between learning strategies and clinical performance reflects the complexity of clinical learning. Depending on circumstances it may be important to obtain relevant information quickly (surface-rational) or understand material thoroughly (deep). In future research we will examine when and why students use different learning strategies.

  2. Motivation, learning strategies, participation and medical school performance.

    Science.gov (United States)

    Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

    2012-07-01

    Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation in scheduled learning activities, have been found to relate to student performance. Although participation may be a form of SRL, little is known about the relationships among motivational beliefs, learning strategies, participation and medical school performance. This study aimed to test and cross-validate a hypothesised model of relationships among motivational beliefs (value and self-efficacy), learning strategies (deep learning and resource management), participation (lecture attendance, skills training attendance and completion of optional study assignments) and Year 1 performance at medical school. Year 1 medical students in the cohorts of 2008 (n = 303) and 2009 (n = 369) completed a questionnaire on motivational beliefs and learning strategies (sourced from the Motivated Strategies for Learning Questionnaire) and participation. Year 1 performance was operationalised as students' average Year 1 course examination grades. Structural equation modelling was used to analyse the data. Participation and self-efficacy beliefs were positively associated with Year 1 performance (β = 0.78 and β = 0.19, respectively). Deep learning strategies were negatively associated with Year 1 performance (β =- 0.31), but positively related to resource management strategies (β = 0.77), which, in turn, were positively related to participation (β = 0.79). Value beliefs were positively related to deep learning strategies only (β = 0.71). The overall structural model for the 2008 cohort accounted for 47% of the variance in Year 1 grade point average and was cross-validated in the 2009 cohort. This study suggests that participation mediates the relationships between motivation and learning strategies, and medical school

  3. Teaching and Learning Strategies

    Science.gov (United States)

    Whitton, Diana

    2015-01-01

    "Teaching and Learning Strategies" is a practical guide for pre-service teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively. This book will help students to develop a comprehensive knowledge of teaching and learning strategies, which is essential in ensuring lessons…

  4. Multidimensional (OLAP) Analysis for Designing Dynamic Learning Strategy

    Science.gov (United States)

    Rozeva, A.; Deliyska, B.

    2010-10-01

    Learning strategy in an intelligent learning system is generally elaborated on the basis of assessment of the following factors: learner's time for reaction, content of the learning object, amount of learning material in a learning object, learning object specification, e-learning medium and performance control. Current work proposes architecture for dynamic learning strategy design by implementing multidimensional analysis model of learning factors. The analysis model concerns on-line analytical processing (OLAP) of learner's data structured as multidimensional cube. Main components of the architecture are analysis agent for performing the OLAP operations on learner data cube, adaptation generator and knowledge selection agent for performing adaptive navigation in the learning object repository. The output of the analysis agent is involved in dynamic elaboration of learning strategy that fits best to learners profile and behavior. As a result an adaptive learning path for individual learner and for learner groups is generated.

  5. The Learning Styles and Language Learning Strategies of the EFL Students at Tertiary Level

    Directory of Open Access Journals (Sweden)

    Diemroh Ihsan

    2016-02-01

    Full Text Available The purpose of this study are to discover the learning styles, and the language learning strategies most preferred, correlation among the variables exists, and the degree of influence each independent variable exerts on the dependent variables. For data collection, the Barsch Learning Styles Inventory and the Strategy Inventory of Language Learning were distributed to 156 students of English at the University of Sriwijaya, Palembang. The results showed that: (1 visual is the most preferred learning style, whereas metacognitive ang effective are the most preferred language learning strategies; (2 certain independent variables have a significant correlation with certain dependent variables, for example, visual with memory, auditory with cognitive, tactile with affective, and semester with compensation; (3 females use a greater variety of language learning strategies than males; and (4 semester has a significant correlation with compensation but not with other strategies

  6. Self-regulated learning in higher education: strategies adopted by computer programming students when supported by the SimProgramming approach

    Directory of Open Access Journals (Sweden)

    Daniela Pedrosa

    Full Text Available Abstract The goal of the SimProgramming approach is to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming, developing an appropriate set of learning strategies. We implemented it at the University of Trás-os-Montes e Alto Douro (Portugal, in two courses (PM3 and PM4 of the bachelor programmes in Informatics Engineering and ICT. We conducted semi-structured interviews with students (n=38 at the end of the courses, to identify the students’ strategies for self-regulation of learning in the assignment. We found that students changed some of their strategies from one course edition to the following one and that changes are related to the SimProgramming approach. We believe that changes to the educational approach were appropriate to support the assignment goals. We recommend applying the SimProgramming approach in other educational contexts, to improve educational practices by including techniques to help students in their learning.

  7. BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS

    Directory of Open Access Journals (Sweden)

    Marian F. Byrka

    2017-12-01

    Full Text Available The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.

  8. Exploration of Learning Strategies Associated With Aha Learning Moments.

    Science.gov (United States)

    Pilcher, Jobeth W

    2016-01-01

    Educators recognize aha moments as powerful aspects of learning. Yet limited research has been performed regarding how to promote these learning moments. This article describes an exploratory study of aha learning moments as experienced and described by participants. Findings showed use of visuals, scenarios, storytelling, Socratic questions, and expert explanation led to aha learning moments. The findings provide guidance regarding the types of learning strategies that can be used to promote aha moments.

  9. Abstraction ability as an indicator of success for learning computing science?

    DEFF Research Database (Denmark)

    Bennedsen, Jens; Caspersen, Michael Edelgaard

    2008-01-01

    Computing scientists generally agree that abstract thinking is a crucial component for practicing computer science. We report on a three-year longitudinal study to confirm the hypothesis that general abstraction ability has a positive impact on performance in computing science. Abstraction ability...... is operationalized as stages of cognitive development for which validated tests exist. Performance in computing science is operationalized as grade in the final assessment of ten courses of a bachelor's degree programme in computing science. The validity of the operationalizations is discussed. We have investigated...... the positive impact overall, for two groupings of courses (a content-based grouping and a grouping based on SOLO levels of the courses' intended learning outcome), and for each individual course. Surprisingly, our study shows that there is hardly any correlation between stage of cognitive development...

  10. Lifelong learning strategies in nursing: A systematic review.

    Science.gov (United States)

    Qalehsari, Mojtaba Qanbari; Khaghanizadeh, Morteza; Ebadi, Abbas

    2017-10-01

    Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care.

  11. Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

    Directory of Open Access Journals (Sweden)

    Inga Glogger

    2013-01-01

    Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

  12. Measuring strategies for learning regulation in medical education: Scale reliability and dimensionality in a Swedish sample

    Directory of Open Access Journals (Sweden)

    Edelbring Samuel

    2012-08-01

    Full Text Available Abstract Background The degree of learners’ self-regulated learning and dependence on external regulation influence learning processes in higher education. These regulation strategies are commonly measured by questionnaires developed in other settings than in which they are being used, thereby requiring renewed validation. The aim of this study was to psychometrically evaluate the learning regulation strategy scales from the Inventory of Learning Styles with Swedish medical students (N = 206. Methods The regulation scales were evaluated regarding their reliability, scale dimensionality and interrelations. The primary evaluation focused on dimensionality and was performed with Mokken scale analysis. To assist future scale refinement, additional item analysis, such as item-to-scale correlations, was performed. Results Scale scores in the Swedish sample displayed good reliability in relation to published results: Cronbach’s alpha: 0.82, 0.72, and 0.65 for self-regulation, external regulation and lack of regulation scales respectively. The dimensionalities in scales were adequate for self-regulation and its subscales, whereas external regulation and lack of regulation displayed less unidimensionality. The established theoretical scales were largely replicated in the exploratory analysis. The item analysis identified two items that contributed little to their respective scales. Discussion The results indicate that these scales have an adequate capacity for detecting the three theoretically proposed learning regulation strategies in the medical education sample. Further construct validity should be sought by interpreting scale scores in relation to specific learning activities. Using established scales for measuring students’ regulation strategies enables a broad empirical base for increasing knowledge on regulation strategies in relation to different disciplinary settings and contributes to theoretical development.

  13. Learning about Regiochemistry from a Hydrogen-Atom Abstraction Reaction in Water

    Science.gov (United States)

    Sears-Dundes, Christopher; Huon, Yoeup; Hotz, Richard P.; Pinhas, Allan R.

    2011-01-01

    An experiment has been developed in which the hydrogen-atom abstraction and the coupling of propionitrile, using Fenton's reagent, are investigated. Students learn about the regiochemistry of radical formation, the stereochemistry of product formation, and the interpretation of GC-MS data, in a safe reaction that can be easily completed in one…

  14. Using Learning Strategies to Inhibit the Nocebo Effect.

    Science.gov (United States)

    Quinn, Veronica F; Colagiuri, Ben

    2018-01-01

    Learning is a key mechanism underpinning the development of the nocebo effect. The learning literature has cataloged and explored numerous ways in which the environment can be manipulated to prevent, reduce, or eradicate learning. Knowledge of these processes could be used to both inhibit the development of nocebo effects and reduce already established nocebo learning. This review describes the available evidence on how such learning strategies have, or could be, applied to reduce the nocebo effect in both healthy participants and patients to date. These learning strategies include overshadowing, latent inhibition, extinction, and contingency degradation. These strategies represent important new avenues for investigation and should be used by researchers to design and test interventions to reduce nocebo effects. © 2018 Elsevier Inc. All rights reserved.

  15. Relational Analysis of High School Students' Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

    Science.gov (United States)

    Sadi, Özlem

    2017-01-01

    The purpose of this study was to analyze the relation between students' cognitive learning strategies and conceptions of learning biology. The two scales, "Cognitive Learning Strategies" and "Conceptions of Learning Biology", were revised and adapted to biology in order to measure the students' learning strategies and…

  16. Cognitive Strategy in Learning Chemistry: How Chunking and Learning Get Together

    Science.gov (United States)

    Lah, Norma Che; Saat, Rohaida Mohd; Hassan, Ruhaya

    2014-01-01

    The study explores chunking strategies applied in Short Term Memory (STM) by upper secondary students of mixed chemistry learning abilities. The aim of the study is to observe variations in chunking strategies utilized by these students when learning the Periodic Table of Elements in the Form Four Chemistry syllabus. Findings show that students…

  17. Regulating approaches to learning: Testing learning strategy convergences across a year at university.

    Science.gov (United States)

    Fryer, Luke K; Vermunt, Jan D

    2018-03-01

    Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience. Japanese university students (n = 933) completed surveys (deep and surface approaches to learning; self, external, and lack of regulation) at the beginning and end of their first year. Following invariance and cross-sectional tests, latent profile transition analysis (LPTA) was undertaken. Initial difference testing supported small but significant differences for self-/external regulation. Fit indices supported a four-group model, consistent across both measurement points. These subgroups were labelled Low Quality (low deep approaches and self-regulation), Low Quantity (low strategy use generally), Average (moderate strategy use), and High Quantity (intense use of all strategies) strategies. The stability of these groups ranged from stable to variable: Average (93% stayers), Low Quality (90% stayers), High Quantity (72% stayers), and Low Quantity (40% stayers). The three largest transitions presented joint shifts in processing/regulation strategy preference across the year, from adaptive to maladaptive and vice versa. Person-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students' strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed.

  18. SCIENCE TEACHERS’ UNDERSTANDING OF MIND MAP LEARNING STRATEGY (PEMAHAMAN GURU IPA DALAM STRATEGI PEMBELAJARAN PETA PIKIRAN (MIND MAP

    Directory of Open Access Journals (Sweden)

    Natalia Rosa Keliat

    2017-02-01

    Full Text Available Abstract. This researchs were conducted in Salatiga primary high school, Central Java and the subject of were taken from 23 science teachers which used interview and observation tech-niques. The aim of this study was firstly, to assess learning strategies of science in Salatiga prima-ry high school, and secondly to assess the obstacles and constraints that faced the science teach-ers in the implementation of learning strategies in the classroom. Further more the percentage of the understanding and application of mind map model, and also to assess the obstacles and con-straints in the implementation of mind map in the classroom. Data were analyzed by using de-scriptive qualitative method. The results showed that the percentage of science teachers using discussion methods are 78.26%, 21.74% by concept maps, 30.43% by demonstrations, 39.13% by lectures, 34.78% using mind map respectively by other strategies such as card games, quiz, pro-ject based learning, discovery, problem based learning, contextual teaching learning, and inquiry is 43,8%. Teachers faced difficulty to allocate the time in the classroom because students who had lower levels of cognitive abilities require a longer time to understand the strategies in the class-room. The percentage of teachers using mind map in teaching only reach at 34.78%, while 65.22% teachers still not applying yet. Results of interview which were conducted approximately 47.83% to the teachers who understand the learning mechanisms model of mind map, and 52.17% did not understand the principles of learning using mind map. However, in its application in the classroom teachers face some problems, for example, it is take time to implemented, and the other subjects difficult to finished on time. More over, other constraints that faced are the students still have difficulty in making mind map because lack of exercise, as well as students who are already familiar with the habit pattern of teacher using teaching

  19. Structure and strategies in children's educational television: the roles of program type and learning strategies in children's learning.

    Science.gov (United States)

    Linebarger, Deborah L; Piotrowski, Jessica Taylor

    2010-01-01

    Educational TV has been consistently linked to children's learning. In this research, educational TV characteristics were identified, coded, and tested for their influence on children's program-specific comprehension and vocabulary outcomes. Study 1 details a content analysis of TV features including a program's macrostructure (i.e., narrative or expository) and learning strategies embedded in the macrostructure that support learning in print-based contexts. In Study 2, regression analyses were used to predict outcomes involving 71 second and third graders (average age=7.63 years). Strategies were categorized as organizing, rehearsing, elaborating, or affective in function. Outcomes were uniformly higher for narrative macrostructures. Strategies used in narratives predicted relatively homogenous relations across outcomes, whereas strategies in expositories predicted quite heterogeneous relations across outcomes. © 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.

  20. Mutual Learning in the European Employment Strategy

    DEFF Research Database (Denmark)

    Nedergaard, Peter

    in the European employment strategy have been either determined by the sender's interests or have underestimated how mutual learning between countries takes place. In stead the article develops a constructivist approach to learning and uses it to generate some concrete hypothesis about when learning in committees...... is most likely to take place. Afterwards, this constructivist approach is used to analyse the institutional framework surrounding the European employment strategy in order to evaluate whether the potential for learning is optimal. Finally, the article concludes that even though some basic premises......Mutual learning among the Member States is the primary purpose of the employment policy of the European Union. The two most important questions in this regard are how learning occurs and how much learning takes place. In this article I argue that the existing analyses of the effects of learning...

  1. Strategies for Better Learning of English Grammar: Chinese vs. Thais

    Science.gov (United States)

    Supakorn, Patnarin; Feng, Min; Limmun, Wanida

    2018-01-01

    The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach…

  2. Article Abstract

    African Journals Online (AJOL)

    Abstract. Simple learning tools to improve clinical laboratory practical skills training. B Taye, BSc, MPH. Addis Ababa University, College of Health Sciences, Addis Ababa, ... concerns about the competence of medical laboratory science graduates. ... standardised practical learning guides and assessment checklists would.

  3. On Learning Motivation and Strategies of Non-English Major College Students

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    <正>Based on the positive correlation between learning motivation and strategies,this paper investigates the influence of different motivation orientations on learner’s management of learning strategies.The relation between learning strategies and language proficiency is further probed in order to highlight the significance of managing learning strategies and adjusting motivational orientation in the process of language learning.

  4. Evolution of learned strategy choice in a frequency-dependent game.

    Science.gov (United States)

    Katsnelson, Edith; Motro, Uzi; Feldman, Marcus W; Lotem, Arnon

    2012-03-22

    In frequency-dependent games, strategy choice may be innate or learned. While experimental evidence in the producer-scrounger game suggests that learned strategy choice may be common, a recent theoretical analysis demonstrated that learning by only some individuals prevents learning from evolving in others. Here, however, we model learning explicitly, and demonstrate that learning can easily evolve in the whole population. We used an agent-based evolutionary simulation of the producer-scrounger game to test the success of two general learning rules for strategy choice. We found that learning was eventually acquired by all individuals under a sufficient degree of environmental fluctuation, and when players were phenotypically asymmetric. In the absence of sufficient environmental change or phenotypic asymmetries, the correct target for learning seems to be confounded by game dynamics, and innate strategy choice is likely to be fixed in the population. The results demonstrate that under biologically plausible conditions, learning can easily evolve in the whole population and that phenotypic asymmetry is important for the evolution of learned strategy choice, especially in a stable or mildly changing environment.

  5. Strategies of learning in the process of transformation

    DEFF Research Database (Denmark)

    Lorentzen, Anne

    2005-01-01

    The paper deals with the learning and innovation strategies of manufacturing companies in the economies of transformation.......The paper deals with the learning and innovation strategies of manufacturing companies in the economies of transformation....

  6. Language Learning Strategy Use across Proficiency Levels

    Science.gov (United States)

    Zarei, Abbas, Ali; Baharestani, Nooshin

    2014-01-01

    To investigate the use of language learning strategies (LLS) by Iranian EFL learners across proficiency levels, a total of 180 Iranian adult female EFL learners were selected and divided into three different proficiency level groups. To collect data, Oxford's (1990) Strategy Inventory for Language Learning (SILL) was used. One-way ANOVA procedures…

  7. Assessment of learning and study strategies of university students in Qatar using an Arabic translation of the Learning and Study Strategies Inventory.

    Science.gov (United States)

    Alkhateeb, Haitham M; Nasser, Ramzi

    2014-06-01

    413 (119 men, 294 women) undergraduate university students in Qatar completed an Arabic version of the Learning and Study Strategies Inventory (LASSI) measuring Anxiety, Attitude, Concentration, Information Processing, Motivation, Self-testing, Selecting Main Ideas, Study Aids, Time Management, and Test Strategies. The students' learning and study strategies scores were similar to those reported in the literature. Factor analysis indicated the same general factors as in the original study. Internal consistency estimates ranged from .62 to .88. Nine of the 10 scales (i.e., all with the exception of the Study Aids) significantly correlated with students' GPAs. Scores obtained from these scales provide valid assessments of Qatar University students' use of learning and study strategies related to skill, will, and self-regulation components of strategic learning and also academic achievement. There also were statistically significant differences between higher and lower achieving students in their learning and study strategies. This study also explored the use of the LASSI as a predictive measure of academic achievement. Anxiety and test strategies were significant predictors of academic achievement as measured by students' GPA.

  8. The Mutual Impact of Global Strategy and Organizational Learning

    DEFF Research Database (Denmark)

    Hotho, Jasper J.; Lyles, Marjorie A.; Easterby-Smith, Mark

    2015-01-01

    Despite the interest in issues of knowing and learning in the global strategy field, there has been limited mutual engagement and interaction between the fields of global strategy and organizational learning. The purpose of our article is to reflect on and articulate how the mutual exchange...... of ideas between these fields can be encouraged. To this end, we first conduct a review of the intersection of the fields of global strategy and organizational learning. We then present two recommendations regarding how the interaction between the two fields can be enhanced. Our first recommendation...... is for global strategy research to adopt a broader notion of organizational learning. Our second recommendation is for global strategy research to capitalize on its attention to context in order to inform and enhance organizational learning theory. We discuss the use of context in a number of common research...

  9. Assessment of Language Learners' Strategies: Do They Prefer Learning or Acquisition Strategies?

    Science.gov (United States)

    Altmisdort, Gonca

    2016-01-01

    The aim of this study is to evaluate learning and acquisition strategies used by second/foreign language learners. This study is a comparative investigation of learning and acquisition strategies of successful and less successful language learners. The main question of the study is to investigate if there is a relationship between the learners'…

  10. Consistent individual differences in human social learning strategies.

    Science.gov (United States)

    Molleman, Lucas; van den Berg, Pieter; Weissing, Franz J

    2014-04-04

    Social learning has allowed humans to build up extensive cultural repertoires, enabling them to adapt to a wide variety of environmental and social conditions. However, it is unclear which social learning strategies people use, especially in social contexts where their payoffs depend on the behaviour of others. Here we show experimentally that individuals differ in their social learning strategies and that they tend to employ the same learning strategy irrespective of the interaction context. Payoff-based learners focus on their peers' success, while decision-based learners disregard payoffs and exclusively focus on their peers' past behaviour. These individual differences may be of considerable importance for cultural evolution. By means of a simple model, we demonstrate that groups harbouring individuals with different learning strategies may be faster in adopting technological innovations and can be more efficient through successful role differentiation. Our study highlights the importance of individual variation for human interactions and sheds new light on the dynamics of cultural evolution.

  11. Computer-based learning: games as an instructional strategy.

    Science.gov (United States)

    Blake, J; Goodman, J

    1999-01-01

    Games are a creative teaching strategy that enhances learning and problem solving. Gaming strategies are being used by the authors to make learning interesting, stimulating and fun. This article focuses on the development and implementation of computer games as an instructional strategy. Positive outcomes have resulted from the use of games in the classroom.

  12. Comparing Local and International Chinese Students’ English Language Learning Strategies

    Directory of Open Access Journals (Sweden)

    Margreat Aloysious Anthony

    2012-07-01

    Full Text Available According to Horwitz (1987 learners’ belief about language learning are influenced by previous language learning experiences as well as cultural background. This study examined the English Language Learning Strategies between local and international Chinese students who share the same cultural background but have been exposed to different learning experiences. Given the significant number of local and international Chinese students enrolled in educational institutions, there is a need to understand the differences and similarities in the learning strategies of these two groups. The sample for the study comprised of 60 local and 50 international Chinese students currently enrolled at a local private college. The Oxford Strategy Inventory for Language Learning (SILL was administered as a measure of learning strategy preferences. The study reveals that language learning experiences as well as socioeconomic status impact the learning strategy adopted by both local and international Chinese students. The findings of this study point to the need to address the needs of these students in order to enhance their English language learning experience in Malaysia.

  13. Cognitive Strategies for Learning from Static and Dynamic Visuals.

    Science.gov (United States)

    Lewalter, D.

    2003-01-01

    Studied the effects of including static or dynamic visuals in an expository text on a learning outcome and the use of learning strategies when working with these visuals. Results for 60 undergraduates for both types of illustration indicate different frequencies in the use of learning strategies relevant for the learning outcome. (SLD)

  14. Students’ goal orientations and learning strategies in a powerful learning environment : a case study

    NARCIS (Netherlands)

    Koopman, M.; Bakx, A.W.E.A.; Beijaard, D.

    2014-01-01

    In Dutch secondary education, experiments with powerful social constructivist learning environments are conducted that aim to appeal to students’ intrinsic goal orientations, use of deep cognitive learning strategies, and self-direction of meta-cognitive learning strategies. The aim of this study is

  15. Discovering Learning Strategy to Increase Metacognitive Knowledge in Biology Learning in Secondary School

    Directory of Open Access Journals (Sweden)

    Y. Herlanti

    2017-04-01

    Full Text Available The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.

  16. UAS Conflict-Avoidance Using Multiagent RL with Abstract Strategy Type Communication

    Science.gov (United States)

    Rebhuhn, Carrie; Knudson, Matt; Tumer, Kagan

    2014-01-01

    The use of unmanned aerial systems (UAS) in the national airspace is of growing interest to the research community. Safety and scalability of control algorithms are key to the successful integration of autonomous system into a human-populated airspace. In order to ensure safety while still maintaining efficient paths of travel, these algorithms must also accommodate heterogeneity of path strategies of its neighbors. We show that, using multiagent RL, we can improve the speed with which conflicts are resolved in cases with up to 80 aircraft within a section of the airspace. In addition, we show that the introduction of abstract agent strategy types to partition the state space is helpful in resolving conflicts, particularly in high congestion.

  17. Selection of appropriates E-learning personalization strategies from ontological perspectives

    Directory of Open Access Journals (Sweden)

    Fathi Essalmi

    2010-10-01

    Full Text Available When there are several personalization strategies of E-learning, authors of courses need to be supported for deciding which strategy will be applied for personalizing each course. In fact, the time, the efforts and the learning objects needed for preparing personalized learning scenarios depend on the personalization strategy to be applied. This paper presents an approach for selecting personalization strategies according to the feasibility of generating personalized learning scenarios with minimal intervention of the author. Several metrics are proposed for putting in order and selecting useful personalization strategies. The calculus of these metrics is automated based on the analyses of the LOM (Learning Object Metadata standard according to the semantic relations between data elements and learners’ characteristics represented in the Ontology for Selection of Personalization Strategies (OSPS.

  18. Analysis of Language Learning Strategies Used by Students of Traffic Technology

    Directory of Open Access Journals (Sweden)

    Violeta Jurkovič

    2005-06-01

    Full Text Available Language learning strategies play a vital role in the language acquisition process, and this includes the realm of ESP at the tertiary level of education. This contribution first defines the concept of language learning strategies and gives a historical background to language learning strategy research. The central section focuses on a comparative analysis of language learning strategies used by first year students of traffic technology at the Faculty of Maritime Studies and Transport in Portorož, University of Ljubljana. The analysis, based on Rebecca Oxford’s “Strategy Inventory for Language Learning”, aims to assess the students’ existing awareness of the process of language acquisition and the learning strategies that they use. Objectives of language teachers should include helping students to raise their awareness of language learning strategies and providing them with contexts for their development. Therefore, the concluding section contains sample ESP teaching materials and student instructions focusing on cognitive language learning strategies.

  19. Differences between Neural Activity in Prefrontal Cortex and Striatum during Learning of Novel Abstract Categories

    OpenAIRE

    Antzoulatos, Evan G.; Miller, Earl K.

    2011-01-01

    Learning to classify diverse experiences into meaningful groups, like categories, is fundamental to normal cognition. To understand its neural basis, we simultaneously recorded from multiple electrodes in the lateral prefrontal cortex and dorsal striatum, two interconnected brain structures critical for learning. Each day, monkeys learned to associate novel, abstract dot-based categories with a right vs. left saccade. Early on, when they could acquire specific stimulus-response associations, ...

  20. The effectiveness of a learning strategies program for university students.

    Science.gov (United States)

    Roces Montero, Cristina; Sierra Y Arizmendiarrieta, Beatriz

    2017-11-01

    University lecturers often complain about their students’ lack of learning strategies, but not many universities in Spain offer specific courses in this area. Studies on their effectiveness are also rare. This study presents the results of a Learning Strategies Course implemented at the School of Teacher Training and Education, University of Oviedo, Spain. A quasi-experimental design was used with an experi-mental (n = 60) and a control group (n = 57) of students on the Educational Psychology course. A Spanish adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ): the CEAMR2 was used as a pre and post-test measure. Group A (EG) received training in learning strategies, while group B (CG) received no training. Post-test measures showed significant differences in five out of the ten learning strategies assessed: elaboration, organization, repetition, self-questioning and study space, and also an improvement in one out of the six motivational scales: control of learning beliefs. The results suggest that learning strategies courses with proven effectiveness should be offered to university students.

  1. Metacognitive awareness of learning strategies in undergraduates.

    Science.gov (United States)

    McCabe, Jennifer

    2011-04-01

    Two studies examined undergraduates' metacognitive awareness of six empirically-supported learning strategies. Study 1 results overall suggested an inability to predict the learning outcomes of educational scenarios describing the strategies of dual-coding, static-media presentations, low-interest extraneous details, testing, and spacing; there was, however, weak endorsement of the strategy of generating one's own study materials. In addition, an independent measure of metacognitive self-regulation was correlated with scenario performance. Study 2 demonstrated higher prediction accuracy for students who had received targeted instruction on applied memory topics in their psychology courses, and the best performance for those students directly exposed to the original empirical studies from which the scenarios were derived. In sum, this research suggests that undergraduates are largely unaware of several specific strategies that could benefit memory for course information; further, training in applied learning and memory topics has the potential to improve metacognitive judgments in these domains.

  2. Recently learned foreign abstract and concrete nouns are represented in distinct cortical networks similar to the native language.

    Science.gov (United States)

    Mayer, Katja M; Macedonia, Manuela; von Kriegstein, Katharina

    2017-09-01

    In the native language, abstract and concrete nouns are represented in distinct areas of the cerebral cortex. Currently, it is unknown whether this is also the case for abstract and concrete nouns of a foreign language. Here, we taught adult native speakers of German 45 abstract and 45 concrete nouns of a foreign language. After learning the nouns for 5 days, participants performed a vocabulary translation task during functional magnetic resonance imaging. Translating abstract nouns in contrast to concrete nouns elicited responses in regions that are also responsive to abstract nouns in the native language: the left inferior frontal gyrus and the left middle and superior temporal gyri. Concrete nouns elicited larger responses in the angular gyri bilaterally and the left parahippocampal gyrus than abstract nouns. The cluster in the left angular gyrus showed psychophysiological interaction (PPI) with the left lingual gyrus. The left parahippocampal gyrus showed PPI with the posterior cingulate cortex. Similar regions have been previously found for concrete nouns in the native language. The results reveal similarities in the cortical representation of foreign language nouns with the representation of native language nouns that already occur after 5 days of vocabulary learning. Furthermore, we showed that verbal and enriched learning methods were equally suitable to teach foreign abstract and concrete nouns. Hum Brain Mapp 38:4398-4412, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

  3. New Learning Strategies in the upper Secondary School

    DEFF Research Database (Denmark)

    Borgnakke, Karen

    2006-01-01

    The article describes the Danish fieldwork and analyses it-based strategies and school development on three levels: Leadership, teaching and learning......The article describes the Danish fieldwork and analyses it-based strategies and school development on three levels: Leadership, teaching and learning...

  4. Language Learning Strategies of Multilingual Adults Learning Additional Languages

    Science.gov (United States)

    Dmitrenko, Violetta

    2017-01-01

    The main goal consisted in identifying and bringing together strategies of multilinguals as a particular learner group. Therefore, research was placed in the intersection of the three fields: language learning strategies (LLS), third language acquisition (TLA), and the didactics of plurilingualism. First, the paper synthesises the major findings…

  5. Investigating learning strategies in a dispositional learning analytics context: the case of worked examples

    NARCIS (Netherlands)

    Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan

    2018-01-01

    This study aims to contribute to recent developments in empirical studies on students’ learning strategies, whereby the use of trace data is combined with self-report data to distinguish profiles of learning strategy use [3–5]. We do so in the context of an application of dispositional learning

  6. Supporting Learning from Illustrated Texts: Conceptualizing and Evaluating a Learning Strategy

    Science.gov (United States)

    Schlag, Sabine; Ploetzner, Rolf

    2011-01-01

    Texts and pictures are often combined in order to improve learning. Many students, however, have difficulty to appropriately process text-picture combinations. We have thus conceptualized a learning strategy which supports learning from illustrated texts. By inducing the processes of information selection, organization, integration, and…

  7. Maximing Learning Strategies to Promote Learner Autonomy

    Directory of Open Access Journals (Sweden)

    Junaidi Mistar

    2001-01-01

    Full Text Available Learning a new language is ultimately to be able to communicate with it. Encouraging a sense of responsibility on the part of the learners is crucial for training them to be proficient communicators. As such, understanding the strategies that they employ in acquiring the language skill is important to come to ideas of how to promote learner autonomy. Research recently conducted with three different groups of learners of English at the tertiary education level in Malang indicated that they used metacognitive and social startegies at a high frequency, while memory, cognitive, conpensation, and affective strategies were exercised at a medium frewuency. This finding implies that the learners have acquired some degrees of autonomy because metacognive strategies requires them to independently make plans for their learning activities as well as evaluate the progress, and social strategies requires them to independently enhance communicative interactions with other people. Further actions are then to be taken increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively.

  8. The Influence of Pronunciation Learning Strategies on Mastering English Vowels

    Science.gov (United States)

    Rokoszewska, Katarzyna

    2012-01-01

    The present paper focuses on the role of strategies in learning the pronunciation of the target language. First, an outline of various general classifications of language learning strategies is provided. Next, pronunciation learning strategies are defined and their various taxonomies are presented. This is followed by the description of the study…

  9. Student Learning Strategy and Soft-skill in Clothing Business Management

    Science.gov (United States)

    Ampera, D.

    2018-02-01

    Clothing Business Management course is a subject delivering knowledge and skills about how to manage clothing business. This course requires students’ ethics, leadership, commitment, toughness, honesty, and the ability to take initiative, argue logically, and work together. However, students are not fully efficient in managing a business during practical task. The purpose of the study is to investigate: (1) the differences of students’ learning achievement between those receiving gradual and conventional learning strategy, (2)the effect of interactions between learning strategy and soft skills toward students learning achievement, (3) the differences of learning achievement of high soft skills students who receive gradual and conventional learning strategy, (4) the differences of learning achievement of low soft skills students who receive gradual and conventional learning strategy. The 2x2 treatment-by-level experimental study was carried out in Dressmaking Study Program. The result proved significantly that, overall, differences of students learning achievement exist, except of low soft skills students.

  10. Language Learning Strategies of EFL College Students

    Directory of Open Access Journals (Sweden)

    Dewi Furwana

    2017-02-01

    Full Text Available The objectives of the research were (1 to investigate the most dominant language learning strategies (LLS used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2 to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1 metacognitive strategies was the most dominant LLS used, and (2 the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies with the highest preference. The result of the qualitative data through think aloud showed that (1 the most dominant LLS employed by students were listening music, utilizing time for practicing and self-evaluating, (2 the most dominant LLS used by high achieving students were utilizing time for practicing, practicing English together and self-evaluating, whereas the most dominant LLS used by low achieving students were listening music, asking friend and selecting topic. The data were collected through documentation used to classify high achieving students and low achieving students based on their grade point average. It is concluded that the most dominant language learning strategies employed by students was metacognitive strategies. High achieving students employed different strategy than low achieving students. High achieving students used learning strategies more frequently than low achieving students.

  11. Particle Swarm Optimization With Interswarm Interactive Learning Strategy.

    Science.gov (United States)

    Qin, Quande; Cheng, Shi; Zhang, Qingyu; Li, Li; Shi, Yuhui

    2016-10-01

    The learning strategy in the canonical particle swarm optimization (PSO) algorithm is often blamed for being the primary reason for loss of diversity. Population diversity maintenance is crucial for preventing particles from being stuck into local optima. In this paper, we present an improved PSO algorithm with an interswarm interactive learning strategy (IILPSO) by overcoming the drawbacks of the canonical PSO algorithm's learning strategy. IILPSO is inspired by the phenomenon in human society that the interactive learning behavior takes place among different groups. Particles in IILPSO are divided into two swarms. The interswarm interactive learning (IIL) behavior is triggered when the best particle's fitness value of both the swarms does not improve for a certain number of iterations. According to the best particle's fitness value of each swarm, the softmax method and roulette method are used to determine the roles of the two swarms as the learning swarm and the learned swarm. In addition, the velocity mutation operator and global best vibration strategy are used to improve the algorithm's global search capability. The IIL strategy is applied to PSO with global star and local ring structures, which are termed as IILPSO-G and IILPSO-L algorithm, respectively. Numerical experiments are conducted to compare the proposed algorithms with eight popular PSO variants. From the experimental results, IILPSO demonstrates the good performance in terms of solution accuracy, convergence speed, and reliability. Finally, the variations of the population diversity in the entire search process provide an explanation why IILPSO performs effectively.

  12. Differential use of learning strategies in first-year higher education: the impact of personality, academic motivation, and teaching strategies.

    Science.gov (United States)

    Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter

    2013-06-01

    Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do. © 2013 The British Psychological Society.

  13. Do Young Learners Exploit the Same Learning Strategies as Adults?

    Science.gov (United States)

    Hrozková, Ivana

    2015-01-01

    Learning strategies are considered to be one of the key factors affecting the learning process, its effectiveness and study results. They are important for lifelong learning of foreign languages and as a learning skill they represent a priority in the process of European globalization and integration. Moreover, learning strategies as a foreign…

  14. Effective Strategies for Sustaining Professional Learning Communities

    Science.gov (United States)

    Bennett, Patricia R.

    2010-01-01

    Professional Learning Communities (PLCs), in which educators work collaboratively to improve learning for students, need effective strategies to sustain them. PLCs promote continuous improvement in student learning and build academic success with increased teacher expertise. Grounded in organizational systems theory, participative leadership…

  15. EXPOSING LEARNERS WITH LEARNING STRATEGIES IN STRATEGY TRAING: ONE OF THE WAYS FOR IMPROVING THEIR STUDY SKILL

    Directory of Open Access Journals (Sweden)

    Kartika Nuswantara

    2009-06-01

    Full Text Available Recognizing our own learning strategies is an effective way to help ourselves to self evaluate for what we have done in our own learning. One among other factors leading to a successful learning is due to the effective learning strategies. However, not all learners are aware of what they have been doing in learning, or they even sometimes do not know how to learn. If this is the problem, learning strategy training can be very beneficial for the learners with this problem. Why should be through strategy training? The answer might lie on the fact that strategy is quite amenable to change, and by nature, teachable as well as learneable (Oxford, 1990. In addition, Nuswantara (2008 also found out that the successful learners (i.e. in learning English were triggered by the courage of using various learning strategies, the more varied the learners are willing to try out, the broader the chance for success. Training is the way that can be selected to present to the learners’ various strategies that they can choose and at the same time employ when learning is taken place. Moreover, by means of training, learners are made aware of the strategy, and they can mend their own strategy, as a result, they become more self - directed rather than dependent. This article attempts to frame out from the perspective of how to bring reading strategies that are applicable for handling various reading content texts to the learners, and present the result of a one-group experimental study. Thus, training is prepared for college learners who are inevitably deal with various English content textbooks and the final aim of the training is to improve learners’ study skills. Then, one group experimental study using correlated sample provides some evidences supporting the effectiveness of the training. Specifying on reading strategies, SQ3R that is joined with other learning strategies involving writing activity, annotating a text and paraphrasing/summarizing is exposed to

  16. Study strategies and approaches to learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    Process Questionnaire to identify their approach to learning. It was hypothesised that the students’ learning approach would depend more on the quality of the study work than on the quantity; that an active and reflective study strategy was required to obtain deep conceptual understanding. The result...... showed a weak correlation between the student’s main learning approach as defined by the ratio of the deep approach score to the surface approach score and the student’s study intensity as identified by the ratio of non-scheduled independent activities to scheduled teacher-controlled activities....... There was however a much stronger linear correlation (significant at the 0.01 level) between the deep-surface ratio and the total study load. The same result was observed when measuring other students’ study strategy and learning approach for a single course. The empirical basis is still too limited to draw...

  17. Successful Transfer of a Motor Learning Strategy to a Novel Sport.

    Science.gov (United States)

    Kearney, Philip E; Judge, Phil

    2017-10-01

    This study investigated whether secondary school students who were taught a motor learning strategy could transfer their knowledge of the strategy to learning a novel task. Twenty adolescents were randomly allocated to a strategy or control group. The strategy group was taught Singer's five-step learning strategy, while the control group received information on the evolution and biomechanics of the basketball free throw. Both groups received three 1-hour practice sessions on a modified basketball shooting task. After one month, participants were introduced to the transfer task, golf putting. Performance accuracy was recorded for all tasks, and participants completed questionnaires regarding strategy use during practice. Participants taught the five-step learning strategy successfully recalled and applied it after a 1-month interval, and they demonstrated superior performance on both acquisition and transfer tasks, relative to the control group. Physical education teachers and coaches should consider using this learning strategy to enhance the learning of closed motor skills.

  18. [Motivation and learning strategies in pediatric residents].

