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

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.

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...

The Impact of Brand Awareness on Companies` Marketing Strategies

OpenAIRE

Alexandra Zaif

2016-01-01

Within this paper,we will try to emphasize the importance of brand awareness and its significant role in brand-building,discussing how companies implementing brand-awareness marketing strategies will have a substantial role in creating brand image,strenghten brand equity and increase profitability . Firstly,we will conduct an empirical research based on previous published literature concerning brand awareness and will discuss the effectiveness of marketing strategies that incorporate ...

Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning

Science.gov (United States)

Norman, Helmi; Nordin, Norazah; Din, Rosseni; Ally, Mohamed

2016-01-01

The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been…

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.

An Expert System-based Context-Aware Ubiquitous Learning Approach for Conducting Science Learning Activities

Science.gov (United States)

Wu, Po-Han; Hwang, Gwo-Jen; Tsai, Wen-Hung

2013-01-01

Context-aware ubiquitous learning has been recognized as being a promising approach that enables students to interact with real-world learning targets with supports from the digital world. Several researchers have indicated the importance of providing learning guidance or hints to individual students during the context-aware ubiquitous learning…

Teaching Strategies for Addressing Poverty Awareness With Aspiring Helping Professionals

Directory of Open Access Journals (Sweden)

Othelia Eun-Kyoung Lee

2016-11-01

Full Text Available This study describes the use of guided learning activities that exposed aspiring helping professionals to the challenges and discrimination experienced by individuals living in poverty. Pretest/posttest and qualitative analysis of participants’ reactions to a Poverty Simulation and a Bridges Out of Poverty Workshop were analyzed to explore perceived learning benefits reported by 43 master of social work (MSW students. Incorporating poverty content into masters-level social work curriculum stimulated classroom discussions about how the lived experiences of individuals living in poverty impact the service relationship between helping professionals and clients. This observational study evaluated the effectiveness of the used strategies and methods in impacting individual assumptions about socioeconomic class and illustrated the value of university–community collaborations in supporting diversity education and awareness both on and off campus.

Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers

Science.gov (United States)

Gracious, F. L. Antony; Shyla, F. L. Jasmine Anne

2012-01-01

The present study Multiple Intelligence and Digital Learning Awareness of prospective B.Ed teachers was probed to find the relationship between Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers. Data for the study were collected using self made Multiple Intelligence Inventory and Digital Learning Awareness Scale.…

Embedded and Direct Metacognitive Strategy Instruction and its Effects on the Metacognitive Awareness of Tertiary Level Malaysian ESL Listeners

Directory of Open Access Journals (Sweden)

Siew Ean Lye

2018-01-01

Full Text Available This small-scale quasi-experimental study compared the effects of metacognitive strategy instruction using two pedagogical approaches on the metacognitive awareness of Malaysian ESL listeners. Embedded and direct strategy instruction was delivered using the Metacognitive Pedagogical Sequence and Cognitive Academic Language Learning Approach instructional models respectively. 45 tertiary level students were randomly selected and assigned to two treatment groups to receive metacognitive instruction over a training period of five weeks. Paired-samples t-test results on participants‟ metacognitive awareness, as measured using the Metacognitive Awareness Listening Questionnaire (MALQ were inclusive despite significant improvements in their IELTS listening scores. No significant development was recorded in the overall MALQ scores but there were significant changes in three out of the five metacognitive awareness factors. Results further layered according to participants‟ listening proficiency levels (low, intermediate and high to examine if differences existed among the listening levels similarly showed no significant difference. These results suggest that ESL listeners‟ metacognitive awareness may not be easily developed with strategy instruction, regardless of the instructional approaches.

Framework for Designing Context-Aware Learning Systems

Science.gov (United States)

Tortorella, Richard A. W.; Kinshuk; Chen, Nian-Shing

2018-01-01

Today people learn in many diverse locations and contexts, beyond the confines of classical brick and mortar classrooms. This trend is ever increasing, progressing hand-in-hand with the progress of technology. Context-aware learning systems are systems which adapt to the learner's context, providing tailored learning for a particular learning…

Learning, awareness, and instruction: subjective contingency awareness does matter in the colour-word contingency learning paradigm.

Science.gov (United States)

Schmidt, James R; De Houwer, Jan

2012-12-01

In three experiments, each of a set colour-unrelated distracting words was presented most often in a particular target print colour (e.g., "month" most often in red). In Experiment 1, half of the participants were told the word-colour contingencies in advance (instructed) and half were not (control). The instructed group showed a larger learning effect. This instruction effect was fully explained by increases in subjective awareness with instruction. In Experiment 2, contingency instructions were again given, but no contingencies were actually present. Although many participants claimed to be aware of these (non-existent) contingencies, they did not produce an instructed contingency effect. In Experiment 3, half of the participants were given contingency instructions that did not correspond to the correct contingencies. Participants with these false instructions learned the actual contingencies worse than controls. Collectively, our results suggest that conscious contingency knowledge might play a moderating role in the strength of implicit learning. Copyright © 2012 Elsevier Inc. All rights reserved.

Phonological awareness and learning to read in Afrikaans | Cockroft ...

African Journals Online (AJOL)

In this study, the issue of whether phonological awareness is a precursor to learning to read in Afrikaans or a consequence of literacy was explored. It appears that, for children learning to read in Afrikaans, certain aspects of phonological awareness such as onset and rime detection and syllable manipulation are acquired ...

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

Students' Performance Awareness, Motivational Orientations and Learning Strategies in a Problem-Based Electromagnetism Course

Science.gov (United States)

Saglam, Murat

2010-01-01

This study aims to explore problem-based learning (PBL) in conjunction with students' confidence in the basic ideas of electromagnetism and their motivational orientations and learning strategies. The 78 first-year geology and geophysics students followed a three-week PBL instruction in electromagnetism. The students' confidence was assessed…

The Impact of Brand Awareness on Companies` Marketing Strategies

Directory of Open Access Journals (Sweden)

Alexandra Zaif

2016-07-01

Full Text Available Within this paper,we will try to emphasize the importance of brand awareness and its significant role in brand-building,discussing how companies implementing brand-awareness marketing strategies will have a substantial role in creating brand image,strenghten brand equity and increase profitability . Firstly,we will conduct an empirical research based on previous published literature concerning brand awareness and will discuss the effectiveness of marketing strategies that incorporate in their objectives brand awareness increase,acknowledging its impact on significant factors such as brand image ,sales increase,influencing customer behaviour and other important equity-related aspects.We will try to corroborate our statements by referring to a marketing strategy designed to enhance brand awareness and stimulate other brand-equity dimensions (brand association,brand loyalty,etc.,as well as generate higher sales revenues , namely sponsorship and we will discuss a particular category,respectively sponsorship in the sports industry.The study case wil be concluded with an example of a succesfull partnership involving a sponsorship agreement between a reputable multinational food and beverage corporation,PepsiCo(known for famous products such as Pepsi soft drinks and foods such as Lay`s Chips and one of the most important events expected by football enthusiasts around the world,the UEFA Champions` League annual tournament.

Maritime Domain Awareness Architecture Management Hub Strategy

National Research Council Canada - National Science Library

2008-01-01

This document provides an initial high level strategy for carrying out the responsibilities of the national Maritime Domain Awareness Architecture Management Hub to deliver a standards based service...

Learning Effectiveness of a Strategic Learning Course

Science.gov (United States)

Burchard, Melinda S.; Swerdzewski, Peter

2009-01-01

The effectiveness of a postsecondary strategic learning course for improving metacognitive awareness and regulation was evaluated through systematic program assessment. The course emphasized students' awareness of personal learning through the study of learning theory and through practical application of specific learning strategies. Students…

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

Science.gov (United States)

Spevak, Arlene J.

the study was limited to nine participants, the implications of the findings are clear. Most adult science students experience learning in an on-line environment. Those who are independent, highly motivated learners and utilize a variety of learning strategies can adapt their learning style to the situational aspects of the learning environment. This further indicates that Internet-based graduate science education institutions should become aware of different learning styles and strategies, and be prepared to address this variety when developing and delivering such programming.

Awareness of climate change and indigenous coping strategies of ...