    Science.gov (United States)

    Sepúlveda-Vildósola, Ana Carolina; Carrada-Legaria, Sol; Reyes-Lagunes, Isabel

    2015-01-01

    Motivation is an internal mood that moves individuals to act, points them in certain directions, and maintains them in activities, playing a very important role in self-regulated learning and academic performance. Our objective was to evaluate motivation and self-regulation of knowledge in pediatric residents in a third-level hospital, and to determine if there are differences according to the type of specialty and sociodemographic variables. All residents who agreed to participate responded to the Motivated Strategies for Learning Questionnaire. Cronbach alpha was performed to determine reliability. The mean value of each subscale was compared with Student's t test or ANOVA, correlation of subscales with Pearson test. A value of p≤0.05 was considered significant. We included 118 residents. The questionnaire was highly reliable (α=0.939). There were no significant differences in motivation or learning strategies according to sex, marital status, or age. Those residents studying a second or third specialization had significantly higher scores in elaboration, critical thinking, and peer learning. There were significant correlations between intrinsic motivation and self-efficacy with the development of knowledge strategies such as elaboration, critical thinking, and metacognitive self-regulation. Our students present average-to-high scores of motivation and knowledge strategies, with a significant difference according to type of specialization. There is a high correlation between motivation and knowledge strategies.

  19. Social Learning Strategies: Bridge-Building between Fields.

    Science.gov (United States)

    Kendal, Rachel L; Boogert, Neeltje J; Rendell, Luke; Laland, Kevin N; Webster, Mike; Jones, Patricia L

    2018-07-01

    While social learning is widespread, indiscriminate copying of others is rarely beneficial. Theory suggests that individuals should be selective in what, when, and whom they copy, by following 'social learning strategies' (SLSs). The SLS concept has stimulated extensive experimental work, integrated theory, and empirical findings, and created impetus to the social learning and cultural evolution fields. However, the SLS concept needs updating to accommodate recent findings that individuals switch between strategies flexibly, that multiple strategies are deployed simultaneously, and that there is no one-to-one correspondence between psychological heuristics deployed and resulting population-level patterns. The field would also benefit from the simultaneous study of mechanism and function. SLSs provide a useful vehicle for bridge-building between cognitive psychology, neuroscience, and evolutionary biology. Copyright © 2018. Published by Elsevier Ltd.

  20. Describing the on-line graduate science student: An examination of learning style, learning strategy, and motivation

    Science.gov (United States)

    Spevak, Arlene J.

    Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although

  1. TYPES OF LANGUAGE LEARNING STRATEGIES USED BY TERTIARY ENGLISH MAJORS

    OpenAIRE

    TAN KHYE CHUIN; SARJIT KAUR

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford’s (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students’ perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of lan...

  2. Blackboxing: social learning strategies and cultural evolution.

    Science.gov (United States)

    Heyes, Cecilia

    2016-05-05

    Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions aboutwhenthey should copy other agents, andwhothey should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the 'phenotypic gambit'; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this 'blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the 'social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are 'planetary'--they depend on domain-general cognitive processes--some SLSs, found only in humans, are 'cook-like'--they depend on explicit, metacognitive rules, such ascopy digital natives. These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning. © 2016 The Author(s).

  3. Blackboxing: social learning strategies and cultural evolution

    Science.gov (United States)

    Heyes, Cecilia

    2016-01-01

    Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions about when they should copy other agents, and who they should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the ‘phenotypic gambit’; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this ‘blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the ‘social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are ‘planetary'—they depend on domain-general cognitive processes—some SLSs, found only in humans, are ‘cook-like'—they depend on explicit, metacognitive rules, such as copy digital natives. These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning. PMID:27069046

  4. Why copy others? Insights from the social learning strategies tournament.

    Science.gov (United States)

    Rendell, L; Boyd, R; Cownden, D; Enquist, M; Eriksson, K; Feldman, M W; Fogarty, L; Ghirlanda, S; Lillicrap, T; Laland, K N

    2010-04-09

    Social learning (learning through observation or interaction with other individuals) is widespread in nature and is central to the remarkable success of humanity, yet it remains unclear why copying is profitable and how to copy most effectively. To address these questions, we organized a computer tournament in which entrants submitted strategies specifying how to use social learning and its asocial alternative (for example, trial-and-error learning) to acquire adaptive behavior in a complex environment. Most current theory predicts the emergence of mixed strategies that rely on some combination of the two types of learning. In the tournament, however, strategies that relied heavily on social learning were found to be remarkably successful, even when asocial information was no more costly than social information. Social learning proved advantageous because individuals frequently demonstrated the highest-payoff behavior in their repertoire, inadvertently filtering information for copiers. The winning strategy (discountmachine) relied nearly exclusively on social learning and weighted information according to the time since acquisition.

  5. Task Demands in OSCEs Influence Learning Strategies.

    Science.gov (United States)

    Lafleur, Alexandre; Laflamme, Jonathan; Leppink, Jimmie; Côté, Luc

    2017-01-01

    Models on pre-assessment learning effects confirmed that task demands stand out among the factors assessors can modify in an assessment to influence learning. However, little is known about which tasks in objective structured clinical examinations (OSCEs) improve students' cognitive and metacognitive processes. Research is needed to support OSCE designs that benefit students' metacognitive strategies when they are studying, reinforcing a hypothesis-driven approach. With that intent, hypothesis-driven physical examination (HDPE) assessments ask students to elicit and interpret findings of the physical exam to reach a diagnosis ("Examine this patient with a painful shoulder to reach a diagnosis"). When studying for HDPE, students will dedicate more time to hypothesis-driven discussions and practice than when studying for a part-task OSCE ("Perform the shoulder exam"). It is expected that the whole-task nature of HDPE will lead to a hypothesis-oriented use of the learning resources, a frequent use of adjustment strategies, and persistence with learning. In a mixed-methods study, 40 medical students were randomly paired and filmed while studying together for two hypothetical OSCE stations. Each 25-min study period began with video cues asking to study for either a part-task OSCE or an HDPE. In a crossover design, sequences were randomized for OSCEs and contents (shoulder or spine). Time-on-task for discussions or practice were categorized as "hypothesis-driven" or "sequence of signs and maneuvers." Content analysis of focus group interviews summarized students' perception of learning resources, adjustment strategies, and persistence with learning. When studying for HDPE, students allocate significantly more time for hypothesis-driven discussions and practice. Students use resources contrasting diagnoses and report persistence with learning. When studying for part-task OSCEs, time-on-task is reversed, spent on rehearsing a sequence of signs and maneuvers. OSCEs with

  6. Mental Time Travel, Memory and the Social Learning Strategies Tournament

    Science.gov (United States)

    Fogarty, L.; Rendell, L.; Laland, K. N.

    2012-01-01

    The social learning strategies tournament was an open computer-based tournament investigating the best way to learn in a changing environment. Here we present an analysis of the impact of memory on the ability of strategies entered into the social learning strategies tournament (Rendell, Boyd, et al., 2010) to modify their own behavior to suit a…

  7. How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

    Science.gov (United States)

    Choi, Beomkyu

    2016-01-01

    The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

  8. Distance Adult Students’ Self-Management Strategies of Online Learning Discussion

    Directory of Open Access Journals (Sweden)

    Nur Shaminah binti Mustafa Kamalu

    2013-12-01

    Full Text Available With distance learning getting more attention, the need for self-management strategies of learning becomes more prevalent since online learning is independent of time and place. This study was conducted to explore adult distance online students’ self-management strategies of learning and the importance of computer skill and their level of self-management strategies with regard to age and gender. A quantitative method survey research design was used to carry out the research which used questionnaire as the instrument for data collecting process. Participants involved were a group of first semester distance online learning students who were full time primary school teachers. They had registered for Technology Instruction course. Findings revealed that the level of self-management strategies of learning among these adult learners was moderate. In terms of the difference in selfmanagement strategies of learning between gender and among different categories of age, the results revealed there were no significant differences. Relationship between each component of self-management and computer skill revealed that the highest correlation was between computer skill and evaluation.

  9. Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students

    Directory of Open Access Journals (Sweden)

    Esa Virkkula

    2017-09-01

    Full Text Available One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.

  10. Metacognitive reading strategies of children with learning disabilities.

    Science.gov (United States)

    Nicolielo-Carrilho, Ana Paola; Hage, Simone Rocha de Vasconcellos

    2017-05-15

    to check the use of metacognitive reading strategies in children with learning disabilities and determine whether there is a relationship between their use and text comprehension. the study was conducted on 30 children, aged 8 to 12 years, of both genders, divided into experimental group (EG) - 15 children with learning disabilities; and control group (CG) - 15 children without disability. All children were submitted to the Reading Strategies Scale and Prolec text comprehension subtest. The sample was described in mean, median, minimum and maximum values. Comparative analysis was performed between the groups using the Mann-Whitney test. The degree of correlation between variables was verified by Spearman Correlation Analysis. The significance level was set at 5%. across the total scores of the scale, EG performance was lower in all descriptive measures, with a significant difference compared to CG. The EG achieved a performance close to children without difficulties only in global strategies. The correlation between the use of metacognitive strategies and reading comprehension was positive. children with learning disabilities showed deficits in the use of metacognitive reading strategies when compared to children without learning disabilities. The better the performance in reading strategies, the better textual comprehension was and vice versa, suggesting that metacognitive reading skills contribute to reading comprehension.

  11. Empowering Students with Word-Learning Strategies: Teach a Child to Fish

    Science.gov (United States)

    Graves, Michael F.; Schneider, Steven; Ringstaff, Cathy

    2018-01-01

    This article on word-learning strategies describes a theory- and research-based set of procedures for teaching students to use word-learning strategies--word parts, context clues, the dictionary, and a combined strategy--to infer the meanings of unknown words. The article begins with a rationale for teaching word-learning strategies, particularly…

  12. Language Learning Strategies of Language e-Learners in Turkey

    Science.gov (United States)

    Solak, Ekrem; Cakir, Recep

    2015-01-01

    The purpose of this study was to determine the use of language learning strategies of e-learners and to understand whether there were any correlations between language learning strategies and academic achievement. Participants of the study were 274?e-learners, 132 males and 142 females, enrolled in an e-learning program from various majors and…

  13. MUET Preparation Language Learning Strategies

    Directory of Open Access Journals (Sweden)

    Yoong Li Kuen

    2012-01-01

    Full Text Available The main objective of the study was to examine the English language learning strategies (LLS used by Lower Six students in secondary schools who are sitting for their MUET test. It analyzed the language learning strategies that students use in order to prepare for the MUET test. Data were collected using a survey questionnaire with 300 students. The instrument used in this study called “MUET Preparation Language Strategy Use Inventory” is an adapted and bilingual questionnaire designed by Cohen, Oxford and Chi (2005 known as Language Strategy Use Inventory. Forty items were analyzed and they comprised of the four skills tested in MUET which is listening, speaking, reading and writing. Data were analyzed by performing frequency analysis. The findings revealed that the listening skill is the most frequently used, while the writing skill is the least frequently used. Only the listening skill has high frequency of use, while the reading, speaking and writing skills fall under the range of moderate frequency of use. There were variations in responses with regard to the use of LLS among Form Six students in secondary schools. The findings had practical implications.

  14. “Bear-ly” learning: Limits of abstraction in black bear cognition

    Directory of Open Access Journals (Sweden)

    Jennifer Vonk

    2018-02-01

    Full Text Available We presented two American black bears (Ursus americanus with a serial list learning memory task, and one of the bears with a matching-to-sample task. After extended training, both bears demonstrated some success with the memory task but failed to generalize the overarching rule of the task to novel stimuli. Matching to sample proved even more difficult for our bear to learn. We conclude that, despite previous success in training bears to respond to natural categories, quantity discriminations, and other related tasks, that bears may possess a cognitive limitation with regards to learning abstract rules. Future tests using different procedures are necessary to determine whether this is a limit of bears’ cognitive capacities, or a limitation of the current tasks as presented. Future tests should present a larger number of varying stimuli. Ideally, bears of various species should be tested on these tasks to demonstrate species as well as individual differences.

  15. Self-Regulated Learning in the Museum: Understanding the Relationship of Visitor's Goals, Learning Strategies, and Appraisals

    Science.gov (United States)

    Zhou, Ji; Urhahne, Detlef

    2017-01-01

    Self-regulated learning (SRL) in the museum was explored by 2 investigations. The first one investigated 233 visitors on their goals and intended learning strategies by questionnaire before they visited the science museum. Results indicated visitors' learning goals can predict their intended deep-learning strategy. Moreover, visitors can be…

  16. The Who, What, and Where of Learning Strategies

    Science.gov (United States)

    Dumford, Amber D.; Cogswell, Cindy A.; Miller, Angie L.

    2016-01-01

    Learning strategies have been shown to be an important part of success in the classroom, but little research exists that examines differences across major fields concerning the use and faculty emphasis of learning strategies. This study uses data from the National Survey of Student Engagement and the Faculty Survey of Student Engagement to explore…

  17. Efficient learning strategy of Chinese characters based on network approach.

    Directory of Open Access Journals (Sweden)

    Xiaoyong Yan

    Full Text Available We develop an efficient learning strategy of Chinese characters based on the network of the hierarchical structural relations between Chinese characters. A more efficient strategy is that of learning the same number of useful Chinese characters in less effort or time. We construct a node-weighted network of Chinese characters, where character usage frequencies are used as node weights. Using this hierarchical node-weighted network, we propose a new learning method, the distributed node weight (DNW strategy, which is based on a new measure of nodes' importance that considers both the weight of the nodes and its location in the network hierarchical structure. Chinese character learning strategies, particularly their learning order, are analyzed as dynamical processes over the network. We compare the efficiency of three theoretical learning methods and two commonly used methods from mainstream Chinese textbooks, one for Chinese elementary school students and the other for students learning Chinese as a second language. We find that the DNW method significantly outperforms the others, implying that the efficiency of current learning methods of major textbooks can be greatly improved.

  18. Future Learning Strategy and ePortfolios in Education

    Directory of Open Access Journals (Sweden)

    C. Dorninger

    2008-03-01

    Full Text Available The rapid change of the information andknowledge Society does no stop at education:communication, teaching and learning are changing due todigital media. Therefore at Austrian schools a “FutureLearning”- strategy was started in October 2007, where newforms of learning are underlined by new media and socialsoftware. This strategy will be presented. An important partof the strategy is the introduction of electronic Portfolios forstudents. Portfolios could be powerful tools to realizeindividualisation in formal education. There are two maintypes, the process portfolio for learning, working andreflection and the application portfolio for assessmentpurposes and job application. It is now possible to collectformal and informal competences and skills-orientedknowledge for the later professional career.

  19. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    Directory of Open Access Journals (Sweden)

    Angela Lumpkin, PhD

    2015-08-01

    Full Text Available Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.

  20. Learning Strategies: Secondary LD Students in the Mainstream.

    Science.gov (United States)

    D'Antoni, Alice; And Others

    The paper presents four learning strategy techniques--the SQ3R method of study, the Multipass Strategy, the Advanced Study Guide Technique, and Cognitive Mapping--for use with secondary level learning disabled students. The SQ3R method involves the five steps of survey, question, read, recite, and review. An adaption of the SQ3R method, the…

  1. Language learning strategy research and modern foreign language teaching and learning in England

    OpenAIRE

    Grenfell, Michael

    2005-01-01

    This paper addresses language learner strategy research. It arises from two sources: firstly, an individual background in research and writing about Language Learning Strategy research in the context of Modern Foreign Language Learning and Teaching in the UK over the past decades; secondly, a newly constituted British based interest group dedicated to this area of applied linguistics - UK Project on Language Learner Strategies (UKPOLLS). The aim of this SIG paper is to introduce and present t...

  2. Distribution Learning in Evolutionary Strategies and Restricted Boltzmann Machines

    DEFF Research Database (Denmark)

    Krause, Oswin

    The thesis is concerned with learning distributions in the two settings of Evolutionary Strategies (ESs) and Restricted Boltzmann Machines (RBMs). In both cases, the distributions are learned from samples, albeit with different goals. Evolutionary Strategies are concerned with finding an optimum ...

  3. Beyond the abstractions?

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2006-01-01

      The anniversary of the International Journal of Lifelong Education takes place in the middle of a conceptual landslide from lifelong education to lifelong learning. Contemporary discourses of lifelong learning etc are however abstractions behind which new functions and agendas for adult education...

  4. Studies on English Vocabulary Learning Strategies of Three-year Business English Majors

    Institute of Scientific and Technical Information of China (English)

    Liu Fang-rong

    2008-01-01

    Vocabulary learning strategies have been studied by a lot of scholars and teachers to a different extent on language learner of different levels. Little research has been done on three-year .Business English majors. This study is intended to examine the vocabulary learning strategies applied by those students to their vocabulary learning during the course of English learning. This study is carried out in the form of doing a questionnaire among 117 three-year Business English majors. The collected data is analyzed in the computer by using the SPSS software. The result is that most of the students give up the concept and strategy of repetition and accept the concept of context and practicing. In addition, most of the students know how to make use of cognitive strategies to learn vocabulary. However, those students seldom employ metacognitive strategies and social/affective strategies to facilitate their vocabulary learning. In fight of these, some recommendations have given to those students to help them learn more vocabulary by appropriately using the vocabulary learning strategies.

  5. The Source for Learning & Memory Strategies.

    Science.gov (United States)

    Richards, Regina G.

    This book is a comprehensive guide to learning and memory strategies for all students and especially those with learning problems. Chapter 1, on memory and the brain, explains brain cells, the cortex, function of the cerebral lobes, and other brain structures. Chapter 2 examines the memory process and discusses sensory memory, short-term memory,…

  6. The role of research-article writing motivation and self-regulatory strategies in explaining research-article abstract writing ability.

    Science.gov (United States)

    Lin, Ming-Chia; Cheng, Yuh-Show; Lin, Sieh-Hwa; Hsieh, Pei-Jung

    2015-04-01

    The purpose of the study was to investigate the effects of research-article writing motivation and use of self-regulatory writing strategies in explaining second language (L2) research-article abstract writing ability, alongside the L2 literacy effect. Four measures were administered: a L2 literacy test, a research abstract performance assessment, and inventories of writing motivation and strategy. Participants were L2 graduate students in Taiwan (N=185; M age=25.8 yr., SD=4.5, range=22-53). Results of structural equation modeling showed a direct effect of motivation on research-article writing ability, but no direct effect of strategy or indirect effect of motivation via strategy on research-article writing ability, with L2 literacy controlled. The findings suggest research-article writing instruction should address writing motivation, besides L2 literacy.

  7. Computer games: Apprehension of learning strategies

    Directory of Open Access Journals (Sweden)

    Carlos Antonio Bruno da Silva

    2003-12-01

    Full Text Available Computer games and mainly videogames have proved to be an important tendency in Brazilian children’s play. They are part of the playful culture, which associates modern technology to traditional play preserving the importance of the latter. Based on Vygotsky and Chadwick’s ideas, this work studies the alternatives in the use of videogame by the occupational therapist, educator or parents, aiming prevention of learning difficulty by means of apprehension of learning strategies. Sixty children were investigated under dialectic, descriptive qualitative/quantitative focus. There was a semi-structured interview, direct observation and focused group applied to this intentional sample. Out of the 60 children playing in 3 videogame rental shops in Fortaleza-CE and Quixadá-CE, 30 aged 4 to 6 years old and the other 30 aged 7 and 8. Results indicate that the determination that the videogame is played in-group favors the apprehension of learning and affective strategies, processing, and meta-cognition. Therefore, videogame can be considered an excellent resource in terms of preventing learning difficulties, enabling children to their reality.

  8. Learning Strategies for Adolescents with Mild Disabilities

    Science.gov (United States)

    Conderman, Greg; Koman, Kara; Schibelka, Mary; Higgin, Karen; Cooper, Cody; Butler, Jordyn

    2013-01-01

    Learning strategy instruction is an evidence-based practice for teaching adolescents with mild disabilities. However, researchers have not developed strategies for every content area or skill. Therefore, teachers need to be able develop strategies based on the needs of their students. This article reviews the process for developing and teaching…

  9. Metacognitive strategies in learning sight-singing

    Directory of Open Access Journals (Sweden)

    Bogunović Blanka

    2012-01-01

    Full Text Available This paper presents a part of a wider study that is based on interdisciplinary research of sight-singing (psychology and music education. Our intention was to join the psychological knowledge of cognitive processes on the one hand, and the practical approach of music teachers, based on methods, techniques and procedures of mastering sight-reading-singing skills on the other. We aimed: 1. to determine the kinds and levels of strategies that music students use in the cognitive processes involved during sight-singing; 2. to explore strategies of problem solving when difficulties appear; 3. to investigate the self-evaluation perspectives of students; and 4. to relate students' learning experience to the strategies used. The sample consisted of 89 music students from higher music education in Belgrade and The Hague. They filled in the questionnaire based on self-reports, covering general data about their music education background, different issues of sight-singing, such as planning, problem solving, monitoring and evaluation of outcomes, and three melodic examples written in different musical styles. Results showed that strategies used during sight-singing can be roughly sorted into three groups that differ according to the 'key accent' given: cognitive, intuitive and no-strategy. The music cognitive strategies involved cover three levels of musical organization and representation: a relying on smaller chunks of the musical piece, referring to existing knowledge and learning experience; b leaning on a slightly 'bigger picture' of familiar patterns; and c mental representation of melodic/rhythmic/harmonic structures. When faced with a problem, half of the students employed analytic approaches. Comparisons between sub-samples showed, for example, that future performing musicians more often used 'tone-to-tone' thinking and 'bottom-up' strategies in approaching musical structure, while music theory students had better insight into the whole and used

  10. Towards professionalism in music: self-assessed learning strategies of conservatory music students

    OpenAIRE

    Virkkula, Esa; Nissilä, Säde-Pirkko

    2017-01-01

    One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in...

  11. Teaching with Concrete and Abstract Visual Representations: Effects on Students' Problem Solving, Problem Representations, and Learning Perceptions

    Science.gov (United States)

    Moreno, Roxana; Ozogul, Gamze; Reisslein, Martin

    2011-01-01

    In 3 experiments, we examined the effects of using concrete and/or abstract visual problem representations during instruction on students' problem-solving practice, near transfer, problem representations, and learning perceptions. In Experiments 1 and 2, novice students learned about electrical circuit analysis with an instructional program that…

  12. Construction of the Questionnaire on Foreign Language Learning Strategies in Specific Croatian Context.

    Science.gov (United States)

    Božinović, Nikolina; Sindik, Joško

    2017-03-01

    Learning strategies are special thoughts or behaviours that individuals use to understand, learn or retain new information, according to the point of view of O’Malley & Chamot. The other view, promoted by Oxford, believes learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, and more transferrable to new situations of language learning and use. The use of appropriate strategies ensures greater success in language learning. The aim of the research was to establish metric characteristics of the Questionnaire on learning strategies created by the author, in line with the template of the original SILL questionnaire (Strategy Inventory for Language Learning). The research was conducted at the Rochester Institute of Technology Croatia on a sample of 201 participants who learned German, Spanish, French and Italian as a foreign language. The results have shown that one-component latent dimensions which describe the space of foreign language learning strategies according to Oxford’s classification, have metric characteristics which are low, but still satisfactory (reliability and validity). All dimensions of learning strategies appeared not to be adequately defined. Therefore, we excluded compensation strategies and merged social and affective strategies into social-affective strategies into the unique dimension. Overall, this version of Oxford’s original questionnaire, based on Oxford’s theoretical construct, applied on Croatian students, clearly shows that current version of the questionnaire has poor metric characteristics. One of the explanations of the results obtained could be positioned in multicultural context and intercultural dialogue. Namely, particular social, political and economic context in Croatia could shape even foreign language learning strategies.

  13. The relationship between strategy making and organizational learning

    Directory of Open Access Journals (Sweden)

    Ângela França Versiani

    2018-06-01

    Full Text Available Purpose – This paper discusses the role of strategy making in organizational learning. By linking organizational learning and strategyas-practice literatures, the objective of this research was to analyze how intertwined the cognitive process and strategic activities are in organizational learning. Design/methodology/approach – The metodology used is a longitudinal qualitative single case study of one of the largest Brazilian companies in the power industry. The unit of analysis is the firm’s growth strategy through mergers and acquisitions from 2003 to 2012. Findings – The findings show that organizational learning involved four sequenced causal flows in which specific types of strategic activities contributed directly or indirectly to learning loops. Originality/value – Our main contribution is to show that the implementation of strategic activities is the key to strategic renewal.

  14. The relationships between trait anxiety, place recognition memory, and learning strategy.

    Science.gov (United States)

    Hawley, Wayne R; Grissom, Elin M; Dohanich, Gary P

    2011-01-20

    Rodents learn to navigate mazes using various strategies that are governed by specific regions of the brain. The type of strategy used when learning to navigate a spatial environment is moderated by a number of factors including emotional states. Heightened anxiety states, induced by exposure to stressors or administration of anxiogenic agents, have been found to bias male rats toward the use of a striatum-based stimulus-response strategy rather than a hippocampus-based place strategy. However, no study has yet examined the relationship between natural anxiety levels, or trait anxiety, and the type of learning strategy used by rats on a dual-solution task. In the current experiment, levels of inherent anxiety were measured in an open field and compared to performance on two separate cognitive tasks, a Y-maze task that assessed place recognition memory, and a visible platform water maze task that assessed learning strategy. Results indicated that place recognition memory on the Y-maze correlated with the use of place learning strategy on the water maze. Furthermore, lower levels of trait anxiety correlated positively with better place recognition memory and with the preferred use of place learning strategy. Therefore, competency in place memory and bias in place strategy are linked to the levels of inherent anxiety in male rats. Copyright © 2010 Elsevier B.V. All rights reserved.

  15. CORRELATION BETWEEN METACOGNITIVE STRATEGY, FOREIGN LANGUAGE APTITUDE AND MOTIVATIONS IN LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Novia Tri Febriani

    2017-11-01

    Full Text Available Language learning belief and language learning strategies are two essential predictors that have significant effect toward students’ language proficiency. Learners’ belief is dealing with what comes from inside the learners in learning the language, such as foreign language aptitude; difficulty of language learning; nature of language learning; learning and communication strategies; and motivation. Meanwhile, language learning strategies are learners’ plan in achieving certain goals or mastering the target language. A preliminary research was conducted in order to find what strategy mostly used by the learners. It turned out that the strategy mostly used by them was metacognitive strategies. Thus, this study aims to investigate about the correlation between metacognitive strategies and certain belief’ variables in students’ language learning which are foreign language aptitude and motivation. Moreover, twenty postgraduate students of English education department participated in this study. This study used correlational research, in which the BALLI (Beliefs about Language Learning Inventory and SILL (Strategies Inventory for Language Learners questionnaires were adopted as the instruments in collecting the data. The findings of this study indicated that there is negative linear correlation between metacognitive strategy and foreign language aptitude (rXY = -0,049 while there is significant positive linear correlation between metacognitive and motivation (rXY =+0,79 in students’ language learning. Furthermore, this study also provide some recommendations, which is it is expected that there will be more researches use studies using different respondents with various contexts. Secondly, the further research will use both of quantitative and qualitative data relating to this issue in order to make a more accurate data.

  16. Strategy approach for eLearning 2.0 deployment in Universities

    Directory of Open Access Journals (Sweden)

    Oskar Casquero

    2010-12-01

    Full Text Available The institutionally powered Personal Learning Environment (iPLE constitutes our vision of how Web 2.0 technologies, people arrangement and data sharing could be applied for delivering open, flexible, distributed and learner-centred learning environments to university members. Based on the iPLE, this paper explores a strategy approach that universities could follow in order to deploy eLearning 2.0 tools and services. With that aim in mind, we review the patterns that Web 2.0 has successfully applied, and have been proved to encourage people to interact and to share information. Then, we present an eLearning 2.0 provisioning strategy based on iPLEs. Finally, we explain how this strategy can help translating Web 2.0 patterns to learning, and positioning universities as eLearning 2.0 providers.

  17. Grammar Learning Strategies and Language Attainment: Seeking a Relationship

    OpenAIRE

    Pawlak Mirosław

    2009-01-01

    Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their ...

  18. Comparison between project-based learning and discovery learning toward students' metacognitive strategies on global warming concept

    Science.gov (United States)

    Tumewu, Widya Anjelia; Wulan, Ana Ratna; Sanjaya, Yayan

    2017-05-01

    The purpose of this study was to know comparing the effectiveness of learning using Project-based learning (PjBL) and Discovery Learning (DL) toward students metacognitive strategies on global warming concept. A quasi-experimental research design with a The Matching-Only Pretest-Posttest Control Group Design was used in this study. The subjects were students of two classes 7th grade of one of junior high school in Bandung City, West Java of 2015/2016 academic year. The study was conducted on two experimental class, that were project-based learning treatment on the experimental class I and discovery learning treatment was done on the experimental class II. The data was collected through questionnaire to know students metacognitive strategies. The statistical analysis showed that there were statistically significant differences in students metacognitive strategies between project-based learning and discovery learning.

  19. NEW! Re-Purposing TV Ads for Building Vocabulary-Learning Strategies

    Science.gov (United States)

    Alm-Lequeux, Antonie

    2004-01-01

    Learning strategies have received a lot of attention in recent years. Many books have been written for both teachers and students, outlining strategies of and for the successful language learner. The research in this area confirms that the conscious use of learning strategies enhances language achievement and proficiency. A well-developed strategy…

  20. Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

    Directory of Open Access Journals (Sweden)

    Parviz Ajideh

    2018-05-01

    Full Text Available The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are often linked to the individual's learning style. The purpose of this study was to identify Art and Science students’ major learning style preferences and their strategies they employ to tackle their reading materials in ESP courses at Tabriz Islamic Art University. To this end, 313 Art and Science students at Tabriz Islamic Art University answered two self-report questionnaires (PLSPQ and SORS to identify their major and minor learning styles as well as their reading strategies in ESP reading. In order to find any relationship between the students’ preferred learning style (s and their reading strategies in ESP, Pearson Product Moment Coefficient r was used to analyze the participants’ answers to the questionnaires. The results showed that Art students favored Kinesthetic, Auditory, Visual and Tactile learning styles as their major learning styles while Science students showed preference to only Kinesthetic Learning style as their major learning style and other learning styles as their minor ones. It was also found that the most dominant reading strategies both Art and Science students apply in reading their ESP texts was cognitive strategies. Correlational analyses of their major learning styles and their reading strategies are discussed.

  1. Evaluation of teaching and learning strategies

    Directory of Open Access Journals (Sweden)

    SK Lechner

    2001-08-01

    Full Text Available With the growing awareness of the importance of teaching and learning in universities and the need to move towards evidence-based teaching, it behooves the professions to re-examine their educational research methodology. While the what, how and why of student learning have become more explicit, the professions still struggle to find valid methods of evaluating the explosion of new innovation in teaching/learning strategies. This paper discusses the problems inherent in applying traditional experimental design techniques to advances in educational practice.

  2. Motivation and Its Relationship with Learning Strategy

    Science.gov (United States)

    Liu, Yunzhen

    2012-01-01

    This study investigates motivation that influences heritage and non-heritage students' learning of Chinese, and its relationship with Chinese language learning strategies (LLS). The study uses Deci and Ryan's typology--"Intrinsic Motivation" and "Extrinsic Motivation", for the investigation, examining issues such as: (1) What…

  3. Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study.

    Science.gov (United States)

    Boctor, Lisa

    2013-03-01

    The majority of nursing students are kinesthetic learners, preferring a hands-on, active approach to education. Research shows that active-learning strategies can increase student learning and satisfaction. This study looks at the use of one active-learning strategy, a Jeopardy-style game, 'Nursopardy', to reinforce Fundamentals of Nursing material, aiding in students' preparation for a standardized final exam. The game was created keeping students varied learning styles and the NCLEX blueprint in mind. The blueprint was used to create 5 categories, with 26 total questions. Student survey results, using a five-point Likert scale showed that they did find this learning method enjoyable and beneficial to learning. More research is recommended regarding learning outcomes, when using active-learning strategies, such as games. Copyright © 2012 Elsevier Ltd. All rights reserved.

  4. Learning and adherence to baby massage after two teaching strategies.

    Science.gov (United States)

    Cruz, Cláudia Marchetti; Caromano, Fátima Aparecida; Gonçalves, Lia Lopes; Machado, Thais Gaiad; Voos, Mariana Callil

    2014-07-01

    Little is known about learning/adherence after different baby massage teaching strategies. We compared the learning/adherence after two strategies. Twenty mothers from the group manual-course (GMC) and 20 from the group manual-orientations (GMO) received a booklet. GMC participated in a course during the third trimester. GMO received verbal instructions during the postpartum hospital stay. Multiple-choice and practical tests assessed learning (GMC: performing strokes on a doll; GMO: on the baby). Adherence was measured 3 months after childbirth. No differences were found between the groups in learning/adherence. Both teaching strategies showed similar and positive results. © 2014, Wiley Periodicals, Inc.

  5. Civic Engagement and Organizational Learning Strategies for Student Success

    Science.gov (United States)

    Moore, Tami L.; Mendez, Jesse P.

    2014-01-01

    Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.

  6. Learning algebra through MCREST strategy in junior high school students

    Science.gov (United States)

    Siregar, Nurfadilah; Kusumah, Yaya S.; Sabandar, J.; Dahlan, J. A.

    2017-09-01

    The aims of this paper are to describe the use of MCREST strategy in learning algebra and to obtain empirical evidence on the effect of MCREST strategy es specially on reasoning ability. Students in eight grade in one of schools at Cimahi City are chosen as the sample of this study. Using pre-test and post-test control group design, the data then analyzed in descriptive and inferential statistics. The results of this study show the students who got MCREST strategy in their class have better result in test of reasoning ability than students who got direct learning. It means that MCREST strategy gives good impact in learning algebra.

  7. Cloud-Based Mobile Learning

    Directory of Open Access Journals (Sweden)

    Alexandru BUTOI

    2013-01-01

    Full Text Available As the cloud technologies are largely studied and mobile technologies are evolving, new di-rections for development of mobile learning tools deployed on cloud are proposed.. M-Learning is treated as part of the ubiquitous learning paradigm and is a pervasive extension of E-Learning technologies. Development of such learning tools requires specific development strategies for an effective abstracting of pedagogical principles at the software design and implementation level. Current paper explores an interdisciplinary approach for designing and development of cloud based M-Learning tools by mapping a specific development strategy used for educational programs to software prototyping strategy. In order for such instruments to be user effective from the learning outcome point of view, the evaluation process must be rigorous as we propose a metric model for expressing the trainee’s overall learning experience with evaluated levels of interactivity, content presentation and graphical user interface usability.

  8. Counselling strategies for students learning and career ...

    African Journals Online (AJOL)

    The aim of this paper was to identify counselling strategies applicable in classroom where teaching and learning take place. The concepts guidance and counselling were defined to show meaning and relevance towards promoting learning and career development of students in secondary school. This paper also ...

  9. Learning strategies during clerkships and their effects on clinical performance

    NARCIS (Netherlands)

    van Lohuizen, M. T.; Kuks, J. B. M.; van Hell, E. A.; Raat, A. N.; Cohen-Schotanus, J.

    2009-01-01

    Background: Previous research revealed relationships between learning strategies and knowledge acquisition. During clerkships, however, students' focus widens beyond mere knowledge acquisition as they further develop overall competence. This shift in focus can influence learning strategy use. Aim:

  10. Europe: Strategies and agendas for lifelong learning at time of crisis

    DEFF Research Database (Denmark)

    Milana, Marcella

    2014-01-01

    A complete overview of lifelong learning strategies in Europe, at both international and national levels, calls for understanding the processes through which these strategies take shape. Accordingly, in this contribution, lifelong learning strategies are analyzed through a critical lens...... and the OECD, with important consequences for lifelong learning policy. Evidence is found, for instance, in the formation of a reductionist skills agenda, joint between the EU and the OECD; an agenda capable of influencing future governmental thinking about lifelong learning and adult education in Europe....

  11. Who Knows? Metacognitive Social Learning Strategies.

    Science.gov (United States)

    Heyes, Cecilia

    2016-03-01

    To make good use of learning from others (social learning), we need to learn from the right others; from agents who know better than we do. Research on social learning strategies (SLSs) has identified rules that focus social learning on the right agents, and has shown that the behaviour of many animals conforms to these rules. However, it has not asked what the rules are made of, that is, about the cognitive processes implementing SLSs. Here, I suggest that most SLSs depend on domain-general, sensorimotor processes. However, some SLSs have the characteristics tacitly ascribed to all of them. These metacognitive SLSs represent 'who knows' in a conscious, reportable way, and have the power to promote cultural evolution. Copyright © 2015 Elsevier Ltd. All rights reserved.

  12. Training in Metacognitive Strategies for Students’ Vocabulary Improvement by Using Learning Journals

    Directory of Open Access Journals (Sweden)

    Itala Diaz

    2015-01-01

    Full Text Available This study examined the effects of metacognitive strategies to help beginning young learners with difficulties increasing and retaining vocabulary. This was a qualitative study in which participants first went through metacognitive strategy instruction to provide awareness of learning strategies. Following this instruction, students underwent a set of five interventions based on the cognitive academic language learning approach instructional model. These interventions, together with journaling progress, were used to train them in the use of the metacognitive strategies planning, monitoring, and evaluating. The findings showed that metacognitive strategy training has positively contributed to vocabulary acquisition skills, as participants were able to raise consciousness about some learning strategies and the use of metacognitive strategies to increase their vocabulary learning.

  13. An active-learning strategies primer for achieving ability-based educational outcomes.

    Science.gov (United States)

    Gleason, Brenda L; Peeters, Michael J; Resman-Targoff, Beth H; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan; Denetclaw, Tina H

    2011-11-10

    Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences.

  14. Essentials of University Strategy Development in the Field of Lifelong Learning

    Directory of Open Access Journals (Sweden)

    Alina Irina POPESCU

    2012-06-01

    Full Text Available The process of strategy development reflects, in any organisation, the clarity of the purpose of the organisation’s mere existence. Although many organisations may decide ‘to go with the flow’, in the current economic context it is advisable that organisations, including higher education institutions, go through a thorough strategy development process. The lifelong learning approach brings a shift in the paradigm of education, and was considered to be the manner in which individuals get educated in the knowledge-based society. The most active players in the higher education market embraced this approach by developing lifelong learning strategies, either separated or incorporated in the overall university strategy. In this context, the study presents guidelines for the development of strategies in universities, and attempts to investigate to which extent three public universities representative for different regions of Romania have embraced the lifelong learning approach in their university strategies so far. The investigation uses the framework of the principles of university lifelong learning presented in the Universities‘ Charter on Lifelong Learning (2008.

  15. Relationship between self-directed learning with learning styles and strategies in medical students

    OpenAIRE

    Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

    2014-01-01

    Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and Methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direc...

  16. Management Strategies for Promoting Teacher Collective Learning

    Science.gov (United States)

    Cheng, Eric C. K.