African Journals Online (AJOL)

The study assessed the awareness and indigenous coping mechanism employed by women crop farmers to cope with climate change in Kogi State, Nigeria. Respondents' socioeconomic characteristic, level of awareness about climate change, and indigenous coping strategies to climate change as well as activities of ...

Using Self-Regulated Learning Strategies to Develop Students' Multicultural Counseling Competency

Science.gov (United States)

Zeleke, Waganesh A.; Karayigit, Cebrail; Myers-Brooks, Kaitlyn

2018-01-01

This study examines the effect of self-regulated learning strategies on students' multicultural competency development. Quantitative and qualitative data were collected from 26 students who took a semester-long multicultural counseling course. Results show statistically significant improvement in students' multicultural awareness and knowledge and…

Incorporating ICT Tools in an Active Engagement Strategy-Based Classroom to Promote Learning Awareness and Self-Monitoring

Science.gov (United States)

Kean, Ang Chooi; Embi, Mohamed Amin; Yunus, Melor Md

2012-01-01

The paper examines the influence of incorporating information and communication technology (ICT) tools to help learners to promote learning awareness and self-monitoring skills. An open-ended online questionnaire survey was administered to 15 course participants at the conclusion of the course. The data were analysed on the basis of the percentage…

A Service-oriented Approach towards Context-aware Mobile Learning Management Systems

Science.gov (United States)

2010-07-01

towards a pervasive university. Keywords-context-aware computing, service-oriented archi- tecture, mobile computing, elearning , learn management sys- tem I...usage of device- specific features provide support for various ubiquitous and pervasive eLearning scenarios [2][3]. By knowing where the user currently...data from the mobile device towards a context-aware mobile LMS. II. BASIC CONCEPTS For a better understanding of the presented eLearning sce- narios

Teachers' Awareness of the Semio-Cognitive Dimension of Learning Mathematics

Science.gov (United States)

Iori, Maura

2018-01-01

While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction…

Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments

NARCIS (Netherlands)

Börner, Dirk

2010-01-01

Börner, D. (2009). Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments. Presented at the Doctoral Consortium of the Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009). September, 29-October, 2, 2009, Nice, France.

A Context-Aware Solution in Mobile Language Learning

Science.gov (United States)

Fatahipour, Majid; Ghaseminajm, Mahnaz

2014-01-01

Despite obvious benefits, some challenges exist in the way of sustainable utilization of mobile phone technology for language learning tasks. This paper shows how these challenges can be better addressed in the light of recent advancements in mobile phone technology, like context aware mobile learning, informed with a sound pedagogical basis for…

Contingency learning without awareness: evidence for implicit control.

Science.gov (United States)

Schmidt, James R; Crump, Matthew J C; Cheesman, Jim; Besner, Derek

2007-06-01

The results of four experiments provide evidence for controlled processing in the absence of awareness. Participants identified the colour of a neutral distracter word. Each of four words (e.g., MOVE) was presented in one of the four colours 75% of the time (Experiments 1 and 4) or 50% of the time (Experiments 2 and 3). Colour identification was faster when the words appeared in the colour they were most often presented in relative to when they appeared in another colour, even for participants who were subjectively unaware of any contingencies between the words and the colours. An analysis of sequence effects showed that participants who were unaware of the relation between distracter words and colours nonetheless controlled the impact of the word on performance depending on the nature of the previous trial. A block analysis of contingency-unaware participants revealed that contingencies were learned rapidly in the first block of trials. Experiment 3 showed that the contingency effect does not depend on the level of awareness, thus ruling out explicit strategy accounts. Finally, Experiment 4 showed that the contingency effect results from behavioural control and not from semantic association or stimulus familiarity. These results thus provide evidence for implicit control.

Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments

NARCIS (Netherlands)

Börner, Dirk; Specht, Marcus

2010-01-01

Börner, D., & Specht, M. (2009). Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments. Proceedings of the Doctoral Consortium of the Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009). September, 29-October, 2, 2009, Nice, France. [unpublished

Comparing Canadian and American cybersecurity awareness levels: Educational strategies to increase public awareness

Science.gov (United States)

Hoggard, Amy

Cybersecurity awareness is an important issue that affects everyone who uses a computer or a mobile device. Canada and the United States both recognize the value of mitigating cybersecurity risks in terms of national safety, economic stability and protection of their citizens. The research performed compared the levels of cybersecurity awareness in Canadian and American Internet users. Canadian and American users were equally aware of cybersecurity measures, but were not implementing best practices to keep themselves safe. The research suggested users needed to understand why a cybersecurity measure was important before being motivated to implement it. Educational strategies were reviewed in both Canada and the United States and it was determined that although there were significant resources available, they were not being utilized by both the educators and the public. In order to increase cybersecurity awareness levels, nations should focus on increasing the public's awareness by using various types of messaging, such as cartoons, in media. One possible consideration is a compulsory awareness model before accessing the Internet. Cybersecurity topics should be included in the curriculum for students at all levels of education and a focus on providing training and resources to teachers will help increase the cybersecurity knowledge of children and youth.

Students' experiences of learning in relation to didactic strategies during the first year of a nursing programme: a qualitative study.

Science.gov (United States)

Westin, Lars; Sundler, Annelie J; Berglund, Mia

2015-03-17

In university undergraduate nursing programmes, didactic strategies that enable students to learn nursing skills, solve problems and develop reflective and critical thinking and practice are needed. The aim of this study was to explore how different didactic strategies support nursing students' experiences of learning during the first year of a reconstructed nursing curriculum. This study employed a qualitative approach. The data were gathered through written narratives that were analysed using qualitative content analysis. Nursing students' experiences of learning through different didactic strategies, were evident in the text. These perspectives were organised into the following themes: To focus on the patient perspective and paying more attention to others, Learning from discussions and reflections on one's own learning, Training for the professional role and becoming more courage, and Gaining insights into nursing and increasing one's self-awareness. The education increased the students' self-awareness, which helped them to pay greater attention to patients and their relative. During the learning process, the students became more courageous, reflected and discovered their shortcomings. Stated didactic strategies supported a broad base of knowledge on nursing and the professional role of nurses. Educators are challenged to strengthen meaningful learning in nursing and to facilitate the progression of nursing programmes.

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

Individual differences in adult foreign language learning: the mediating effect of metalinguistic awareness.

Science.gov (United States)

Brooks, Patricia J; Kempe, Vera

2013-02-01

In this study, we sought to identify cognitive predictors of individual differences in adult foreign-language learning and to test whether metalinguistic awareness mediated the observed relationships. Using a miniature language-learning paradigm, adults (N = 77) learned Russian vocabulary and grammar (gender agreement and case marking) over six 1-h sessions, completing tasks that encouraged attention to phrases without explicitly teaching grammatical rules. The participants' ability to describe the Russian gender and case-marking patterns mediated the effects of nonverbal intelligence and auditory sequence learning on grammar learning and generalization. Hence, even under implicit-learning conditions, individual differences stemmed from explicit metalinguistic awareness of the underlying grammar, which, in turn, was linked to nonverbal intelligence and auditory sequence learning. Prior knowledge of languages with grammatical gender (predominantly Spanish) predicted learning of gender agreement. Transfer of knowledge of gender from other languages to Russian was not mediated by awareness, which suggests that transfer operates through an implicit process akin to structural priming.

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.

Ad Hoc Transient Groups: Instruments for Awareness in Learning Networks

NARCIS (Netherlands)

Fetter, Sibren; Rajagopal, Kamakshi; Berlanga, Adriana; Sloep, Peter

2011-01-01

Fetter, S., Rajagopal, K., Berlanga, A. J., & Sloep, P. B. (2011). Ad Hoc Transient Groups: Instruments for Awareness in Learning Networks. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan, & A. J. Berlanga (Eds.), Proceedings of the 1st European Workshop on Awareness and Reflection in

Lessons Learned from Developing SAWA: A Situation Awareness Assistant

National Research Council Canada - National Science Library

Matheus, Christopher J; Kokar, Mieczyslaw M; Letkowski, Jerzy J; Call, Catherine; Baclawski, Kenneth; Hinman, Michael; Salerno, John; Boulware, Douglas

2005-01-01

.... During the process of its development several lessons were learned about advantages and limitations of certain approaches, techniques and technologies as they are applied to situation awareness...

Transformative learning: empathy and multicultural awareness in podiatric medical education.

Science.gov (United States)

Elliott, Craig M; Toomey, Robert J; Goodman, Brooke A; Barbosa, Peter

2012-01-01

Short-term medical missions are common in medical educational settings and could possibly affect student learning. Little research has been conducted about the potential of these missions on students' transformative learning, in particular as it relates to empathy and multicultural awareness. Eight podiatric medical students who participated in short-term medical missions in 2008 and 2009 completed an electronic survey to investigate the effect of their experience as it relates to their learning. The empathy and multicultural awareness impact of the mission experience was emphasized. Qualitative questions in the survey were coded, themed, and triangulated with the quantitative responses. Six students (75%) "strongly agreed" that participating in the medical mission was a significant positive experience in their podiatric medical training. Six students felt that their experiences in serving these communities increased their personal awareness of multicultural/diversity needs in general. All of the students agreed that they will become better podiatric physicians because of their experiences in the medical missions. The qualitative data also indicate that the experience had an effect on the students' views of health care and increased empathy toward their patients. Short-term medical missions could play a significant role in the transformative learning experience in podiatric medical education. This could affect the empathy and multicultural awareness of podiatric medical students. Further and more extensive evaluations of the potential impact of short-term medical missions in podiatric medical education should be explored because it could influence curriculum and global health in the field of podiatric medicine.

Analyzing How Emotion Awareness Influences Students' Motivation, Engagement, Self-Regulation and Learning Outcome

Science.gov (United States)

Arguedas, Marta; Daradoumis, Thanasis; Xhafa, Fatos

2016-01-01

Considering social and emotional competence in learning, "emotion awareness" aims to detect the emotions that students show during their learning interactions and make these emotions explicit to them. Being aware of their emotions, students become more conscious of their situation, what may prompt them to behavioral change. The main goal…

Reading Skills and Strategies: Assessing Primary School Students’ Awareness in L1 and EFL Strategy Use

Directory of Open Access Journals (Sweden)

Evdokimos Aivazoglou

2014-09-01

Full Text Available The present study was designed and conducted with the purpose to assess primary school students’ awareness in GL1 (Greek as first language and EFL (English as a foreign language strategy use and investigate the relations between the reported reading strategies use in first (L1 and foreign language (FL.  The sample (455 students attending the fifth and sixth grades of primary schools in Northern Greece was first categorized into skilled and less skilled L1 and EFL readers through screening reading comprehension tests, one in L1 and one in FL, before filling in the reading strategy questionnaires. The findings revealed participants’ preference for “problem solving” strategies, while “global strategies” coming next. Girls were proved to be more aware of their reading strategies use with the boys reporting a more frequent use in both languages. Also, skilled readers were found to use reading strategies more effectively, and appeared to be more flexible in transferring strategies from L1 to FL compared to less-skilled readers.

Context-aware Recommender Systems for Learning: a Survey and Future Challenges

NARCIS (Netherlands)

Verbert, Katrien; Manouselis, Nikos; Xavier, Ochoa; Wolpers, Martin; Drachsler, Hendrik; Ivana, Bosnic; Erik, Duval

2011-01-01

Verbert, K., Manouselis, N., Xavier, O., Wolpers, M., Drachsler, H., Bosnic, I., & Duval, E. (accepted). Context-aware Recommender Systems for Learning: a Survey and Future Challenges. IEEE Transactions on Learning Technologies (TLT).

Supporting learning skills in visual art classes: The benefits of teacher awareness

Directory of Open Access Journals (Sweden)

Helen Arov

2017-09-01

Full Text Available This study focused on middle school art teachers supporting the development of students learning skills, specifically their awareness of the framework of learning skills. It also looked at the relations between the teaching practices teachers use for supporting learning skills and students' learning motivation in art classes. The study combined qualitative and quantitative research methods. The class observations and interviews were conducted with ten Estonian middle school art teachers. One hundred and forty-eight students from the observed classes filled out the learning motivation questionnaire about their interest and achievement goals in visual arts. The study draws attention to the importance of teachers being aware of and valuing learning skills alongside subject specific knowledge, as it could enhance students autonomous motivation and support adaptive goal setting.

Effect of E-learning on primigravida women's satisfaction and awareness concerning prenatal care.

Science.gov (United States)

Mohamadirizi, Soheila; Bahadoran, Parvin; Fahami, Fariba

2014-01-01

E-learning, in addition to promotion of patients' level of awareness, causes a more efficient way to increase patient-personnel interaction and provision of patients' educational content. In a quasi-experimental study, 100 primigravida women, referring to Navab Safavi health care center affiliated to Isfahan University of Medical Sciences, were selected through convenient sampling. The subjects received education via E-learning or booklet education methods for four weeks. Questionnaire of satisfaction with the awareness of prenatal care was completed by both groups before and 4-6 weeks after education. Data were analyzed by student t-test and paired t-test through SPSS with a significance level of P E-learning and control groups, respectively (P = 0.034). E-learning can cause an increase in the level of primigravida women's satisfaction and awareness. Therefore, conducting such education, as an efficient learning method, is recommended as it needs less time, has lower costs, and does not need any special equipment.

Disability Awareness Training with a Group of Adolescents with Learning Disabilities

Science.gov (United States)

Lau, Won-Fong K.; Ortega, Karina; Sharkey, Jill

2015-01-01

Students with learning disabilities have been found to lack self-awareness about their disability, likely contributing to several challenges they experience, such as social skill deficits. At the same time, there is limited research investigating interventions to effectively increase disability self-awareness among this population. The current…

Development of The Students' Learning Process and Meta cognitive Strategies in Science on Nuclear Energy through Science, Technology and Society (STS) approach

International Nuclear Information System (INIS)

Siriuthen, Warawun; Yuenyong, Chokchai

2009-07-01

Full text: This research aimed to develop 48 Grade 10 students' learning process and meta cognitive strategies in the 'Nuclear Energy' topic through the Science, Technology and Society (STS) approach, which consists of five teaching stages: identification of social issues; identification of potential solutions; need for knowledge; decision-making; and socialization. The data were analyzed through rubric score of learning process and meta cognitive strategies, which consists of five strategies: recalling, planning, monitoring and maintaining, evaluating, and relating. The findings revealed that most students used learning process in a high level. However, they performed a very low level in almost all of the meta cognitive strategies. The factors potentially impeded their development of awareness about learning process and meta cognitive strategies were characteristics of content and students, learning processes, and student habit

Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection.

Science.gov (United States)

Schmidt, Nola A; Brown, Janet M

2016-01-01

Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding "the what" and "the how" of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals. Copyright © 2016. Published by Elsevier Inc.

Learning from Failed Decisions

Science.gov (United States)

Nutt, Paul C.

2010-01-01

The consequences and dilemmas posed by learning issues for decision making are discussed. Learning requires both awareness of barriers and a coping strategy. The motives to hold back information essential for learning stem from perverse incentives, obscure outcomes, and the hindsight bias. There is little awareness of perverse incentives that…

Structured learning and self-reflection: strategies to decrease anxiety in the psychiatric mental health clinical nursing experience.

Science.gov (United States)

Ganzer, Christine Anne; Zauderer, Cheryl

2013-01-01

The purpose of this qualitative study was to test a teaching-learning strategy to help nursing students decrease stress and anxiety that may be brought about by the psychiatric mental health clinical experience. Undergraduate nursing students are known to experience affective stress prior to their first psychiatric mental health clinical practicum. A stressful learning environment can affect the success of the student's clinical performance. Thirty nursing students participated in this study. A structured preclinical workshop combined with self-reflection provided insight into students' perceptions of the psychiatric mental health clinical experience. Overall, students reported that participating in the teaching-learning strategy and self-reflection helped mitigate Combining structured learning with self-reflection is a useful tool for helping nursing students increase self-awareness and ease anxiety that may interfere with learning.

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.