    2011-01-01

    This paper aims to validate a theoretical model for developing teacher collective learning by using a quasi-experimental design, and explores the management strategies that would provide a school administrator practical steps to effectively promote collective learning in the school organization. Twenty aided secondary schools in Hong Kong were…

  17. A Parameter Communication Optimization Strategy for Distributed Machine Learning in Sensors.

    Science.gov (United States)

    Zhang, Jilin; Tu, Hangdi; Ren, Yongjian; Wan, Jian; Zhou, Li; Li, Mingwei; Wang, Jue; Yu, Lifeng; Zhao, Chang; Zhang, Lei

    2017-09-21

    In order to utilize the distributed characteristic of sensors, distributed machine learning has become the mainstream approach, but the different computing capability of sensors and network delays greatly influence the accuracy and the convergence rate of the machine learning model. Our paper describes a reasonable parameter communication optimization strategy to balance the training overhead and the communication overhead. We extend the fault tolerance of iterative-convergent machine learning algorithms and propose the Dynamic Finite Fault Tolerance (DFFT). Based on the DFFT, we implement a parameter communication optimization strategy for distributed machine learning, named Dynamic Synchronous Parallel Strategy (DSP), which uses the performance monitoring model to dynamically adjust the parameter synchronization strategy between worker nodes and the Parameter Server (PS). This strategy makes full use of the computing power of each sensor, ensures the accuracy of the machine learning model, and avoids the situation that the model training is disturbed by any tasks unrelated to the sensors.

  18. Using the virtual-abstract instructional sequence to teach addition of fractions.

    Science.gov (United States)

    Bouck, Emily C; Park, Jiyoon; Sprick, Jessica; Shurr, Jordan; Bassette, Laura; Whorley, Abbie

    2017-11-01

    Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators. The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems. The VA instructional strategy was effective in thestudents to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students. The Virtual-Abstract instructional sequencemay be appropriate to support students with mild intellectual disability in learning mathematics, especially when drawing or representing the mathematical concepts may prove challenging. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Language Learning Strategies of Turkish and Arabic Students: A Cross-Cultural Study

    Science.gov (United States)

    Köksal, Dinçay; Ulum, Ömer Gökhan

    2016-01-01

    This study investigates the language learning strategy use of Turkish and Arabic students enrolled in middle schools and having different cultural and linguistic backgrounds. Using a strategy inventory for language learning, the study examines the cross-cultural differences in strategy use of the mentioned students while learning English as a…

  20. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

    Science.gov (United States)

    Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.

  1. Collaborative testing as a learning strategy in nursing education.

    Science.gov (United States)

    Sandahl, Sheryl S

    2010-01-01

    A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.

  2. A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

    Science.gov (United States)

    Diseth, Age; Kobbeltvedt, Therese

    2010-12-01

    Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.

  3. Emotional Intelligence Profiles and Learning Strategies in Secondary School Students

    Science.gov (United States)

    Inglés, Cándido J.; Martínez-Monteagudo, María C.; Pérez Fuentes, Maria C.; García-Fernández, José M.; Molero, María del Mar; Suriá-Martinez, Raquel; Gázquez, José J.

    2017-01-01

    The aim of this study was to analyse the relationship among emotional intelligence (EI) and learning strategies, identifying different emotional intelligence profiles and determining possible statistically significant differences in learning strategies through the identified profiles. Thousand and seventy-one Spaniards secondary school students…

  4. Targeting Academic Programs to Student Diversity Utilizing Learning Styles and Learning-Study Strategies.

    Science.gov (United States)

    Grimes, Sue K.

    1995-01-01

    A diagnostic, prescriptive model was utilized (n=394) in identification of learning styles and learning-study strategies of diverse student groups and in the analysis of prescriptive methods to address their specific needs. High-risk groups demonstrated auditory, tactile concrete, and group learning style preferences and were weaker on cognitive,…

  5. How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

    Science.gov (United States)

    Hugerat, Muhamad

    2016-01-01

    This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…

  6. Not-so-social learning strategies.

    Science.gov (United States)

    Heyes, Cecilia; Pearce, John M

    2015-03-07

    Social learning strategies (SLSs) are rules specifying the conditions in which it would be adaptive for animals to copy the behaviour of others rather than to persist with a previously established behaviour or to acquire a new behaviour through asocial learning. In behavioural ecology, cultural evolutionary theory and economics, SLSs are studied using a 'phenotypic gambit'-from a purely functional perspective, without reference to their underlying psychological mechanisms. However, SLSs are described in these fields as if they were implemented by complex, domain-specific, genetically inherited mechanisms of decision-making. In this article, we suggest that it is time to begin investigating the psychology of SLSs, and we initiate this process by examining recent experimental work relating to three groups of strategies: copy when alternative unsuccessful, copy when model successful and copy the majority. In each case, we argue that the reported behaviour could have been mediated by domain-general and taxonomically general psychological mechanisms; specifically, by mechanisms, identified through conditioning experiments, that make associative learning selective. We also suggest experimental manipulations that could be used in future research to resolve more fully the question whether, in non-human animals, SLSs are mediated by domain-general or domain-specific psychological mechanisms. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  7. INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES: THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES

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    Agustín Freiberg-Hoffmann

    2017-02-01

    Full Text Available Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments. Learning processes in college depend, in part, on the coincidence between teaching methods and students’ learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students’ learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1 the description of the influence of different learning strategies on each learning style, and 2 the analysis of the way each style explains students’ academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory –LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and

  8. Does a Strategy Training Foster Students' Ability to Learn from Multimedia?

    Science.gov (United States)

    Scheiter, Katharina; Schubert, Carina; Gerjets, Peter; Stalbovs, Kim

    2015-01-01

    Despite the general effectiveness of multimedia instruction, students do not always benefit from it. This study examined whether students' learning from multimedia can be improved by teaching them relevant learning strategies. On the basis of current theories and research on multimedia learning, the authors developed a strategy training for…

  9. Learning Strategies at Work and Professional Development

    Science.gov (United States)

    Haemer, Hannah Deborah; Borges-Andrade, Jairo Eduardo; Cassiano, Simone Kelli

    2017-01-01

    Purpose: This paper aims to investigate the prediction of current and evolutionary perceptions of professional development through five learning strategies at work and through training and how individual and job characteristics predict those strategies. Design/methodology/approach: Variables were measured in a cross-sectional survey, with 962…

  10. Arabic Vocabulary Learning Strategies Among Non-native Speakers: A Case of IIUM

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    Nik Hanan Mustapha

    2014-12-01

    Full Text Available This study aims to investigate the vocabulary learning strategies used by Arabic learners of the International Islamic University Malaysia. It also compares between the Arabic and non-Arabic majoring students in the use of these strategies. The total sample of this study was 248 university students from different level of studies. They answered a ‘Vocabulary Learning Strategies Questionnaire’ by Pavicic Takac (2008 which consisted of three different components: Formal strategies, self-initiated independent strategies and incidental strategies. Results indicated that Arabic learners used a variety of vocabulary learning strategies with translation being the most widely employed. No statistically significant difference was found between the Arabic and non-Arabic majoring students. The findings provide support for helping the students to utilize their mother tongue in a fruitful way to learn new vocabularies, as well as training both groups equally on how to use these strategies efficiently.

  11. Some aspects of using new techniques of teaching/learning in education in optics (Abstract only)

    Science.gov (United States)

    Suchanska, Malgorzata

    2003-11-01

    The deep learning in Optics can be encouraged by stimulating and considerate teaching. It means that teacher should demonstrate his/her personal commitment to the subject and stress its meaning, relevance and importance to the students. It is also important to allow students to be creative in solving problems and in interpretation of its contents. In order to help the students to become more creative persons it is necessary to enhance the learning process of modern knowledge in Optics, to design and conduct experiments, stimulate passions and interests, allow an access to the e-learning system (Internet) and introduce the psychological training (creativity, communication, lateral thinking etc.) (Abstract only available)

  12. The Relationship between Personality Types and Self-Regulated Learning Strategies of Language Learners

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    Majid Ghyasi

    2013-05-01

    Full Text Available This study investigates the relationship between personality traits, as measured by the NEO Five Factor Inventory, and different learning strategies, measured by the Motivated Strategies for Learning Questionnaire (MSLQ, that foreign language student may employ to help them learn the language.  A sample of 231 undergraduate students of English in Iran was administered the Inventory and the MSLQ.  This study is the first to connect learners’ personality traits with general learning strategies, which can be specifically applied to foreign language learning.  Analyzing the data using multiple regressions, the authors found that personality type was able to predict the tendency to use different learning strategies.  Specifically, students who scored high on “conscientiousness” were more likely to use all strategies, particularly managing time and study environment.  Students high on extraversion were more likely to use peer learning and help seeking strategies.  The authors conclude that language teachers could benefit from assessing their students’ personalities and matching strategies to their students’ tendencies.

  13. Parenting Styles and Adolescents' Learning Strategies in the Urban Community.

    Science.gov (United States)

    Boveja, Marsha E.

    1998-01-01

    Examines the relationship between perceived parenting styles and urban adolescents' learning and studying strategies. Results revealed that those adolescents who perceived their parents as being authoritative tended to engage in more effective learning and study strategies. Discusses implications for counselors and teachers using this information…

  14. Learning Strategies of Physics Teacher Candidates: Relationships with Physics Achievement and Class Level

    Science.gov (United States)

    Selçuk, Gamze S.; Çalişkan, Serap; Erol, Mustafa

    2007-04-01

    Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by ``Scale of Learning Strategies Usage in Physics'' (Cronbach's Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates' learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made.

  15. Predicting intraindividual changes in learning strategies: The effects of previous achievement

    OpenAIRE

    Buško, Vesna; Mujagić, Amela

    2013-01-01

    Socio-cognitive models of self-regulated learning (e.g., Pintrich, 2000) emphasize contextualized nature oflearning process, and within-person variation in learning processes, along with between-person variability in selfregulation.Previous studies about contextual nature of learning strategies have mostly focused on the effects ofdifferent contextual factors on interindividual differences in learning strategies utilization. However, less attentionwas given to the question about contextual ef...

  16. An Eye-Tracking Study of Learning from Science Text with Concrete and Abstract Illustrations

    Science.gov (United States)

    Mason, Lucia; Pluchino, Patrik; Tornatora, Maria Caterina; Ariasi, Nicola

    2013-01-01

    This study investigated the online process of reading and the offline learning from an illustrated science text. The authors examined the effects of using a concrete or abstract picture to illustrate a text and adopted eye-tracking methodology to trace text and picture processing. They randomly assigned 59 eleventh-grade students to 3 reading…

  17. A strategy learning model for autonomous agents based on classification

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    Śnieżyński Bartłomiej

    2015-09-01

    Full Text Available In this paper we propose a strategy learning model for autonomous agents based on classification. In the literature, the most commonly used learning method in agent-based systems is reinforcement learning. In our opinion, classification can be considered a good alternative. This type of supervised learning can be used to generate a classifier that allows the agent to choose an appropriate action for execution. Experimental results show that this model can be successfully applied for strategy generation even if rewards are delayed. We compare the efficiency of the proposed model and reinforcement learning using the farmer-pest domain and configurations of various complexity. In complex environments, supervised learning can improve the performance of agents much faster that reinforcement learning. If an appropriate knowledge representation is used, the learned knowledge may be analyzed by humans, which allows tracking the learning process

  18. Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

    OpenAIRE

    Parviz Ajideh; Mohammad Zohrabi; Kazem Pouralvar

    2018-01-01

    The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are ...

  19. Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies

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    Noah S. Podolefsky

    2007-09-01

    Full Text Available Previously, we proposed a model of student reasoning which combines the roles of representation, analogy, and layering of meaning—analogical scaffolding [Podolefsky and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 3, 010109 (2007]. The present empirical studies build on this model to examine its utility and demonstrate the vital intertwining of representation, analogy, and conceptual learning in physics. In two studies of student reasoning using analogy, we show that representations couple to students’ existing prior knowledge and also lead to the dynamic formation of new knowledge. Students presented with abstract, concrete, or blended (both abstract and concrete representations produced markedly different response patterns. In the first study, using analogies to scaffold understanding of electromagnetic (EM waves, students in the blend group were more likely to reason productively about EM waves than students in the abstract group by as much as a factor of 3 (73% vs 24% correct, p=0.002. In the second study, examining representation use within one domain (sound waves, the blend group was more likely to reason productively about sound waves than the abstract group by as much as a factor of 2 (48% vs 23% correct, p=0.002. Using the analogical scaffolding model we examine when and why students succeed and fail to use analogies and interpret representations appropriately.

  20. Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies

    Directory of Open Access Journals (Sweden)

    Noah D. Finkelstein

    2007-09-01

    Full Text Available Previously, we proposed a model of student reasoning which combines the roles of representation, analogy, and layering of meaning—analogical scaffolding [Podolefsky and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 3, 010109 (2007]. The present empirical studies build on this model to examine its utility and demonstrate the vital intertwining of representation, analogy, and conceptual learning in physics. In two studies of student reasoning using analogy, we show that representations couple to students’ existing prior knowledge and also lead to the dynamic formation of new knowledge. Students presented with abstract, concrete, or blended (both abstract and concrete representations produced markedly different response patterns. In the first study, using analogies to scaffold understanding of electromagnetic (EM waves, students in the blend group were more likely to reason productively about EM waves than students in the abstract group by as much as a factor of 3 (73% vs 24% correct, p=0.002 . In the second study, examining representation use within one domain (sound waves, the blend group was more likely to reason productively about sound waves than the abstract group by as much as a factor of 2 (48% vs 23% correct, p=0.002 . Using the analogical scaffolding model we examine when and why students succeed and fail to use analogies and interpret representations appropriately.

  1. Using Technology to Support Visual Learning Strategies

    Science.gov (United States)

    O'Bannon, Blanche; Puckett, Kathleen; Rakes, Glenda

    2006-01-01

    Visual learning is a strategy for visually representing the structure of information and for representing the ways in which concepts are related. Based on the work of Ausubel, these hierarchical maps facilitate student learning of unfamiliar information in the K-12 classroom. This paper presents the research base for this Type II computer tool, as…

  2. Early-Life Stress Triggers Juvenile Zebra Finches to Switch Social Learning Strategies.

    Science.gov (United States)

    Farine, Damien R; Spencer, Karen A; Boogert, Neeltje J

    2015-08-17

    Stress during early life can cause disease and cognitive impairment in humans and non-humans alike. However, stress and other environmental factors can also program developmental pathways. We investigate whether differential exposure to developmental stress can drive divergent social learning strategies between siblings. In many species, juveniles acquire essential foraging skills by copying others: they can copy peers (horizontal social learning), learn from their parents (vertical social learning), or learn from other adults (oblique social learning). However, whether juveniles' learning strategies are condition dependent largely remains a mystery. We found that juvenile zebra finches living in flocks socially learned novel foraging skills exclusively from adults. By experimentally manipulating developmental stress, we further show that social learning targets are phenotypically plastic. While control juveniles learned foraging skills from their parents, their siblings, exposed as nestlings to experimentally elevated stress hormone levels, learned exclusively from unrelated adults. Thus, early-life conditions triggered individuals to switch strategies from vertical to oblique social learning. This switch could arise from stress-induced differences in developmental rate, cognitive and physical state, or the use of stress as an environmental cue. Acquisition of alternative social learning strategies may impact juveniles' fit to their environment and ultimately change their developmental trajectories. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

  3. Learning Abstract Physical Concepts from Experience: Design and Use of an RC Circuit

    Science.gov (United States)

    Parra, Alfredo; Ordenes, Jorge; de la Fuente, Milton

    2018-05-01

    Science learning for undergraduate students requires grasping a great number of theoretical concepts in a rather short time. In our experience, this is especially difficult when students are required to simultaneously use abstract concepts, mathematical reasoning, and graphical analysis, such as occurs when learning about RC circuits. We present a simple experimental model in this work that allows students to easily design, build, and analyze RC circuits, thus providing an opportunity to test personal ideas, build graphical descriptions, and explore the meaning of the respective mathematical models, ultimately gaining a better grasp of the concepts involved. The result suggests that the simple setup indeed helps untrained students to visualize the essential points of this kind of circuit.

  4. Concept mapping learning strategy to enhance students' mathematical connection ability

    Science.gov (United States)

    Hafiz, M.; Kadir, Fatra, Maifalinda

    2017-05-01

    The concept mapping learning strategy in teaching and learning mathematics has been investigated by numerous researchers. However, there are still less researchers who have scrutinized about the roles of map concept which is connected to the mathematical connection ability. Being well understood on map concept, it may help students to have ability to correlate one concept to other concept in order that the student can solve mathematical problems faced. The objective of this research was to describe the student's mathematical connection ability and to analyze the effect of using concept mapping learning strategy to the students' mathematical connection ability. This research was conducted at senior high school in Jakarta. The method used a quasi-experimental with randomized control group design with the total number was 72 students as the sample. Data obtained through using test in the post-test after giving the treatment. The results of the research are: 1) Students' mathematical connection ability has reached the good enough level category; 2) Students' mathematical connection ability who had taught with concept mapping learning strategy is higher than who had taught with conventional learning strategy. Based on the results above, it can be concluded that concept mapping learning strategycould enhance the students' mathematical connection ability, especially in trigonometry.

  5. Strategi Pembelajaran Biologi Berbasis Kompetensi dan Konservasi

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    Saiful Ridlo

    2013-09-01

    Full Text Available AbstrakPembelajaran melibatkan interaksi dosen, mahasiswa, dan sumber belajar. Interaksi antara ketiganya membutuhkan strategi pembelajaran. Penelitian ini bertujuan menghasilkan strategi pembelajaran biologi di Jurusan Biologi Unnes yang telah berkomitmen mengaplikasikan kurikulum berbasis kompetensi dan konservasi dengan ciri pendekatan jelajah alam sekitar (JAS. Metodologi penelitian menggunakan pendekatan kualitatif. Informannya dosen dan mahasiswa yang mengajar dan belajar biologi umum, mikrobiologi, dan taksonomi hewan. Data yang diperoleh berupa deskripsi kegiatan belajar mengajar dan lesson study.  Data-data dianalisis kemudian dinarasikan. Hasil penelitian menunjukkan pembelajaran biologi dengan pendekatan berpusat pada siswa yang dikhususkan pada kegiatan penjelajahan alam sekitar dapat dilakukan menggunakan strategi yang berbasis pada cara belajar siswa aktif dan kooperatif. Strategi-strategi tersebut adalah pembelajaran kontekstual, pembelajaran partisipatif, dan pembelajaran inkuiri. AbstractLearning involves the interaction of lecturer, students, and learning resources. The interaction between them requires a learning strategy. This research aims to generate learning strategies of biology in the Department of Biology Unnes which has committed to apply the competence- and conservation-based curriculum of features the environmental exploration (JAS approach. The research methodology uses a qualitative approach. The informants are the faculty members and the students who, respectively, teach and learn biology, microbiology, and animal taxonomy subjects. The data obtained were in the form of description of learning activities and lesson studies. The data were then analyzed narratively. The results showed that the student-centered learning of environmental exploration may be conducted using active- and cooperative-based strategies. Examples of these strategies are contextual learning, participatory learning, and inquiry learning.

  6. Learning about the Types of Plastic Wastes: Effectiveness of Inquiry Learning Strategies

    Science.gov (United States)

    So, Wing-Mui Winnie; Cheng, Nga-Yee Irene; Chow, Cheuk-Fai; Zhan, Ying

    2016-01-01

    This study aims to examine the impacts of the inquiry learning strategies employed in a "Plastic Education Project" on primary students' knowledge, beliefs and intended behaviour in Hong Kong. Student questionnaires and a test on plastic types were adopted for data collection. Results reveal that the inquiry learning strategies…

  7. The Complexity of Abstract Machines

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    Beniamino Accattoli

    2017-01-01

    Full Text Available The lambda-calculus is a peculiar computational model whose definition does not come with a notion of machine. Unsurprisingly, implementations of the lambda-calculus have been studied for decades. Abstract machines are implementations schema for fixed evaluation strategies that are a compromise between theory and practice: they are concrete enough to provide a notion of machine and abstract enough to avoid the many intricacies of actual implementations. There is an extensive literature about abstract machines for the lambda-calculus, and yet—quite mysteriously—the efficiency of these machines with respect to the strategy that they implement has almost never been studied. This paper provides an unusual introduction to abstract machines, based on the complexity of their overhead with respect to the length of the implemented strategies. It is conceived to be a tutorial, focusing on the case study of implementing the weak head (call-by-name strategy, and yet it is an original re-elaboration of known results. Moreover, some of the observation contained here never appeared in print before.

  8. The Effectiveness of Using Contextual Clues, Dictionary Strategy and Computer Assisted Language Learning (Call In Learning Vocabulary

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    Zuraina Ali

    2013-07-01

    Full Text Available This study investigates the effectiveness of three vocabulary learning methods that are Contextual Clues, Dictionary Strategy, and Computer Assisted Language Learning (CALL in learning vocabulary among ESL learners. First, it aims at finding which of the vocabulary learning methods namely Dictionary Strategy, Contextual Clues, and CALL that may result in the highest number of words learnt in the immediate and delayed recall tests. Second, it compares the results of the Pre-test and the Delayed Recall Post-test to determine the differences of learning vocabulary using the methods. A quasi-experiment that tested the effectiveness of learning vocabulary using Dictionary Strategy, Contextual clues, and CALL involved 123 first year university students. Qualitative procedures included the collection of data from interviews which were conducted to triangulate the data obtain from the quantitative inquiries. Findings from the study using ANOVA revealed that there were significant differences when students were exposed to Dictionary Strategy, Contextual Clues and CALL in the immediate recall tests but not in the Delayed Recall Post-test. Also, there were significant differences when t test was used to compare the scores between the Pre-test and the Delayed Recall Post-test in using the three methods of vocabulary learning. Although many researchers have advocated the relative effectiveness of Dictionary Strategy, Contextual Clues, and CALL in learning vocabulary, the study however, is still paramount since there is no study has ever empirically investigated the relative efficacy of these three methods in a single study.

  9. The Relationships between Language Learning Strategies and Positive Emotions among Malaysian ESL

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    Mohammad Mohammadipour

    2018-01-01

    Full Text Available Emotions are an indispensable part of second language learning. The aim of this study is to determine the relationship between the use of language learning strategies and positive emotions. The present study adopted a sequential mixed methods design. The participants were 300 Malaysian ESL undergraduates selected through stratified random sampling from 5 public universities in Malaysia. The quantitative data were collected through two sets of questionnaires: (a Oxford's (1990 Strategy Inventory for Language Learning (SILL, and (b Fredrickson's (2009 modified Differential Emotional Scale (mDES. The qualitative data were gathered through semi-structured interviews. With regard to the quantitative data analysis, a series of t-tests and correlational analyses were used. The data from the interviews were analysed qualitatively. A positive significant correlation was found between positive emotions and overall language learning strategy use. Also, the qualitative results of the study indicated that the learners who experienced more positive emotions tended to use a greater variety of language learning strategies. The findings of the study emphasise the importance of students’ positive emotions in their use of language learning strategies. It might be suggested that teachers by designing the classroom settings and instructions which promote positive emotions can inspire learners to use language learning strategies more frequently and with a greater variety which in sequence relate to learners’ language learning proficiency.

  10. The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

    Science.gov (United States)

    Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

    2017-01-01

    Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

  11. Using Mixed-Modality Learning Strategies via e-Learning for Second Language Vocabulary Acquisition

    Science.gov (United States)

    Yang, Fang-Chuan Ou; Wu, Wen-Chi Vivian

    2015-01-01

    This study demonstrated an e-learning system, MyEVA, based on a mixed-modality vocabulary strategy in assisting learners of English as a second language (L2 learners) to improve their vocabulary. To explore the learning effectiveness of MyEVA, the study compared four vocabulary-learning techniques, MyEVA in preference mode, MyEVA in basic mode, an…

  12. Mapping as a learning strategy in health professions education: a critical analysis.

    Science.gov (United States)

    Pudelko, Beatrice; Young, Meredith; Vincent-Lamarre, Philippe; Charlin, Bernard

    2012-12-01

    Mapping is a means of representing knowledge in a visual network and is becoming more commonly used as a learning strategy in medical education. The assumption driving the development and use of concept mapping is that it supports and furthers meaningful learning. The goal of this paper was to examine the effectiveness of concept mapping as a learning strategy in health professions education. The authors conducted a critical analysis of recent literature on the use of concept mapping as a learning strategy in the area of health professions education. Among the 65 studies identified, 63% were classified as empirical work, the majority (76%) of which used pre-experimental designs. Only 24% of empirical studies assessed the impact of mapping on meaningful learning. Results of the analysis do not support the hypothesis that mapping per se furthers and supports meaningful learning, memorisation or factual recall. When documented improvements in learning were found, they often occurred when mapping was used in concert with other strategies, such as collaborative learning or instructor modelling, scaffolding and feedback. Current empirical research on mapping as a learning strategy presents methodological shortcomings that limit its internal and external validity. The results of our analysis indicate that mapping strategies that make use of feedback and scaffolding have beneficial effects on learning. Accordingly, we see a need to expand the process of reflection on the characteristics of representational guidance as it is provided by mapping techniques and tools based on field of knowledge, instructional objectives, and the characteristics of learners in health professions education. © Blackwell Publishing Ltd 2012.

  13. PREDICTING ACADEMIC ACHIEVEMENT: THE ROLE OF MOTIVATION AND LEARNING STRATEGIES

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    Juliana Beatriz Stover

    2014-04-01

    Full Text Available The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985. Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999. Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students. Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989 and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987. Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998. Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940. Results are discussed considering Self Determination Theory and previous research.

  14. Learning Pre-Played Solos: Self-Regulated Learning Strategies in Jazz/Improvised Music

    Science.gov (United States)

    Nielsen, Siw G.

    2015-01-01

    This article reports on the self-regulated learning strategies of two advanced students in jazz/improvised music education when learning pre-played solos over well-known jazz tunes. The students were enrolled in a well-established performance degree programme in a music conservatoire, and videotaped their own individual practice sessions. In…

  15. Types of Language Learning Strategies Used by Tertiary English Majors

    Science.gov (United States)

    Chuin, Tan Khye; Kaur, Sarjit

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford's (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students' perceptions of using…

  16. The Discourse of Language Learning Strategies: Towards an Inclusive Approach

    Science.gov (United States)

    Jones, Alexander Harris

    2016-01-01

    This paper critiques discourse surrounding language learning strategies within Teaching English to Speakers of Other Languages (TESOL) and argues for the creation of new definitions of language learning strategies that are rooted in the socio-political and socio-economic contexts of the marginalized. Section one of this paper describes linguistic…

  17. Locus of control and learning strategies as predictors of academic ...

    African Journals Online (AJOL)

    The aim of the research was to determine the relationships which exist between academic success, learning strategies and locus of control. In order to achieve this aim a small-scale quantitative study, utilising two inventories, was done. The first measuring instrument is the Learning and Study Strategies Inventory, which is ...

  18. Motivation, learning strategies, participation and medical school performance

    NARCIS (Netherlands)

    Stegers-Jager, Karen M.; Cohen-Schotanus, Janke; Themmen, Axel P. N.

    Medical Education 2012: 46:678688 Context Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation

  19. Typesafe Abstractions for Tensor Operations

    OpenAIRE

    Chen, Tongfei

    2017-01-01

    We propose a typesafe abstraction to tensors (i.e. multidimensional arrays) exploiting the type-level programming capabilities of Scala through heterogeneous lists (HList), and showcase typesafe abstractions of common tensor operations and various neural layers such as convolution or recurrent neural networks. This abstraction could lay the foundation of future typesafe deep learning frameworks that runs on Scala/JVM.

  20. Implementing Moodle for e-learning for a successful knowledge management strategy

    Directory of Open Access Journals (Sweden)

    Dana Tessier

    2016-09-01

    Full Text Available A knowledge management strategy was implemented in a call centre organization. Part of this strategy included an e-learning tool ‘Moodle’ to support employee training and knowledge management (KM initiatives. The research looked at the ways in which the e-learning tool could be used to help successfully implement the knowledge management strategy – specifically, to improve knowledge transfer between employees, improve individual and organizational performance and have a better understanding of the critical success factors involved for the KM strategy. The study analyzed three different methods of knowledge transfer to determine which resulted in the highest frequency of use for the knowledge repository. The results showed that by using e-learning, the knowledge repository had a high frequency of use and this shows that e-learning was a successful method of knowledge transfer. To keep employees functioning at an optimal level, employers will need to ensure knowledge management, training, and performance management strategies are aligned, measurable and maximized.

  1. Learning strategies in the planning and evaluation phase of image production

    International Nuclear Information System (INIS)

    Larsson, W.; Aspelin, P.; Lundberg, N.

    2013-01-01

    This paper identifies, describes and analyses radiographers' learning strategies in practice. These strategies are particularly important in the light of the great changes in radiology departments and the role of radiographers during the past two decades. With increased responsibility for quality assurance and diagnostic work, radiographers need to develop specific skills over time, which requires learning strategies in practice. The aim of this study is to identify, describe and analyze the learning strategies of novice and experienced radiographers in the planning and evaluation phase of image production. This study found that novice radiographers; use memorization combined with logical reasoning, apply focused observation, selective reading and information-seeking, communicate through: active and attentive listening, asking questions, receiving feedback, discussing problems and speak out loud. Experienced radiographers; use memorization in combination with logical reasoning and predicting, observe discriminating, read selectively, validate information and perform information-seeking. They communicate through: listening analyzing and demanding way, answering questions and providing feed-back and discussing problems. This study concludes that the difference between the learning strategies of novice and experienced radiographers is in the way they apply the strategies rather than the strategies themselves

  2. Case-based learning in VTLE: An effective strategy for improving learning design

    OpenAIRE

    Guàrdia Ortiz, Lourdes; Sangrà, Albert; Maina, Marcelo Fabián

    2014-01-01

    This article presents preliminary research from an instructional design perspective on the design of the case method as an integral part of pedagogy and technology. Key features and benefits using this teaching and learning strategy in a Virtual Teaching and Learning Environment (VTLE) are identified, taking into account the requirements of the European Higher Education Area (EHEA) for a competence-based curricula design. The implications of these findings for a learning object appro...

  3. POSITIVE VERSUS NEGATIVE COMMUNICATION STRATEGIES IN TASK-BASED LEARNING

    Directory of Open Access Journals (Sweden)

    Siti Rohani

    2013-07-01

    Full Text Available This study aimed at describing how the implementation of Task Based Learning (TBL would shape or change students’ use of oral communication strategies. Students’ problems and strategies to solve the problems during the implementation of TBL were also explored. The study was a mixed method, employing both quantitative and qualitative analysis throughmulti-methods of questionnaire, interviews, focus group discussion, learning journals, and classroom observation. Participants were 26 second year students of the State Polytechnic of Malang. Data collection was conducted for one semester. Findingsshow linguistic and non-linguistic problems encountered by students during one-semester implementation of TBL. Students also performedincreased use of positive strategies but reduced use of negative strategies after the implementation of TBL.

  4. Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time

    OpenAIRE

    Wijnen, Marit; Loyens, Sofie; Smeets, Guus; Kroeze, Maarten; Molen, Henk

    2017-01-01

    textabstractIn educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life pro...

  5. Mentoring as a Formalized Learning Strategy with Community Sports Volunteers

    Science.gov (United States)

    Griffiths, Mark; Armour, Kathleen

    2012-01-01

    The aim of our study was to examine formalized mentoring as a learning strategy for volunteer sports coaches and to consider implications for other volunteer groups in the community. Despite the increasingly popular use of mentoring as a learning and support strategy across professional domains, and the sheer scale of volunteer sports coach…

  6. Organizational Learning Strategies and Verbal Memory Deficits in Bipolar Disorder.

    Science.gov (United States)

    Nitzburg, George C; Cuesta-Diaz, Armando; Ospina, Luz H; Russo, Manuela; Shanahan, Megan; Perez-Rodriguez, Mercedes; Larsen, Emmett; Mulaimovic, Sandra; Burdick, Katherine E

    2017-04-01

    Verbal memory (VM) impairment is prominent in bipolar disorder (BD) and is linked to functional outcomes. However, the intricacies of VM impairment have not yet been studied in a large sample of BD patients. Moreover, some have proposed VM deficits that may be mediated by organizational strategies, such as semantic or serial clustering. Thus, the exact nature of VM break-down in BD patients is not well understood, limiting remediation efforts. We investigated the intricacies of VM deficits in BD patients versus healthy controls (HCs) and examined whether verbal learning differences were mediated by use of clustering strategies. The California Verbal Learning Test (CVLT) was administered to 113 affectively stable BD patients and 106 HCs. We compared diagnostic groups on all CVLT indices and investigated whether group differences in verbal learning were mediated by clustering strategies. Although BD patients showed significantly poorer attention, learning, and memory, these indices were only mildly impaired. However, BD patients evidenced poorer use of effective learning strategies and lower recall consistency, with these indices falling in the moderately impaired range. Moreover, relative reliance on semantic clustering fully mediated the relationship between diagnostic category and verbal learning, while reliance on serial clustering partially mediated this relationship. VM deficits in affectively stable bipolar patients were widespread but were generally mildly impaired. However, patients displayed inadequate use of organizational strategies with clear separation from HCs on semantic and serial clustering. Remediation efforts may benefit from education about mnemonic devices or "chunking" techniques to attenuate VM deficits in BD. (JINS, 2017, 23, 358-366).

  7. Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design

    Science.gov (United States)

    Baukal, Charles Edward, Jr.

    A literature search revealed very little information on how to teach working engineers, which became the motivation for this research. Effective training is important for many reasons such as preventing accidents, maximizing fuel efficiency, minimizing pollution emissions, and reducing equipment downtime. The conceptual framework for this study included the development of a new instructional design framework called the Multimedia Cone of Abstraction (MCoA). This was developed by combining Dale's Cone of Experience and Mayer's Cognitive Theory of Multimedia Learning. An anonymous survey of 118 engineers from a single Midwestern manufacturer was conducted to determine their demographics, learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences. The learning strategy preference profile and verbal-visual cognitive styles of the sample were statistically significantly different than the general population. The working engineers included more Problem Solvers and were much more visually-oriented than the general population. To study multimedia preferences, five of the seven levels in the MCoA were used. Eight types of multimedia were compared in four categories (types in parantheses): text (text and narration), static graphics (drawing and photograph), non-interactive dynamic graphics (animation and video), and interactive dynamic graphics (simulated virtual reality and real virtual reality). The first phase of the study examined multimedia preferences within a category. Participants compared multimedia types in pairs on dual screens using relative preference, rating, and ranking. Surprisingly, the more abstract multimedia (text, drawing, animation, and simulated virtual reality) were preferred in every category to the more concrete multimedia (narration, photograph, video, and real virtual reality), despite the fact that most participants had relatively little prior subject knowledge. However, the more abstract graphics were only slightly

  8. Learning by strategies and learning by drill--evidence from an fMRI study.

    Science.gov (United States)

    Delazer, M; Ischebeck, A; Domahs, F; Zamarian, L; Koppelstaetter, F; Siedentopf, C M; Kaufmann, L; Benke, T; Felber, S

    2005-04-15

    The present fMRI study investigates, first, whether learning new arithmetic operations is reflected by changing cerebral activation patterns, and second, whether different learning methods lead to differential modifications of brain activation. In a controlled design, subjects were trained over a week on two new complex arithmetic operations, one operation trained by the application of back-up strategies, i.e., a sequence of arithmetic operations, the other by drill, i.e., by learning the association between the operands and the result. In the following fMRI session, new untrained items, items trained by strategy and items trained by drill, were assessed using an event-related design. Untrained items as compared to trained showed large bilateral parietal activations, with the focus of activation along the right intraparietal sulcus. Further foci of activation were found in both inferior frontal gyri. The reverse contrast, trained vs. untrained, showed a more focused activation pattern with activation in both angular gyri. As suggested by the specific activation patterns, newly acquired expertise was implemented in previously existing networks of arithmetic processing and memory. Comparisons between drill and strategy conditions suggest that successful retrieval was associated with different brain activation patterns reflecting the underlying learning methods. While the drill condition more strongly activated medial parietal regions extending to the left angular gyrus, the strategy condition was associated to the activation of the precuneus which may be accounted for by visual imagery in memory retrieval.

  9. Parallel strategy for optimal learning in perceptrons

    International Nuclear Information System (INIS)

    Neirotti, J P

    2010-01-01

    We developed a parallel strategy for learning optimally specific realizable rules by perceptrons, in an online learning scenario. Our result is a generalization of the Caticha-Kinouchi (CK) algorithm developed for learning a perceptron with a synaptic vector drawn from a uniform distribution over the N-dimensional sphere, so called the typical case. Our method outperforms the CK algorithm in almost all possible situations, failing only in a denumerable set of cases. The algorithm is optimal in the sense that it saturates Bayesian bounds when it succeeds.

  10. Multivariate Cross-Classification: Applying machine learning techniques to characterize abstraction in neural representations

    Directory of Open Access Journals (Sweden)

    Jonas eKaplan

    2015-03-01

    Full Text Available Here we highlight an emerging trend in the use of machine learning classifiers to test for abstraction across patterns of neural activity. When a classifier algorithm is trained on data from one cognitive context, and tested on data from another, conclusions can be drawn about the role of a given brain region in representing information that abstracts across those cognitive contexts. We call this kind of analysis Multivariate Cross-Classification (MVCC, and review several domains where it has recently made an impact. MVCC has been important in establishing correspondences among neural patterns across cognitive domains, including motor-perception matching and cross-sensory matching. It has been used to test for similarity between neural patterns evoked by perception and those generated from memory. Other work has used MVCC to investigate the similarity of representations for semantic categories across different kinds of stimulus presentation, and in the presence of different cognitive demands. We use these examples to demonstrate the power of MVCC as a tool for investigating neural abstraction and discuss some important methodological issues related to its application.

  11. Learning strategies of first year nursing and medical students: a comparative study.

    Science.gov (United States)

    Salamonson, Yenna; Everett, Bronwyn; Koch, Jane; Wilson, Ian; Davidson, Patricia M

    2009-12-01

    Interprofessional education (IPE), where two or more professions learn with, from, and about each other to improve collaboration and the quality of care, has been proposed as a curriculum strategy to promote mutual understanding between professions, thus helping to prepare health professionals to work in challenging contemporary health systems. Although there is support for IPE initiatives within health professional education, differences in student motivation and learning strategies are likely to contribute to the success of these initiatives. To explore self-regulated learning strategies used by first year medical and nursing students, and to determine if these strategies were different among nursing students who were high achievers. A comparative survey design. Nursing and medical nursing schools in a large university in the western region of Sydney, Australia. Six hundred and sixty-five first year nursing (n=565) and medical (n=100) students in a large university in the western region of Sydney were surveyed to assess motivational and learning strategies using The Motivated Strategies for Learning Questionnaire (MSLQ). Data relating to sociodemographic characteristics and academic performance were also collected. Nursing students were significantly older than medical students (mean age: 24.4 years versus 19.4 years; plearning strategies measured: peer learning (p=0.003), help seeking (p=0.008), critical thinking (p=0.058), and time and study environment management (plearning strategies between nursing and medical students that may impact on the success of interprofessional programs.

  12. Language Learning Strategies used by Students learning Kiswahili1 ...

    African Journals Online (AJOL)

    Success in learning a second language nevertheless an African language has proven a tremendous effort on the part of foreign adult learners enrolled in universities. Motivation and attitude as well as the strategies used by the learners themselves play an important role. However, the greatest challenge for this group of ...

  13. Enhancing the Design and Analysis of Flipped Learning Strategies

    Science.gov (United States)

    Jenkins, Martin; Bokosmaty, Rena; Brown, Melanie; Browne, Chris; Gao, Qi; Hanson, Julie; Kupatadze, Ketevan

    2017-01-01

    There are numerous calls in the literature for research into the flipped learning approach to match the flood of popular media articles praising its impact on student learning and educational outcomes. This paper addresses those calls by proposing pedagogical strategies that promote active learning in "flipped" approaches and improved…

  14. Enrichment Effects of Gestures and Pictures on Abstract Words in a Second Language.

    Science.gov (United States)

    Repetto, Claudia; Pedroli, Elisa; Macedonia, Manuela

    2017-01-01

    Laboratory research has demonstrated that multisensory enrichment promotes verbal learning in a foreign language (L2). Enrichment can be done in various ways, e.g., by adding a picture that illustrates the L2 word's meaning or by the learner performing a gesture to the word (enactment). Most studies have tested enrichment on concrete but not on abstract words. Unlike concrete words, the representation of abstract words is deprived of sensory-motor features. This has been addressed as one of the reasons why abstract words are difficult to remember. Here, we ask whether a brief enrichment training by means of pictures and by self-performed gestures also enhances the memorability of abstract words in L2. Further, we explore which of these two enrichment strategies is more effective. Twenty young adults learned 30 novel abstract words in L2 according to three encoding conditions: (1) reading, (2) reading and pairing the novel word to a picture, and (3) reading and enacting the word by means of a gesture. We measured memory performance in free and cued recall tests, as well as in a visual recognition task. Words encoded with gestures were better remembered in the free recall in the native language (L1). When recognizing the novel words, participants made less errors for words encoded with gestures compared to words encoded with pictures. The reaction times in the recognition task did not differ across conditions. The present findings support, even if only partially, the idea that enactment promotes learning of abstract words and that it is superior to enrichment by means of pictures even after short training.

  15. Enrichment Effects of Gestures and Pictures on Abstract Words in a Second Language

    Directory of Open Access Journals (Sweden)

    Claudia Repetto

    2017-12-01

    Full Text Available Laboratory research has demonstrated that multisensory enrichment promotes verbal learning in a foreign language (L2. Enrichment can be done in various ways, e.g., by adding a picture that illustrates the L2 word’s meaning or by the learner performing a gesture to the word (enactment. Most studies have tested enrichment on concrete but not on abstract words. Unlike concrete words, the representation of abstract words is deprived of sensory-motor features. This has been addressed as one of the reasons why abstract words are difficult to remember. Here, we ask whether a brief enrichment training by means of pictures and by self-performed gestures also enhances the memorability of abstract words in L2. Further, we explore which of these two enrichment strategies is more effective. Twenty young adults learned 30 novel abstract words in L2 according to three encoding conditions: (1 reading, (2 reading and pairing the novel word to a picture, and (3 reading and enacting the word by means of a gesture. We measured memory performance in free and cued recall tests, as well as in a visual recognition task. Words encoded with gestures were better remembered in the free recall in the native language (L1. When recognizing the novel words, participants made less errors for words encoded with gestures compared to words encoded with pictures. The reaction times in the recognition task did not differ across conditions. The present findings support, even if only partially, the idea that enactment promotes learning of abstract words and that it is superior to enrichment by means of pictures even after short training.

  16. Can Strategies Facilitate Learning from Illustrated Science Texts?

    Science.gov (United States)

    Iding, Marie K.

    2000-01-01

    Examines the effectiveness of schema training in illustration types and text-illustration relations for learning from college level physiology texts and discusses findings that are consistent with prior research on learning from illustrated materials and with dual coding theory. Considers future directions for strategy training research and…

  17. D4 S4: A Four Dimensions Instructional Strategy for Web-based and Blended Learning

    Directory of Open Access Journals (Sweden)

    Hamdy A. ABDELAZIZ,

    2012-08-01

    Full Text Available Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for teaching and learning through the Web and blended learning environments. The central theme of this strategy is that instructional strategies give instructors and students a conceptual as well as a practical mode of delivery from which to teach and learn. Considering and applying new instructional strategy can help instructors to understand the uses of pedagogical content knowledge, as well as to reflect the role of technological content knowledge that can be adapted and/or adopted in teaching in all educational levels and environments. The main objective of this paper was to develop a holonomic instructional strategy for Web-based and blended learning. This strategy is guided by the non-linear and interactive features of learning environments. The strategy is consisted of four dimensions: designing, developing, delving and distributing. In this new instructional strategy, learning is holonomic and adaptive. Learning occurs in an open learning environment, in which instructors are designing a shared vision, developing a sharable e-learning task, delving students’ learning through scaffolding and salvaging students’ knowledge. The expected outcome of this instructional strategy is that each learner will develop a cognitive schema to be used to organize and construct knowledge and meaning in similar context of learning which may increase the generalizability, trustworthiness and transferability of learning. The results of applying this new strategy showed that this strategy is effective on developing both achievement and deep learning levels among a sample of graduate students.

  18. Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

    Science.gov (United States)

    Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung

    2018-01-01

    This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…

  19. Implementasi Strategi Writing to Learn untuk Meningkatkan Kemampuan Kognitif dan Keterampilan Berpikir Kritis Siswa SMA pada Materi Hukum Newton

    Directory of Open Access Journals (Sweden)

    Hilda Nurul Melida

    2016-12-01

    Full Text Available Abstract The result of former study showed that students’ cognitive ability and critical thinking skills were still low. The ‘writing to learn’ strategy is predicted to be able to enhance students’ cognitive ability and critical thinking skills. The aims of this research are (1 investigate the comparison of cognitive ability and critical thinking skills enhancement between the classes that apply the use of ‘writing to learn’ strategy and the classes that administer conventional learning, (2 examine the effectiveness of ‘writing to learn’ strategy in improving cognitive ability and critical thinking skills, and (3 examine the relationship between the quality of writing and cognitive ability and critical thinking skills. This research used nonequivalent control group design in high school one of Bandung. The result showed the implementation of ‘writing to learn’ strategy increased students’ cognitive ability and critical thinking skills of newtons’ laws of motion in experiment class, i.e. with each value of n-gain was 0.58 and 0.67 that the increase was higher than the control class, i.e. with each value of n-gain was 0.36 and 0.50. ‘Writing to learn’ strategy gave an impact towards the enhancement of students’ cognitive ability and critical thinking skills with each value of the effect size was 0.80 and 1.1. The quality of writing gave enough contribution in improving cognitive ability and critical thinking skills with each coefficient of correlation 0.24 and 0.63. Keywords : Writing to learn strategy, cognitive ability, critical thinking skills. Abstrak Hasil studi pendahuluan memperlihatkan bahwa siswa memiliki kemampuan kognitif dan keterampilan berpikir kritis yang masih rendah. Strategi writing to learn diprediksi dapat meningkatkan kemampuan dan keterampilan berpikir kritis siswa. Penelitian ini bertujuan untuk (1 mengetahui perbandingan peningkatan kemampuan kognitif dan keterampilan berpikir kritis antara

  20. THE VOCABULARY TEACHING AND VOCABULARY LEARNING: PERCEPTION, STRATEGIES, AND INFLUENCES ON STUDENTS' VOCABULARY MASTERY

    Directory of Open Access Journals (Sweden)

    Dewi Nur Asyiah

    2017-11-01

    Full Text Available Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teacher and students, strategies to teach and learn the vocabulary, and also influences of students’ vocabulary learning strategy on their vocabulary mastery. Accordingly, a mix method design was employed to one English teacher and 30 junior high school students to reveal the issues being investigated. The findings showed that both teacher and students have positive response on vocabulary teaching and learning. Concerning strategies, it was found that teacher mostly employed Fully-contextual strategy, meanwhile Determination and Metacognitive strategy were found as the most favored VLS chosen by students. The study also confirmed that there is a significant relationship between students’ vocabulary learning strategy and their vocabulary mastery (r-value Discovery = .023 and r-value Consolidating = .000, p<.05. It is recommended for EFL teachers to give a bigger portion to vocabulary in the EFL teaching and to teach vocabulary using the combination of fully-contextual and de-contextual strategy. It is also suggested to introduce students to various kinds of vocabulary learning strategies.  

  1. An Analytic Framework to Support E.Learning Strategy Development

    Science.gov (United States)

    Marshall, Stephen J.

    2012-01-01

    Purpose: The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development. Design/methodology/approach: After reviewing and discussing the research literature on e.learning in higher education institutions from…

  2. Malaysian Gifted Students' Use of English Language Learning Strategies

    Science.gov (United States)

    Yunus, Melor Md; Sulaiman, Nur Ainil; Embi, Mohammed Amin

    2013-01-01

    Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways of thinking and learning. These characteristics affect how they…

  3. Abstraction in artificial intelligence and complex systems

    CERN Document Server

    Saitta, Lorenza

    2013-01-01

    Abstraction is a fundamental mechanism underlying both human and artificial perception, representation of knowledge, reasoning and learning. This mechanism plays a crucial role in many disciplines, notably Computer Programming, Natural and Artificial Vision, Complex Systems, Artificial Intelligence and Machine Learning, Art, and Cognitive Sciences. This book first provides the reader with an overview of the notions of abstraction proposed in various disciplines by comparing both commonalities and differences.  After discussing the characterizing properties of abstraction, a formal model, the K

  4. Self-Efficacy, Attitudes, and Choice of Strategies for English Pronunciation Learning

    Science.gov (United States)

    Sardegna, Veronica G.; Lee, Juhee; Kusey, Crystal

    2018-01-01

    This article proposes a structural model of English language learners' self-efficacy beliefs, attitudes toward learning pronunciation skills, and choice of pronunciation learning strategies. Participants' responses (N = 704) to two self-reported questionnaires--Strategies for Pronunciation Improvement (SPI) inventory and Learner Attitudes for…

  5. Learning strategies, study habits and social networking activity of undergraduate medical students.

    Science.gov (United States)

    Bickerdike, Andrea; O'Deasmhunaigh, Conall; O'Flynn, Siun; O'Tuathaigh, Colm

    2016-07-17

    To determine learning strategies, study habits, and online social networking use of undergraduates at an Irish medical school, and their relationship with academic performance. A cross-sectional study was conducted in Year 2 and final year undergraduate-entry and graduate-entry students at an Irish medical school. Data about participants' demographics and educational background, study habits (including time management), and use of online media was collected using a self-report questionnaire. Participants' learning strategies were measured using the 18-item Approaches to Learning and Studying Inventory (ALSI). Year score percentage was the measure of academic achievement. The association between demographic/educational factors, learning strategies, study habits, and academic achievement was statistically analysed using regression analysis. Forty-two percent of students were included in this analysis (n=376). A last-minute "cramming" time management study strategy was associated with increased use of online social networks. Learning strategies differed between undergraduate- and graduate-entrants, with the latter less likely to adopt a 'surface approach' and more likely adopt a 'study monitoring' approach. Year score percentage was positively correlated with the 'effort management/organised studying' learning style. Poorer academic performance was associated with a poor time management approach to studying ("cramming") and increased use of the 'surface learning' strategy. Our study demonstrates that effort management and organised studying should be promoted, and surface learning discouraged, as part of any effort to optimise academic performance in medical school. Excessive use of social networking contributes to poor study habits, which are associated with reduced academic achievement.

  6. Spontaneous generalization of abstract multimodal patterns in young domestic chicks.

    Science.gov (United States)

    Versace, Elisabetta; Spierings, Michelle J; Caffini, Matteo; Ten Cate, Carel; Vallortigara, Giorgio

    2017-05-01

    From the early stages of life, learning the regularities associated with specific objects is crucial for making sense of experiences. Through filial imprinting, young precocial birds quickly learn the features of their social partners by mere exposure. It is not clear though to what extent chicks can extract abstract patterns of the visual and acoustic stimuli present in the imprinting object, and how they combine them. To investigate this issue, we exposed chicks (Gallus gallus) to three days of visual and acoustic imprinting, using either patterns with two identical items or patterns with two different items, presented visually, acoustically or in both modalities. Next, chicks were given a choice between the familiar and the unfamiliar pattern, present in either the multimodal, visual or acoustic modality. The responses to the novel stimuli were affected by their imprinting experience, and the effect was stronger for chicks imprinted with multimodal patterns than for the other groups. Interestingly, males and females adopted a different strategy, with males more attracted by unfamiliar patterns and females more attracted by familiar patterns. Our data show that chicks can generalize abstract patterns by mere exposure through filial imprinting and that multimodal stimulation is more effective than unimodal stimulation for pattern learning.

  7. PENGARUH STRATEGI PEMBELAJARAN GENIUS LEARNING TERHADAP HASIL BELAJAR FISIKA SISWA

    Directory of Open Access Journals (Sweden)

    Henok Siagian

    2012-12-01

    Full Text Available Abstrak. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar Fisika siswa dengan menerapkan strategi pembelajaran Genius Learning. Subjek penelitian adalah siswa kelas X SMA Negeri 1 Pancur Batu, di mana dari kelas X-A sebagai kelas eksperimen (strategi pembelajaran Genius Learning dan kelas X-B sebagai kela kontrol (pembelajaran konvensional dengan masing-masing kelas berjumlah 40 siswa. Penelitian ini merupakan jenis penelitian quasi experiment dengan menggunakan metode groups pretest-posttest desaign dalam pengambilan data penelitian. Berdasarkan data yang diperoleh dari hasil penelitian menunjukkan, bahwa rata-rata hasil belajar fisika siswa dengan strategi pembelajaran Genius Learning mengalami peningkatan. Data penelitian berupa hasil belajar kognitif diperoleh dari test hasil belajar yang diperoleh untuk mengetahui peningkatan hasil belajar siswa. Hasil analisis data menunjukkan adanya peningkatan hasil belajar kognitif. Dari hasil analisis tersebut dapat disimpulkan bahwa penerapan stategi pembelajaran Genius Learning dapat meningkatkan hasil belajar fisika siswa.

  8. Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

    Science.gov (United States)

    Shih, Ching-Chun

    The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in

  9. User Studies: Developing Learning Strategy Tool Software for Children.

    Science.gov (United States)

    Fitzgerald, Gail E.; Koury, Kevin A.; Peng, Hsinyi

    This paper is a report of user studies for developing learning strategy tool software for children. The prototype software demonstrated is designed for children with learning and behavioral disabilities. The tools consist of easy-to-use templates for creating organizational, memory, and learning approach guides for use in classrooms and at home.…

  10. The Effects of Metacognitive Learning Strategy in Writing Enhancement of English Studen

    Directory of Open Access Journals (Sweden)

    Nazli Tyfekci

    2017-12-01

    Full Text Available This study investigates the effectiveness of metacognitive learning strategy in writing enhancement of English language and literature students in Kosovo. The research examined students’ metacognitive knowledge and regulation about their priorities regarding drafting, planning, organizing, summarizing, composing, reviewing and later on evaluation. Divided into two phases to first measure their awareness towards metacognition, and then to evaluate their capability in composition through learning strategies, the results of the research suggest that, contrary to the traditional view, in Kosovo, that places its importance on the teacher and not the student, the experimental participants proved that by utilizing metacognitive learning strategy enhances their writing efficiency and effectiveness. Findings also suggest that students’ attitude towards new and modern learning strategies is potently positive and welcoming.

  11. Assessment of medical students’ learning and study strategies in self-regulated learning

    Directory of Open Access Journals (Sweden)

    ZAHRA JOUHARI

    2016-04-01

    Full Text Available Introduction: Research on medical students shows that adopting self-regulation of effort, time, and study strategies can positively influence academic achievement. The purpose of the current study was to assess learning and study strategies in medical students. Methods: This cross-sectional study was carried out in 2014-2015 at Isfahan University of Medical Sciences. The sample size was determined 360 students based on the results of a pilot study on 30 members of the study population. Medical students in the first to fourth year of their studies were selected through simple sampling randomly. A valid and reliable Persian translation of Learning and Study Strategies Inventory (LASSI questionnaire was completed by the students. It measures three latent factors of selfregulated learning: Skill, Will, and Self-Regulation. It consists of 80 questions in ten different scales (each scale including eight questions and a variable score of 8-40. Data were analyzed using t-test, correlation analysis, and ANOVA. Results: Considering the ten LASSI scales, the highest mean score belonged to test strategies (28.67±4.44, and the lowest mean to self-testing (21.91±4.91. The results showed significant statistical differences between male and female students in selecting the main idea, attitude, and self-testing. ANOVA and post hoc Tukey tests showed a significant difference between the mean scores of different areas of LASSI among students with different grade point average (GPA in the university. In all areas except the study aids, the mean scores of students with GPA higher than 17.5 were significantly higher than those of students with GPA lower than 14.5. Conclusion: The results showed that students need help and consultation in most areas of learning and study strategies. Using 10 areas of LASSI can determine the strengths and weaknesses of students in various areas. Knowing their own limitations, students will be able to improve their study habits. Hence

  12. The Relationship of Vocabulary Learning Strategies and Self-Efficacy with Medical English and Terminology.

    Science.gov (United States)

    Wang, Ya-Huei; Kao, Pan-Fu; Liao, Hung-Chang

    2016-02-01

    This study examined the relationship between the use of vocabulary learning strategies and self-efficacy in medical English learning, and whether after an initial six-week course to master the basics of medical terminology, those with higher use of vocabulary learning strategies and those with a higher degree of self-efficacy would have significant score improvements in the medical English proficiency. Second-year medical students (N = 115; M age = 19.6, SD = 0.5; 82 men, 33 women) participated in the study. A one-group pretest-posttest design was used. Measures included medical English tests, the English Vocabulary Learning Strategies Survey (EVLSS), and the English Learning Self-Efficacy Scale (ELSES). Results showed that there was no significant correlation between vocabulary learning strategies and English learning self-efficacy. In addition, as a whole, vocabulary learning strategies and self-efficacy significantly predicted students' score improvements in medical English proficiency. © The Author(s) 2016.

  13. STRATEGI PEMBELAJARAN, KEMAMPUAN AKADEMIK, KEMAMPUAN PEMECAHAN MASALAH, DAN HASIL BELAJAR BIOLOGI

    OpenAIRE

    I Wayan Karmana

    2012-01-01

    Abstract: The Learning Strategy, Academic Capability, Problem Solving Skills, and Cognitive Achievement In Biology. This study investigates the effects of learning strategy, academic capability, and their interaction on problem solving skills, critical thinking, metacognitive awareness, and cognitive achievement in biology. This is a quasi experimental study using pretest-posttest non-equivalent control group design. The sample includes 60 tenth grade students of Senior High School 4 Mataram....

  14. Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time

    Science.gov (United States)

    Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten; van der Molen, Henk

    2017-01-01

    In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one's own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational…

  15. The relationships among usage of motivation, learning strategies, parents' educational level and gender

    Directory of Open Access Journals (Sweden)

    Özlem Sadi

    2014-08-01

    Full Text Available Current study examines the following question: What is the relationship among Turkish high school students’ motivation and learning strategies use in biology, their gender and parents’ educational level? The aim of this study is to specify the relationships among family environment variables (fathers’ and mothers’ education levels, students’ gender, time/study environmental management, cognitive learning strategies (rehearsal, elaboration, organization and critical thinking and students’ goal orientations (intrinsic and extrinsic goal orientations. The participants were 400 students in 9th and 10th grades in Anatolian high schools in Turkey. So, they were in urban high school students. The Motivated Strategies for Learning Questionnaire (MSLQ was applied to measure motivational orientations and self-regulated learning strategies use of students. Moreover, a Structural Equation Modeling was used to investigate the relationships among family environment variables, students’ gender, time/study environmental management, cognitive learning strategies and students’ goal orientations by using the LISREL 8.72 program. The results of the study showed that parents’ education level was related to each of the following variables: rehearsal, elaboration, organization, critical thinking, time/study environmental management, intrinsic goal orientation and extrinsic goal orientation. Gender was related to rehearsal, elaboration, organization strategies, intrinsic goal orientation and extrinsic goal orientation. The results showed that students, whose parents have high education level, were also more likely to succeed in using cognitive learning strategies (rehearsal, elaboration, organization and critical thinking and planning the necessary time for learning and making use of time well. The present study revealed that parental education levels and gender should be taken into consideration as major predictors of time/study environmental

  16. Vocabulary Acquisition through Direct and Indirect Learning Strategies

    Science.gov (United States)

    Naeimi, Maki; Foo, Thomas Chow Voon

    2015-01-01

    Vocabulary learning has long been considered as one of the essential components for developing language learning. However, language learners are required to not just concern about memorizing definitions but also integrating vocabulary meaning into their present knowledge. Many strategies such as direct or indirect ones may be integrated to enhance…

  17. Vocabulary Learning Strategies Used by Medical Students: Croatian Perspective

    Directory of Open Access Journals (Sweden)

    Jasmina Rogulj

    2018-02-01

    Full Text Available In order to be able to fully develop their academic and professional competencies, medical doctors (MDs need to be highly proficient in English, which, among other things, implies the acquisition of vocabulary as an essential part of language knowledge. The current study aims at exploring vocabulary learning strategies (VLS employed by freshman and sophomore medical students at the University of Split School of Medicine, Croatia. In particular, it focuses on (a most and least frequently used VLS; (b relationship between VLS subscales and different types of vocabulary knowledge; (c differences in the mean strategy use between male and female students, and among low-, middle- and high-scoring students. The instruments used in the research were adapted version of the VLS Questionnaire (Pavičić Takač, 2008, p.152 and a vocabulary test designed by the author. The results indicate that medical students use a core inventory of VLS, whereby showing preference for the category of self-initiated vocabulary learning (SI-IVL strategies and some individual formal vocabulary learning (FVL and spontaneous vocabulary learning (SVL strategies. Although students were not in favour of FVL at the level of the category as a whole, the results showed that the more frequently they employed FVL strategies, the better they scored on vocabulary tasks measuring controlled-productive type of vocabulary knowledge. Correlations revealed that female students used SI-IVL and FVL strategies significantly more often than their male counterparts. Results also suggest that there are no statistically significant differences in the mean VLS use among low-, middle- and high-scoring students. In conclusion, the results of this study provide a preliminary insight into the VLS used by medical students and their effect on students' vocabulary learning outcomes as well as into differences by gender and vocabulary proficiency. Since findings have proved rather inconclusive, these

  18. Bimodal emotion congruency is critical to preverbal infants' abstract rule learning.

    Science.gov (United States)

    Tsui, Angeline Sin Mei; Ma, Yuen Ki; Ho, Anna; Chow, Hiu Mei; Tseng, Chia-huei

    2016-05-01

    Extracting general rules from specific examples is important, as we must face the same challenge displayed in various formats. Previous studies have found that bimodal presentation of grammar-like rules (e.g. ABA) enhanced 5-month-olds' capacity to acquire a rule that infants failed to learn when the rule was presented with visual presentation of the shapes alone (circle-triangle-circle) or auditory presentation of the syllables (la-ba-la) alone. However, the mechanisms and constraints for this bimodal learning facilitation are still unknown. In this study, we used audio-visual relation congruency between bimodal stimulation to disentangle possible facilitation sources. We exposed 8- to 10-month-old infants to an AAB sequence consisting of visual faces with affective expressions and/or auditory voices conveying emotions. Our results showed that infants were able to distinguish the learned AAB rule from other novel rules under bimodal stimulation when the affects in audio and visual stimuli were congruently paired (Experiments 1A and 2A). Infants failed to acquire the same rule when audio-visual stimuli were incongruently matched (Experiment 2B) and when only the visual (Experiment 1B) or the audio (Experiment 1C) stimuli were presented. Our results highlight that bimodal facilitation in infant rule learning is not only dependent on better statistical probability and redundant sensory information, but also the relational congruency of audio-visual information. A video abstract of this article can be viewed at https://m.youtube.com/watch?v=KYTyjH1k9RQ. © 2015 John Wiley & Sons Ltd.

  19. Islamic Senior High School Students’ Language Learning Strategies and their English Achievement

    Directory of Open Access Journals (Sweden)

    ISTI QOMARIAH

    2018-05-01

    Full Text Available This study investigated the correlation between language learning strategies and English achievement, and explored the influence of language learning strategies on English achievement of eleventh grade students’ of MAN 3 Palembang. A total of 141 eleventh grade students participated in this study. The questionnaire and test were used to collect the data. For this purpose, the language learning strategies (SILL questionnaire developed by Oxford (1989 measured language learning strategies and TOEFL junior (2015 was used to know students’ English achievement. There were three levels from high to low based on the results of SILL questionnaire and five categories English achievement test. Descriptive stastistic, pearson product moment correlation and regression anlaysis were employed to analyze the data. Based on the data analysis, it was found that r (.665 > rtable (.165 with significant level which was lower than 0.05. Thus, it indicated that there was significant correlation between language learning strategies and English achievement. It was implied that good language learners caused good in English achievement.

  20. Language Learning Strategies and English Proficiency: Interpretations from Information-Processing Theory

    Science.gov (United States)

    Rao, Zhenhui

    2016-01-01

    The research reported here investigated the relationship between students' use of language learning strategies and their English proficiency, and then interpreted the data from two models in information-processing theory. Results showed that the students' English proficiency significantly affected their use of learning strategies, with high-level…

  1. Evaluating Executive Strategies (Management Strategies and Teaching-Learning Strategies) of Graduate Curriculum: Case Study in Isfahan University

    Science.gov (United States)

    Rahmanpour, Muhammad; Ahmadi, Mojtaba; Hatami, Mostafa; Mirzaee, Hamzeh

    2017-01-01

    The present study seeks to evaluate executive strategies in graduate Curriculum of Isfahan University from the point of view of management and teaching-learning strategies. This study is an applied survey. The population comprised BA students and faculty members of the University of Isfahan. In order to do so, 141 professors and 278 students were…

  2. Exploring Vocabulary Learning Strategies Used by UPM TESL Undergraduates

    Directory of Open Access Journals (Sweden)

    Nur Hanisah Safian

    2014-10-01

    Full Text Available Vocabulary learning is one of the most challenging factors that learners will face during the process of second language learning. The main pursuit of the present study was to investigate the vocabulary language strategies among Malaysian ESL students majoring in Teaching English as a Second Language (TESL at University Putra Malaysia.  There are five different categories of vocabulary leaning strategies determination, social, memory, cognitive and metacognitive strategies. Quantitative research design has been used in this study by providing a set of questionnaire of 58 items that was given out to 50 participants at the Faculty of Educational Studies in UPM. The findings of this research hope to help all educators to acknowledge the type of vocabulary strategies used by students in acquiring second language (L2.

  3. Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time

    NARCIS (Netherlands)

    M. Wijnen (Marit); S.M.M. Loyens (Sofie); G. Smeets (Guus); M.J. Kroeze (Maarten); H.T. van der Molen (Henk)

    2017-01-01

    textabstractIn educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment.

  4. Expectancy as a mediator of the relation between learning strategies and academic achievement among university students

    Directory of Open Access Journals (Sweden)

    Shurbanovska Orhideja

    2013-01-01

    Full Text Available The aim of this study was to explore the mediation role of the expectancy component of motivation (self-efficacy and control beliefs for learning in the relationship between learning strategies (cognitive, meta-cognitive, resource management strategies and academic achievement. The sample consisted of 155 university students (85 psychology students and 70 architecture students. Learning strategies section from the MSLQ (Motivated Strategies for Learning Questionnaire was taken to assess the extent of learning strategies usage during exam preparation. Motivation for learning was measured by the Expectancy scale as a part of the Motivation section of the MSLQ. Mediation analysis was used for data processing. Following the proposed steps for mediation effect testing, a series of regression analyses was conducted: first, the expectancy component of motivation was regressed on learning strategies; second, academic achievement was regressed on learning strategies; and third, academic achievement was regressed on the expectancy component of motivation. It was found that learning strategies influence academic achievement indirectly through the expectancy component of motivation (Sobel test=2.18; p=.029. It is emphasized that students should be encouraged to use learning strategies in knowledge acquisition.

  5. Implementing a university e-learning strategy: levers for change within academic schools

    Directory of Open Access Journals (Sweden)

    Rhona Sharpe

    2006-12-01

    Full Text Available This paper describes the implementation of an e-learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school-based learning technologists and e-learning champions, supporting schools to write their own strategies, a pedagogical framework of engaging with e-learning, and curriculum development and evaluation of school-supported projects. It is clear that the implementation of the e-learning strategy has led to a large and increasing proportion of our students experiencing blended learning. In addition, there are initial indications that this has enhanced some learning and teaching processes. Where there has been sustainable embedding of effective e-learning, the following levers were identified as particularly important: flexibility in practices that allow schools to contextualise their plans for change, the facilitation of communities of key staff and creating opportunities for staff to voice and challenge their beliefs about e-learning.

  6. Barriers and Strategies on Adoption of E-Learning in Tanzanian Higher Learning Institutions: Lessons for Adopters

    Science.gov (United States)

    Kisanga, Dalton; Ireson, Gren

    2015-01-01

    Tanzanian Higher learning institutions (HLIs) are faced with challenges of adopting e-learning in education. This study involved experts in e-learning to examine barriers of adopting e-learning and the best strategies to address them. Data were gathered from a series of semi-structured interviews with e-learning experts from two HLIs in Tanzania.…

  7. Incorporating an Authentic Learning Strategy into Undergraduate Apparel and Merchandising Curriculum

    Science.gov (United States)

    Ma, Yoon Jin; Lee, Hyun-Hwa

    2012-01-01

    An authentic learning strategy fostering students' active learning was studied using the scenario of a real-world project. Students from two different classes at two different universities worked as clients or consultants to develop an apparel sourcing strategy. Quantitative and qualitative data were gathered from 44 undergraduates enrolled in…

  8. Effectiveness of using blended learning strategies for teaching and learning human anatomy.

    Science.gov (United States)

    Pereira, José A; Pleguezuelos, Eulogio; Merí, Alex; Molina-Ros, Antoni; Molina-Tomás, M Carmen; Masdeu, Carlos

    2007-02-01

    This study aimed to implement innovative teaching methods--blended learning strategies--that include the use of new information technologies in the teaching of human anatomy and to analyse both the impact of these strategies on academic performance, and the degree of user satisfaction. The study was carried out among students in Year 1 of the biology degree curriculum (human biology profile) at Pompeu Fabra University, Barcelona. Two groups of students were tested on knowledge of the anatomy of the locomotor system and results compared between groups. Blended learning strategies were employed in 1 group (BL group, n = 69); the other (TT group; n = 65) received traditional teaching aided by complementary material that could be accessed on the Internet. Both groups were evaluated using the same types of examination. The average marks presented statistically significant differences (BL 6.3 versus TT 5.0; P < 0.0001). The percentage pass rate for the subject in the first call was higher in the BL group (87.9% versus 71.4%; P = 0.02), reflecting a lower incidence of students who failed to sit the examination (BL 4.3% versus TT 13.8%; P = 0.05). There were no differences regarding overall satisfaction with the teaching received. Blended learning was more effective than traditional teaching for teaching human anatomy.

  9. Motivation's Influence on English Learning and Strategies for Improving

    Institute of Scientific and Technical Information of China (English)

    陈玢; 张亚铃

    2009-01-01

    The article mainly focuses on the relationship between motivation and English learning,the influence of motivation on English learning(That is,English learning motive may be simply viewed as the reason of learning English;different motives will lead to different learning methods;generally speaking,surface motive does not endure longer than deep motive.;strong motivation can lead to final Success.)and six strategies of improving English learning(That is,developing proper attitudes towards English learning and letting students know the pressure of it;goal and feedback;praise and criticism;contest and cooperation;expectation and appraisement;achievement motive.).

  10. Vocabulary Learning Strategies of Japanese Life Science Students

    Science.gov (United States)

    Little, Andrea; Kobayashi, Kaoru

    2015-01-01

    This study investigates vocabulary learning strategy (VLS) preferences of lower and higher proficiency Japanese university science students studying English as a foreign language. The study was conducted over a 9-week period as the participants received supplemental explicit VLS instruction on six strategies. The 38 participants (14 males and 24…

  11. EFL learners’ motivational beliefs and their use of learning strategies

    Directory of Open Access Journals (Sweden)

    Sedigheh Najibi

    2015-02-01

    Full Text Available The present study attempted to examine the relationship between English as a Foreign Language (EFL learners’ motivational beliefs and their use of learning strategies. The three components of motivation, i.e. expectancy component, value component and affective component, were examined in relation to metacognitive, cognitive and effort management strategies. Two hundred and fifty seven EFL learners representing different proficiency levels completed the Persian version of the Motivated Strategies for Learning Questionnaire (MSLQ, which consisted of motivation scale and learning strategies scale. The analysis of the effect of proficiency level on motivational beliefs showed a significant effect of proficiency level on test anxiety and extrinsic goal orientation, suggesting that less proficient learners were significantly more anxious and more extrinsically oriented compared to advanced learners of English. It was also found that self-efficacy, control of learning beliefs, intrinsic goal orientation and task value could account for 70% of variations in self-regulated learning (SRL strategies. Based on the findings of this study, several suggestions are made to aid instructors in creating a non-product-oriented approach to learning, which promotes foreign language learners’ learning outcomes.

  12. Indico CONFERENCE: Define the Call for Abstracts

    CERN Multimedia

    CERN. Geneva; Ferreira, Pedro

    2017-01-01

    In this tutorial, you will learn how to define and open a call for abstracts. When defining a call for abstracts, you will be able to define settings related to the type of questions asked during a review of an abstract, select the users who will review the abstracts, decide when to open the call for abstracts, and more.

  13. Abstracting audit data for lightweight intrusion detection

    KAUST Repository

    Wang, Wei

    2010-01-01

    High speed of processing massive audit data is crucial for an anomaly Intrusion Detection System (IDS) to achieve real-time performance during the detection. Abstracting audit data is a potential solution to improve the efficiency of data processing. In this work, we propose two strategies of data abstraction in order to build a lightweight detection model. The first strategy is exemplar extraction and the second is attribute abstraction. Two clustering algorithms, Affinity Propagation (AP) as well as traditional k-means, are employed to extract the exemplars, and Principal Component Analysis (PCA) is employed to abstract important attributes (a.k.a. features) from the audit data. Real HTTP traffic data collected in our institute as well as KDD 1999 data are used to validate the two strategies of data abstraction. The extensive test results show that the process of exemplar extraction significantly improves the detection efficiency and has a better detection performance than PCA in data abstraction. © 2010 Springer-Verlag.

  14. Active Learning Strategies for Phenotypic Profiling of High-Content Screens.

    Science.gov (United States)

    Smith, Kevin; Horvath, Peter

    2014-06-01

    High-content screening is a powerful method to discover new drugs and carry out basic biological research. Increasingly, high-content screens have come to rely on supervised machine learning (SML) to perform automatic phenotypic classification as an essential step of the analysis. However, this comes at a cost, namely, the labeled examples required to train the predictive model. Classification performance increases with the number of labeled examples, and because labeling examples demands time from an expert, the training process represents a significant time investment. Active learning strategies attempt to overcome this bottleneck by presenting the most relevant examples to the annotator, thereby achieving high accuracy while minimizing the cost of obtaining labeled data. In this article, we investigate the impact of active learning on single-cell-based phenotype recognition, using data from three large-scale RNA interference high-content screens representing diverse phenotypic profiling problems. We consider several combinations of active learning strategies and popular SML methods. Our results show that active learning significantly reduces the time cost and can be used to reveal the same phenotypic targets identified using SML. We also identify combinations of active learning strategies and SML methods which perform better than others on the phenotypic profiling problems we studied. © 2014 Society for Laboratory Automation and Screening.

  15. Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

    Science.gov (United States)

    Lawanto, Oenardi; Santoso, Harry

    2013-01-01

    The current study evaluated engineering college students' self-regulated learning (SRL) strategies while learning electric circuit concepts using enhanced guided notes (EGN). Our goal was to describe how students exercise SRL strategies and how their grade performance changes after using EGN. Two research questions guided the study: (1) To what…

  16. Learning from Errors in Dual Vocational Education: Video-Enhanced Instructional Strategies

    Science.gov (United States)

    Cattaneo, Alberto A. P.; Boldrini, Elena

    2017-01-01

    Purpose: Starting from the identification of some theoretically driven instructional principles, this paper presents a set of empirical cases based on strategies to learn from errors. The purpose of this paper is to provide first evidence about the feasibility and the effectiveness for learning of video-enhanced error-based strategies in…

  17. The Role of Motivation in Self-regulated Learning and Language Learning Strategy: In the Case of Chinese EFL Learners

    Directory of Open Access Journals (Sweden)

    Maryam Banisaeid

    2015-09-01

    Full Text Available Although self-regulation, derived from educational psychology, is a new topic in the second language learning field, language learning strategy was the main focus of many studies in the last two decades. Also, among the L2 individual differences, motivation plays an important role in achieving the educational goals. In this research, motivation is investigated from self-determination theory by which five types of motivation are presented. No study was found to investigate the role of motivation in both self-regulation and language learning strategy. For such a purpose, 49 Chinese EFL learners respond to SILL, MSLQ and LLOS_IEA respectively proposed by Oxford (1990, Pintrich et al (1991 and Noel et al (2000. The results running Pearson correlation showed that there is a significant relationship between motivation, self-regulation and language learning strategies. It is also revealed that Chinese EFL learners use memory, social and affective strategy more than the other ones. The most common motivational orientation is identified regulation. Among self-regulated learning strategies, effort regulation is highly used by them. At the end some implication is considered.

  18. The Use of a Hybrid Strategy Combining Problem-based Learning and Magisterial Lectures to Enhance Learning

    Directory of Open Access Journals (Sweden)

    Carlos Alberto Acosta-Nassar

    2014-09-01

    Full Text Available This paper addresses the problem of capturing the attention of intermediate level students in the Thermodynamics 1 course from the Mechanical and Agricultural Engineering Program, with the purpose of helping students improve their learning process. A hybrid teaching strategy was proposed based on Problem-based Learning (PBL principles combined with magisterial lectures. Digital and traditional didactic resources were also used in order to find the best mean to minimize the lack of attention in learners. The strategy was developed by sensitizing students to get involved in their formation process. PowerPoint presentations, video clips, the traditional white board and an ultra slim digital tablet board were used to develop the theoretical issues and present the solutions to the problems chosen for the PBL strategy. Finally, the strategy was evaluated and results were analyzed, indicating that using a hybrid strategy combining PBL and traditional magisterial lectures is an optimal resource to improve the learning process of students taking Thermodynamics 1. In addition, it was also concluded that the ultra slim digital tablet board is the optimal didactic resource.

  19. Improving Student Learning Outcomes Marketing Strategy Lesson By Applying SFAE Learning Model

    Directory of Open Access Journals (Sweden)

    Winda Nur Rohmawati

    2017-11-01

    Full Text Available Research objectives for improving student learning outcomes on the subjects of marketing strategy through the implementation of model learning SFAE. This type of research this is a class action research using a qualitative approach which consists of two cycles with the subject Marketing X grade SMK YPI Darussalam 2 Cerme Gresik Regency. This research consists of four stages: (1 the Planning Act, (2 the implementation of the action, (3 observations (observation, and (4 Reflection. The result of the research shows that cognitive and affective learning outcomes of students have increased significantly.

  20. An Hourly Streamflow Forecasting Model Coupled with an Enforced Learning Strategy

    Directory of Open Access Journals (Sweden)

    Ming-Chang Wu

    2015-10-01

    Full Text Available Floods, one of the most significant natural hazards, often result in loss of life and property. Accurate hourly streamflow forecasting is always a key issue in hydrology for flood hazard mitigation. To improve the performance of hourly streamflow forecasting, a methodology concerning the development of neural network (NN based models with an enforced learning strategy is proposed in this paper. Firstly, four different NNs, namely back propagation network (BPN, radial basis function network (RBFN, self-organizing map (SOM, and support vector machine (SVM, are used to construct streamflow forecasting models. Through the cross-validation test, NN-based models with superior performance in streamflow forecasting are detected. Then, an enforced learning strategy is developed to further improve the performance of the superior NN-based models, i.e., SOM and SVM in this study. Finally, the proposed flow forecasting model is obtained. Actual applications are conducted to demonstrate the potential of the proposed model. Moreover, comparison between the NN-based models with and without the enforced learning strategy is performed to evaluate the effect of the enforced learning strategy on model performance. The results indicate that the NN-based models with the enforced learning strategy indeed improve the accuracy of hourly streamflow forecasting. Hence, the presented methodology is expected to be helpful for developing improved NN-based streamflow forecasting models.