Gaze Awareness in Agent-Based Early-Childhood Learning Application

OpenAIRE

Akkil , Deepak; Dey , Prasenjit; Salian , Deepshika; Rajput , Nitendra

2017-01-01

Part 6: Interaction with Children; International audience; Use of technological devices for early childhood learning is increasing. Now, kindergarten and primary school children use interactive applications on mobile phones and tablet computers to support and complement classroom learning. With increase in cognitive technologies, there is further potential to make such applications more engaging by understanding the user context. In this paper, we present the Little Bear, a gaze aware pedagog...

Investigating Metacognitive Awareness and Reading Strategy Use of EFL Korean University Students

Science.gov (United States)

Hong-Nam, Kay; Page, Larkin

2014-01-01

The metacognitive awareness and reading strategy use by Korean university students in Korea was investigated. The relationships between reading strategy use, self-rated English proficiency, and self-rated reading proficiency were examined. Differences in reading strategy use were also explored by gender and academic classification. Problem-solving…

The Impact of Listening Strategy Training on the Meta-Cognitive Listening Strategies Awareness of Different Learner Types

Science.gov (United States)

Zarrabi, Fatemeh

2016-01-01

The present study investigated the effectiveness of listening strategy instruction on the metacognitive listening strategies awareness of different EFL learner types (LTs). To achieve this goal, 150 EFL students took part in the study and were taught based on a guided lesson plan regarding listening strategies and a pre-test/post-test design was…

Advantages of efficiency-aware smart charging strategies for PEVs

International Nuclear Information System (INIS)

Amoroso, Francesco A.; Cappuccino, Gregorio

2012-01-01

Highlights: ► We analyze smart variable-rate-based charging strategies for electric vehicles. ► We consider the impact of the charging rate on the charging efficiency. ► Accounting for charging efficiency variations allows improving system performance. ► The study defines useful guidelines to develop smart battery chargers. - Abstract: Plug-in Electric Vehicles (PEVs) diffusion is expected to grow considerably over the next few years. Aiming to overcome severe grid overload problems caused by a large PEV penetration, utilities and vehicle manufactures are involved in the effort of developing ad hoc charging systems interacting in real-time with smart grids in order to implement smart energy dispatching strategies for PEVs. Strategies which take advantage of varying the charging rate during the charging process appear the most effective solution to guarantee both a full exploitation of the grid capacity and suitable degrees of user satisfaction. This work demonstrates that the actual effectiveness of variable-rate-based dispatching strategies significantly depends on the energy efficiency of the battery charging process, which is in turn strongly related to the charging rate used. Simulation results for a realistic situation show that smart efficiency-aware dispatching strategies, which take into account the actual dependence between the charging efficiency and the charging rate, allow significant improvements in both the user satisfaction and the utility profit compared with non-efficiency-aware strategies. The results of the analysis performed give useful guidelines for the development of smart-grid management policies and for the design of next-generation PEVs battery chargers and charging stations.

Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

Science.gov (United States)

Lin, Jian-Wei; Szu, Yu-Chin; Lai, Ching-Neng

2016-01-01

Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous impact of these two variables (group awareness…

FOSTERING AWARENESS OF COGNITIVE AND METACOGNITIVE READING STRATEGIES IN TWO FOREIGN LANGUAGES (ENGLISH AND ARABIC

Directory of Open Access Journals (Sweden)

Seyed Hassan Talebi

2014-06-01

Full Text Available This study attempted to find out the impact of Cognitive and Metacognitive Reading Strategy Instruction (CMRSI in L2 (English in increasing the awareness and use of these reading strategies not only in L2 in which the CMRSI was given but also in L3 (Arabic in which no CMRSI was given as a result of transfer of reading strategies from L2 to L3. It also aimed to find out which strategy items were most and least improved both in L2 and L3 as a result of CMRSI in L2. Fifty five fourth-grade high school male students majoring in math-physics took part in this study. As the reading process is believed to be the same across languages (Mokhtari & Reichard, 2004, the participants were put into two groups of low and high awareness of reading strategies in L1 (Persian. Then, they were given reading comprehension tests in L2 and L3 as triggers for the main instrument (i.e., cognitive and metacognitive reading strategy questionnaire in English and Arabic. After this pretest stage, the two groups underwent the CMRSI. The same pretest instruments were also given to the students as posttest. It was found that there was a significant difference in the awareness and use of cognitive and metacognitive reading strategies from pretest to posttest in English and Arabic for students of low and high strategic reading competence level. However, this improvement was not necessarily the same for different strategy items. It is important to teach reading strategies in L2 as it will have effect on increasing awareness of strategies both in L2 and in L3 as a result of transfer of reading strategies from one language to another. However, as not all strategy items show the same improvement from pretest to posttest, more attention should be paid to the item by item analysis of strategies after CMRSI to maximize students’ awareness of all strategy items equally.

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.

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.

Position-aware deep multi-task learning for drug-drug interaction extraction.

Science.gov (United States)

Zhou, Deyu; Miao, Lei; He, Yulan

2018-05-01

A drug-drug interaction (DDI) is a situation in which a drug affects the activity of another drug synergistically or antagonistically when being administered together. The information of DDIs is crucial for healthcare professionals to prevent adverse drug events. Although some known DDIs can be found in purposely-built databases such as DrugBank, most information is still buried in scientific publications. Therefore, automatically extracting DDIs from biomedical texts is sorely needed. In this paper, we propose a novel position-aware deep multi-task learning approach for extracting DDIs from biomedical texts. In particular, sentences are represented as a sequence of word embeddings and position embeddings. An attention-based bidirectional long short-term memory (BiLSTM) network is used to encode each sentence. The relative position information of words with the target drugs in text is combined with the hidden states of BiLSTM to generate the position-aware attention weights. Moreover, the tasks of predicting whether or not two drugs interact with each other and further distinguishing the types of interactions are learned jointly in multi-task learning framework. The proposed approach has been evaluated on the DDIExtraction challenge 2013 corpus and the results show that with the position-aware attention only, our proposed approach outperforms the state-of-the-art method by 0.99% for binary DDI classification, and with both position-aware attention and multi-task learning, our approach achieves a micro F-score of 72.99% on interaction type identification, outperforming the state-of-the-art approach by 1.51%, which demonstrates the effectiveness of the proposed approach. Copyright © 2018 Elsevier B.V. All rights reserved.

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

Science.gov (United States)

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.

A Context-Aware Ubiquitous Learning Approach for Providing Instant Learning Support in Personal Computer Assembly Activities

Science.gov (United States)

Hsu, Ching-Kun; Hwang, Gwo-Jen

2014-01-01

Personal computer assembly courses have been recognized as being essential in helping students understand computer structure as well as the functionality of each computer component. In this study, a context-aware ubiquitous learning approach is proposed for providing instant assistance to individual students in the learning activity of a…

Learning Strategy Instruction Innovation Configuration

Science.gov (United States)

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…

The influence of inquiry learning model on additives theme with ethnoscience content to cultural awareness of students

Science.gov (United States)

Sudarmin, S.; Selia, E.; Taufiq, M.

2018-03-01

The purpose of this research is to determine the influence of inquiry learning model on additives theme with ethnoscience content to cultural awareness of students and how the students’ responses to learning. The method applied in this research is a quasi-experimental with non-equivalent control group design. The sampling technique applied in this research is the technique of random sampling. The samples were eight grade students of one of junior high schools in Semarang. The results of this research were (1) thestudents’ cultural awareness of the experiment class is better than the control class (2) inquiry learning model with ethnoscience content strongly influencing the cultural awareness of students by 78% and (3) students gave positive responses to inquiry learning model with ethnoscience content. The conclusions of this research are inquiry-learning model with ethnoscience content has positive influence on students’ cultural awareness.

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.

Cost-aware Pre-training for Multiclass Cost-sensitive Deep Learning

OpenAIRE

Chung, Yu-An; Lin, Hsuan-Tien; Yang, Shao-Wen

2015-01-01

Deep learning has been one of the most prominent machine learning techniques nowadays, being the state-of-the-art on a broad range of applications where automatic feature extraction is needed. Many such applications also demand varying costs for different types of mis-classification errors, but it is not clear whether or how such cost information can be incorporated into deep learning to improve performance. In this work, we propose a novel cost-aware algorithm that takes into account the cos...

A NEURAL NETWORK BASED TRAFFIC-AWARE FORWARDING STRATEGY IN NAMED DATA NETWORKING

Directory of Open Access Journals (Sweden)

Parisa Bazmi

2016-11-01

Full Text Available Named Data Networking (NDN is a new Internet architecture which has been proposed to eliminate TCP/IP Internet architecture restrictions. This architecture is abstracting away the notion of host and working based on naming datagrams. However, one of the major challenges of NDN is supporting QoS-aware forwarding strategy so as to forward Interest packets intelligently over multiple paths based on the current network condition. In this paper, Neural Network (NN Based Traffic-aware Forwarding strategy (NNTF is introduced in order to determine an optimal path for Interest forwarding. NN is embedded in NDN routers to select next hop dynamically based on the path overload probability achieved from the NN. This solution is characterized by load balancing and QoS-awareness via monitoring the available path and forwarding data on the traffic-aware shortest path. The performance of NNTF is evaluated using ndnSIM which shows the efficiency of this scheme in terms of network QoS improvementof17.5% and 72% reduction in network delay and packet drop respectively.

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…

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

Science.gov (United States)

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…

Learning Strategy Training in English Teaching

Science.gov (United States)

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…

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....

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

Directory of Open Access Journals (Sweden)

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.

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.

Analyzing the Effects of Context-Aware Mobile Design Principles on Student Learning

Science.gov (United States)

Seneca, Eric

2014-01-01

The adoption of mobile technology is rapidly transforming how individuals obtain information. Learning occurs when content is accessed in a recursive process of awareness, exploration, reflection and resolution within one's social context. Specifically, the most visible, current definitions of mobile learning provide an overview of the learning…

Training in Metacognitive Strategies for Students' Vocabulary Improvement by Using Learning Journals (Entrenamiento de estrategias metacognitivas para mejorar vocabulario a través de diarios de aprendizaje)

Science.gov (United States)

Diaz, Itala

2015-01-01

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…

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

How is emotional awareness related to emotion regulation strategies and self-reported negative affect in the general population?

Science.gov (United States)

Subic-Wrana, Claudia; Beutel, Manfred E; Brähler, Elmar; Stöbel-Richter, Yve; Knebel, Achim; Lane, Richard D; Wiltink, Jörg

2014-01-01

The Levels of Emotional Awareness Scale (LEAS) as a performance task discriminates between implicit or subconscious and explicit or conscious levels of emotional awareness. An impaired awareness of one's feeling states may influence emotion regulation strategies and self-reports of negative emotions. To determine this influence, we applied the LEAS and self-report measures for emotion regulation strategies and negative affect in a representative sample of the German general population. A short version of the LEAS, the Hospital Anxiety and Depression Scale (HADS) and the Emotion Regulation Questionnaire (ERQ), assessing reappraisal and suppression as emotion regulation strategies, were presented to N = 2524 participants of a representative German community study. The questionnaire data were analyzed with regard to the level of emotional awareness. LEAS scores were independent from depression, but related to self-reported anxiety. Although of small or medium effect size, different correlational patters between emotion regulation strategies and negative affectivity were related to implict and explict levels of emotional awareness. In participants with implicit emotional awareness, suppression was related to higher anxiety and depression, whereas in participants with explicit emotional awareness, in addition to a positive relationship of suppression and depression, we found a negative relationship of reappraisal to depression. These findings were independent of age. In women high use of suppression and little use of reappraisal were more strongly related to negative affect than in men. Our first findings suggest that conscious awareness of emotions may be a precondition for the use of reappraisal as an adaptive emotion regulation strategy. They encourage further research in the relation between subconsious and conscious emotional awareness and the prefarance of adaptive or maladaptive emotion regulation strategies The correlational trends found in a representative

Understanding the impact of eating disorders: using the reflecting team as a learning strategy for students.

Science.gov (United States)

Stringfellow, Alicia; Evans, Nicola; Evans, Anne-Marie

2018-02-08

This article outlines how the application of a reflecting team from systemic family therapy practice was used as a learning strategy for a postgraduate programme for healthcare students. The programme was designed to increase the students' skills, knowledge and awareness of the needs of people with eating disorders, and their families. There were some benefits to this learning strategy. Students reported that the use of a reflecting team enabled them to gain a deep understanding of the emotional impact of eating disorders on individuals and their carers. However, as this method of learning was new to the students, they needed some initial instruction on the approach. During the programme of study, it became evident that the health professionals were deeply affected by the experiences of people with eating disorders. This would suggest that possibly it was the presence of the sufferers themselves as part of the reflecting team that provided the pivotal learning opportunity, rather than the reflecting team per se.

[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.

The Impacts of Network Centrality and Self-Regulation on an E-Learning Environment with the Support of Social Network Awareness

Science.gov (United States)

Lin, Jian-Wei; Huang, Hsieh-Hong; Chuang, Yuh-Shy

2015-01-01

An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA-related e-learning environment. Additionally,…

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.

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.

Special Issue on: Awareness and Reflection in Technology Enhanced Learning. Vol.9, (2-3)

OpenAIRE

Kravcik, Milos; Mikroyannidis, Alexander; Pammer, Viktoria; Prilla, Michael; Ullmann, Thomas

2017-01-01

Awareness and reflection play a crucial role in the learning process, helping the involved actors to succeed in self-regulated learning and to optimise their learning experience. Whether in traditional education, workplace training or lifelong learning, appropriate feedback together with proper assessment of previous practices can bring benefits for all the participants and cultivate their reflective skills, which are essential for effective learning.

Cognitive decision modelling of emotion-based learning impairment in schizophrenia: the role of awareness.

Science.gov (United States)

Cella, Matteo; Dymond, Simon; Cooper, Andrew; Turnbull, Oliver H

2012-03-30

Individuals with schizophrenia often lack insight or awareness. Resulting impairment has been observed in various cognitive domains and, recently, linked to problems in emotion-based learning. The Iowa Gambling Task (IGT) has been used to assess emotion-based decision-making in patients with schizophrenia, but results have been inconclusive. The current study further investigates emotion-based decision-making in schizophrenia by elucidating the unique contribution of awareness. Twenty-five patients with schizophrenia and 24 healthy controls were assessed with a modified version of the IGT recording awareness at regular intervals. Symptom assessment, medication and medical history were recorded for the clinical group. Patients with schizophrenia underperformed on the IGT compared to controls. Subjective awareness levels were significantly lower in the schizophrenia group and were associated with hallucination severity. Cognitive decision modelling further indicated that patients with schizophrenia had impaired attention to losses, compared to controls. This parameter was positively correlated with awareness. We also found that positive symptoms altered awareness levels and suggest that this disruption may contribute to sub-optimal decision-making. Overall, a lack of awareness may be an important aspect in understanding impaired social cognitive functioning and emotion-based learning observed in schizophrenia. Copyright © 2011 Elsevier Ltd. All rights reserved.

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...

Influence of Culture on Students' Awareness of How and Why They Learn

Science.gov (United States)

Choy, Siew Chee; Sedhu, Daljeet Singh; Liew, Yow Lin; Lee, Mun Yee; Malenee, Audrey; Anuar, Norkhadirah

2015-01-01

Purpose: The reason many Asian students find student-centred learning challenging may be due to cultural factors present in every human interaction between individuals. This study attempts to determine the influence of these cultural factors on students' awareness of how and why they learn. Method: A sample of 12 students enrolled in a two year…

EFL Learners' Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related?

Science.gov (United States)

Al-Alwan, Ahmed; Asassfeh, Sahail; Al-Shboul, Yousef

2013-01-01

Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness…

Continuing midwifery education beyond graduation: Student midwives' awareness of continuous professional development.

Science.gov (United States)

Embo, M; Valcke, M

2017-05-01

Midwifery education plays an important role in educating graduates about engaging in continuous professional development (CPD) but there is a lack of empirical research analysing student midwives' awareness of CPD beyond graduation. We aimed to explore student midwives' awareness of the need to become lifelong learners and to map their knowledge of CPD activities available after graduation. Therefore, forty-seven reflective documents, written in the last week of student midwives' training programme, were analysed in a thematic way. Content analysis confirmed student midwives' awareness of the importance of CPD before graduation. They mentioned different reasons for future involvement in CPD and described both, formal and informal CPD-activities. Respondents were especially aware of the importance of knowledge, to a lesser degree of skills-training and still less of the potential value of the Internet for individual and collective learning. Respondents perceived a need for a mandatory preceptorship. Supporting learning guides were highly valued and the importance of reflection on CPD was well-established. This could have resulted from an integrated reflective learning strategy during education. Undergraduate midwives are aware of the importance of CPD and the interplay of formal and informal learning activities. Virtual learning requires special attention to overcome CPD challenges. Copyright © 2015 Elsevier Ltd. All rights reserved.

Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness

Directory of Open Access Journals (Sweden)

Garzia Maeca

2016-06-01

Full Text Available Currently, the ‘time’ variable has taken on the function of instructional and pedagogical innovation catalyst, after representing-over the years-a symbol of democratisation, learning opportunity and instruction quality, able to incorporate themes such as school dropout, personalisation and vocation into learning. Spaced Learning is a teaching methodology useful to quickly seize information in long-term memory based on a particular arrangement of the lesson time that comprises three input sessions and two intervals. Herein we refer to a teachers’ training initiative on Spaced Learning within the programme ‘DocentiInFormAzione’ in the EDOC@WORK3.0 Project in Apulia region in 2015. The training experience aimed at increasing teachers’ competencies in the Spaced Learning method implemented in a context of collaborative reflection and reciprocal enrichment. The intent of the article is to show how a process of rooting of the same culture of innovation, which opens to the discovery (or rediscovery of effective teaching practices sustained by scientific evidences, can be successfully implemented and to understand how or whether this innovation- based on the particular organisation of instructional time-links learning awareness to learning outcomes.

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.…

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.

A NEURAL NETWORK BASED TRAFFIC-AWARE FORWARDING STRATEGY IN NAMED DATA NETWORKING

OpenAIRE

Parisa Bazmi; Manijeh Keshtgary

2016-01-01

Named Data Networking (NDN) is a new Internet architecture which has been proposed to eliminate TCP/IP Internet architecture restrictions. This architecture is abstracting away the notion of host and working based on naming datagrams. However, one of the major challenges of NDN is supporting QoS-aware forwarding strategy so as to forward Interest packets intelligently over multiple paths based on the current network condition. In this paper, Neural Network (NN) Based Traffic-aware Forwarding ...

Social support influences on eating awareness in children and adolescents: the mediating effect of self-regulatory strategies.

Science.gov (United States)

Gaspar de Matos, Margarida; Palmeira, Antonio L; Gaspar, Tania; De Wit, John B F; Luszczynska, Aleksandra

2016-01-01

The impact of the social environment on healthy eating awareness results from complex interactions among physical, economic, cultural, interpersonal and individual characteristics. This study investigated the impact of social support and social influence on healthy eating awareness, controlling for socio-economic status, gender and age. Additionally, the mediating effect of self-regulation strategies was examined. A total of 2764 children and adolescents aged 10-17 from four European countries completed self-report measures on healthy eating awareness, social influence and the use of self-regulation strategies. Healthy eating awareness and the use of self-regulation strategies were more likely to occur among younger participants. An interaction between gender and age was related to the use of some self-regulation strategies; compared to girls, boys decreased the use of self-regulation strategies more from pre-adolescence to adolescence. Peer social influence was associated with more unhealthy eating in older participants. Results suggest a need to promote self-regulatory competences among young people in order to assist them with regulating their eating behaviours, especially in the presence of peers. Both school-based interventions and family-based interventions, focusing on self-regulation cognitions and social (peer) influence, could help children and adolescents to use self-regulatory strategies which are essential to eat healthier.

Moral Deliberation and Environmental Awareness: Reviewing Deweyan-Informed Possibilities for Contemporary Outdoor Learning

Science.gov (United States)

Thorburn, Malcolm

2018-01-01

The recent surge in interest in progressive education ideas has often been accompanied by an increased advocacy for learning outdoors, with experiential and holistic learning approaches considered the most beneficial method for cultivating personal and social development and raising awareness of contemporary environmental concerns. However,…

[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.

ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency

Science.gov (United States)

Hong-Nam, Kay

2014-01-01

This study investigated the metacognitive awareness and reading strategies use of high school-­aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-­rated reading proficiency. Results reveal that participants reported moderate use of…

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…

Career-related instruction promoting students’ career awareness and interest towards science learning

OpenAIRE

Salonen, Anssi; Kärkkäinen, Sirpa; Keinonen, Tuula

2018-01-01

The aim of this study was to investigate how the career-related instruction implemented in secondary school chemistry education concerning water issues influence students’ career awareness and interest towards science learning. This case study is part of a larger design-based research of the EU-MultiCO project that focuses on promoting students’ scientific career awareness and attractiveness by introducing them career-based scenarios at the beginning of the instruction unit. The participants ...

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.

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.

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.

Learning game for training child bicyclists' situation awareness.

Science.gov (United States)

Lehtonen, Esko; Sahlberg, Heidi; Rovamo, Emilia; Summala, Heikki

2017-08-01

Encouraging more children to bicycle would produce both environmental and health benefits, but bicycling accidents are a major source of injuries and fatalities among children. One reason for this may be children's less developed hazard perception skills. We assume that children's situation awareness could be trained with a computer based learning game, which should also improve their hazard perception skills. In this paper, we present a prototype for such a game and pilot it with 8-9year old children. The game consisted of videos filmed from a bicyclist's perspective. Using a touchscreen, the player's task was to point out targets early enough to gain points. The targets were either overt (other visible road users on a potentially conflicting course) or covert (occlusions, i.e. locations where other road users could suddenly emerge). If a target was missed or identified too late, the video was paused and feedback was given. The game was tested with 49 children from the 2nd grade of primary school (aged 8-9). 31 young adults (aged 22-34) played the game for comparison. The effect of the game on situation awareness was assessed with situation awareness tests in a crossover design. Similar videos were used in the tests as in the game, but instead of pointing out the targets while watching, the video was suddenly masked and participants were asked to locate all targets which had been present just before the masking, choosing among several possible locations. Their performance was analyzed using Signal Detection Theory and answer latencies. The game decreased answer latency and marginally changed response bias in a less conservative direction for both children and adults, but it did not significantly increase sensitivity for targets. Adults performed better in the tests and in the game, and it was possible to satisfactorily predict group membership based on the scores. Children found it especially difficult to find covert targets. Overall, the described version of the

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…

Language Learner Strategies for Building EFL Learners’ Autonomy

Directory of Open Access Journals (Sweden)

Hooshang Khoshsima

2015-11-01

Full Text Available The critical discussions and matters in enhancing students’ learning performance, knowledge, and language proficiency have received a remarkable degree of attention in educational contexts. This study was undertaken to encourage learners to build the required competence in the foreign language by utilizing learning strategies so that they could become autonomous learners. Language learners' learning difficulties while learning a foreign language were identified in this study. With regard to problems which language learners faced in learning a foreign language, the teachers are able to recognize and to utilize appropriate language learning strategies in order to develop autonomy in learners who conceptualize and use those strategies in the foreign language. The research design adopted for the present study was survey method. The data for the study were collected with the use of a questionnaire. This questionnaire was administered to a total of 60 EFL learners who were selected from a university in Iran. It was used to assess learners’ awareness and perceived use of strategies and to provide data on their best utilized strategies. Results have been driven through statistical analysis. The analyzed data reveal the students’ styles and assist teachers to take part in shifting the strategies and heighten language learners' autonomy. The findings support the claim that knowing and making language learners aware of the most appropriate strategy would assist learners to improve their autonomy and to enhance their learning.

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.