  1. Active Learning: 101 Strategies To Teach Any Subject.

    Science.gov (United States)

    Silberman, Mel

    This book contains specific, practical strategies that can be used for almost any subject matters to promote active learning. It brings together in one source a comprehensive collection of instructional strategies, with ways to get students to be active from the beginning through activities that build teamwork and get students thinking about the…

  2. Evolution of learning strategies in temporally and spatially variable environments: a review of theory.

    Science.gov (United States)

    Aoki, Kenichi; Feldman, Marcus W

    2014-02-01

    The theoretical literature from 1985 to the present on the evolution of learning strategies in variable environments is reviewed, with the focus on deterministic dynamical models that are amenable to local stability analysis, and on deterministic models yielding evolutionarily stable strategies. Individual learning, unbiased and biased social learning, mixed learning, and learning schedules are considered. A rapidly changing environment or frequent migration in a spatially heterogeneous environment favors individual learning over unbiased social learning. However, results are not so straightforward in the context of learning schedules or when biases in social learning are introduced. The three major methods of modeling temporal environmental change--coevolutionary, two-timescale, and information decay--are compared and shown to sometimes yield contradictory results. The so-called Rogers' paradox is inherent in the two-timescale method as originally applied to the evolution of pure strategies, but is often eliminated when the other methods are used. Moreover, Rogers' paradox is not observed for the mixed learning strategies and learning schedules that we review. We believe that further theoretical work is necessary on learning schedules and biased social learning, based on models that are logically consistent and empirically pertinent. Copyright © 2013 Elsevier Inc. All rights reserved.

  3. Evolution of learning strategies in temporally and spatially variable environments: A review of theory

    Science.gov (United States)

    Aoki, Kenichi; Feldman, Marcus W.

    2013-01-01

    The theoretical literature from 1985 to the present on the evolution of learning strategies in variable environments is reviewed, with the focus on deterministic dynamical models that are amenable to local stability analysis, and on deterministic models yielding evolutionarily stable strategies. Individual learning, unbiased and biased social learning, mixed learning, and learning schedules are considered. A rapidly changing environment or frequent migration in a spatially heterogeneous environment favors individual learning over unbiased social learning. However, results are not so straightforward in the context of learning schedules or when biases in social learning are introduced. The three major methods of modeling temporal environmental change – coevolutionary, two-timescale, and information decay – are compared and shown to sometimes yield contradictory results. The so-called Rogers’ paradox is inherent in the two-timescale method as originally applied to the evolution of pure strategies, but is often eliminated when the other methods are used. Moreover, Rogers’ paradox is not observed for the mixed learning strategies and learning schedules that we review. We believe that further theoretical work is necessary on learning schedules and biased social learning, based on models that are logically consistent and empirically pertinent. PMID:24211681

  4. [Learning Portfolio: A New Strategy in Health Education].

    Science.gov (United States)

    Cheng, Yi-Chuan; Chen, Ching-Ju; Chang, Yu-Shan; Huang, Li-Chi

    2015-12-01

    Health education is the teaching by healthcare professionals of healthcare-related knowledge and skills to students in order that these students learn to help patients self-manage their disease and maintain health. This article introduces a new strategy in health education known as the learning portfolio and presents the theoretical basis and function of the learning portfolio and the current application of this approach in academic and health education. The learning portfolio is a learner-centric approach that collects evidence related to an individual's learning process systematically. This approach helps educators understand learner needs and conditions, while allowing the learner to observe his / her learning process in a manner that promotes self-reflection, continual inspection, and behavioral modification throughout the learning process. The results enhance the motivation of learners and strengthen their care confidence in accomplishing learning tasks.

  5. Motivated Strategies for Learning in Accelerated Second-Degree Nursing Students.

    Science.gov (United States)

    El-Banna, Majeda M; Tebbenhoff, Billinda; Whitlow, Malinda; Wyche, Karen Fraser

    Students in a second-degree accelerated BSN program experience a rigorous curriculum and fast-paced introduction to the nursing profession. This study examined the relationships among self-esteem, motivation, learning strategies, demographic characteristics, and academic achievement. The results indicated that all of the students had good self-esteem; some demographic characteristics influenced the type of motivation and learning strategies they endorsed but did not influence their current academic performance.

  6. Learning abstract algebra with ISETL

    CERN Document Server

    Dubinsky, Ed

    1994-01-01

    Most students in abstract algebra classes have great difficulty making sense of what the instructor is saying. Moreover, this seems to remain true almost independently of the quality of the lecture. This book is based on the constructivist belief that, before students can make sense of any presentation of abstract mathematics, they need to be engaged in mental activities which will establish an experiential base for any future verbal explanation. No less, they need to have the opportunity to reflect on their activities. This approach is based on extensive theoretical and empirical studies as well as on the substantial experience of the authors in teaching astract algebra. The main source of activities in this course is computer constructions, specifically, small programs written in the mathlike programming language ISETL; the main tool for reflections is work in teams of 2-4 students, where the activities are discussed and debated. Because of the similarity of ISETL expressions to standard written mathematics...

  7. Learning disabilities: definitions, epidemiology, diagnosis, and intervention strategies.

    Science.gov (United States)

    Lagae, Lieven

    2008-12-01

    Learning problems occur in about 5% of school-aged children. Learning disabilities are specific and life-long but present with different school problems at different ages, depending on such factors as age, medical history, family history, and intelligence quotient. Proper individualized diagnosis and treatment plans are necessary to remediate these problems and to offer adequate coping strategies. Many children who have learning problems can be classified into one of two major categories: the dyslexia group or the nonverbal learning disability group. The role of the medical professional is important to guide parents in the diagnostic and therapeutic process.

  8. Learning rational temporal eye movement strategies.

    Science.gov (United States)

    Hoppe, David; Rothkopf, Constantin A

    2016-07-19

    During active behavior humans redirect their gaze several times every second within the visual environment. Where we look within static images is highly efficient, as quantified by computational models of human gaze shifts in visual search and face recognition tasks. However, when we shift gaze is mostly unknown despite its fundamental importance for survival in a dynamic world. It has been suggested that during naturalistic visuomotor behavior gaze deployment is coordinated with task-relevant events, often predictive of future events, and studies in sportsmen suggest that timing of eye movements is learned. Here we establish that humans efficiently learn to adjust the timing of eye movements in response to environmental regularities when monitoring locations in the visual scene to detect probabilistically occurring events. To detect the events humans adopt strategies that can be understood through a computational model that includes perceptual and acting uncertainties, a minimal processing time, and, crucially, the intrinsic costs of gaze behavior. Thus, subjects traded off event detection rate with behavioral costs of carrying out eye movements. Remarkably, based on this rational bounded actor model the time course of learning the gaze strategies is fully explained by an optimal Bayesian learner with humans' characteristic uncertainty in time estimation, the well-known scalar law of biological timing. Taken together, these findings establish that the human visual system is highly efficient in learning temporal regularities in the environment and that it can use these regularities to control the timing of eye movements to detect behaviorally relevant events.

  9. Adaptive Strategy for Online Gait Learning Evaluated on the Polymorphic Robotic LocoKit

    DEFF Research Database (Denmark)

    Christensen, David Johan; Larsen, Jørgen Christian; Stoy, Kasper

    2012-01-01

    This paper presents experiments with a morphologyindependent, life-long strategy for online learning of locomotion gaits, performed on a quadruped robot constructed from the LocoKit modular robot. The learning strategy applies a stochastic optimization algorithm to optimize eight open parameters...... of a central pattern generator based gait implementation. We observe that the strategy converges in roughly ten minutes to gaits of similar or higher velocity than a manually designed gait and that the strategy readapts in the event of failed actuators. In future work we plan to study co-learning...

  10. The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment.

    Science.gov (United States)

    Aharony, Noa

    2006-12-01

    The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.

  11. Local Learning Strategies for Wake Identification

    Science.gov (United States)

    Colvert, Brendan; Alsalman, Mohamad; Kanso, Eva

    2017-11-01

    Swimming agents, biological and engineered alike, must navigate the underwater environment to survive. Tasks such as autonomous navigation, foraging, mating, and predation require the ability to extract critical cues from the hydrodynamic environment. A substantial body of evidence supports the hypothesis that biological systems leverage local sensing modalities, including flow sensing, to gain knowledge of their global surroundings. The nonlinear nature and high degree of complexity of fluid dynamics makes the development of algorithms for implementing localized sensing in bioinspired engineering systems essentially intractable for many systems of practical interest. In this work, we use techniques from machine learning for training a bioinspired swimmer to learn from its environment. We demonstrate the efficacy of this strategy by learning how to sense global characteristics of the wakes of other swimmers measured only from local sensory information. We conclude by commenting on the advantages and limitations of this data-driven, machine learning approach and its potential impact on broader applications in underwater sensing and navigation.

  12. Teaching Learning Strategies to Increase Success of First-Term College Students

    Science.gov (United States)

    Tuckman, Bruce W.; Kennedy, Gary J.

    2011-01-01

    In this study, the authors examined the effect of taking a learning strategies course on grade point average, retention, and graduation rate of 351 first-year students over their first 4 terms in comparison with 351 matched non-course takers. The course taught 4 learning strategies and 8 substrategies to help students overcome procrastination,…

  13. Defeating crypsis: detection and learning of camouflage strategies.

    Science.gov (United States)

    Troscianko, Jolyon; Lown, Alice E; Hughes, Anna E; Stevens, Martin

    2013-01-01

    Camouflage is perhaps the most widespread defence against predators in nature and an active area of interdisciplinary research. Recent work has aimed to understand what camouflage types exist (e.g. background matching, disruptive, and distractive patterns) and their effectiveness. However, work has almost exclusively focused on the efficacy of these strategies in preventing initial detection, despite the fact that predators often encounter the same prey phenotype repeatedly, affording them opportunities to learn to find those prey more effectively. The overall value of a camouflage strategy may, therefore, reflect both its ability to prevent detection by predators and resist predator learning. We conducted four experiments with humans searching for hidden targets of different camouflage types (disruptive, distractive, and background matching of various contrast levels) over a series of touch screen trials. As with previous work, disruptive coloration was the most successful method of concealment overall, especially with relatively high contrast patterns, whereas potentially distractive markings were either neutral or costly. However, high contrast patterns incurred faster decreases in detection times over trials compared to other stimuli. In addition, potentially distractive markings were sometimes learnt more slowly than background matching markings, despite being found more readily overall. Finally, learning effects were highly dependent upon the experimental paradigm, including the number of prey types seen and whether subjects encountered targets simultaneously or sequentially. Our results show that the survival advantage of camouflage strategies reflects both their ability to avoid initial detection (sensory mechanisms) and predator learning (perceptual mechanisms).

  14. Learning Strategies and Reading Literacy among Chinese and Finnish Adolescents: Evidence of Suppression

    Science.gov (United States)

    Cai, Yuyang; Zhu, Xinhua

    2017-01-01

    Many arguments have been advanced in the context of the predictive correlation between learning strategies and reading achievement. There is insufficient understanding, however, of the subtle ways in which different types of learning strategies (i.e. memorisation, elaboration and control strategies) function in facilitating students' reading…

  15. Effect of Pumping Strategies on Pesticide Concentrations in Water Abstraction Wells

    DEFF Research Database (Denmark)

    Aisopou, Angeliki; Bjerg, Poul Løgstrup; Albrechtsen, Hans-Jørgen

    Pesticide use in agriculture is one of the main sources of groundwater contamination and poses an important threat to groundwater abstraction. Pesticides have been detected in 37% of Danish monitoring wells sampled, with 12 % exceeding drinking water guidelines. Field data captured in monitoring...... and pumping wells show that pesticide concentrations vary greatly in both time and space. This study aimed to use models to determine how pumping affects pesticide concentrations in drinking water wells placed in two hypothetical aquifer systems; a homogeneous layered aquifer and a layered aquifer...... in a pumping well capture zone were constructed using COMSOL Multiphysics. A series of simulations were conducted to examine the effect of pumping strategies (constant versus varying pumping rate), pesticide properties and aquifer hydrogeology on the concentration in drinking water wells. The results...

  16. A Synthesis of Language Learning Strategies: Current Issues, Problems and Claims Made in Learner Strategy Research

    Science.gov (United States)

    Barjesteh, Hamed; Mukundan, Jayakaran; Vaseghi, Reza

    2014-01-01

    The current paper presented theoretical assumptions behind language learning strategies (LLS) and an overview of methods used to identify learners' strategies, first, and then summarized what have been reported from large number of descriptive studies of strategies by language learners. Moreover, the paper tried to present the variety of…

  17. MOTIVATION AND LEARNING STRATEGIES IN UNIVERSITY COURSES IN ITALIAN LANGUAGE

    OpenAIRE

    Ambrosi-Randić, Neala; Ružić, Helena

    2010-01-01

    The present work explores relationships among motivation, the use of learning strategies and anxiety. In this research 93 university students took part; 84 females and 9 males, 19 to 26 years old. Obtained results indicate existence of positive and significant correlations between motivation and the use of learning strategies. More motivated students organise their personal activities better, they are more active during lectures and they elaborate materials better compared to the less motivat...

  18. Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models

    Science.gov (United States)

    Fryer, Luke K.

    2017-01-01

    Many of our current higher education (HE) learning strategy models intersect at important points. At the same time, these theories also often demonstrate important unique perspectives on student learning within HE. Currently, research with one learning strategy model rarely leads to developments in others, as each group of researchers works in…

  19. Mobile English Vocabulary Learning Based on Concept-Mapping Strategy

    Science.gov (United States)

    Liu, Pei-Lin

    2016-01-01

    Numerous researchers in education recognize that vocabulary is essential in foreign language learning. However, students often encounter vocabulary that is difficult to remember. Providing effective vocabulary learning strategies is therefore more valuable than teaching students a large amount of vocabulary. The purpose of this study was to…

  20. Open Source for Knowledge and Learning Management: Strategies beyond Tools

    Science.gov (United States)

    Lytras, Miltiadis, Ed.; Naeve, Ambjorn, Ed.

    2007-01-01

    In the last years, knowledge and learning management have made a significant impact on the IT research community. "Open Source for Knowledge and Learning Management: Strategies Beyond Tools" presents learning and knowledge management from a point of view where the basic tools and applications are provided by open source technologies.…

  1. MODERN OR TRADITIONAL TEACHING STRATEGY IN LEARNING ENGINEERING MATHEMATICS COURSE

    Directory of Open Access Journals (Sweden)

    N. RAZALI

    2016-11-01

    Full Text Available First-year engineering students of the Faculty of Engineering and Built Environment, UKM are in the process of transition in the way they learn mathematics from pre-university level to the undergraduate level. It is essential for good engineers to have the ability to unfold mathematical problems in an efficient way. Thus, this research is done to investigate students preference in learning KKKQ1123 Engineering Mathematics I (Vector Calculus (VC course; either individually or in a team; using modern (e-learning or traditional (cooperative-learning teaching strategy. Questionnaires are given to the first year Chemical and Process Engineering students from academic year 2015/2016 and the results were analysed. Based on the finding, the students believed that the physical educators or teachers play an important role and that they have slightest preference in the traditional teaching strategy to learn engineering mathematics course.

  2. An adaptive deep Q-learning strategy for handwritten digit recognition.

    Science.gov (United States)

    Qiao, Junfei; Wang, Gongming; Li, Wenjing; Chen, Min

    2018-02-22

    Handwritten digits recognition is a challenging problem in recent years. Although many deep learning-based classification algorithms are studied for handwritten digits recognition, the recognition accuracy and running time still need to be further improved. In this paper, an adaptive deep Q-learning strategy is proposed to improve accuracy and shorten running time for handwritten digit recognition. The adaptive deep Q-learning strategy combines the feature-extracting capability of deep learning and the decision-making of reinforcement learning to form an adaptive Q-learning deep belief network (Q-ADBN). First, Q-ADBN extracts the features of original images using an adaptive deep auto-encoder (ADAE), and the extracted features are considered as the current states of Q-learning algorithm. Second, Q-ADBN receives Q-function (reward signal) during recognition of the current states, and the final handwritten digits recognition is implemented by maximizing the Q-function using Q-learning algorithm. Finally, experimental results from the well-known MNIST dataset show that the proposed Q-ADBN has a superiority to other similar methods in terms of accuracy and running time. Copyright © 2018 Elsevier Ltd. All rights reserved.

  3. Teaching and learning strategies for pedagogical training of non-educational university students

    Directory of Open Access Journals (Sweden)

    Mena, Alodio

    2012-07-01

    Full Text Available The paper describes a system of teaching and learning strategies for pedagogical training of non-educational students. The modeling of teaching and learning strategies presented is the result of a research project carried out at the University of Camagüey; its results are being employed successfully. A full description of research methods, rationale, and each of the suggested strategies is provided.

  4. [Influence of learning styles of nursing students on teaching strategies choice].

    Science.gov (United States)

    Vacas Pérez, Juan Crisostomo; Mérida Serrano, Rosario; Molina Recio, Guillermo; Mesa Blanco, María del Pilar

    2012-12-01

    The objective of this research focuses on the framework of teaching strategies, by acknowledging learning styles as first determination and, in relation to the changes that these are going through, identifying the teaching strategies best rated and preferred by the students. This is a prospective open cohort study with the students of Nursing Diploma 2007/2010 of the Universidad de Córdoba. Once the population was identified in the first year (first analysis), annual measurings were undertaken every year during their training. In order to study the learning styles, the questionnaire CHAEA was administered and a scale from 1 to 10 (1 = highest, 10 = lowest) was used to determine the preferences for learning strategies. The results show the variability of the learner (up to 11 styles). However, the dominant style is the reflective, followed by the theoretical and the pragmatic. The least developed was the active style. As the years of training go by, a tendency towards a dual style (reflective-theoretical) can be observed. In relation to teaching strategies, the preferred ones were those set in professional areas, workshops and debates. Relevant changes were also seen as they advanced in their training. The results establish a specific significant relationship between learning styles and teaching strategies.

  5. UK Higher Education Institutions' Technology-Enhanced Learning Strategies from the Perspective of Disruptive Innovation

    Science.gov (United States)

    Flavin, Michael; Quintero, Valentina

    2018-01-01

    The publication of institutional strategies for learning, teaching and assessment in UK higher education is practically ubiquitous. Strategies for technology-enhanced learning are also widespread. This article examines 44 publicly available UK university strategies for technology-enhanced learning, aiming to assess the extent to which…

  6. The effects of biological sex and gonadal hormones on learning strategy in adult rats.

    Science.gov (United States)

    Hawley, Wayne R; Grissom, Elin M; Barratt, Harriet E; Conrad, Taylor S; Dohanich, Gary P

    2012-02-28

    When learning to navigate toward a goal in a spatial environment, rodents employ distinct learning strategies that are governed by specific regions of the brain. In the early stages of learning, adult male rats prefer a hippocampus-dependent place strategy over a striatum-dependent response strategy. Alternatively, female rats exhibit a preference for a place strategy only when circulating levels of estradiol are elevated. Notably, male rodents typically perform better than females on a variety of spatial learning tasks, which are mediated by the hippocampus. However, limited research has been done to determine if the previously reported male spatial advantage corresponds with a greater reliance on a place strategy, and, if the male preference for a place strategy is impacted by removal of testicular hormones. A dual-solution water T-maze task, which can be solved by adopting either a place or a response strategy, was employed to determine the effects of biological sex and hormonal status on learning strategy. In the first experiment, male rats made more correct arm choices than female rats during training and exhibited a bias for a place strategy on a probe trial. The results of the second experiment indicated that testicular hormones modulated arm choice accuracy during training, but not the preference for a place strategy. Together, these findings suggest that the previously reported male spatial advantage is associated with a greater reliance on a place strategy, and that only performance during the training phase of a dual-solution learning task is impacted by removal of testicular hormones. Copyright © 2011 Elsevier Inc. All rights reserved.

  7. Identifying Instructional Strategies Used to Design Mobile Learning in a Corporate Setting

    Science.gov (United States)

    Jackson-Butler, Uletta

    2016-01-01

    The purpose of this qualitative embedded multiple case study was to describe what instructional strategies corporate instructional designers were using to design mobile learning and to understand from their experiences which instructional strategies they believed enhance learning. Participants were five instructional designers who were actively…

  8. Strategies in probabilistic feedback learning in Parkinson patients OFF medication.

    Science.gov (United States)

    Bellebaum, C; Kobza, S; Ferrea, S; Schnitzler, A; Pollok, B; Südmeyer, M

    2016-04-21

    Studies on classification learning suggested that altered dopamine function in Parkinson's Disease (PD) specifically affects learning from feedback. In patients OFF medication, enhanced learning from negative feedback has been described. This learning bias was not seen in observational learning from feedback, indicating different neural mechanisms for this type of learning. The present study aimed to compare the acquisition of stimulus-response-outcome associations in PD patients OFF medication and healthy control subjects in active and observational learning. 16 PD patients OFF medication and 16 controls were examined with three parallel learning tasks each, two feedback-based (active and observational) and one non-feedback-based paired associates task. No acquisition deficit was seen in the patients for any of the tasks. More detailed analyses on the learning strategies did, however, reveal that the patients showed more lose-shift responses during active feedback learning than controls, and that lose-shift and win-stay responses more strongly determined performance accuracy in patients than controls. For observational feedback learning, the performance of both groups correlated similarly with the performance in non-feedback-based paired associates learning and with the accuracy of observed performance. Also, patients and controls showed comparable evidence of feedback processing in observational learning. In active feedback learning, PD patients use alternative learning strategies than healthy controls. Analyses on observational learning did not yield differences between patients and controls, adding to recent evidence of a differential role of the human striatum in active and observational learning from feedback. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  9. The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use.

    Science.gov (United States)

    Baas, Diana; Castelijns, Jos; Vermeulen, Marjan; Martens, Rob; Segers, Mien

    2015-03-01

    Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce. This study investigates the relation between AfL and elementary school students' use of cognitive and metacognitive strategies. The sample comprised 528 grade four to six students (9- to 12-year-olds) from seven Dutch elementary schools. Students' perceptions of AfL and their cognitive and metacognitive strategy use were measured by means of questionnaires. Structural equation modelling was used to investigate the relations among the variables. The results reveal that monitoring activities that provide students an understanding of where they are in their learning process predict Students' task orientation and planning. Scaffolding activities that support students in taking the next step in their learning are positively related to the use of both surface and deep-level learning strategies and the extent to which they evaluate their learning process after performing tasks. The results underline the importance of assessment practices in ceding responsibility to students in taking control of their own learning. © 2014 The British Psychological Society.

  10. The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study

    Science.gov (United States)

    Ergen, Binnur; Kanadli, Sedat

    2017-01-01

    Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant…

  11. Strategies for service-learning assessment in dental hygiene education.

    Science.gov (United States)

    Burch, Sharlee

    2013-10-01

    A large body of literature exists on the instructional pedagogy known as service-learning. Service-learning is a teaching and learning approach characterized by the dental hygiene student's practical application of academic studies and occurs within a community setting, to the benefit of both the student and community. Dental hygiene educators use service-learning to enhance student knowledge and application of oral health curriculum. This manuscript reports on the importance of service-learning assessment to the National Dental Hygiene Research Agenda as well as the future of the profession of dental hygiene and the successful strategies in service-learning evaluation available for utilization by dental hygiene educators.

  12. Lack of strategy holding: a new pattern of learning deficit in cortical dementias.

    Science.gov (United States)

    Benedet, María J; Lauro-Grotto, Rosapia; Giotti, Chiara

    2009-09-01

    The aim of this study was to demonstrate, by means of systematic research and qualitative data analysis, the presence, among a group of patients with fronto-temporal lobar degeneration of a subgroup that, at variance with the standard pattern, is able to devise and implement learning strategies, but appear impaired at carrying them on from a trial to the next. In order to provide evidence of the existence of a group of patients showing this type of learning disability, that we refer to as lack of strategy holding, we performed a stepwise hierarchical cluster analysis of a set of variables whose scores were selected from the subject's performance at the Test de Aprendizaje Verbal España-Complutense. Results substantiate the segregation of three groups of subjects characterized by the following patterns of performance: normal elderly individuals, who show a quite preserved ability to discover a semantic strategy along the learning trials and to carry it from a trial to the next, patients presenting with a deficit in implementing semantic learning strategies and possibly use of serial and/or phonological strategies to perform the task, and to patients who, although able to generate and implement appropriate learning strategies, appear unable to carry them over the learning trials. The presence of this new pattern raises a few questions that seem worth trying to address.

  13. Generation of Tutorial Dialogues: Discourse Strategies for Active Learning

    Science.gov (United States)

    1998-05-29

    AND SUBTITLE Generation of Tutorial Dialogues: Discourse Strategies for active Learning AUTHORS Dr. Martha Evens 7. PERFORMING ORGANI2ATION NAME...time the student starts in on a new topic. Michael and Rovick constantly attempt to promote active learning . They regularly use hints and only resort...Controlling active learning : How tutors decide when to generate hints. Proceedings of FLAIRS 󈨣. Melbourne Beach, FL. 157-161. Hume, G., Michael

  14. Strategies for improving students' motivation in the learning of ...

    African Journals Online (AJOL)

    Strategies for improving students' motivation in the learning of French as a foreign language. ... learning should be made fun. The paper recommends that French teachers should give themselves to reading, writing and interaction with colleagues in French and in addition use varieties of methods and materials in teaching.

  15. What Is the Impact of Online Resource Materials on Student Self-Learning Strategies?

    Science.gov (United States)

    Dowell, David John; Small, Felicity A.

    2011-01-01

    The purpose of this article is to examine how students are incorporating online resources into their self-regulated learning strategies. The process of developing these learning strategies and the importance of these strategies has been widely researched, but there has been little empirical research into how the students are affected by online…

  16. The correlation between achievement goals, learning strategies, and motivation in medical students.

    Science.gov (United States)

    Kim, Sun; Hur, Yera; Park, Joo Hyun

    2014-03-01

    The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation. Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire. The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students. In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.

  17. What do we do? Practices and learning strategies of medical education leaders.

    Science.gov (United States)

    Lieff, Susan; Albert, Mathieu

    2012-01-01

    Continuous changes in undergraduate and postgraduate medical education require faculty to assume a variety of new leadership roles. While numerous faculty development programmes have been developed, there is little evidence about the specific practices of medical education leaders or their learning strategies to help inform their design. This study aimed to explore what medical education leaders' actually do, their learning strategies and recommendations for faculty development. A total of 16 medical education leaders from a variety of contexts within the faculty of medicine of a large North American medical school participated in semi-structured interviews to explore the nature of their work and the learning strategies they employ. Using thematic analysis, interview transcripts were coded inductively and then clustered into emergent themes. Findings clustered into four key themes of practice: (1) intrapersonal (e.g., self-awareness), (2) interpersonal (e.g., fostering informal networks), (3) organizational (e.g., creating a shared vision) and (4) systemic (e.g. strategic navigation). Learning strategies employed included learning from experience and example, reflective practice, strategic mentoring or advanced training. Our findings illuminate a four-domain framework for understanding medical education leader practices and their learning preferences. While some of these findings are not unknown in the general leadership literature, our understanding of their application in medical education is unique. These practices and preferences have a potential utility for conceptualizing a coherent and relevant approach to the design of faculty development strategies for medical education leadership.

  18. Impact of E-Learning Strategy on Students' Academic Performance ...

    African Journals Online (AJOL)

    This study examined the impact of e-learning strategies on students' academic performance at Strathmore University. The purpose of the study was to investigate the methodology, ideologies, output and ecology of ICT strategies and their impact on students' performance. This was done through comparing students' mean ...

  19. Mobile Guide System Using Problem-Solving Strategy for Museum Learning: A Sequential Learning Behavioural Pattern Analysis

    Science.gov (United States)

    Sung, Y.-T.; Hou, H.-T.; Liu, C.-K.; Chang, K.-E.

    2010-01-01

    Mobile devices have been increasingly utilized in informal learning because of their high degree of portability; mobile guide systems (or electronic guidebooks) have also been adopted in museum learning, including those that combine learning strategies and the general audio-visual guide systems. To gain a deeper understanding of the features and…

  20. Defeating crypsis: detection and learning of camouflage strategies.

    Directory of Open Access Journals (Sweden)

    Jolyon Troscianko

    Full Text Available Camouflage is perhaps the most widespread defence against predators in nature and an active area of interdisciplinary research. Recent work has aimed to understand what camouflage types exist (e.g. background matching, disruptive, and distractive patterns and their effectiveness. However, work has almost exclusively focused on the efficacy of these strategies in preventing initial detection, despite the fact that predators often encounter the same prey phenotype repeatedly, affording them opportunities to learn to find those prey more effectively. The overall value of a camouflage strategy may, therefore, reflect both its ability to prevent detection by predators and resist predator learning. We conducted four experiments with humans searching for hidden targets of different camouflage types (disruptive, distractive, and background matching of various contrast levels over a series of touch screen trials. As with previous work, disruptive coloration was the most successful method of concealment overall, especially with relatively high contrast patterns, whereas potentially distractive markings were either neutral or costly. However, high contrast patterns incurred faster decreases in detection times over trials compared to other stimuli. In addition, potentially distractive markings were sometimes learnt more slowly than background matching markings, despite being found more readily overall. Finally, learning effects were highly dependent upon the experimental paradigm, including the number of prey types seen and whether subjects encountered targets simultaneously or sequentially. Our results show that the survival advantage of camouflage strategies reflects both their ability to avoid initial detection (sensory mechanisms and predator learning (perceptual mechanisms.

  1. Is retrieval the key? Metamemory judgment and testing as learning strategies.

    Science.gov (United States)

    Akdoğan, Elçin; Izaute, Marie; Danion, Jean-Marie; Vidailhet, Pierre; Bacon, Elisabeth

    2016-11-01

    Re-reading is the most common learning strategy, albeit not a very efficient one. Testing is highly efficient, but not perceived by students as a learning strategy. Prospective judgment-of-learning (JOL) reflect the learner's impression of subsequently being able to retrieve the ongoing learning in a cued-recall task. Estimating JOL involves attempting to retrieve the information, as in testing. The few studies that have explored the potential mnemonic benefit of JOL have yielded contradictory results. Our aim was to compare JOL and testing with re-study and to examine the impact of these strategies according to the relative difficulty of the material (cue-target association strength) in two experiments. After a first encoding phase, participants re-studied, provided JOL, or took a test. Forty-eight hours later, they participated in a final cued-recall test, during which their confidence level judgments were collected. The main result was that delayed JOL behaved in the same way as testing, and both yielded better performances than re-study when material was of moderate difficulty. The easy or very difficult material revealed no differences between these strategies. JOL is proposed as an alternative to testing when faced with difficult material.

  2. Influence of learning strategy on response time during complex value-based learning and choice.

    Directory of Open Access Journals (Sweden)

    Shiva Farashahi

    Full Text Available Measurements of response time (RT have long been used to infer neural processes underlying various cognitive functions such as working memory, attention, and decision making. However, it is currently unknown if RT is also informative about various stages of value-based choice, particularly how reward values are constructed. To investigate these questions, we analyzed the pattern of RT during a set of multi-dimensional learning and decision-making tasks that can prompt subjects to adopt different learning strategies. In our experiments, subjects could use reward feedback to directly learn reward values associated with possible choice options (object-based learning. Alternatively, they could learn reward values of options' features (e.g. color, shape and combine these values to estimate reward values for individual options (feature-based learning. We found that RT was slower when the difference between subjects' estimates of reward probabilities for the two alternative objects on a given trial was smaller. Moreover, RT was overall faster when the preceding trial was rewarded or when the previously selected object was present. These effects, however, were mediated by an interaction between these factors such that subjects were faster when the previously selected object was present rather than absent but only after unrewarded trials. Finally, RT reflected the learning strategy (i.e. object-based or feature-based approach adopted by the subject on a trial-by-trial basis, indicating an overall faster construction of reward value and/or value comparison during object-based learning. Altogether, these results demonstrate that the pattern of RT can be informative about how reward values are learned and constructed during complex value-based learning and decision making.

  3. Learning strategies and academic motivation in college students from of Buenos Aires

    Directory of Open Access Journals (Sweden)

    Juliana Beatriz Stover

    2015-12-01

    Full Text Available This paper intends the analysis of learning strategies and motivation in 185 college students from Buenos Aires, attending diverse careers (45.4% male, 54.6% female aged between 19 and 33 years (M = 21.88, SD = 2.57. Data from 185 high–schoolers (41.3% male, 58.7% female from 13 to 20 years (M = 15.60, SD = 1.53 were used as a comparison group. A demographic and academic survey was employed, as well as the local versions of the Learning and Study Strategies Inventory (Stover, Uriel & Fernández Liporace, 2012 and the Academic Motivation Scale (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012. Results indicated intrinsic motivational profiles and significantly more use of learning strategies in college students, as well as in those attending Humanistic careers and those showing better academic achievement. When examining relationships between motivation and learning strategies intrinsic motivation types were found as positively associated to the use of strategies, while extrinsic profiles were related to less use of strategies. Findings are useful for professionals working at educational institutions in order to design didactic programs, adequate to students features.nd for testing the plausibility of hypotheses and theoretical propositions. 

  4. Strategies to Enhance Online Learning Teams. Team Assessment and Diagnostics Instrument and Agent-based Modeling

    Science.gov (United States)

    2010-08-12

    Strategies to Enhance Online Learning Teams Team Assessment and Diagnostics Instrument and Agent-based Modeling Tristan E. Johnson, Ph.D. Learning ...REPORT DATE AUG 2010 2. REPORT TYPE 3. DATES COVERED 00-00-2010 to 00-00-2010 4. TITLE AND SUBTITLE Strategies to Enhance Online Learning ...TeamsTeam Strategies to Enhance Online Learning Teams: Team Assessment and Diagnostics Instrument and Agent-based Modeling 5a. CONTRACT NUMBER 5b. GRANT

  5. Strategies influence neural activity for feedback learning across child and adolescent development.

    Science.gov (United States)

    Peters, Sabine; Koolschijn, P Cédric M P; Crone, Eveline A; Van Duijvenvoorde, Anna C K; Raijmakers, Maartje E J

    2014-09-01

    Learning from feedback is an important aspect of executive functioning that shows profound improvements during childhood and adolescence. This is accompanied by neural changes in the feedback-learning network, which includes pre-supplementary motor area (pre- SMA)/anterior cingulate cortex (ACC), dorsolateral prefrontal cortex (DLPFC), superior parietal cortex (SPC), and the basal ganglia. However, there can be considerable differences within age ranges in performance that are ascribed to differences in strategy use. This is problematic for traditional approaches of analyzing developmental data, in which age groups are assumed to be homogenous in strategy use. In this study, we used latent variable models to investigate if underlying strategy groups could be detected for a feedback-learning task and whether there were differences in neural activation patterns between strategies. In a sample of 268 participants between ages 8 to 25 years, we observed four underlying strategy groups, which were cut across age groups and varied in the optimality of executive functioning. These strategy groups also differed in neural activity during learning; especially the most optimal performing group showed more activity in DLPFC, SPC and pre-SMA/ACC compared to the other groups. However, age differences remained an important contributor to neural activation, even when correcting for strategy. These findings contribute to the debate of age versus performance predictors of neural development, and highlight the importance of studying individual differences in strategy use when studying development. Copyright © 2014 Elsevier Ltd. All rights reserved.

  6. Students' Perceptions of Cooperative Learning Strategies in Post-Secondary Classrooms.

    Science.gov (United States)

    Fennell, Hope-Arlene

    A study of graduate students in education and forestry explored their preferences and perceptions of cooperative learning strategies. The study examined strategies derived from the work of R. Slavin and D. Johnson including the following: think-pair-square, think-pair-share, jigsaw strategies, and cooperative group investigation. Of the 208…

  7. Learning and innovative elements of strategy adoption rules expand cooperative network topologies.

    Science.gov (United States)

    Wang, Shijun; Szalay, Máté S; Zhang, Changshui; Csermely, Peter

    2008-04-09

    Cooperation plays a key role in the evolution of complex systems. However, the level of cooperation extensively varies with the topology of agent networks in the widely used models of repeated games. Here we show that cooperation remains rather stable by applying the reinforcement learning strategy adoption rule, Q-learning on a variety of random, regular, small-word, scale-free and modular network models in repeated, multi-agent Prisoner's Dilemma and Hawk-Dove games. Furthermore, we found that using the above model systems other long-term learning strategy adoption rules also promote cooperation, while introducing a low level of noise (as a model of innovation) to the strategy adoption rules makes the level of cooperation less dependent on the actual network topology. Our results demonstrate that long-term learning and random elements in the strategy adoption rules, when acting together, extend the range of network topologies enabling the development of cooperation at a wider range of costs and temptations. These results suggest that a balanced duo of learning and innovation may help to preserve cooperation during the re-organization of real-world networks, and may play a prominent role in the evolution of self-organizing, complex systems.

  8. FIVES: An Integrated Strategy for Comprehension and Vocabulary Learning

    Science.gov (United States)

    Shea, Mary; Roberts, Nancy

    2016-01-01

    This article describes a strategy that emphasizes the integration of all language and literacy skills for learning across content areas as well as the importance CCSS place on learners' ability to ask questions about information, phenomena, or ideas encountered (Ciardiello, 2012/2013). FIVES is a strategy that meaningfully integrates…

  9. Exploring the Interconnectedness among Strategy Development, Shared Mental Models, Organisational Learning and Organisational Change

    Science.gov (United States)

    Malan, Renee

    2011-01-01

    The cognitive psychological processes related to learning and change behaviour are factors that impact on organisational strategy development. Strategy development is dependent on strategic thinking that is reciprocally influenced by shared mental models, organisational learning and organisational change. Although strategy development, shared…

  10. Reinforcement learning produces dominant strategies for the Iterated Prisoner's Dilemma.

    Science.gov (United States)

    Harper, Marc; Knight, Vincent; Jones, Martin; Koutsovoulos, Georgios; Glynatsi, Nikoleta E; Campbell, Owen

    2017-01-01

    We present tournament results and several powerful strategies for the Iterated Prisoner's Dilemma created using reinforcement learning techniques (evolutionary and particle swarm algorithms). These strategies are trained to perform well against a corpus of over 170 distinct opponents, including many well-known and classic strategies. All the trained strategies win standard tournaments against the total collection of other opponents. The trained strategies and one particular human made designed strategy are the top performers in noisy tournaments also.

  11. Vocabulary Learning Strategies Used by EAP Learners: The Case of the Students of Social Sciences

    Science.gov (United States)

    Haghi, Eshrat Bazarmaj; Pasand, Parastou Gholami

    2013-01-01

    The significance of using language learning strategies in general and vocabulary learning strategies in particular is quite clear to both language learners and language specialists. Being familiar with and making use of a range of different vocabulary learning strategies is a great aid for EAP learners in dealing with unknown words. The present…

  12. How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking.

    Science.gov (United States)

    Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Lesterhuis, Marije; Van den Bossche, Piet

    2018-03-01

    Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures. This study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures. We want to clarify how students process learning contents and to what extent this is related to their self-report of learning strategies. Twenty students with different generic learning profiles (according to self-report questionnaires) read an expository text, while their eye movements were registered to answer questions on the content afterwards. Eye-tracking data were analysed with generalized linear mixed-effects models. The results indicate that students with an all-high profile, combining both deep and surface learning strategies, spend more time on rereading the text than students with an all-low profile, scoring low on both learning strategies. This study showed that we can use eye-tracking to distinguish very strategic students, characterized using cognitive processing and regulation strategies, from low strategic students, characterized by a lack of cognitive and regulation strategies. These students processed the expository text according to how they self-reported. © 2017 The British Psychological Society.

  13. Evolution of Learning among Pavlov Strategies in a Competitive Environment with Noise.

    Science.gov (United States)

    Kraines, David; Kraines, Vivian

    1995-01-01

    Pavlov denotes a family of stochastic learning strategies that achieves the mutually cooperative outcome in the iterated prisoner's dilemma against a wide variety of strategies. Although faster learners will eventually dominate a given homogeneous Pavlov population, the process must proceed through a gradual increase in the rate of learning. (JBJ)

  14. Exploring Vocabulary Learning Strategies Used by UPM TESL Undergraduates

    Science.gov (United States)

    Safian, Nur Hanisah; Malakar, Sharmila; Kalajahi, Seyed Ali Rezvani

    2014-01-01

    Vocabulary learning is one of the most challenging factors that learners will face during the process of second language learning. The main pursuit of the present study was to investigate the vocabulary language strategies among Malaysian ESL students majoring in Teaching English as a Second Language (TESL) at University Putra Malaysia. There are…

  15. Business Spoken English Learning Strategies for Chinese Enterprise Staff

    Institute of Scientific and Technical Information of China (English)

    Han Li

    2013-01-01

    This study addresses the issue of promoting effective Business Spoken English of Enterprise Staff in China.It aims to assess the assessment of spoken English learning methods and identify the difficulties of learning English oral expression concerned business area.It also provides strategies for enhancing Enterprise Staff’s level of Business Spoken English.

  16. The Role of Motivational Strategies in Self-Regulated Learning.

    Science.gov (United States)

    Garcia, Teresa

    1995-01-01

    A discussion of motivational techniques for promoting self-regulated learning in college students focuses on two methods students use to anticipate and negotiate the affective consequences of success and failure. The strategies, defensive pessimism and self-handicapping, are described and a study of their impact on self-regulated learning of 127…

  17. Implementing a learning technology strategy: top–down strategy meets bottom–up culture

    Directory of Open Access Journals (Sweden)

    Bernard Lisewski

    2004-12-01

    Full Text Available Using interview-based ‘insider case study' research, this paper outlines why the University of Salford has adopted a Learning Technologies Strategy and examines the factors which are likely to lead to its successful implementation. External reasons for the adoption focused on the need to: respond to ‘increased Higher Education (HE competition', meet student expectations of learning technology use, provide more flexibility and access to the curriculum, address the possible determining effect of technology and establish a Virtual Learning Environment (VLE presence in this ‘particular area of the HE landscape'. Internal drivers centred on the need to: continue a ‘bottom– up' e-learning pilot project initiative, particularly given that a VLE is a ‘complex tool' which requires effective strategic implementation, and promote the idea that learning technology will play an important role in determining the type of HE institution that the University of Salford wishes to become. Likely success factors highlighted the need to: create ‘time and space' for innovation, maintain effective communication and consultation at all levels of the organization, emphasize the operational aspects of the strategy, establish a variety of staff development processes and recognize the negotiatory processes involved in understanding the term ‘web presence' in local teaching cultures. Fundamentally, the paper argues that policy makers should acknowledge the correct ‘cultural configuration' of HE institutions when seeking to manage and achieve organizational change. Thus, it is not just a question of establishing ‘success factors' per se but also whether they are contextualized appropriately within a ‘correct' characterization of the organizational culture.

  18. Comparing Exploration Strategies for Q-learning in Random Stochastic Mazes

    NARCIS (Netherlands)

    Tijsma, Arryon; Drugan, Madalina; Wiering, Marco

    2016-01-01

    Balancing the ratio between exploration and exploitation is an important problem in reinforcement learning. This paper evaluates four different exploration strategies combined with Q-learning using random stochastic mazes to investigate their performances. We will compare: UCB-1, softmax,

  19. The Interaction of Motivation, Self-Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups

    Science.gov (United States)

    Kormos, Judit; Csizér, Kata

    2014-01-01

    Autonomous learning and effective self-regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self-regulatory strategies on autonomous learning behavior.…

  20. LEARNING STRATEGIES FOR EMPLOYABILITY IN RECENT GRADUATED PROFESSIONALS AT MARKET OF WORK

    Directory of Open Access Journals (Sweden)

    ÁLVARO ENRÍQUEZ MARTÍNEZ

    2007-01-01

    Full Text Available Transformations of work world imply the diminishment of structural employment and consolidation of otherforms of work with psycho-sociological implications for employability. The research explore learning strategiesthat in version of professionals (successed and control and employers facilitate employability at 5 Colombiancities. Deep interviews were used. Results show that learning strategies are not necessarily consciousness. Successprofessionals use Cognitive strategies of elaboration and transferece; relational strategies for visibility andpromoting knowledge in inter-relation; and meta-cognitive strategies of regulation in this order. Control groupprofessionals use cognitive-elaboration and transference strategies without converting them into behaviors.Employers empathized on cognitive strategies of elaboration, metacognitives of regulation, and relationals ofvisibility and the establishment of relations.

  1. IMPLEMENTASI STRATEGI BERBASIS MULTIPLE INTELLIGENCES PADA KEGIATAN PEMBELAJARAN EKSTRAKULIKULER DI MTs UMMUSSHABRI KENDARI

    OpenAIRE

    Hadisi, La

    2015-01-01

    Abstract The concept of multiple intelligences which is focused on the uniqueness is always find the advantages of each child. The Purpose of this study is find out the Implementation of learning strategy in multiple intelligences practiced in Madrasah Tsanawiyah Ummusshabri, Kendari. The results indicate some facts: 1) the basic implementation of learning strategy base on multiple intelligences are orientation, content and curriculum development of KTSP; 2) the conceptual framework of...

  2. Learning strategy as a guide to career succes in organisations

    NARCIS (Netherlands)

    Hoeksema, L.H.

    1995-01-01

    Our lack of understanding regarding how managers learn is in sharp contrast to the importance attached and money spend on management development. This research explores how managers acquire their competences by establishing the relationships between organizational structure, learning strategy and

  3. CACNA1C gene regulates behavioral strategies in operant rule learning.

    Science.gov (United States)

    Koppe, Georgia; Mallien, Anne Stephanie; Berger, Stefan; Bartsch, Dusan; Gass, Peter; Vollmayr, Barbara; Durstewitz, Daniel

    2017-06-01

    Behavioral experiments are usually designed to tap into a specific cognitive function, but animals may solve a given task through a variety of different and individual behavioral strategies, some of them not foreseen by the experimenter. Animal learning may therefore be seen more as the process of selecting among, and adapting, potential behavioral policies, rather than mere strengthening of associative links. Calcium influx through high-voltage-gated Ca2+ channels is central to synaptic plasticity, and altered expression of Cav1.2 channels and the CACNA1C gene have been associated with severe learning deficits and psychiatric disorders. Given this, we were interested in how specifically a selective functional ablation of the Cacna1c gene would modulate the learning process. Using a detailed, individual-level analysis of learning on an operant cue discrimination task in terms of behavioral strategies, combined with Bayesian selection among computational models estimated from the empirical data, we show that a Cacna1c knockout does not impair learning in general but has a much more specific effect: the majority of Cacna1c knockout mice still managed to increase reward feedback across trials but did so by adapting an outcome-based strategy, while the majority of matched controls adopted the experimentally intended cue-association rule. Our results thus point to a quite specific role of a single gene in learning and highlight that much more mechanistic insight could be gained by examining response patterns in terms of a larger repertoire of potential behavioral strategies. The results may also have clinical implications for treating psychiatric disorders.

  4. Using the Learning Together Strategy to Affect Student Achievement in Physical Science

    Science.gov (United States)

    Campbell, Manda D.

    Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in the conceptual understanding of science concepts in a classroom where the teacher applied the cooperative learning strategy, Learning Together, as compared to the classroom in which teacher-directed instruction was applied. The theories of positive social interdependence and social development, which posit that social interaction promotes cognitive gains, provided a framework for the study. A convenience sample of 38 students in Grade 5 participated in the 6-week study. Nineteen students received the cooperative learning strategy treatment, while 19 students did not. Pre- and post-tests were administered to students in both groups, and an analysis of variance was performed to examine differences between the 2 sample means. Results indicated that the group receiving the cooperative learning strategy scored significantly higher than did the control group receiving direct instruction. The experimental group also scored higher in vocabulary acquisition. Using the cooperative learning strategy of Learning Together could guide teachers' efforts to help students achieve excellent state-mandated test scores. Learning Together may be employed as a powerful teaching tool across grade levels and content areas, thus promoting positive gains in other state-mandated testing areas such as math, language arts, and social studies.

  5. Positive versus Negative Communication Strategies in Task-Based Learning

    Science.gov (United States)

    Rohani, Siti

    2013-01-01

    This study aimed at describing how the implementation of Task-Based Learning (TBL) would shape or change students' use of oral communication strategies. Students' problems and strategies to solve the problems during the implementation of TBL were also explored. The study was a mixed method, employing both quantitative and qualitative analysis…

  6. The Impact of Age on Using Language Learning Strategies

    Science.gov (United States)

    Sepasdar, Mansoreh; Soori, Afshin

    2014-01-01

    Since age plays an important role in learning a second or foreign language, the present study investigated how different students in different age groups used language learning strategies. The participants of this study were 94 Iranian EFL students from four educational levels and different age groups as, primary (10-12), guidance (13-15), high…

  7. Adolescents' struggles with swallowing tablets: barriers, strategies and learning.

    Science.gov (United States)

    Hansen, Dana Lee; Tulinius, Ditte; Hansen, Ebba Holme

    2008-01-01

    To explore adolescents' struggles with taking oral medications. Copenhagen, Denmark. Semi-structured qualitative interviews were conducted with 89 adolescents (33 boys, 56 girls) between the ages of 11 and 20. Adolescents were recruited through four public schools. To identify struggles with taking oral medication, interview transcripts were systematically searched for statements including the terms swallow, chew, crush and eat. Thematic analysis of the identified statements was carried out to reveal dominant themes in the adolescents' accounts. Over one-third of the adolescents spontaneously provided accounts of the difficulties they experienced with taking oral medications, especially with swallowing tablets. Three themes were dominant in their narratives: barriers, strategies and learning. Barriers experienced by the adolescents involved the medications' properties, e.g. taste. Adolescents developed strategies to overcome these barriers, e.g. crushing tablets. Via a process of learning-by-doing and the acquisition of increased experience and autonomy, many adolescents mastered the skill of swallowing tablets. Many adolescents experienced barriers in their attempts to swallow tablets. They developed various strategies to overcome these barriers and gradually mastered taking medicines in a learning-by-doing process.

  8. Reinforcement learning produces dominant strategies for the Iterated Prisoner's Dilemma.

    Directory of Open Access Journals (Sweden)

    Marc Harper

    Full Text Available We present tournament results and several powerful strategies for the Iterated Prisoner's Dilemma created using reinforcement learning techniques (evolutionary and particle swarm algorithms. These strategies are trained to perform well against a corpus of over 170 distinct opponents, including many well-known and classic strategies. All the trained strategies win standard tournaments against the total collection of other opponents. The trained strategies and one particular human made designed strategy are the top performers in noisy tournaments also.

  9. COGNITIVE LEARNING STRATEGIES OF NON-ENGLISH DEPARTMENT STUDENTS ON NOUN STRUCTURE

    Directory of Open Access Journals (Sweden)

    Shierly Novalita Yappy

    2006-01-01

    Full Text Available Learning English for non-English department students is not as easy as it seems. Besides, as much as it is necessary to know how successful learners learn, not less important is to know how less successful learners learn. Using think aloud method, this study aims at finding out the cognitive strategies used by the engineering department students in answering incorrectly problems on TOEFL noun structure-the grammar point in which students made the most errors. Findings uncover the students' strategies and reasoning upon which pedagogical implications can be put forth so that more effective and fruitful instruction can be tailored.

  10. Cognitive culture: theoretical and empirical insights into social learning strategies.

    Science.gov (United States)

    Rendell, Luke; Fogarty, Laurel; Hoppitt, William J E; Morgan, Thomas J H; Webster, Mike M; Laland, Kevin N

    2011-02-01

    Research into social learning (learning from others) has expanded significantly in recent years, not least because of productive interactions between theoretical and empirical approaches. This has been coupled with a new emphasis on learning strategies, which places social learning within a cognitive decision-making framework. Understanding when, how and why individuals learn from others is a significant challenge, but one that is critical to numerous fields in multiple academic disciplines, including the study of social cognition. Copyright © 2010 Elsevier Ltd. All rights reserved.

  11. The use of active learning strategies in the instruction of Reactor Physics concepts

    International Nuclear Information System (INIS)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation

  12. The use of active learning strategies in the instruction of Reactor Physics concepts

    Energy Technology Data Exchange (ETDEWEB)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.

  13. Collaborative Learning: Theoretical Foundations and Applicable Strategies to University Teaching

    Directory of Open Access Journals (Sweden)

    Nestor D. Roselli

    2016-04-01

    Full Text Available Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to develop socio-cognitive collaboration is presented. This model integrates and systematizes several academic group animation techniques developed within the collaborative learning field. These integrated techniques, within a coherent and unified didactic intention, allow talking more about strategies than independent and dissociated techniques. Each strategy is specifically described, which refers to six areas: encouragement of dialogue, listening to others and reciprocal assessment; collaboration for negotiation and consensus building; activity organization; study and appropriation of bibliographic information; conceptual development; collective writing. These strategies proposed (designed to stimulate the collaboration between 2, 4 and exceptionally, 6 or 8 students are not the only possible strategies, they can be combined with the ones the teacher might suggest. The strict pattern of each strategy is a characteristic of the proposal. The teacher is also encouraged to benchmark the results obtained using each strategy and those obtained using individual or non-collaborative strategies. Finally, conclusions and recommendations for the implementation of these strategies are discussed.

  14. EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing

    Science.gov (United States)

    Abadikhah, Shirin; Aliyan, Zahra; Talebi, Seyed Hassan

    2018-01-01

    The aim of the present study was to investigate EFL university students' attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether…

  15. Dynamics of study strategies and teacher regulation in virtual patient learning activities: a cross sectional survey.

    Science.gov (United States)

    Edelbring, Samuel; Wahlström, Rolf

    2016-04-23

    Students' self-regulated learning becomes essential with increased use of exploratory web-based activities such as virtual patients (VPs). The purpose was to investigate the interplay between students' self-regulated learning strategies and perceived benefit in VP learning activities. A cross-sectional study (n = 150) comparing students' study strategies and perceived benefit of a virtual patient learning activity in a clinical clerkship preparatory course. Teacher regulation varied among three settings and was classified from shared to strong. These settings were compared regarding their respective relations between regulation strategies and perceived benefit of the virtual patient activity. Self-regulation learning strategy was generally associated with perceived benefit of the VP activities (rho 0.27, p strategies can increase the value of flexible web-based learning resources to students.

  16. Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

    Directory of Open Access Journals (Sweden)

    Maria Eugenia Guapacha Chamorro

    2017-07-01

    Full Text Available This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance.

  17. Empirical Studies on English Vocabulary Learning Strategies in Mainland China over the Past Two Decades

    Directory of Open Access Journals (Sweden)

    Zhongxin Dai

    2015-02-01

    Full Text Available Wen and Wang (2004 reviewed the empirical studies over the past two decades (from 1984 to 2003 on learning strategies that Chinese EFL learners used. This article, following their methodological framework, reviews about 45 empirical studies on Chinese EFL learners’ English vocabulary learning strategies, conducted by Mainland Chinese scholars over the past two decades. The review shows that more than half of the Chinese scholars are interested in questionnaire investigation of EFL learners’ preferences for vocabulary learning. The reports of the questionnaire investigations indicate that most Chinese EFL learners prefer rote learning of vocabulary to learning vocabulary in context or through language use. The experimental studies suggest that strategies-based instruction results in the learners’ vocabulary achievement. Cognitive and metacognitive strategies are the two groups of strategies that Chinese researchers show particular interest in.

  18. Using appreciative inquiry to help students identify strategies to overcome handicaps of their learning styles.

    Science.gov (United States)

    Kumar, Latha Rajendra; Chacko, Thomas Vengail

    2012-01-01

    In India, as in some other neighboring Asian countries, students and teachers are generally unaware of the differences in the learning styles among learners, which can handicap students with learning styles alien to the common teaching/learning modality within the institution. This study aims to find out whether making students aware of their learning styles and then using the Appreciative Inquiry approach to help them discover learning strategies that worked for them and others with similar learning styles within the institution made them perceive that this experience improved their learning and performance in exams. The visual, auditory, read-write, and kinesthetic (VARK) inventory of learning styles questionnaire was administered to all 100 first-year medical students of the Father Muller's Medical College in Mangalore India to make them aware of their individual learning styles. An Appreciate Inquiry intervention was administered to 62 student volunteers who were counseled about the different learning styles and their adaptive strategies. Pre and post intervention change in student's perception about usefulness of knowing learning styles on their learning, learning behavior, and performance in examinations was collected from the students using a prevalidated questionnaire. Post intervention mean scores showed a significant change (P learning style and discovering strategies that worked within the institutional environment. There was agreement among students that the intervention helped them become more confident in learning (84%), facilitating learning in general (100%), and in understanding concepts (100%). However, only 29% of the students agreed that the intervention has brought about their capability improvement in application of learning and 31% felt it improved their performance in exams. Appreciate Inquiry was perceived as useful in helping students discover learning strategies that work for different individual learning styles and sharing them within

  19. Impact of Training Deep Vocabulary Learning Strategies on Vocabulary Retention of Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Seyed Javad Es-hagi Sardroud

    2013-05-01

    Full Text Available Considering the overall tendency of foreign language learners to use mechanical strategies of rote rehearsal in vocabulary learning and their resistance towards use of 'deep' vocabulary learning strategies, namely contextual guessing, Keyword Method, metacognitive strategy, and semantic mapping, this study intended (a to explore what impact the instruction of these deep strategies, on vocabulary retention of 32 post-intermediate adult EFL Iranian learners, (b to determine how the variable of gender influences the vocabulary retention of students after receiving training in these strategies. To this end, on the basis of a strategy-based model of instruction–CALLA (Chamot & O'Malley, 1994, the experimental group received training in using 'deep' vocabulary learning strategies while the control group received only the common method of vocabulary teaching. After the treatment, following factorial design, the performance of the participants in the teacher-made vocabulary test as posttest was analyzed statistically.  The results indicated higher vocabulary retention for the experimental group, and it was revealed that female students were more receptive to strategy training. This study provides evidence for confirmation of 'depth of processing' hypothesis and the emerging theory about the impact of gender on effective strategy teaching and use, and it recommends incorporation of teaching these 'deep' strategies of vocabulary learning into EFL classrooms.

  20. Foundations of Sequential Learning

    Science.gov (United States)

    2018-02-01

    is not sufficient to estimate the payoff. The learned must use a strategy that balances exploration (learning new information by pulling arms that...specifications, or other data does not license the holder or any other person or corporation ; or convey any rights or permission to manufacture, use, or sell any...ABSTRACT This report summarizes the research done under FA8750-16-2-0173. This research advanced understanding of bandit algorithms and exploration in

  1. The Relationship between Anxiety, Shyness, Ambiguity Tolerance, and Language Learning Strategies

    Science.gov (United States)

    Sadeghi, Karim; Soleimani, Maryam

    2016-01-01

    Research has indicated that there is an association between the use and choice of learning strategies and different variables like learning contexts, learner characteristics, learning experiences, language proficiency, and cultural and educational backgrounds. To add to the thriving body of knowledge in this area, the present study, therefore, was…

  2. Examining the Effects of Two Computer Programming Learning Strategies: Self-Explanation versus Reading Questions and Answers

    Directory of Open Access Journals (Sweden)

    Nancy Lee

    2017-08-01

    Full Text Available The study described here explored the differential effects of two learning strategies, self-explanation and reading questions and answers, on learning the computer programming language JavaScript. Students’ test performance and perceptions of effectiveness toward the two strategies were examined. An online interactive tutorial instruction implementing worked-examples and multimedia learning principles was developed for this study. Participants were 147 high school students (ages 14 to 18 of a computer introductory course in six periods which were randomly divided into two groups (n = 78; n = 69 of three periods each. The two groups alternated learning strategies to learn five lessons. Students’ prerequisite knowledge of XHTML and motivation to learn computer programming languages were measured before starting the tutorial. Students largely expressed their preference toward self-explanation over reading questions and answers. They thought self-explanation incurred much more work yet was more effective. However, the two learning strategies did not have differential effects on students’ test performance. The seeming discrepancy arising from students’ preferred strategy and their test performance was discussed in the areas of familiar versus new strategy, difficulty of learning materials and testing method, and experimental duration.

  3. Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study.

    Science.gov (United States)

    Zhang, Yining; Lin, Chin-Hsi; Zhang, Dongbo; Choi, Yunjeong

    2017-03-01

    In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. The participants were 107 tenth graders (68 females, 39 males) in China. The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts. © 2016 The British Psychological Society.

  4. English Learning Strategies of Various Nations: A Study in Military Context

    Science.gov (United States)

    Solak, Ekrem

    2014-01-01

    How successful learners learn English has been one of the primary interest of scientists and researchers in recent years. Therefore, this study aimed to determine what language learning strategies the military personnel from different nations used while learning English. 56 subjects from 14 different nations deployed in three different military…

  5. Researching Mobile-Assisted Chinese-Character Learning Strategies among Adult Distance Learners

    Science.gov (United States)

    Qian, Kan; Owen, Nathaniel; Bax, Stephen

    2018-01-01

    In the field of teaching and learning Chinese as a foreign language (CFL), most studies investigate Chinese character learning strategies in pen-and-paper study by campus-based students. With the increase in distance-learning, and expanding popularity of smartphones and tablets and widespread availability of mobile applications for language…

  6. Qualitative Assessment of Learning Strategies among Medical Students Using Focus Group Discussions and In-depth Interviews.

    Science.gov (United States)

    Joshi, Anuradha Sujai; Ganjiwale, Jaishree Deepak; Varma, Jagdish; Singh, Praveen; Modi, Jyoti Nath; Singh, Tejinder

    2017-12-01

    Globally, students with top academic performance and high intellectual capacity usually opt to study medicine. However, once students get enrolled, their academic performance varies widely. Such variations appear to be determined by various factors, one of them being types of learning strategies adopted by students. The learning strategies utilized by the students with better academic performance are likely to be more effective learning strategies. The objective is to identify effective learning strategies used by medical students. This study was carried out among the MBBS students of Final Professional Part I. Students were categorized into three groups namely: high, average, and low rankers based on overall academic performance in second Professional University examination. First, a questionnaire consisting of closed- and open-ended questions was administered to students, to find their learning strategies. Subsequently, focus group discussion and in-depth interviews were conducted for high- and low-rankers. Discussions were audio-recorded, transcribed, and analyzed. Key statements were highlighted, collated, and categorized into general themes and sub-themes. Evident themes which emerged as effective strategies were hard work in the form of regularity of studies, meticulous preparation of notes, constructive use of time, utilization of e-learning, learning styles and deep learning approach and regular ward visits. Intrinsic motivation, family support, balancing physical activities and studies, guidance by seniors, teachers, dealing with nonacademic issues such as language barriers and stress were also identified as important strategies. Disseminating effective learning strategies in a systematic manner may be helpful to students in achieving better academic outcomes. Furthermore, educationists need to modulate their teaching strategies based on students' feedback.

  7. Learning Strategies of Students Attending a "Second Chance" School

    Science.gov (United States)

    Cartier, Sylvie C.; Langevin, Louise; Robert, Josianne

    2011-01-01

    This study was conducted in Quebec with 608 students (aged 16-19) in four "second chance" schools of the greater Montreal area. The objectives were twofold: (a) to identify the strategies of these students in the context of five learning activities; and (b) to compare the strategies of students who had withdrawn from school after their…

  8. Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity

    Directory of Open Access Journals (Sweden)

    Ching Chang

    2014-03-01

    Full Text Available The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2. The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs. Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction.

  9. Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados

    OpenAIRE

    Grace Adebisi Fayombo

    2013-01-01

    This study investigated the relationships between the active learning strategies (discussion, video clips, game show, role– play, five minute paper, clarification pauses, and small group) and academic achievement among a sample of 158 undergraduate psychology students in The University of the West Indies (UWI), Barbados. Results revealed statistically significant positive correlations between active learning strategies and students’ academic achievement; so also the activ...

  10. Monadic abstract interpreters

    DEFF Research Database (Denmark)

    Sergey, Ilya; Devriese, Dominique; Might, Matthew

    2013-01-01

    to instrument an analysis with high-level strategies for improving precision and performance, such as abstract garbage collection and widening. While the paper itself runs the development for continuationpassing style, our generic implementation replays it for direct-style lambda-calculus and Featherweight Java...

  11. Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies

    Directory of Open Access Journals (Sweden)

    Hussain Alkharusi

    2013-01-01

    Full Text Available The present study aims at deriving correlational models of students' perceptions of assessment tasks, motivational orientations, and learning strategies using canonical analyses. Data were collected from 198 Omani tenth grade students. Results showed that high degrees of authenticity and transparency in assessment were associated with positive students' self-efficacy and task value. Also, high degrees of authenticity, transparency, and diversity in assessment were associated with a strong reliance on deep learning strategies; whereas a high degree of congruence with planned learning and a low degree of authenticity were associated with more reliance on surface learning strategies. Implications for classroom assessment practice and research were discussed.

  12. Mathematical Abstraction: Constructing Concept of Parallel Coordinates

    Science.gov (United States)

    Nurhasanah, F.; Kusumah, Y. S.; Sabandar, J.; Suryadi, D.

    2017-09-01

    Mathematical abstraction is an important process in teaching and learning mathematics so pre-service mathematics teachers need to understand and experience this process. One of the theoretical-methodological frameworks for studying this process is Abstraction in Context (AiC). Based on this framework, abstraction process comprises of observable epistemic actions, Recognition, Building-With, Construction, and Consolidation called as RBC + C model. This study investigates and analyzes how pre-service mathematics teachers constructed and consolidated concept of Parallel Coordinates in a group discussion. It uses AiC framework for analyzing mathematical abstraction of a group of pre-service teachers consisted of four students in learning Parallel Coordinates concepts. The data were collected through video recording, students’ worksheet, test, and field notes. The result shows that the students’ prior knowledge related to concept of the Cartesian coordinate has significant role in the process of constructing Parallel Coordinates concept as a new knowledge. The consolidation process is influenced by the social interaction between group members. The abstraction process taken place in this group were dominated by empirical abstraction that emphasizes on the aspect of identifying characteristic of manipulated or imagined object during the process of recognizing and building-with.

  13. Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

    Science.gov (United States)

    Nwachukwu, Bethel C.

    There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

  14. The application of top-down abstraction learning using prediction as a supervisory signal to cyber security

    Science.gov (United States)

    Mugan, Jonathan; Khalili, Aram E.

    2014-05-01

    Current computer systems are dumb automatons, and their blind execution of instructions makes them open to attack. Their inability to reason means that they don't consider the larger, constantly changing context outside their immediate inputs. Their nearsightedness is particularly dangerous because, in our complex systems, it is difficult to prevent all exploitable situations. Additionally, the lack of autonomous oversight of our systems means they are unable to fight through attacks. Keeping adversaries completely out of systems may be an unreasonable expectation, and our systems need to adapt to attacks and other disruptions to achieve their objectives. What is needed is an autonomous controller within the computer system that can sense the state of the system and reason about that state. In this paper, we present Self-Awareness Through Predictive Abstraction Modeling (SATPAM). SATPAM uses prediction to learn abstractions that allow it to recognize the right events at the right level of detail. These abstractions allow SATPAM to break the world into small, relatively independent, pieces that allow employment of existing reasoning methods. SATPAM goes beyond classification-based machine learning and statistical anomaly detection to be able to reason about the system, and SATPAM's knowledge representation and reasoning is more like that of a human. For example, humans intuitively know that the color of a car is not relevant to any mechanical problem, and SATPAM provides a plausible method whereby a machine can acquire such reasoning patterns. In this paper, we present the initial experimental results using SATPAM.

  15. The Relationships among Middle School Students' Motivational Orientations, Learning Strategies, and Academic Achievement

    Science.gov (United States)

    McClintic-Gilbert, Megan S.; Corpus, Jennifer Henderlong; Wormington, Stephanie V.; Haimovitz, Kyla

    2013-01-01

    The present study examined the extent to which middle school students' (N = 90) learning strategies mediated the relationship between their motivational orientations and academic achievement. Survey data revealed that higher degrees of intrinsic motivation predicted the use of both deep and surface learning strategies, whereas higher degrees of…

  16. Group Investigation as a Cooperative Learning Strategy: An Integrated Analysis of the Literature

    Science.gov (United States)

    Mitchell, Mitzi G.; Montgomery, Hilary; Holder, Michelle; Stuart, Dan

    2008-01-01

    The cooperative learning strategy of group investigation has been used extensively in elementary and high school classrooms. Whereas this learning strategy seems to benefit low- and middle-achieving students, the performance of high-achieving students seems to change little. This article examines the literature on group investigation as a…

  17. Detecting Learning Strategies with Analytics: Links with Self-Reported Measures and Academic Performance

    Science.gov (United States)

    Gaševic, Dragan; Jovanovic, Jelena; Pardo, Abelardo; Dawson, Shane

    2017-01-01

    The use of analytic methods for extracting learning strategies from trace data has attracted considerable attention in the literature. However, there is a paucity of research examining any association between learning strategies extracted from trace data and responses to well-established self-report instruments and performance scores. This paper…

  18. [Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies].

    Science.gov (United States)

    Miki, Kaori; Yamauchi, Hirotsugu

    2005-08-01

    We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.

  19. The Strategies To Advance the Internationalization of Learning (SAIL) Program.

    Science.gov (United States)

    Ebert, Kenneth B.; Burnett, Jane

    This report documents the Strategies to Advance the Internalization of Learning (SAIL) program developed at Michigan State University (MSU) to promote international, comparative, and cross-cultural learning and cross-cultural understanding in the university community. A total of 350 foreign and U.S. students who had international experience…

  20. The relationship between students' perceptual learning style preferences, language learning strategies and English language vocabulary size

    OpenAIRE

    Gorevanova, Anna

    2000-01-01

    Ankara : The Institute of Economic and Social Sciences Bilkent Univ., 2000. Thesis (Master's) -- Bilkent University, 2000. Includes bibliographical references leaves 54-58 This study investigated the relationship between students’ perceptual learning style preferences, language learning strategies and English language vocabulary size. It is very important for teachers to be aware of students’ preferences in learning to help them be more successful and to avoid conflicts when...

  1. Construction and Evaluation of Scenarios as a Learning Strategy through Modelling-Simulation

    Directory of Open Access Journals (Sweden)

    Juan Luis Peñaloza Figueroa

    2014-12-01

    Full Text Available From a systemic perspective and in the context of an increasing generalization in the use of new technologies and the change in the educational paradigm -which emphasizes guided and autonomous learning-, the learning strategy should be routed to join logical reasoning and instrumental skills (software. The inclusion of new computing and communication resources to the learning process turns them into teaching tools, which makes it possible to organize the teaching and learning process in a different way. The design of these new scenarios of study has important implications to the way information is processed, to the different levels of learning (descriptive, explanatory or analytical ones and to the way knowledge is acquired and evaluated. In addition, that design takes into account the greater student-content, student-student and student-teacher interactivities, always emphasizing guided independent learning. Thus, the construction, analysis and evaluation of scenarios through models and simulation are the strategy that best suits the current learning style followed by students.

  2. Towards Professionalism in Music: Self-Assessed Learning Strategies of Conservatory Music Students

    Science.gov (United States)

    Virkkula, Esa; Nissilä, Säde-Pirkko

    2017-01-01

    One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced.…

  3. An Investigation of Pronunciation Learning Strategies of Advanced EFL Learners

    Science.gov (United States)

    Hismanoglu, Murat

    2012-01-01

    This paper aims at investigating the kinds of strategies deployed by advanced EFL learners at English Language Teaching Department to learn or improve English pronunciation and revealing whether there are any significant differences between the strategies of successful pronunciation learners and those of unsuccessful pronunciation learners. After…

  4. Learning Agent for a Heat-Pump Thermostat with a Set-Back Strategy Using Model-Free Reinforcement Learning

    Directory of Open Access Journals (Sweden)

    Frederik Ruelens

    2015-08-01

    Full Text Available The conventional control paradigm for a heat pump with a less efficient auxiliary heating element is to keep its temperature set point constant during the day. This constant temperature set point ensures that the heat pump operates in its more efficient heat-pump mode and minimizes the risk of activating the less efficient auxiliary heating element. As an alternative to a constant set-point strategy, this paper proposes a learning agent for a thermostat with a set-back strategy. This set-back strategy relaxes the set-point temperature during convenient moments, e.g., when the occupants are not at home. Finding an optimal set-back strategy requires solving a sequential decision-making process under uncertainty, which presents two challenges. The first challenge is that for most residential buildings, a description of the thermal characteristics of the building is unavailable and challenging to obtain. The second challenge is that the relevant information on the state, i.e., the building envelope, cannot be measured by the learning agent. In order to overcome these two challenges, our paper proposes an auto-encoder coupled with a batch reinforcement learning technique. The proposed approach is validated for two building types with different thermal characteristics for heating in the winter and cooling in the summer. The simulation results indicate that the proposed learning agent can reduce the energy consumption by 4%–9% during 100 winter days and by 9%–11% during 80 summer days compared to the conventional constant set-point strategy.

  5. Engaging Students in Large Health Classes with Active Learning Strategies

    Science.gov (United States)

    Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

    2017-01-01

    Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

  6. Strategies of Learning Speaking Skill by Indonesian Learners of English and Their Contribution to Speaking Proficiency

    Science.gov (United States)

    Mistar, Junaidi; Umamah, Atik

    2014-01-01

    This paper was a subset report of a research project on skill-based English learning strategies by Indonesian EFL learners. It focusses on the attempts to reveal: (1) the differences in the use of strategies of learning speaking skill by male and female learners, and (2) the contribution of strategies of learning speaking skill on the learners'…

  7. Assessment of the Vocabulary Learning and Strategies Used by Teacher Education Students

    Directory of Open Access Journals (Sweden)

    Esperanza F. Carranza

    2015-05-01

    Full Text Available One way to assess a person’s communicative competence is through his ability to express his thoughts and ideas in appropriate words and meaningful sentences. Vocabulary learning then is critical to learning a language – be it the first, second or even foreign. However, test results, daily communication and English proficiency exams show that students have difficulty in learning vocabulary. This descriptive-evaluative study assessed the vocabulary learning and the strategies used along context clues, word analysis and dictionary skills of the 100 randomly selected second-year education students of the Sorsogon State College. The study utilized survey-questionnaire, teacher- made test and unstructured interview in gathering data. The study revealed that most of the Bachelor of Elementary Education (BEED and Bachelor of Secondary Education (BSED students oftentimes used strategies in learning vocabulary such as reading books and other materials, looking for clues in sentences and use the dictionary to unlock the unfamiliar words. The students attained nearly competent vocabulary performance along context clues, word analysis and dictionary skills. The context clues and word analysis skills are significantly related to the use of learning strategies when tested at 0.05 level. The developed vocabulary module to enhance the skills of the students can be validated and utilized for instruction.

  8. Self-Regulated Learning Strategies Applied to Undergraduate, Graduate and Specialization Students from Civil Engineering

    Directory of Open Access Journals (Sweden)

    Jose Carlos Redaelli

    2013-03-01

    Full Text Available The current demand for civil engineering work requires new skills and knowledge and calls for new and effective learning methods. This paper shows self-regulated learning strategies applied to undergraduate, graduate and specialization students from Civil Engineering in a Brazilian University. A Scale of Evaluation of Learning Strategies was administered with a view to identifying students´ cognitive, metacognitive and dysfunctional learning strategies.

  9. A Look at EFL Technical Students' Use of Learning Strategies in Taiwan

    Science.gov (United States)

    Chu, Yu-Wei; Huang, Bih-Shia; Shih, Ming-Piao; Tsai, Chih-Hsin

    2012-01-01

    253 freshmen taking Freshman English from a university of technology in the central Taiwan participated in this study. The purposes of this research were to explore what learning strategy was used more frequently by college students and to investigate the variance of using learning strategies among students of different English proficiency levels.…

  10. Critical Thinking and Collaboration: A Strategy to Enhance Student Learning

    Directory of Open Access Journals (Sweden)

    Ronald A. Styron, Jr.

    2014-12-01

    Full Text Available In numerous studies relative to collaboration and critical thinking, an instructional strategy called Team- Based Learning has proven to be an effective approach to teaching and learning. Team-Based Learning utilizes a specific sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion. Using an action research conceptual model diffusion of innovation theory, the process of P-20 quality enhancement using Team-Based Learning is examined.

  11. Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios

    Directory of Open Access Journals (Sweden)

    Ashraf M. Soliman

    2017-06-01

    Full Text Available The national qualification framework of a country requires a certain level of knowledge and complexity of skills for an academic degree to be recognized. For architectural programs, student workload is heavy on design courses. Therefore, each course must be carefully developed to ensure that students are not overloaded. Teaching and learning strategies have different implications for courses, which occasionally result in overloading the students. This research aims to study the three main pillars of teaching and learning strategies for each design phase in pedagogic design studios. The most appropriate model for each teaching and learning strategy, including a set of the three main pillars, is then identified for each design phase. A practical strategy for managing design studios is also determined. The aforementioned three pillars are as follows: teaching and learning methods, assigned tasks or study aspects, and design communication techniques. Two research methods, namely, a literature review and a survey among design educators, are adopted. The literature review examines aspects that contribute to the design process and its phases, teaching methods, design skills, communication methods, and studio management strategies. On the basis of the literature review, the background of developments and practices in the design education process are used as constructive tools to develop the survey for design educators. Through the survey, the pillars of teaching and learning strategies that are frequently practiced in design studios are evaluated. Results of this study are classified into three ranks using the nature break classification method for numerical values. Subsequently, three priority models that correspond to teaching and learning strategies, as well as to the required skills and capabilities, are established. A group-based strategy with an interdisciplinary approach is also determined to be the most suitable technique for managing the

  12. Field of Study, Learning Styles, and Language Learning Strategies of University Students: Are There Any Relations?

    Science.gov (United States)

    Sahragard, Rahman; Khajavi, Yaser; Abbasian, Reza

    2016-01-01

    The present study aimed to investigate the possible relationships between field of study, learning style preferences, and language learning strategies among university students majoring in the fields of arts and humanities, science, engineering, social sciences, and English as a foreign language. To this end, 376 university students completed the…

  13. Strategies of learning from failure.

    Science.gov (United States)

    Edmondson, Amy C

    2011-04-01

    Many executives believe that all failure is bad (although it usually provides Lessons) and that Learning from it is pretty straightforward. The author, a professor at Harvard Business School, thinks both beliefs are misguided. In organizational life, she says, some failures are inevitable and some are even good. And successful learning from failure is not simple: It requires context-specific strategies. But first leaders must understand how the blame game gets in the way and work to create an organizational culture in which employees feel safe admitting or reporting on failure. Failures fall into three categories: preventable ones in predictable operations, which usually involve deviations from spec; unavoidable ones in complex systems, which may arise from unique combinations of needs, people, and problems; and intelligent ones at the frontier, where "good" failures occur quickly and on a small scale, providing the most valuable information. Strong leadership can build a learning culture-one in which failures large and small are consistently reported and deeply analyzed, and opportunities to experiment are proactively sought. Executives commonly and understandably worry that taking a sympathetic stance toward failure will create an "anything goes" work environment. They should instead recognize that failure is inevitable in today's complex work organizations.

  14. Instructional Strategies for Improving Self-Monitoring of Learning to Solve Problems

    NARCIS (Netherlands)

    M.A. Baars (Martine)

    2014-01-01

    markdownabstract__Abstract__ Being able to regulate their own learning process is becoming increasingly important for students at all levels of education (OECD Programme for International Student Assessment, 2009). From early on in children’s school careers, children are stimulated to be aware

  15. Supporting Alternative Strategies for Learning Chemical Applications of Group Theory

    Science.gov (United States)

    Southam, Daniel C.; Lewis, Jennifer E.

    2013-01-01

    A group theory course for chemists was taught entirely with process oriented guided inquiry learning (POGIL) to facilitate alternative strategies for learning. Students completed a test of one aspect of visuospatial aptitude to determine their individual approaches to solving spatial tasks, and were sorted into groups for analysis on the basis of…

  16. Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies

    Science.gov (United States)

    Hinton, Leanne

    2011-01-01

    Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization.…

  17. Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students' study strategies, class performance, and reported VARK learning styles.

    Science.gov (United States)

    Husmann, Polly R; O'Loughlin, Valerie Dean

    2018-03-13

    The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, , Improve Acad. 11:137-155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students' VARK learning styles are correlated with course outcomes regardless of the students' study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

  18. Abstracting massive data for lightweight intrusion detection in computer networks

    KAUST Repository

    Wang, Wei

    2016-10-15

    Anomaly intrusion detection in big data environments calls for lightweight models that are able to achieve real-time performance during detection. Abstracting audit data provides a solution to improve the efficiency of data processing in intrusion detection. Data abstraction refers to abstract or extract the most relevant information from the massive dataset. In this work, we propose three strategies of data abstraction, namely, exemplar extraction, attribute selection and attribute abstraction. We first propose an effective method called exemplar extraction to extract representative subsets from the original massive data prior to building the detection models. Two clustering algorithms, Affinity Propagation (AP) and traditional . k-means, are employed to find the exemplars from the audit data. . k-Nearest Neighbor (k-NN), Principal Component Analysis (PCA) and one-class Support Vector Machine (SVM) are used for the detection. We then employ another two strategies, attribute selection and attribute extraction, to abstract audit data for anomaly intrusion detection. Two http streams collected from a real computing environment as well as the KDD\\'99 benchmark data set are used to validate these three strategies of data abstraction. The comprehensive experimental results show that while all the three strategies improve the detection efficiency, the AP-based exemplar extraction achieves the best performance of data abstraction.

  19. Portfolio as a learning strategy and a tool for assessment - a Danish experience

    DEFF Research Database (Denmark)

    Mogensen, Arne

    A short presentation of some Danish expereriences using portfolio in maths teaching in primary and lower secondary schools as a learning strategy AND a tool for assessment.......A short presentation of some Danish expereriences using portfolio in maths teaching in primary and lower secondary schools as a learning strategy AND a tool for assessment....

  20. An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

    Science.gov (United States)

    Balci, Özgül

    2017-01-01

    The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet…

  1. Strategies to Address Common Challenges When Teaching in an Active Learning Classroom

    Science.gov (United States)

    Petersen, Christina I.; Gorman, Kristen S.

    2014-01-01

    This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.

  2. Key Vocabulary Learning Strategies in ESP And EGP Course Books

    Directory of Open Access Journals (Sweden)

    Zahra Akbari

    2015-01-01

    Full Text Available An increasing body of research evidence is showing the advantages of using certain skills and behaviours called language learning strategies in general and vocabulary learning strategies (VLSs in particular in the process of L2 acquisition. University students who require reading English texts in their fields of study have to expand their vocabulary knowledge in a much more efficient way than ordinary ESL/EFL learners.  And ELT course books are a good place to incorporate learner training in this regard. The purpose of this study is to see how vocabulary learning strategies are treated in both the book designer's claims section and the exercises of English for Specific Purposes (ESP course books for students of medicine and para-medicine on the one hand and English for General Purposes (EGP course book used commonly by these students in Isfahan University of Medical Sciences, Isfahan, Iran on the other. In other words, the specified course books were analyzed based on the insights gained from VLS research to gauge the extent to which they have incorporated VLSs and training in using them. These books were published under the supervision of the center for studying and compiling university books in humanities (SAMT. Based on the review of the relevant literature, three key strategies were identified and an analytic framework was devised. The framework was then applied to the course books. It was found that the treatments in the specified course books were deemed unlikely to improve students’ abilities with these important skills and strategies.

  3. Collaborative testing as a learning strategy in nursing education: a review of the literature.

    Science.gov (United States)

    Sandahl, Sheryl S

    2009-01-01

    Nurses are important members of a patient's interprofessional health care team. A primary goal of nursing education is to prepare nursing professionals who can work collaboratively with other team members for the benefit of the patient. Collaborative learning strategies provide students with opportunities to learn and practice collaboration. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision-making, and group processing skills. This article reviews the theoretical basis for collaborative learning and research on collaborative testing in nursing education.

  4. Experiments with Online Reinforcement Learning in Real-Time Strategy Games

    DEFF Research Database (Denmark)

    Toftgaard Andersen, Kresten; Zeng, Yifeng; Dahl Christensen, Dennis

    2009-01-01

    Real-time strategy (RTS) games provide a challenging platform to implement online reinforcement learning (RL) techniques in a real application. Computer, as one game player, monitors opponents' (human or other computers) strategies and then updates its own policy using RL methods. In this article......, we first examine the suitability of applying the online RL in various computer games. Reinforcement learning application depends on both RL complexity and the game features. We then propose a multi-layer framework for implementing online RL in an RTS game. The framework significantly reduces RL...... the effectiveness of our proposed framework and shed light on relevant issues in using online RL in RTS games....

  5. Estrategias didácticas creativas en entornos virtuales para el aprendizaje (CREATIVE DIDACTIC STRATEGIES IN VIRTUAL SURROUNDINGS FOR THE LEARNING

    Directory of Open Access Journals (Sweden)

    Delgado Fernández Marianela

    2009-08-01

    Full Text Available Resumen:Esta reseña temática presenta una recopilación de distintas estrategias didácticas que pueden ser aplicadas en los cursos que se implementan en entornos virtuales de aprendizaje. Las estrategias se presentan categorizadas en tres tipos: a centradas en la individualización de la enseñanza, b para la enseñanza en grupo, centradas en la presentación de información y la colaboración y c centradas en el trabajo colaborativo. Al final, se brindan ejemplos de estas modalidades integradas con algunas de las herramientas de la plataforma virtual Moodle.Abstract:This essay presents a compilation of different didactic strategies that can be applied in the courses that are implemented in virtual surroundings of learning. This strategies appears categorized in: a centered in the individualization of education, b for group education, strategies centered in presentation of information, c centered in the collaborative work, and finally strategies that offer some of the tools of the virtual platform Moodle.

  6. Instructional strategies for online introductory college physics based on learning styles

    Science.gov (United States)

    Ekwue, Eleazer U.

    The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

  7. Strategies for adding adaptive learning mechanisms to rule-based diagnostic expert systems

    Science.gov (United States)

    Stclair, D. C.; Sabharwal, C. L.; Bond, W. E.; Hacke, Keith

    1988-01-01

    Rule-based diagnostic expert systems can be used to perform many of the diagnostic chores necessary in today's complex space systems. These expert systems typically take a set of symptoms as input and produce diagnostic advice as output. The primary objective of such expert systems is to provide accurate and comprehensive advice which can be used to help return the space system in question to nominal operation. The development and maintenance of diagnostic expert systems is time and labor intensive since the services of both knowledge engineer(s) and domain expert(s) are required. The use of adaptive learning mechanisms to increment evaluate and refine rules promises to reduce both time and labor costs associated with such systems. This paper describes the basic adaptive learning mechanisms of strengthening, weakening, generalization, discrimination, and discovery. Next basic strategies are discussed for adding these learning mechanisms to rule-based diagnostic expert systems. These strategies support the incremental evaluation and refinement of rules in the knowledge base by comparing the set of advice given by the expert system (A) with the correct diagnosis (C). Techniques are described for selecting those rules in the in the knowledge base which should participate in adaptive learning. The strategies presented may be used with a wide variety of learning algorithms. Further, these strategies are applicable to a large number of rule-based diagnostic expert systems. They may be used to provide either immediate or deferred updating of the knowledge base.

  8. Active learning strategies for the deduplication of electronic patient data using classification trees.

    Science.gov (United States)

    Sariyar, M; Borg, A; Pommerening, K

    2012-10-01

    Supervised record linkage methods often require a clerical review to gain informative training data. Active learning means to actively prompt the user to label data with special characteristics in order to minimise the review costs. We conducted an empirical evaluation to investigate whether a simple active learning strategy using binary comparison patterns is sufficient or if string metrics together with a more sophisticated algorithm are necessary to achieve high accuracies with a small training set. Based on medical registry data with different numbers of attributes, we used active learning to acquire training sets for classification trees, which were then used to classify the remaining data. Active learning for binary patterns means that every distinct comparison pattern represents a stratum from which one item is sampled. Active learning for patterns consisting of the Levenshtein string metric values uses an iterative process where the most informative and representative examples are added to the training set. In this context, we extended the active learning strategy by Sarawagi and Bhamidipaty (2002). On the original data set, active learning based on binary comparison patterns leads to the best results. When dropping four or six attributes, using string metrics leads to better results. In both cases, not more than 200 manually reviewed training examples are necessary. In record linkage applications where only forename, name and birthday are available as attributes, we suggest the sophisticated active learning strategy based on string metrics in order to achieve highly accurate results. We recommend the simple strategy if more attributes are available, as in our study. In both cases, active learning significantly reduces the amount of manual involvement in training data selection compared to usual record linkage settings. Copyright © 2012 Elsevier Inc. All rights reserved.

  9. Factor Validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in Asynchronous Online Learning Environments (AOLE)

    Science.gov (United States)

    Cho, Moon-Heum; Summers, Jessica

    2012-01-01

    The purpose of this study was to investigate the factor validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in asynchronous online learning environments. In order to check the factor validity, confirmatory factor analysis (CFA) was conducted with 193 cases. Using CFA, it was found that the original measurement model fit for…

  10. Exploring Differences between Self-Regulated Learning Strategies of High and Low Achievers in Open Distance Learning

    Science.gov (United States)

    Geduld, Bernadette

    2016-01-01

    Open distance students differ in their preparedness for higher education studies. Students who are less self-regulated risk failure and drop out in the challenging milieu of open distance learning. In this study, the differences between the application of self-regulated learning strategies by low and high achievers were explored. A multi-method…

  11. E-pedagogical strategies in the profession oriented learning context

    DEFF Research Database (Denmark)

    Borgnakke, Karen; Lyngsø, Anita

    The paper is focusing on e-pedagogical strategies in online nursing education and summarizes empirical findings from ongoing fieldwork. In the ethnographic research close up analysis of the e-pedagogical practice bring light to the process of learning. Following the shifting online and offline...... activities, the analysis of the digital classroom and observations of the students in the clinical practice show how the students creates strategies in interaction with both students fellows, supervisors and patients. The paper will give examples from the fieldwork and hereby show how strategies and the e...

  12. THE EFFECT OF LEARNING STRATEGY AND READING INTEREST TO THE READING UNDERSTANDING ABILITY OF STUDENTS OF IAIN BUKIT TINGGI

    Directory of Open Access Journals (Sweden)

    Reflinda

    2017-10-01

    Full Text Available This study aims to determine the influence of learning strategies and reading interest on the ability of reading comprehension of IAIN Bukittinggi students. The question posed is: Whether the discoveri learning strategy associated with learning interests is better than expository learning. The research population is a 5th semester student at the Department of Religious Education at IAIN Bukittinggi. Samples are taken in two classes where one class is taught by a discoveri strategy and the other is taught by an expository strategy. Data were analyzed by using t test (different test. The results show that discover learning strategies in high interest groups and low interest have higher learning outcomes than classes taught with expository strategies

  13. Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course

    Science.gov (United States)

    Cho, Moon-Heum; Heron, Michele L.

    2015-01-01

    Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students'…

  14. Learning domain abstractions for long lived robots

    CSIR Research Space (South Africa)

    Rosman, Benjamin S

    2014-06-01

    Full Text Available the ability to continually learn from a lifetime of experience. Key to this is the ability to generalise from experiences and form representations which facilitate faster learning of new tasks, as well as the transfer of knowledge between different situations...

  15. Abstracts

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    Strategic Realism: An Option for China' s Grand Strategy Song Dexing (4) [ Abstract] As a non-Western emerging power, China should positively adapt its grand strategy to the strategic psychological traits in the 21st century, maintain a realist tone consistent with the national conditions of China, and avoid adventurist policies while awaring both strategic strength and weakness. In the 21st century, China' s grand strategy should be based on such core values as security, development, peace and justice, especially focusing on development in particular, which we named "strategic realism". Given the profound changes in China and the world, strategic realism encourages active foreign policy to safe- guard the long-term national interests of China. Following the self-help logic and the fun- damental values of security and prosperity, strategic realism concerns national interests as its top-priority. It advocates smart use of power, and aims to achieve its objectives by optimizing both domestic and international conditions. From the perspective of diplomatic phi- losophy, strategic realism is not a summarization of concrete policies but a description of China' s grand strategy orientations in the new century. [ Key Words] China, grand strategy, strategic realism [ Author]Song Dexing, Professor, Ph.D. Supervisor, and Director of the Center for International Strategic Studies, University of International Studies of PLA.

  16. LEARNING STRATEGY IMPLEMENTATION OF GENERATIVE LEARNING ASSISTED SCIENTIST’S CARD TO IMPROVE SELF EFFICACY OF JUNIOR HIGH SCHOOL STUDENT IN CLASS VIII

    Directory of Open Access Journals (Sweden)

    R. Yuliarti

    2016-01-01

    Full Text Available In general, self-efficacy of the students is still low. This study aims to determine the learning strategies implementation of generative learning assisted scientist's card in improving self-efficacy and cognitive learning outcomes of the students. The study designed form One Group Pretest-Posttest Design. The improvement of self-efficacy can be determined from the change in the questionnaire score before and after the learning and observations during the learning process. Cognitive learning outcomes are known from pretest and posttest scores. To determine the improvement, the data were analyzed by using the gain test. The results showed that N-gain of self-efficacy is 0.13 (low and N-gain of cognitive learning is 0.60 (medium. Based on the observation, students’ self-efficacy has increased each meeting. Cognitive learning results also achieved mastery learning as big as 72.88%. It could be concluded that the learning strategy of generative learning assisted scientist's card can improve self efficacy and cognitive learning outcomes of the students.Pada umumnya, self efficacy yang dimiliki siswa masih rendah. Penelitian ini bertujuan untuk mengetahui penerapan strategi pembelajaran generative learning berbantuan scientist’s card dalam meningkatkan self efficacy dan  hasil belajar  kognitif siswa.  Desain penelitian berbentuk One Group Pretest-Posttest Design. Peningkatan self efficacy dapat diketahui dari perubahan  skor angket sebelum dan sesudah pembelajaran dan hasil observasi selama pembelajaran. Hasil  belajar kognitif diketahui dari skor pretest dan posttest. Untuk mengetahui peningkatannya, data yang diperoleh dianalisis menggunakan uji gain. Hasil penelitian menunjukkan bahwa peningkatan self efficacy berkatagori rendah dan peningkatan hasil belajar kognitif berkatagori sedang. Berdasarkan hasil observasi, self efficacy siswa setiap pertemuan meningkat. Hasil belajar ranah kognitif juga mencapai ketuntasan belajar .Jadi dapat

  17. Strategies to improve learning of all students in a class

    Science.gov (United States)

    Suraishkumar, G. K.

    2018-05-01

    The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.

  18. Organisational Learning through International M&A Integration Strategies

    Science.gov (United States)

    Holland, Wayne; Salama, Alzira

    2010-01-01

    Purpose: The purpose of this research paper is to explore the learning process associated with international mergers and acquisitions (M&A) integration strategies. Design/methodology/approach: The paper employs a comparative case study methodology, utilising qualitative data through in-depth interviews with top management responsible for…

  19. Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

    Directory of Open Access Journals (Sweden)

    Alanah Mitchell

    2017-01-01

    Full Text Available Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners\t: This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful

  20. The Place of e-Learning in Romanian Universities’ Strategies

    Directory of Open Access Journals (Sweden)

    Ramona LACUREZEANU

    2011-01-01

    Full Text Available The educational policy documents at European level reaffirm professors’ status as key players of strategies aimed to stimulate socio-economic development. In a powerful knowledge-based society, the e-Learning system has the capacity to transform education, creating major initiatives required to identify new skills and behaviors. In this paper we try to outline the position of this new educational system in the Romanian higher education strategy.

  1. Methodological Strategies for Studying the Process of Learning, Memory and Visual Literacy.

    Science.gov (United States)

    Randhawa, Bikkar S.; Hunt, Dennis

    An attempt is made to discuss current models of information processing, learning, and development, thereby suggesting adequate methodological strategies for research in visual literacy. It is maintained that development is a cumulative process of learning, and that learning and memory are the result of new knowledge, sensations, etc. over a short…

  2. Second foreign language learning strategies and their variations across language proficiency levels among Iranian EFL learners

    Directory of Open Access Journals (Sweden)

    Pazhakh, A

    2006-07-01

    Full Text Available The present study has attempted to determine weather there is any relationship between language learning strategies employed by language learners, and if so what relationship exists between them. Furthermore, it has tried to investigate what effective and useful strategies the learners employ while learning English as a foreign language correspondent with their proficiency levels. A simulated TOEFL (REA, 1993 test was initially administered to classify the learners into three classes of proficiency levels. Oxford‟s Strategy Inventory, SILL, (Oxford, 1990 was used to determine the frequency of the language learning strategies applied by learners. The results of this study provide confirmation of previous research findings concerning the direct relationship between language learning strategies and language proficiency level, and represent the types of the strategies adopted by advanced, intermediate and elementary language learners. The implications of this study are to suggest both the metacognitive compensatory strategies, the most frequent strategies employed by advanced learners be instructed to the language learners in order to upgrade their proficiency level.

  3. The Influence of Emotions and Learning Preferences on Learning Strategy Use before Transition into High-Achiever Track Secondary School

    Science.gov (United States)

    Obergriesser, Stefanie; Stoeger, Heidrun

    2016-01-01

    Research on the relationships between students' achievement emotions and their (self-regulated) learning behavior is growing. However, little is known about the relationships between students' learning preferences and achievement emotions and the extent to which these influence learning strategies. In this study we, first, looked at the…

  4. The Relationship between the Big-Five Model of Personality and Self-Regulated Learning Strategies

    Science.gov (United States)

    Bidjerano, Temi; Dai, David Yun

    2007-01-01

    The study examined the relationship between the big-five model of personality and the use of self-regulated learning strategies. Measures of self-regulated learning strategies and big-five personality traits were administered to a sample of undergraduate students. Results from canonical correlation analysis indicated an overlap between the…

  5. Optimistic and defensive-pessimist students: differences in their academic motivation and learning strategies.

    Science.gov (United States)

    Suárez Riveiro, José Manuel

    2014-01-01

    In addition to cognitive and behavioral strategies, students can also use affective-motivational strategies to facilitate their learning process. In this way, the strategies of defensive-pessimism and generation of positive expectations have been widely related to conceptual models of pessimism-optimism. The aim of this study was to describe the use of these strategies in 1753 secondary school students, and to study the motivational and strategic characteristics which differentiated between the student typologies identified as a result of their use. The results indicated a higher use of the generation of positive expectations strategy (optimism) (M = 3.40, SD = .78) than the use of the defensive pessimism strategy (M = 3.00, SD = .78); a positive and significant correlation between the two strategies (r = .372, p = .001); their relationship with adequate academic motivation and with the use of learning strategies. Furthermore, four student typologies were identified based on the use of both strategies. Lastly, we propose a new approach for future work in this line of research.

  6. Compensation Still Matters: Language Learning Strategies in Third Millennium ESL Learners

    Science.gov (United States)

    Shakarami, Alireza; Hajhashemi, Karim; Caltabiano, Nerina J.

    2017-01-01

    Digital media play enormous roles in much of the learning, communication, socializing, and ways of working for "Net-Generation" learners who are growing up in a wired world. Living in this digital era may require different ways of communicating, thinking, approaching learning, prioritizing strategies, interpersonally communicating, and…

  7. Online gaming for learning optimal team strategies in real time

    Science.gov (United States)

    Hudas, Gregory; Lewis, F. L.; Vamvoudakis, K. G.

    2010-04-01

    This paper first presents an overall view for dynamical decision-making in teams, both cooperative and competitive. Strategies for team decision problems, including optimal control, zero-sum 2-player games (H-infinity control) and so on are normally solved for off-line by solving associated matrix equations such as the Riccati equation. However, using that approach, players cannot change their objectives online in real time without calling for a completely new off-line solution for the new strategies. Therefore, in this paper we give a method for learning optimal team strategies online in real time as team dynamical play unfolds. In the linear quadratic regulator case, for instance, the method learns the Riccati equation solution online without ever solving the Riccati equation. This allows for truly dynamical team decisions where objective functions can change in real time and the system dynamics can be time-varying.

  8. A Particle Swarm Optimization Variant with an Inner Variable Learning Strategy

    Directory of Open Access Journals (Sweden)

    Guohua Wu

    2014-01-01

    Full Text Available Although Particle Swarm Optimization (PSO has demonstrated competitive performance in solving global optimization problems, it exhibits some limitations when dealing with optimization problems with high dimensionality and complex landscape. In this paper, we integrate some problem-oriented knowledge into the design of a certain PSO variant. The resulting novel PSO algorithm with an inner variable learning strategy (PSO-IVL is particularly efficient for optimizing functions with symmetric variables. Symmetric variables of the optimized function have to satisfy a certain quantitative relation. Based on this knowledge, the inner variable learning (IVL strategy helps the particle to inspect the relation among its inner variables, determine the exemplar variable for all other variables, and then make each variable learn from the exemplar variable in terms of their quantitative relations. In addition, we design a new trap detection and jumping out strategy to help particles escape from local optima. The trap detection operation is employed at the level of individual particles whereas the trap jumping out strategy is adaptive in its nature. Experimental simulations completed for some representative optimization functions demonstrate the excellent performance of PSO-IVL. The effectiveness of the PSO-IVL stresses a usefulness of augmenting evolutionary algorithms by problem-oriented domain knowledge.

  9. Abstracting audit data for lightweight intrusion detection

    KAUST Repository

    Wang, Wei; Zhang, Xiangliang; Pitsilis, Georgios

    2010-01-01

    are used to validate the two strategies of data abstraction. The extensive test results show that the process of exemplar extraction significantly improves the detection efficiency and has a better detection performance than PCA in data abstraction. © 2010

  10. Debate: a teaching-learning strategy for developing competence in communication and critical thinking.

    Science.gov (United States)

    Darby, Michele

    2007-01-01

    The literature highlights key benefits from debate as a teaching-learning strategy for developing critical thinking and analytical skills while fostering teamwork and communication. Authors report that this method of teaching-learning has been implemented successfully in nursing and occupational therapy programs and would benefit other academic programs in the health sciences, particularly in courses that cover controversial issues. Although there are disadvantages to using the debate as a teaching-learning strategy, the benefits far outweigh the disadvantages. In conclusion, debating is an effective pedagogical strategy because of the level of responsibility for learning and active involvement required by all student debaters. Moreover, it provides an experience by which students can develop competencies in researching current issues, preparing logical arguments, actively listening to various perspectives, differentiating between subjective and evidence-based information, asking cogent questions, integrating relevant information, and formulating their own opinions based on evidence. After the debate is over, students also report that the experience is FUN!

  11. Influence of Learning Strategy of Cognitive Conflict on Student Misconception in Computational Physics Course

    Science.gov (United States)

    Akmam, A.; Anshari, R.; Amir, H.; Jalinus, N.; Amran, A.

    2018-04-01

    Misconception is one of the factors causing students are not suitable in to choose a method for problem solving. Computational Physics course is a major subject in the Department of Physics FMIPA UNP Padang. The problem in Computational Physics learning lately is that students have difficulties in constructing knowledge. The indication of this problem was the student learning outcomes do not achieve mastery learning. The root of the problem is the ability of students to think critically weak. Student critical thinking can be improved using cognitive by conflict learning strategies. The research aims to determine the effect of cognitive conflict learning strategy to student misconception on the subject of Computational Physics Course at the Department of Physics, Faculty of Mathematics and Science, Universitas Negeri Padang. The experimental research design conducted after-before design cycles with a sample of 60 students by cluster random sampling. Data were analyzed using repeated Anova measurements. The cognitive conflict learning strategy has a significant effect on student misconception in the subject of Computational Physics Course.

  12. Self-Regulated Learning Strategies and Pre-University Math Performance of International Students in Malaysia

    Science.gov (United States)

    Loong, Tang Eng

    2012-01-01

    This study is an attempt to compare the use of self-regulated learning strategies and their math performance between home and international students in the Monash University Foundation Year (MUFY) and determine the self-regulated learning strategies that are significantly associated with their math performance. The participants of the study were…

  13. The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement

    Directory of Open Access Journals (Sweden)

    Anita Habók

    2018-01-01

    Full Text Available This study examines language learning strategy (LLS use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 (n = 868 in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacognitive strategies in both years. Differences between more and less proficient language learners’ strategy use have also been found. With regard to the effect of LLS on foreign language attitude, the foreign language mark and school achievement, path analysis indicated a good fit in both years. The metacognitive, social and memory strategies primarily influenced foreign language attitudes and marks in Year 5. The metacognitive strategies had a slight impact on school achievement as well as on foreign language marks. We demonstrated the dominant effect of metacognitive strategies and the low effect of memory strategies in Year 8. In addition, metacognitive strategies also influenced foreign language marks. The effect of foreign language marks on school achievement was also remarkable. There was a strong impact on the children’s attitudes through these variables.

  14. The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement.

    Science.gov (United States)

    Habók, Anita; Magyar, Andrea

    2017-01-01

    This study examines language learning strategy (LLS) use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 ( n = 868) in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacognitive strategies in both years. Differences between more and less proficient language learners' strategy use have also been found. With regard to the effect of LLS on foreign language attitude, the foreign language mark and school achievement, path analysis indicated a good fit in both years. The metacognitive, social and memory strategies primarily influenced foreign language attitudes and marks in Year 5. The metacognitive strategies had a slight impact on school achievement as well as on foreign language marks. We demonstrated the dominant effect of metacognitive strategies and the low effect of memory strategies in Year 8. In addition, metacognitive strategies also influenced foreign language marks. The effect of foreign language marks on school achievement was also remarkable. There was a strong impact on the children's attitudes through these variables.

  15. Predicting High School Student Use of Learning Strategies: The Role of Preferred Learning Styles and Classroom Climate

    Science.gov (United States)

    Cheema, Jehanzeb; Kitsantas, Anastasia

    2016-01-01

    This study investigated the predictiveness of preferred learning styles (competitive and cooperative) and classroom climate (teacher support and disciplinary climate) on learning strategy use in mathematics. The student survey part of the Programme for International Student Assessment 2003 comprising of 4633 US observations was used in a weighted…

  16. Reconceptualizing Strategic Learning in the Face of Self-Regulation: Throwing Language Learning Strategies out with the Bathwater

    Science.gov (United States)

    Rose, Heath

    2012-01-01

    This forum article examines the conceptualization of strategic learning over the past 30 years, focusing on recent conceptualizations that shift towards the notion of self-regulation. In recent years, scholars have argued that language learning strategies are too general, undefined, and incoherent and the questionnaires designed to measure…

  17. Using a multi-state Learning Community as an implementation strategy for immediate postpartum long-acting reversible contraception.

    Science.gov (United States)

    DeSisto, Carla L; Estrich, Cameron; Kroelinger, Charlan D; Goodman, David A; Pliska, Ellen; Mackie, Christine N; Waddell, Lisa F; Rankin, Kristin M

    2017-11-21

    Implementation strategies are imperative for the successful adoption and sustainability of complex evidence-based public health practices. Creating a learning collaborative is one strategy that was part of a recently published compilation of implementation strategy terms and definitions. In partnership with the Centers for Disease Control and Prevention and other partner agencies, the Association of State and Territorial Health Officials recently convened a multi-state Learning Community to support cross-state collaboration and provide technical assistance for improving state capacity to increase access to long-acting reversible contraception (LARC) in the immediate postpartum period, an evidence-based practice with the potential for reducing unintended pregnancy and improving maternal and child health outcomes. During 2015-2016, the Learning Community included multi-disciplinary, multi-agency teams of state health officials, payers, clinicians, and health department staff from 13 states. This qualitative study was conducted to better understand the successes, challenges, and strategies that the 13 US states in the Learning Community used for increasing access to immediate postpartum LARC. We conducted telephone interviews with each team in the Learning Community. Interviews were semi-structured and organized by the eight domains of the Learning Community. We coded transcribed interviews for facilitators, barriers, and implementation strategies, using a recent compilation of expert-defined implementation strategies as a foundation for coding the latter. Data analysis showed three ways that the activities of the Learning Community helped in policy implementation work: structure and accountability, validity, and preparing for potential challenges and opportunities. Further, the qualitative data demonstrated that the Learning Community integrated six other implementation strategies from the literature: organize clinician implementation team meetings, conduct

  18. STRATEGIES TO DEVELOP TEACHING AND LEARNING INTEREST A SECOND FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Geovanni Javier González-Ramos

    2016-07-01

    Full Text Available This work shows the results of an investigation carried out at superior level where there were made learning atmospheres as a tool to stimulate the interest and learning for a second language. Through a qualitative approaching, the research method action strategies were used to achieve the relevant English learning among the sixth semester students. The technique used was no participant observation in order to analyze the scenarios with instruments such as check lists, rubrics, assessment course questionnaires and observation guides. The strategies applied showed that involving previous experiences and knowledge, inside activities which caught participants ́ attention, makes easier the appropriation of the second language in respect and tolerance environments, when the students ́ attention is caught the participative motivation is activated and becomes objective.

  19. A guided note taking strategy supports student learning in the large lecture classes

    Science.gov (United States)

    Tanamatayarat, J.; Sujarittham, T.; Wuttiprom, S.; Hefer, E.

    2017-09-01

    In higher education, lecturing has been found to be the most prevalent teaching format for large classes. Generally, this format tends not to result in effective learning outcomes. Therefore, to support student learning in these large lecture classes, we developed guided notes containing quotations, blank spaces, pictures, and problems. A guided note taking strategy was selected and has been used in our introductory physics course for many years. In this study, we investigated the results of implementing the guided note taking strategy to promote student learning on electrostatics. The samples were three groups of first-year students from two universities: 163 and 224 science students and 147 engineering students. All of the students were enrolled in the introductory physics course in the second semester. To assess the students’ understanding, we administered pre- and post-tests to the students by using the electrostatics test. The questions were selected from the conceptual survey of electricity and magnetism (CSEM) and some leading physics textbooks. The results of the students’ understanding were analyzed by the average normalized gains (). The value of each group was 0.61, 0.55, and 0.54, respectively. Furthermore, the students’ views on learning with the guided note taking strategy were explored by using the five-point rating scale survey. Most students perceived that the strategy helped support their active learning and engagement in the lectures.

  20. Learning Strategy in Class Management: A Reflection from Manado Case

    Science.gov (United States)

    Suardi Wekke, Ismail; Yandra, Alexander; Hamuddin, Budianto

    2017-12-01

    This article is a research conducted with qualitative approach with various case studies underlining a strategy that becomes the basis for classroom management. The article discusses and links to the learning revolution that becomes today’s demands, including a discussion that analyses the condition of learners. The article based its data preliminary study conducted in Manado in the province of North Sulawesi in Indonesia. This region has its own characteristics with the encounter of Muslims and the Protestant community for century. Due to its uniqueness 3 Moslem schools and 3 Protestant schools in Manado were selected to study. Data collection was conducted for a year, from May 2016 to April 2017. The study employ four stages research steps: identification, data collection, data validity checking, and directed discussion. The stages include observation and in-depth interviews and conducting focus group discussions. Two important thought about the essence of learning strategy and learning revolution in class were shared briefly within this article.

  1. Academic performance and perception of learning following a peer coaching teaching and assessment strategy.

    Science.gov (United States)

    Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger

    2016-03-01

    Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.

  2. Abstracting massive data for lightweight intrusion detection in computer networks

    KAUST Repository

    Wang, Wei; Liu, Jiqiang; Pitsilis, Georgios; Zhang, Xiangliang

    2016-01-01

    detection. Data abstraction refers to abstract or extract the most relevant information from the massive dataset. In this work, we propose three strategies of data abstraction, namely, exemplar extraction, attribute selection and attribute abstraction. We

  3. Learning and study strategies correlate with medical students' performance in anatomical sciences.

    Science.gov (United States)

    Khalil, Mohammed K; Williams, Shanna E; Gregory Hawkins, H

    2018-05-06

    Much of the content delivered during medical students' preclinical years is assessed nationally by such testing as the United States Medical Licensing Examination ® (USMLE ® ) Step 1 and Comprehensive Osteopathic Medical Licensing Examination ® (COMPLEX-USA ® ) Step 1. Improvement of student study/learning strategies skills is associated with academic success in internal and external (USMLE Step 1) examinations. This research explores the strength of association between the Learning and Study Strategies Inventory (LASSI) scores and student performance in the anatomical sciences and USMLE Step 1 examinations. The LASSI inventory assesses learning and study strategies based on ten subscale measures. These subscales include three components of strategic learning: skill (Information processing, Selecting main ideas, and Test strategies), will (Anxiety, Attitude, and Motivation) and self-regulation (Concentration, Time management, Self-testing, and Study aid). During second year (M2) orientation, 180 students (Classes of 2016, 2017, and 2018) were administered the LASSI survey instrument. Pearson Product-Moment correlation analyses identified significant associations between five of the ten LASSI subscales (Anxiety, Information processing, Motivation, Selecting main idea, and Test strategies) and students' performance in the anatomical sciences and USMLE Step 1 examinations. Identification of students lacking these skills within the anatomical sciences curriculum allows targeted interventions, which not only maximize academic achievement in an aspect of an institution's internal examinations, but in the external measure of success represented by USMLE Step 1 scores. Anat Sci Educ 11: 236-242. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  4. Comparative Effect of Memory and Cognitive Strategies Training on EFL Intermediate Learners' Vocabulary Learning

    Science.gov (United States)

    Banisaeid, Maryam

    2013-01-01

    The present study was conducted to compare the effect of memory and cognitive strategies training on vocabulary learning of intermediate proficiency group of Iranian learners of English as a foreign language. It is to check how memory and cognitive strategies training affect word learning of EFL intermediate learners (N = 60) who were homogenized…

  5. Investigating the Language Learning Strategies of Students in the Foundation Program of United Arab Emirates University

    Science.gov (United States)

    Ismail, Sadiq Abdulwahed Ahmed; Al Khatib, Ahmad Z.

    2013-01-01

    Recently, language learning strategies have gained a lot of importance in different parts of the world, including the United Arab Emirates (UAE). Successful foreign or second language learning attempts are viewed in the light of using appropriate and effective language learning strategies. This study investigated the patterns of language learning…

  6. Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

    Science.gov (United States)

    Ardasheva, Yuliya; Wang, Zhe; Adesope, Olusola O.; Valentine, Jeffrey C.

    2017-01-01

    This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain…

  7. Replacing stressful challenges with positive coping strategies: a resilience program for clinical placement learning.

    Science.gov (United States)

    Delany, C; Miller, K J; El-Ansary, D; Remedios, L; Hosseini, A; McLeod, S

    2015-12-01

    Clinical education is foundational to health professional training. However, it is also a time of increased stress for students. A student's perception of stressors and their capacity to effectively manage them is a legitimate concern for educators, because anxiety and decreased coping strategies can interfere with effective learning, clinical performance and capacity to care for patients. Resilience is emerging as a valuable construct to underpin positive coping strategies for learning and professional practice. We report the development and evaluation of a psycho-education resilience program designed to build practical skills-based resilience capacities in health science (physiotherapy) students. Six final year undergraduate physiotherapy students attended four action research sessions led by a clinical health psychologist. Resilience strategies drawn from cognitive behavioural therapy, and positive and performance psychology were introduced. Students identified personal learning stressors and their beliefs and responses. They chose specific resilience-based strategies to address them, and then reported their impact on learning performance and experiences. Thematic analysis of the audio-recorded and transcribed action research sessions, and students' de identified notes was conducted. Students' initial descriptions of stressors as 'problems' outside their control resulting in poor thinking and communication, low confidence and frustration, changed to a focus on how they managed and recognized learning challenges as normal or at least expected elements of the clinical learning environment. The research suggests that replacing stressful challenges with positive coping strategies offers a potentially powerful tool to build self-efficacy and cognitive control as well as greater self-awareness as a learner and future health practitioner.

  8. Proposed learning strategies of medical students in a clinical rotation in obstetrics and gynecology: a descriptive study.

    Science.gov (United States)

    Deane, Richard P; Murphy, Deirdre J

    2016-01-01

    Medical students face many challenges when learning within clinical environments. How students plan to use their time and engage with learning opportunities is therefore critical, as it may be possible to highlight strategies that optimize the learning experience at an early stage in the rotation. The aim of the study was to describe the learning drivers and proposed learning strategies of medical students for a clinical rotation in obstetrics and gynecology. A descriptive study of personal learning plans completed by students at the start of their clinical rotation in obstetrics and gynecology was undertaken. Data relating to students' learning strategies were obtained from the personal learning plans completed by students. Quantitative and qualitative analyses were used. The desire to obtain a good examination result was the most significant reason why the rotation was important to students (n=67/71, 94%). Students struggled to create a specific and practical learning outcome relevant to their career interest. Target scores of students were significantly higher than their reported typical scores (Plearning resource during the rotation. Bedside tutorials were rated as likely to be the most useful learning activity and small group learning activities were rated as likely to be more useful than lectures. Most students intended to study the course material linked to their clinical program rather than the classroom-based tutorial program. The main learning driver for medical students was academic achievement, and the proposed learning strategy favored by medical students was linking their study plans to clinical activities. Medical educators should consider strategies that foster more intrinsic drivers of student learning and more student-oriented learning resources and activities.

  9. TEFL Students’ Language Learning Strategies: The Case of One State Islamic Institute in Indonesia

    Directory of Open Access Journals (Sweden)

    Dairabi Kamil

    2017-12-01

    Full Text Available The purpose of this quantitative study was  to examine the language learning strategies of TEFL students at State Islamic Institute of Kerinci. The data were collected through a survey dengan mengunakan the Indonesian version Oxford’s (1990 Strategy Inventory for Language Learning and were analyzed through the Rasch Analysis. The results revealed that metacognitive strategy and social strategy were the most and the least frequently used strategy respectively. Considerable differences existed in the second most frequently used strategy across the variable of gender. For male respondents, it was the compensatory strategy, while for female respondents, it was the affective strategy. In addition, cognitive strategy, the third most frequently used strategy by male respondents, is the last for their female counterparts. The first three most frequently used strategies by male respondents were dominated by the direct type of strategies, while for female respondents these were dominated by the indirect ones.

  10. Strategies Applied by Teachers as Classroom Managers to Strengthen Learning

    Directory of Open Access Journals (Sweden)

    Franco Javier Jáuregui Contreras

    2017-05-01

    Full Text Available The present research was executed within the quantitative paradigm, under the feasible project modality, with the objective of designing strategies aimed at teachers to strengthen learning in the students of the Arnoldo Gabaldon educational unit, located in Delicias, Rafael Urdaneta municipality State Táchira. The methodology used responds to the characteristics of field descriptive research, not experimental. The study population consisted of 72 teachers. To obtain the information, a 20-item contentive instrument was applied, which measured the factors that influence the application of managerial strategies to strengthen student learning. This instrument was validated and a reliability index of 0.81 was obtained. In the analysis of results, the single and absolute frequencies of each reagent were determined. This resulted in a series of constantly occurring situations that led to the following conclusions: managerial strategies are employed by teachers on average, as well as in organization and planning, there is no commitment in relation to it, although there It was possible to detect that teachers comply with the planned activities on a regular basis. In addition, in the case of management and control, it is denoted how forcefully both processes are fulfilled, even in the majority, and both are assumed as managerial strategies. Therefore, the implementation of strategies is recommended.

  11. Birth of an Abstraction: A Dynamical Systems Account of the Discovery of an Elsewhere Principle in a Category Learning Task

    Science.gov (United States)

    Tabor, Whitney; Cho, Pyeong W.; Dankowicz, Harry

    2013-01-01

    Human participants and recurrent ("connectionist") neural networks were both trained on a categorization system abstractly similar to natural language systems involving irregular ("strong") classes and a default class. Both the humans and the networks exhibited staged learning and a generalization pattern reminiscent of the…

  12. Abstract Algebra for Teachers: An Evaluative Case Study

    Science.gov (United States)

    Hoffman, Andrew Joseph

    2017-01-01

    This manuscript describes the study of an abstract algebra course for preservice secondary mathematics teachers (PSMTs). Often, courses in abstract algebra have not been viewed as productive, beneficial learning experiences for future teachers, both by researchers and PSMTs themselves. This despite calls for increased content knowledge for…

  13. Theoretically Based Pedagogical Strategies Leading to Deep Learning in Asynchronous Online Gerontology Courses

    Science.gov (United States)

    Majeski, Robin; Stover, Merrily

    2007-01-01

    Online learning has enjoyed increasing popularity in gerontology. This paper presents instructional strategies grounded in Fink's (2003) theory of significant learning designed for the completely asynchronous online gerontology classroom. It links these components with the development of mastery learning goals and provides specific guidelines for…

  14. Resource-based learning strategies: implications for students and institutions

    Directory of Open Access Journals (Sweden)

    Malcolm Ryan

    1996-12-01

    Full Text Available In its strategic plan, the University of Greenwich envisages a significant shift to resource-based learning (RBL. Enterprise in Higher Education (EHE has funded five pilot RBL projects during the past year, including one in introductory economics. The project was managed by three lecturers in the School of Social Sciences, supported by an Academic Development Officer. Learning outcomes were completely revised, and a range of assessment strategies, including computer-based tests, was identified. A resources guide was produced which identified the materials and activities that would enable students to achieve the learning outcomes. A number of innovations were adopted, including: • computer-based curriculum delivery, assessment, and student evaluation of the course; • an open approach to assessment; • abolishing lectures in favour of a diverse range of teaching and learning activities.

  15. Pre-Exposure to Context Affects Learning Strategy Selection in Mice

    Science.gov (United States)

    Tunur, Tumay; Dohanich, Gary P.; Schrader, Laura A.

    2010-01-01

    The multiple memory systems hypothesis proposes that different types of learning strategies are mediated by distinct neural systems in the brain. Male and female mice were tested on a water plus-maze task that could be solved by either a place or response strategy. One group of mice was pre-exposed to the same context as training and testing (PTC)…

  16. Learning Experiences and Strategies of Parents of Young Children with Developmental Disabilities: Implications for Rehabilitation Professionals.

    Science.gov (United States)

    Hurtubise, Karen; Carpenter, Christine

    2017-10-20

    To better understand the learning experiences of parents of children with developmental disabilities and the strategies they develop to support their caregiving role. A qualitative secondary analysis of in-depth interviews with parents of children with developmental disability was conducted to better understand parents' learning experiences and the strategies they developed to use this learning in supporting their children. A foundational thematic analysis process was used to identify the main themes, and the interpretive process was influenced by adult education theories. Findings suggest that participants are highly motivated to learn by a need to understand, to do, and to belong. They also demonstrated varying levels of cognitive, affective, and psychomotor learning. Learning style preferences are evident in participants' narratives and in their self-reported learning strategies. Conceptualizing parents, as adult learners, can be helpful in designing clinical interactions and education initiatives. Knowledge of adult learning principles may enable pediatric therapists to better meet the needs of parents and fulfill their information sharing responsibilities.

  17. Chinese ESL Students' Learning Strategies: A Look at Frequency, Proficiency, and Gender.

    Science.gov (United States)

    Foong, Kwah Poh; Goh, Christine C. M.

    1997-01-01

    Examines the learning strategies of English-as-Second-Language students in the People's Republic of China. Surveyed the frequency of strategy use to determine how it is influenced by learners' proficiency level and gender. (Author/VWL)

  18. INVESTIGATING THE RELATIONSHIPS BETWEEN TEACHING STRATEGIES AND LEARNING STYLES IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Cristina Tulbure

    2012-04-01

    Full Text Available Within this paper, we are focusing on the relationships between teaching strategies, learning styles, and the students’ academic achievement in higher education. The main objective of this study is to compare three groups of pre-service teachers having different majors (i.e., Educational Sciences, Economic Sciences, and Foreign Languages in order to identify the potential differences in their academic achievement. More precisely, we attempt to highlight the categories of teaching strategies that lead to the best academic achievement for students having the same learning style, and different fields of study. A sample of 269 pre-service teachers from three faculties belonging to Transilvania University of Braşov participated in the study. The data was collected through a survey method and the one-way analysis of variance was used to determine the differences among the groups. Significant differences among the three categories of students with different majors occurred in relation with the most effective teaching strategies corresponding to each learning style category.

  19. Decisional Procrastination in Academic Settings: The Role of Metacognitions and Learning Strategies.

    Science.gov (United States)

    de Palo, Valeria; Monacis, Lucia; Miceli, Silvana; Sinatra, Maria; Di Nuovo, Santo

    2017-01-01

    Nowadays, university students suffer from a broad range of problems, such as educational underachievement or the inability to control themselves, that lead to procrastination as a consequence. The present research aimed at analyzing the determinants of decisional procrastination among undergraduate students and at assessing a path model in which self regulated learning strategies mediated the relationship between metacognitive beliefs about procrastination and decisional procrastination. 273 students from Southern Italy filled out a questionnaire composed by: the socio-demographic section, the Metacognitive Beliefs About Procrastination Questionnaire, the procrastination subscale of the Melbourne Decision Making Questionnaire, and the Anxiety, the Time Management, and the Information Processing subscales of the Learning and Study Strategies Inventory. Results showed that the relationship between negative and positive metacognitive beliefs about procrastination and decisional procrastination was mediated only by time management and anxiety. Such findings underlined the crucial role played by learning strategies in predicting the tendency to delay decisional situations and in mediating the relationship between metacognitive beliefs about procrastination and decisional procrastination.

  20. Cultivating characters (moral value) through internalization strategy in science classroom

    Science.gov (United States)

    Ibrahim, M.; Abadi

    2018-01-01

    It is still in a crucial debate that characters play an important learning outcome to be realized by design. So far, most people think that characters were reached as nurturance effect with the assumption that students who are knowledgeable and skillful will have good characters automatically. Lately, obtained evidence that this assumption is not true. Characters should be taught deliberately or by design. This study was designed to culture elementary school students’ characters through science classroom. The teaching-learning process was conducted to facilitate and bridge the students from the known (concrete images: Science phenomena) to the unknown (abstract ideas: characters: care, and tolerance. Characters were observed five weeks before and after the intervention. Data were analyzed from observation of 24 students in internalization strategy-based courses. Qualitative and quantitative data suggested that the internalization strategy that use of science phenomena to represent abstract ideas (characters) in science classroom positively cultivating characters.

  1. A Study of Effective Strategies to Stimulate College Non-English Majors' Motivation for Learning English

    Institute of Scientific and Technical Information of China (English)

    向玉

    2008-01-01

    As an English teacher for non-English majors in a college in Wuhan,I find that most of my students are not interested in learning English.Thus.I am concerned about how to stimulate my students' motivation in learning English.This paper discusses some effective strategies to stimulate college non-English majors' motivation for learning English.such as creating a comfortable atmosphere,buiIding students' confidence,promoting cooperative learning.and incorporating the multiple intelligences concept in the classroom.These strategies do have practical application in my classroom and have motivated my students' interest in English learning.

  2. To copy or to innovate? The role of personality and social networks on children's learning strategies.

    OpenAIRE

    Rawlings, B.; Flynn, E.; Kendal, R.

    2017-01-01

    In our technologically complex world, children frequently have problems to solve and skills to learn. They can develop solutions through learning strategies involving social learning or asocial endeavors. While evidence is emerging that children may differ individually in their propensity to adopt different learning strategies, little is known about what underlies these differences. In this article, we reflect on recent research with children, adults, and nonhuman animals regarding individual...

  3. Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

    Directory of Open Access Journals (Sweden)

    Vilhelmina Vaičiūnienė

    2014-03-01

    Full Text Available Purpose – this research is aimed to identify the metacognitive online reading strategies employed by MRU students and assess the interrelation between online reading strategies and metacognitive awareness.Design/methodology/approach – the authors present and evaluate the findings obtained by using Online Survey of Reading Strategies (OSORS, the survey, which helped to identify MRU students’ metacognitive online reading strategies in a foreign language learning context. The methods applied in the research were the following ones: literature review and descriptive analysis of the obtained quantitative data. The quantitative research and descriptive analysis of the data received from the survey was applied. The target group of the study conducted at MRU consisted of 89 full-time students having different online reading experience. The sample was composed of students from five Bachelor study programmes studying in the academic year of 2012-2013. The instrument of the research (OSORS was composed of 38 items.Findings – the findings obtained through the survey revealed that readers work directly with the text to solve problems while reading online. However, a low score on any of the subscales of the inventory (i.e. Support strategies use indicates that there may be strategies in these parts that students might want to learn about and consider using them when reading online. By focusing students’ attention on the metacognitive reading strategies identified in the OSORS language, teachers could help students improve their online reading ability. Teachers should include strategy awareness as training component in their students’ online learning tasks.Research limitations/implications – the research sample is rather limited (89 participants.Practical implications – seeking to develop students’ online reading capacity, it is valuable for teachers to discover students’ preferences for online reading strategies and identify encountered

  4. Collaborative work as a didactic strategy for teaching/learning programming: a systematic literature review

    Directory of Open Access Journals (Sweden)

    Oscar Revelo-Sanchez

    2018-01-01

    Full Text Available The incorporation of Collaborative Work into programming courses has been identified as a potential strategy that could maximize student participation and have a positive impact on learning. In the consulted sources, no study has been found to collect and analyze the results of research on this subject using a systematic method. To try to fill this gap, a systematic literature review was conducted with the aim of summarizing the studies on the use of Collaborative Work as a didactic strategy for teaching/learning programming. Initially, through a search in four (4 databases of scientific publications, 95 studies published in the last five (5 years were obtained. After careful analysis of each one of them, only 40 were found to meet the review requirements. This analysis resulted in the synthesis of eleven (11 Collaborative Learning Techniques (CLT that implement such strategy. Subsequently, they were grouped into 19 common names of strategies found in the documents, i.e. the collaborative strategies or techniques associated with each study. The review also showed a significant amount of contributions from the research community that constitute an important basis for future work. This demonstrates that Collaborative Work is increasingly consolidated as a valid and relevant didactic strategy, not only in programming teaching/learning, but also in other areas of knowledge including computer science.

  5. Learning Grasp Strategies Composed of Contact Relative Motions

    Science.gov (United States)

    Platt, Robert, Jr.

    2007-01-01

    Of central importance to grasp synthesis algorithms are the assumptions made about the object to be grasped and the sensory information that is available. Many approaches avoid the issue of sensing entirely by assuming that complete information is available. In contrast, this paper proposes an approach to grasp synthesis expressed in terms of units of control that simultaneously change the contact configuration and sense information about the object and the relative manipulator-object pose. These units of control, known as contact relative motions (CRMs), allow the grasp synthesis problem to be recast as an optimal control problem where the goal is to find a strategy for executing CRMs that leads to a grasp in the shortest number of steps. An experiment is described that uses Robonaut, the NASA-JSC space humanoid, to show that CRMs are a viable means of synthesizing grasps. However, because of the limited amount of information that a single CRM can sense, the optimal control problem may be partially observable. This paper proposes expressing the problem as a k-order Markov Decision Process (MDP) and solving it using Reinforcement Learning. This approach is tested in a simulation of a two-contact manipulator that learns to grasp an object. Grasp strategies learned in simulation are tested on the physical Robonaut platform and found to lead to grasp configurations consistently.

  6. Investigating Cross-Cultural Variation in Conceptions of Learning and the Use of Self-Regulated Strategies.

    Science.gov (United States)

    Purdie, Nola; Pillay, Hitendra; Boulton-Lewis, Gillian

    2000-01-01

    Examines concepts of learning, motivational orientations, and use of range of learning strategies focusing on high schools students (n=222) in Australia and in Malaysia (n=168). Indicates that Malaysian students obtained higher scores for more motivation strategies than Australian students. Includes references. (CMK)

  7. The Effect of Emotionality and Openness to Experience on Vocabulary Learning Strategies of Iranian EFL Students

    Directory of Open Access Journals (Sweden)

    Shabnam Ranjbaran Oskouei

    2011-11-01

    Full Text Available This study explored the relationship between vocabulary learning strategies and learner variables of Iranian learners of English as a foreign Language (EFL with special reference to their personality types to examine what implications these associations have for teaching EFL. It tried to find any possible relation between vocabulary learning strategies use of Iranian EFL students and two personality types, namely emotionality and openness to experience. For so doing, a representative sample of the EFL students was chosen, which comprised 120 second year EFL students from Islamic Azad university of Tabriz.  The data were collected using two questionnaires - Schmitt’s vocabulary learning strategy questionnaire and HEXACO personality assessment questionnaire;only two dimensions of emotionality and openness to experience were investigated in this research. The Pearson correlation coefficient was used to measure the associations between the learner variables and use of vocabulary learning strategies. The findings showed differences in strategy use indicating that these strategy choices are correlated with their personality type. It was found that there is a positive relation between emotionality and cognitive strategies, and also between emotionality and metacognitive strategies. The results also showed that there is a positive relation between openness to experience and memory, and social strategies.

  8. The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties.

    Science.gov (United States)

    Chevalier, Thérèse M; Parrila, Rauno; Ritchie, Krista C; Deacon, S Hélène

    2017-01-01

    We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed. © Hammill Institute on Disabilities 2015.

  9. Concept of Triangle: Examples of Mathematical Abstraction in Two Different Contexts

    Directory of Open Access Journals (Sweden)

    Farida Nurhasanah

    2017-02-01

    Full Text Available In attempt to explain how students learning geometry in concept of triangle, this study explore the learning process of students and the process of solving geometry problems in the topic of triangle.  As known as one of the domain in school of mathematics, geometry has abstract notions to be learnt so that all those notions cannot be just transferred into students’ mind like a bunch of information that should be memorized. Students need to construct those concepts during their learning process. This process of knowledge construction can be considered as an abstraction process. This study aimed to qualitatively compare students’ abstraction process who learn topic of triangle in conventional method of teaching and in van Hiele model of teaching aided by Geometers’ sketchpad. Subjects of this study were junir high school students in grade 7. Based on the aims of this study, this is a qualitative study with grounded theory design. Data were collected through classroom observation, test, and task-based interview. Results of the study show that theoretical abstraction processes tend to dominate classrom with conventional method of teaching while classroom with van Hiele model of teaching aided by Geometers’ sketchpad accommodated empirical abstraction process of the students

  10. Self-regulated learning strategies used in surgical clerkship and the relationship with clinical achievement.

    Science.gov (United States)

    Turan, Sevgi; Konan, Ali

    2012-01-01

    Self-regulated learning indicates students' skills in controlling their own learning. Self-regulated learning, which a context-specific process, emphasizes autonomy and control. Students gain more autonomy with respect to learning in the clinical years. Examining the self-regulated learning skills of students in this period will provide important clues about the level at which students are ready to use these skills in real-life conditions. The self-regulated learning strategies used by medical students in surgical clerkship were investigated in this study and their relation with clinical achievement was analyzed. The study was conducted during the surgery clerkship of medical students. The participation rate was 94% (309 students). Motivated Strategies for Learning Questionnaire (MSLQ), a case-based examination, Objective Structured Clinical Examination (OSCE), and tutor evaluations for assessing achievement were used. The relationship between the Motivated Strategies for Learning Questionnaire scores of the students and clinical achievement was analyzed with multilinear regression analysis. The findings showed that students use self-regulated learning skills at medium levels during their surgery clerkship. A relationship between these skills and OSCE scores and tutor evaluations was determined. OSCE scores of the students were observed to increase in conjunction with increased self-efficacy levels. However, as students' beliefs regarding control over learning increased, OSCE scores decreased. No significant relationship was defined between self-regulated learning skills and case-based examination scores. We observed that a greater self-efficacy for learning resulted in higher OSCE scores. Conversely, students who believe that learning is a result of their own effort had lower OSCE scores. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  11. Language Learning Strategies Used by Distance Learners of English: A Study with a Group of Turkish Distance Learners of EFL

    Science.gov (United States)

    Altunay, Dilek

    2014-01-01

    Use of language learning strategies is important for language learning. Some researchers state that language learning strategies are important because their use affects the development of communicative competence (Lessard-Clouston, 1997 & Oxford, 1990). Effective use of language learning strategies has particular importance for distance…

  12. The Importance of Strategies of Social Language Learning and Cooperative Learning in the Process of Teaching Turkish as a Foreign Language

    Science.gov (United States)

    Varisoglu, Mehmet Celal

    2016-01-01

    In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative…

  13. Global Corporate Priorities and Demand-Led Learning Strategies

    Science.gov (United States)

    Dealtry, Richard

    2008-01-01

    Purpose: The purpose of this article is to start the process of exploring how to optimise connections between the strategic needs of an organisation as directed by top management and its learning management structures and strategies. Design/methodology/approach: The article takes a broad brush approach to a complex and large subject area that is…

  14. Effectiveness of Learning Strategies Taught to Teacher Candidates

    Science.gov (United States)

    Engin, Gizem; Dikbayir, Ahmet; Genç, Salih Zeki

    2017-01-01

    The research was carried out with 41 people educated in Ege University, Faculty of Education, Social Studies Teacher Training Department during the fall semester of 2015-2016 academic year. Quasi-experimental design was used in the study. Within the scope of the research, prospective teachers were taught learning strategies lasting for ten weeks.…

  15. Designing Instructional Strategies which Facilitate Learning for Mastery.

    Science.gov (United States)

    Anderson, Lorin W.; Jones, Beau Fly

    The "state of the craft" of instruction within the context of the mastery learning model is discussed. Little has been said in the past about specific instructional strategies that are applicable to particular instructional units or objectives, or to the daily classroom life of teachers. This paper is organized into six major sections. The first…

  16. The Strategy Project: Promoting Self-Regulated Learning through an Authentic Assignment

    Science.gov (United States)

    Steiner, Hillary H.

    2016-01-01

    Success in college requires the development of self-regulated learning strategies that move beyond high school skills. First-year students of all ability levels benefit when given instruction in how to use these strategies in an authentic context. This paper presents an instructional method that requires deliberate practice of self-regulated…

  17. The relationship between English language learning strategies and gender among pre-university students: An overview of UMS

    Science.gov (United States)

    Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

    2014-06-01

    This study aims to analyze the effects psychological gender differences on the relationship between language learning strategies and their proficiency in English language for pre-university students. Previous researchers found that the more employment of language learning strategies, the more successful the learners are and those with higher level of strategy use are female rather than male. In this study, fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were based on their Malaysian University English Test (MUET) results. Pearson's correlation coefficient, one-way analysis of variance (ANOVA) and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

  18. Out of sight, out of mind: Categorization learning and normal aging.

    Science.gov (United States)

    Schenk, Sabrina; Minda, John P; Lech, Robert K; Suchan, Boris

    2016-10-01

    The present combined EEG and eye tracking study examined the process of categorization learning at different age ranges and aimed to investigate to which degree categorization learning is mediated by visual attention and perceptual strategies. Seventeen young subjects and ten elderly subjects had to perform a visual categorization task with two abstract categories. Each category consisted of prototypical stimuli and an exception. The categorization of prototypical stimuli was learned very early during the experiment, while the learning of exceptions was delayed. The categorization of exceptions was accompanied by higher P150, P250 and P300 amplitudes. In contrast to younger subjects, elderly subjects had problems in the categorization of exceptions, but showed an intact categorization performance for prototypical stimuli. Moreover, elderly subjects showed higher fixation rates for important stimulus features and higher P150 amplitudes, which were positively correlated with the categorization performances. These results indicate that elderly subjects compensate for cognitive decline through enhanced perceptual and attentional processing of individual stimulus features. Additionally, a computational approach has been applied and showed a transition away from purely abstraction-based learning to an exemplar-based learning in the middle block for both groups. However, the calculated models provide a better fit for younger subjects than for elderly subjects. The current study demonstrates that human categorization learning is based on early abstraction-based processing followed by an exemplar-memorization stage. This strategy combination facilitates the learning of real world categories with a nuanced category structure. In addition, the present study suggests that categorization learning is affected by normal aging and modulated by perceptual processing and visual attention. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Task Rotation: Strategies for Differentiating Activities and Assessments by Learning Style. A Strategic Teacher PLC Guide

    Science.gov (United States)

    Silver, Harvey; Moirao, Daniel; Jackson, Joyce

    2011-01-01

    One of the hardest jobs in teaching is to differentiate learning activities and assessments to your students' learning styles. But you and your colleagues can learn how to do this together when each of you has this guide to the Task Rotation strategy from our ultimate guide to teaching strategies, "The Strategic Teacher". Use the guide in your…

  20. Case studies and role play: learning strategies in nursing.

    Science.gov (United States)

    Cogo, Ana Luísa Petersen; Pai, Daiane Dal; Aliti, Graziella Badin; Hoefel, Heloísa Karnas; Azzolin, Karina de Oliveira; Busin, Lurdes; Unicovsky, Margarita Ana Rubin; Kruse, Maria Henriqueta Luce

    2016-01-01

    to report professors' experience in a public university of Southern region of Brazil using case studies and role play as learning strategies for nursing care of hospitalized adults. learning experience report from the Nursing Care of Adults I class of nursing undergraduate course. the development of case studies and role play considered health care needs from epidemiological profile of chronic noncommunicable diseases morbidity and mortality, nursing as an assisting method, and social aspects of hospitalized individuals. Role play planning was made by creating a stage in laboratory of practices and dialogues comprising students and professors interaction. case studies and role play encouraged students to active search for learning and brought theory closer to real health care situations.

  1. THE RELATIONSHIP BETWEEN CHARACTERISTICS OF GOOD LANGUAGE LEARNERS AND THE ESPECIAL EMPLOYED LEARNING STRATEGIES DURING EDUCATIONAL CONTEXT

    Directory of Open Access Journals (Sweden)

    Fateme BEHABADI

    2013-07-01

    Full Text Available Most of the early studies in the field of language learning strategies focused on identifying the characteristics of good language learners. Identifying and discussing the strategies used by good language learners were considered as a good way to make the learners aware of the notion of language learning strategies. The present study was an attempt to collect and classify the characteristics of representative good language learners, developing English as a foreign /second language in Iran; specifically those who had achieved high scores in the IELTS General Module. And also this study aimed at identifying the characteristics associated with a good language learner in one area: learning strategies. Thirty-four Iranian IELTS candidates receiving 6+ band score were selected to participate in this study. They were interviewed and asked to write down their own reports of the experiences they had in developing their second language. They were asked to report their preferred strategies while studying English as well. They were also requested to fill out the learning strategy and learning style questionnaires. The results of interviews and open ended questions were specifically organized and classified via employing both descriptive and explanatory methods. The learners’ responses to the standardized questionnaires also were analyzed by SPSS system Version 20. The findings of the present study although revealed that there is a high correlation between IELTS scores, strategy taking inventory scores. This revealed that the learners recording high scores in IELTS use appropriate learning strategies.

  2. Tools for Science Inquiry Learning: Tool Affordances, Experimentation Strategies, and Conceptual Understanding

    Science.gov (United States)

    Bumbacher, Engin; Salehi, Shima; Wieman, Carl; Blikstein, Paulo

    2017-12-01

    Manipulative environments play a fundamental role in inquiry-based science learning, yet how they impact learning is not fully understood. In a series of two studies, we develop the argument that manipulative environments (MEs) influence the kind of inquiry behaviors students engage in, and that this influence realizes through the affordances of MEs, independent of whether they are physical or virtual. In particular, we examine how MEs shape college students' experimentation strategies and conceptual understanding. In study 1, students engaged in two consecutive inquiry tasks, first on mass and spring systems and then on electric circuits. They either used virtual or physical MEs. We found that the use of experimentation strategies was strongly related to conceptual understanding across tasks, but that students engaged differently in those strategies depending on what ME they used. More students engaged in productive strategies using the virtual ME for electric circuits, and vice versa using the physical ME for mass and spring systems. In study 2, we isolated the affordance of measurement uncertainty by comparing two versions of the same virtual ME for electric circuits—one with and one without noise—and found that the conditions differed in terms of productive experimentation strategies. These findings indicate that measures of inquiry processes may resolve apparent ambiguities and inconsistencies between studies on MEs that are based on learning outcomes alone.

  3. Novice medical students: individual patterns in the use of learning strategies and how they change during the first academic year.

    Science.gov (United States)

    Fabry, Götz; Giesler, Marianne

    2012-01-01

    Adequate use of different learning strategies is one of the most important prerequisites of academic success. The actual use of learning strategies is the result of an interaction between individual and situational variables. Against this background we conducted a longitudinal study with first year medical students to investigate whether individuals show different patterns in their use of learning strategies and whether these patterns change during the first academic year. Medical students (N=175, 58% female) were surveyed three times in their first academic year regarding their use of learning strategies. A hierarchical cluster analysis (Ward) was conducted in order to identify groups of students with different patterns of learning strategies. We identified four different patterns in approaches to learning among novice medical students ("easy-going", "flexible", "problematic" and "hardworking" learners). Compared to their peers, the problematic learners had the worst final school grades. In addition changes in the use of learning strategies were identified, most of them occurred during the first term. Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year. Further research is necessary to better understand how individual and situational variables determine students' learning.

  4. Improving Students' Science Text Comprehension through Metacognitive Self-Regulation When Applying Learning Strategies

    Science.gov (United States)

    Leopold, Claudia; Leutner, Detlev

    2015-01-01

    In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive self-regulation…

  5. Learning Strategies of the Arab EFL Learners: Finding Correlation with Outcomes

    Science.gov (United States)

    Al-Ahdal, Arif Ahmed Mohammed Hassan; Al-Ma'amari, Ahmed Ali Hassan

    2015-01-01

    Socio-psychological research and findings into learner differences led to the emergence of learner strategies research in the last century. With major contributions from the emerging field of Linguistics in the mid 1970s, language learning strategies began to receive considerable attention. It is worth noting that the primary concern of most of…

  6. Teaching Organizational Skills through Self-Regulated Learning Strategies

    Science.gov (United States)

    Cahill, Susan M.

    2008-01-01

    This article presents a case story of how an occupational therapist worked with Joe, a junior high student with Asperger's Syndrome, to develop better organizational skills. Self-regulated learning strategies were used to teach Joe how to keep track of his assignments as well as his grades. In addition, the case story provides a clear example of…

  7. Developing Students' Listening Metacognitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity

    Science.gov (United States)

    Chang, Ching; Chang, Chih-Kai

    2014-01-01

    The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote…

  8. Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences

    Science.gov (United States)

    Peffer, Melanie; Renken, Maggie

    2016-01-01

    Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges. Some such challenges originate from differences in theoretical and methodological approaches across lines of work. Thus, aims at developing successful interdisciplinary research programs raise important considerations regarding methodologies for studying biology learning, strategies for approaching collaborations, and training of early-career scientists. Our goal here is to describe two fields important to understanding learning in biology, discipline-based education research and the learning sciences. We discuss differences between each discipline’s approach to biology education research and the benefits and challenges associated with incorporating these perspectives in a single research program. We then propose strategies for building productive interdisciplinary collaboration. PMID:27881446

  9. Predictors of science success: The impact of motivation and learning strategies on college chemistry performance

    Science.gov (United States)

    Obrentz, Shari B.

    As the number of college students studying science continues to grow, it is important to identify variables that predict their success. The literature indicates that motivation and learning strategy use facilitate science success. Research findings show these variables can change throughout a semester and differ by performance level, gender and ethnicity. However, significant predictors of performance vary by research study and by group. The current study looks beyond the traditional predictors of grade point averages, SAT scores and completion of advanced placement (AP) chemistry to consider a comprehensive set of variables not previously investigated within the same study. Research questions address the predictive ability of motivation constructs and learning strategies for success in introductory college chemistry, how these variables change throughout a semester, and how they differ by performance level, gender and ethnicity. Participants were 413 introductory college chemistry students at a highly selective university in the southeast. Participants completed the Chemistry Motivation Questionnaire (CMQ) and Learning Strategies section of the Motivated Strategies for Learning Questionnaire (MSLQ) three times during the semester. Self-efficacy, effort regulation, assessment anxiety and previous achievement were significant predictors of chemistry course success. Levels of motivation changed with significant decreases in self-efficacy and increases in personal relevance and assessment anxiety. Learning strategy use changed with significant increases in elaboration, critical thinking, metacognitive self-regulation skills and peer learning, and significant decreases in time and study management and effort regulation. High course performers reported the highest levels of motivation and learning strategy use. Females reported lower intrinsic motivation, personal relevance, self-efficacy and critical thinking, and higher assessment anxiety, rehearsal and organization

  10. Impacts of the Problem-Based Learning Pedagogy on English Learners' Reading Comprehension, Strategy Use, and Active Learning Attitudes

    Science.gov (United States)

    Lin, Lu-Fang

    2017-01-01

    This study investigated whether an English reading course integrated with the problem-based learning approach could foster foreign language learners' reading comprehension ability, strategy use, and their active learning attitudes. The pedagogy was featured with the small group scaffolding. Two intact English classes in a Taiwanese university were…

  11. Learning Predictive Statistics: Strategies and Brain Mechanisms.

    Science.gov (United States)

    Wang, Rui; Shen, Yuan; Tino, Peter; Welchman, Andrew E; Kourtzi, Zoe

    2017-08-30

    When immersed in a new environment, we are challenged to decipher initially incomprehensible streams of sensory information. However, quite rapidly, the brain finds structure and meaning in these incoming signals, helping us to predict and prepare ourselves for future actions. This skill relies on extracting the statistics of event streams in the environment that contain regularities of variable complexity from simple repetitive patterns to complex probabilistic combinations. Here, we test the brain mechanisms that mediate our ability to adapt to the environment's statistics and predict upcoming events. By combining behavioral training and multisession fMRI in human participants (male and female), we track the corticostriatal mechanisms that mediate learning of temporal sequences as they change in structure complexity. We show that learning of predictive structures relates to individual decision strategy; that is, selecting the most probable outcome in a given context (maximizing) versus matching the exact sequence statistics. These strategies engage distinct human brain regions: maximizing engages dorsolateral prefrontal, cingulate, sensory-motor regions, and basal ganglia (dorsal caudate, putamen), whereas matching engages occipitotemporal regions (including the hippocampus) and basal ganglia (ventral caudate). Our findings provide evidence for distinct corticostriatal mechanisms that facilitate our ability to extract behaviorally relevant statistics to make predictions. SIGNIFICANCE STATEMENT Making predictions about future events relies on interpreting streams of information that may initially appear incomprehensible. Past work has studied how humans identify repetitive patterns and associative pairings. However, the natural environment contains regularities that vary in complexity from simple repetition to complex probabilistic combinations. Here, we combine behavior and multisession fMRI to track the brain mechanisms that mediate our ability to adapt to

  12. Motivated strategies for learning and their association with academic ...

    African Journals Online (AJOL)

    Background. Most instruments, including the well-known Motivated Strategies for Learning Questionnaire (MSLQ), have been designed in western homogeneous settings. Use of the MSLQ in health professions education is limited. Objective. To assess the MSLQ and its association with the academic performance of a ...

  13. Iranian EFL Learners' Emotional Intelligence, Learning Styles, Strategy Use, and Their L2 Achievement

    Science.gov (United States)

    Afshar, Hassan Soodmand; Tofighi, Somayyeh; Hamazavi, Raouf

    2016-01-01

    The idea that language learning is facilitated or inhibited by a multitude of factors has prompted scholars in the field to investigate variables considered to be crucial in the process of second or foreign language learning. This study investigated relationships between emotional intelligence, learning style, language learning strategy use, and…

  14. Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

    Science.gov (United States)

    Abbasian, Gholam-Reza; Hartoonian, Anahid

    2014-01-01

    Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' language proficiency as well as their reading comprehension. To do so, 115 Iranian EFL university students were selected. First, a TOEFL test…

  15. A MODEL OF MANAGEMENT STRATEGY FOR A QUALITY LEARNING IN ISLAMIC HIGHER EDUCATION (IHE

    Directory of Open Access Journals (Sweden)

    Ara Hidayat

    2016-03-01

    Full Text Available The quality of Islamic education is generally influenced by several factors, among other things: leadership, organizational culture, lecturercompetence versus faculty student ratio, dynamic curriculum, library collections and learning facilities. The factors above are most likely to influence and impact the quality of education process in general. Developing a model of management strategy for quality learning is a minimal effort to improve quality graduates of a university. The model was developed on the basis of the following theories: (1 transformative leadership (Tichy and Devana (1997, (2 strategy of learning organization, (Peter (2002, and (3 a quality-based management (Griffin, 2004. Furthermore, the model shares the following characteristics: (1 a quality learning emerges from an effective and efficient management of academic service; (2 developing management of a quality learning is continuous lecture development; (3 lecture plays an important role in developing a quality learning; (4 a quality learning stipulates that a leader be loyal and committed to their job, wise and have a sense of democracy.

  16. How Emotional Intelligence and Language Learning Strategies Interact in an EFL Setting

    Directory of Open Access Journals (Sweden)

    Alireza Shakarami

    2015-03-01

    Full Text Available Looking at learning procedure in general and language learning in particular, variations abound in learning processes and styles.  Along this journey, some learners travel/move ahead smoothly and some others are faced with challenges of different sorts.  Among the significant factors contributing to more effective and efficient language learning output, motivation, attitude, and personality traits play major roles. However, the role played by the intelligence seems to be critical in any language learning tasks and activities. Emotional Intelligence, which is believed to harmonize cognitive and emotional dispositions, seems to be indispensable to the interrelation between the learner’s Multiple Intelligence makeup and respective preferred learning strategies.   This can be used to develop materials and teaching tasks to become more or less compatible with the learners’ varying preferences and abilities, thereby promoting their achievements. The findings of the study pertaining to the interrelation of students’ Multiple Intelligence profile and their preferred Language Learning Strategies can be used to plan and categorize language learning and teaching tasks and materials in order to modify them more in accordance with the choice of the students. The educators might use the findings to choose from among various teaching materials to satisfy the needs of their learners with different illiteracies through conducting need analysis prior to choosing any learning and teaching content materials.

  17. Differential Use of Learning Strategies in First-Year Higher Education: The Impact of Personality, Academic Motivation, and Teaching Strategies

    Science.gov (United States)

    Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter

    2013-01-01

    Background. Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint Influences of personal and contextual characteristics. Aims. Previous studies have often investigated how student learning is…

  18. Decisional Procrastination in Academic Settings: The Role of Metacognitions and Learning Strategies

    Directory of Open Access Journals (Sweden)

    Valeria de Palo

    2017-06-01

    Full Text Available Nowadays, university students suffer from a broad range of problems, such as educational underachievement or the inability to control themselves, that lead to procrastination as a consequence. The present research aimed at analyzing the determinants of decisional procrastination among undergraduate students and at assessing a path model in which self regulated learning strategies mediated the relationship between metacognitive beliefs about procrastination and decisional procrastination. 273 students from Southern Italy filled out a questionnaire composed by: the socio-demographic section, the Metacognitive Beliefs About Procrastination Questionnaire, the procrastination subscale of the Melbourne Decision Making Questionnaire, and the Anxiety, the Time Management, and the Information Processing subscales of the Learning and Study Strategies Inventory. Results showed that the relationship between negative and positive metacognitive beliefs about procrastination and decisional procrastination was mediated only by time management and anxiety. Such findings underlined the crucial role played by learning strategies in predicting the tendency to delay decisional situations and in mediating the relationship between metacognitive beliefs about procrastination and decisional procrastination.

  19. Cooperative learning strategies to teach nutrition to geriatric nursing staff.

    Science.gov (United States)

    Arroyo, Marta; Rocandio, Ana Ma; Ansotegui, Laura; Pascual, Estíbaliz; Martínez de la Pera, Concepción

    2008-03-01

    The objective of this study was to test the hypothesis that cooperative learning strategies will help to increase nutrition knowledge of nurses and nursing assistants caring for the elderly in different institutional communities of the Basque Country, Spain. The target population was a sample of volunteers, 16 nurses and 28 nursing assistants. Training consisted of 12 nutrition education sessions using cooperative strategies conducted over a period of 3 consecutive weeks. The assessment instruments included two pretest and two posttest questionnaires with questions selected in multiple-choice format. The first questionnaire was about general knowledge of applied nutrition (0-88 point scale) and the second one on geriatric nutrition knowledge (0-18 point scale). Data were analyzed using SPSS vs. 11.0. The outcomes indicated a significant increase in general nutrition knowledge (difference between the pre- and post-test mean score: 14.5+/-10.1; Pcooperative learning strategies could improve the nutrition knowledge of nursing staff. Additionally, the results of this study provide direction to continuing nutrition education program planners regarding appropriate content and methodology for programs.

  20. Teenage Mutant Ninja Turtles Counting Pizza Toppings: A Creative Writing Learning Strategy.

    Science.gov (United States)

    Buchan, Laura; And Others

    1996-01-01

    This article describes the application of a proofreading mnemonic learning strategy for proofreading creative writing assignments. The mnemonic--Ninja Turtles Counting Pizza Toppings--reminds students to check their work for name, title, capitalization, punctuation, and transition words. Application of the strategy, possible pitfalls, and…