THE EFFECT OF IRANIAN FEMALE EFL LEARNERS’ POLITENESS STRATEGIES AWARENESS ON THEIR LETTER WRITING ABILITY

Directory of Open Access Journals (Sweden)

Faezeh Yousefian Dastmalchi

2014-12-01

Full Text Available This research examines the effect of teaching politeness strategies based on the models proposed by Brown and Levinson (1987 and Leech (1983 to intermediate English learners on their ability in writing more polite letters. The instrumentation includes an IELTS test, used as a placement test, an inventory, used to measure learners’ awareness of politeness strategies, and a letter-writing test, used as a measurement of learners’ ability in using politeness strategies. Among all the participants, twenty of them were put in the control group, and twenty-four of them in the experimental group, who went under the treatment. They were taught how to write politely based on the politeness strategy models proposed by Brown and Levinson (1987 and Leech (1983. After the treatment, learners wrote letters to the same people with the same situations. Comparing the twenty learners in the control group with the twenty-four learners in experimental group, the researchers concluded that the treatment had a significant effect on the learners’ ability in writing more polite letters. They selected to use more formal strategies with those who they saw further distance with, and more informal strategies with more intimate people. Furthermore, the answers the learners provided to the questions of the inventory offered more awareness of politeness strategies. This implies that they were more aware of various choices of polite language that were available for them to use in the given situations.

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…

Developing robust arsenic awareness prediction models using machine learning algorithms.

Science.gov (United States)

Singh, Sushant K; Taylor, Robert W; Rahman, Mohammad Mahmudur; Pradhan, Biswajeet

2018-04-01

Arsenic awareness plays a vital role in ensuring the sustainability of arsenic mitigation technologies. Thus far, however, few studies have dealt with the sustainability of such technologies and its associated socioeconomic dimensions. As a result, arsenic awareness prediction has not yet been fully conceptualized. Accordingly, this study evaluated arsenic awareness among arsenic-affected communities in rural India, using a structured questionnaire to record socioeconomic, demographic, and other sociobehavioral factors with an eye to assessing their association with and influence on arsenic awareness. First a logistic regression model was applied and its results compared with those produced by six state-of-the-art machine-learning algorithms (Support Vector Machine [SVM], Kernel-SVM, Decision Tree [DT], k-Nearest Neighbor [k-NN], Naïve Bayes [NB], and Random Forests [RF]) as measured by their accuracy at predicting arsenic awareness. Most (63%) of the surveyed population was found to be arsenic-aware. Significant arsenic awareness predictors were divided into three types: (1) socioeconomic factors: caste, education level, and occupation; (2) water and sanitation behavior factors: number of family members involved in water collection, distance traveled and time spent for water collection, places for defecation, and materials used for handwashing after defecation; and (3) social capital and trust factors: presence of anganwadi and people's trust in other community members, NGOs, and private agencies. Moreover, individuals' having higher social network positively contributed to arsenic awareness in the communities. Results indicated that both the SVM and the RF algorithms outperformed at overall prediction of arsenic awareness-a nonlinear classification problem. Lower-caste, less educated, and unemployed members of the population were found to be the most vulnerable, requiring immediate arsenic mitigation. To this end, local social institutions and NGOs could play a

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.

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.

Domestic burns prevention and first aid awareness in and around Jamshedpur, India: strategies and impact.

Science.gov (United States)

Ghosh, A; Bharat, R

2000-11-01

This article highlights the strategy for awareness creation regarding burns prevention and first aid and its impact in and around the steel-producing city of Jamshedpur, India. This is a joint venture of the Burns Centre and the Medico Social Welfare Unit of the Tata Main Hospital, Jamshedpur in collaboration with the Social Service Division of Tata Steel and city schools. The first phase of 5 years has been devoted to general awareness building in the population through two main programmes, namely "Community Awareness Programmes" for the target group of ladies and teenage girls and "School Education Programmes" for the target group of school children of Standard 8 in the steel-producing city. These programmes include audio-visual presentations as well as face to face interactions regarding structure and arrangements in the kitchen, floor level cooking, clothing while cooking, careful use of electrical appliances, pressure stoves, etc. The discussions also include suicidal and homicidal burns prevention strategies. Various competitions for the target group provide feedback on programmes. The growing awareness about burns prevention among school children and community members, and steady increase in the number of patients who use water as first aid, speak about the success of the strategies.

Interoceptive Awareness Skills for Emotion Regulation: Theory and Approach of Mindful Awareness in Body-Oriented Therapy (MABT

Directory of Open Access Journals (Sweden)

Cynthia J. Price

2018-05-01

Full Text Available Emotion regulation involves a coherent relationship with the self, specifically effective communication between body, mind, and feelings. Effective emotion regulation involves the ability to accurately detect and evaluate cues related to physiological reactions to stressful events, accompanied by appropriate regulation strategies that temper and influence the emotional response. There is compelling evidence demonstrating links between poor or disrupted awareness of sensory information, or interoceptive awareness, and difficulties with emotion regulation. This paper presents a framework, based on psychological and neurobiological research, for understanding how interoceptive awareness facilitates regulation and an integrated sense of self, and thus contributes to health and well-being. A mind-body therapeutic approach called mindful awareness in body-oriented therapy (MABT, uniquely designed to teach fundamental skills of interoceptive awareness, is described. MABT develops the distinct interoceptive awareness capacities of identifying, accessing, and appraising internal bodily signals that are identified in physiological models as the critical components of interoception for emotion regulation. The explanatory model is that the development of these key interoceptive capacities improves sensory (physical and emotional awareness, reduces distress, and improves regulation. Strategies for teaching and learning interoceptive awareness are not well-developed in mindfulness or psychotherapeutic approaches, particularly important for people who may have difficulty attending to interoceptive awareness due to stress, chronic pain or trauma. To address this issue, MABT provides an individualized protocol for scaffolding interoceptive awareness through a combination of psychoeducation and somatic approaches explicitly addressing difficulties with interoceptive processing. Clinical vignettes are included to provide exemplars of this approach and to highlight

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"…

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.

Dispatching strategies for coordinating environmental awareness and risk perception in wind power integrated system

International Nuclear Information System (INIS)

Jin, Jingliang; Zhou, Dequn; Zhou, Peng; Qian, Shuqu; Zhang, Mingming

2016-01-01

Wind power plays a significant role in economic and environmental operation of electric power system. Meanwhile, the variability and uncertainty characteristics of wind power generation bring technical and economical challenges for power system operation. In order to harmonize the relationship between environmental protection and risk management in power dispatching, this paper presents a stochastic dynamic economic emission dispatch model combining risk perception with environmental awareness of decision-makers by following the principle of chance-constrained programming. In this power dispatching model, the description of wind power uncertainty is derived from the probability statistic character of wind speed. Constraints-handling techniques as a heuristic strategy are embedded into non-dominated sorting genetic algorithm-II. In addition, more information is digested from the Pareto optimum solution set by cluster analysis and fuzzy set theory. The simulation results eventually demonstrate that the increase of the share of wind power output will bring higher risk, though it is beneficial for economic cost and environmental protection. Since different risk perception and environmental awareness can possibly lead to diverse non-dominated solutions, decision-makers may choose an appropriate dispatching strategy according to their specific risk perception and environmental awareness. - Highlights: • A dispatch model combining environmental awareness and risk perception is proposed. • The uncertain characteristic of available wind power is determined. • Constraints-handling techniques are embedded into genetic algorithm. • An appropriate decision-making method is designed. • Dispatching strategies can be coordinated by the proposed model and method.

A randomised controlled trial of sensory awareness training and additional motor practice for learning scalpel skills in podiatry students.

Science.gov (United States)

Causby, Ryan S; McDonnell, Michelle N; Reed, Lloyd; Hillier, Susan L

2016-12-05

The process of using a scalpel, like all other motor activities, is dependent upon the successful integration of afferent (sensory), cognitive and efferent (motor) processes. During learning of these skills, even if motor practice is carefully monitored there is still an inherent risk involved. It is also possible that this strategy could reinforce high levels of anxiety experienced by the student and affect student self-efficacy, causing detrimental effects on motor learning. An alternative training strategy could be through targeting sensory rather than motor processes. Second year podiatry students who were about to commence learning scalpel skills were recruited. Participants were randomly allocated into sensory awareness training (Sensory), additional motor practice (Motor) or usual teaching only (Control) groups. Participants were then evaluated on psychological measures (Intrinsic Motivation Inventory) and dexterity measures (Purdue Pegboard, Grooved Pegboard Test and a grip-lift task). A total of 44 participants were included in the study. There were no baseline differences or significant differences between the three groups over time on the Perceived Competence, Effort/ Importance or Pressure/ Tension, psychological measures. All groups showed a significant increase in Perceived Competence over time (F 1,41  = 13.796, p = 0.001). Only one variable for the grip-lift task (Preload Duration for the non-dominant hand) showed a significant difference over time between the groups (F 2,41  = 3.280, p = 0.038), specifically, Motor and Control groups. The use of sensory awareness training, or additional motor practice did not provide a more effective alternative compared with usual teaching. Further research may be warranted using more engaged training, provision of supervision and greater participant numbers. Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12616001428459 . Registered 13 th October 2016. Registered Retrospectively.

Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning

NARCIS (Netherlands)

Moore, Adam; Pammer, Viktoria; Pannese, Lucia; Prilla, Michael; Rajagopal, Kamakshi; Reinhardt, Wolfgang; Ullman, Thomas; Voigt, Christian

2013-01-01

Moore, A., Pammer, V., Pannese, L., Prilla, M., Rajagopal, K., Reinhardt, W., Ullman, Th. D., & Voigt, Ch. (Eds.) (2012). Proceedings of the 2nd Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 7th European Conference on Technology Enhanced Learning: 21st

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

Learning to drive: developing a workable awareness plan for monitoring new technology.

Science.gov (United States)

Berryman, Donna R

2010-04-01

Technology is constantly driving forward, and information professionals need to be informed about developments in order to work more effectively, provide new services, understand what users need and want, and to develop professionally. Learning how to monitor these developments in technology is a skill, just like learning to drive. This article provides information about developing a workable awareness plan and provides some suggested sites to monitor and tools to use.

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…

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.

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

Which Methodology Works Better? English Language Teachers' Awareness of the Innovative Language Learning Methodologies

Science.gov (United States)

Kurt, Mustafa

2015-01-01

The present study investigated whether English language teachers were aware of the innovative language learning methodologies in language learning, how they made use of these methodologies and the learners' reactions to them. The descriptive survey method was employed to disclose the frequencies and percentages of 175 English language teachers'…

KAZAN: Will you survive the next geodisaster? An educational game for raising awareness about geohazards and risk reduction strategies

Science.gov (United States)

Mossoux, Sophie; Delcamp, Audray; Poppe, Sam; Kervyn, Matthieu

2015-04-01

Natural disasters remain too often presented in the media as the results from extreme natural phenomena affecting helpless people. School students and stakeholders, especially in developing countries, have a limited awareness of the different components of disasters and of the complementary strategies existing to mitigate their impacts. Using the specific example of the Ngazidja Island (Comoros), we developed and tested a new board game aiming at raising awareness about geohazards (i.e. earthquake, tsunami, lava flow, volcanic ash fall). This game highlights the various and spatially-variable geohazard impacts on the exposed population, the key role played by livelihood strategies and the access to natural resources in controlling long term impacts, and the capacity of a community to act in reducing its vulnerability to natural hazards. The target public of this game are 1. secondary school students, 2. scientists and stakeholders involved to some degree in risk management activities, and 3. people exposed to these hazards. For the first group, the aim is to allow them to better interpret the disaster to which they are confronted in the media, whereas for the second group, the objective is to generate discussion about the efficiency and complementarity of contrasted risk management strategies. The objective for the last group is to help them to understand the hazard to which they are confronted in order to be better prepared. In this contribution, we will present the game board and the implemented rules. This game was tested with several groups of secondary school students in Belgium and with geologists and risk managers in Tanzania and in the Comores. On the basis of the analysis of the game strategies developed by the players, their reactions during the game and their answers to a short questionnaire, we analyse the main learning outcomes that are conveyed by this game. We compare these outcomes with key elements of the risk management, focusing on geohazards in

Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability

Science.gov (United States)

Warmington, Meesha; Hulme, Charles

2012-01-01

This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition,…

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.

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.

Disability Awareness and University Staff Training in Ireland (Practice Brief)

Science.gov (United States)

Padden, Lisa; Ellis, Carol

2015-01-01

It is vital that all university staff have awareness of the difficulties that may be experienced by students with disabilities. Staff must be given the knowledge and resources to support these students effectively. University College Dublin (UCD) Access & Lifelong Learning has developed a communication and training strategy to improve…

The importance of the selection of the audiences and the organization of media events within public awareness strategies for tissue banks.

Science.gov (United States)

Morales Pedraza, Jorge

2008-12-01

The main purpose of the International Atomic Energy Agency (IAEA) Public Awareness Strategies for Tissue Banks is to provide guidance on organizing and running awareness campaigns, in order to consolidate tissue banking activities. Within the IAEA Public Awareness Strategies for Tissue Banks, there are two important topics, which need to be singled out due to their importance for a successful public and professional awareness campaign. These are the selection of the audiences and the organization of media events within a Communication Strategy. The experience in the field of tissue banking in several countries has shown that interaction between the public, the professional health care staff, the media and the tissue bank personnel is essential if the activities of the banks are to be successful. It must be emphasized however, that any public and professional awareness strategy will not be successful, unless it is considered as part of an integrated system that is adopted by the concerned Government.

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.

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.

Cognitive and metacognitive processes in self-regulation of learning

Directory of Open Access Journals (Sweden)

Erika Tomec

2006-08-01

Full Text Available The purpose of the present study was to investigate differences among secondary school students in cognitive and metacognitive processes in self-regulated learning (SRL according to year of education, learning program, sex and achievement. Beside this, the autors were interested in the relationship between (metacognitive components of self-regulated learning. The theoretical framework of the research was the four-component model of self-regulated learning by Hofer, Yu and Pintrich (1998. The focus was on the first part of the model which is about cognitive structure and cognitive strategies.Metacognitive awareness inventory (Shraw and Sperling Dennison, 1994 and Cognitive strategies awareness questionnaire (Pečjak, 2000, in Peklaj and Pečjak, 2002 were applied. In a sample of 321 students, differences in perception of importance of cognitive strategies among students attending different grades (1st and 4th, students attending different learning programs, students of different gender and students with different achievements emerged. Students' achievement in the whole sample was related to amount of metacognitive awareness. In the sample of 4-year students and students attending professional secondary schools, students' achievement was additionally related to appraisal of importance elaboration and organizational strategies. Further statistical analyses of relationship between components in SRL showed high positive correlation between cognitive and metacognitive components.

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.

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…

Teaching Awareness of Strategic Behavior in Combination with Strategy Training: Effects on Children's Memory Performance.

Science.gov (United States)

Kramer, Jack J.; Engle, Randall W.

1981-01-01

Examined the effectiveness of rehearsal training and strategy awareness to train groups of mildly retarded and normal children in using mature information processing techniques. Recall scores on a training task were influenced by rehearsal training, but neither the rehearsal and strategy conditions nor their combination influenced recognition of…

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…

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. �

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.

Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies

Directory of Open Access Journals (Sweden)

Joel M. Magogwe

2013-02-01

Full Text Available This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1 What are the self-reported reading proficiencies of the University of Botswana students? (2 Are the University of Botswana students aware of their metacognitive reading strategies? (3 What kind of metacognitive reading strategies are frequently used? (4 Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS developed by Mokhtari and Sheorey (2002, and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.

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...

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…

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.

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.

Mission aware energy saving strategies for Army ground vehicles

Science.gov (United States)

Dattathreya, Macam S.

Fuel energy is a basic necessity for this planet and the modern technology to perform many activities on earth. On the other hand, quadrupled automotive vehicle usage by the commercial industry and military has increased fuel consumption. Military readiness of Army ground vehicles is very important for a country to protect its people and resources. Fuel energy is a major requirement for Army ground vehicles. According to a report, a department of defense has spent nearly $13.6 billion on fuel and electricity to conduct ground missions. On the contrary, energy availability on this plant is slowly decreasing. Therefore, saving energy in Army ground vehicles is very important. Army ground vehicles are embedded with numerous electronic systems to conduct missions such as silent and normal stationary surveillance missions. Increasing electrical energy consumption of these systems is influencing higher fuel consumption of the vehicle. To save energy, the vehicles can use any of the existing techniques, but they require complex, expensive, and time consuming implementations. Therefore, cheaper and simpler approaches are required. In addition, the solutions have to save energy according to mission needs and also overcome size and weight constraints of the vehicle. Existing research in the current literature do not have any mission aware approaches to save energy. This dissertation research proposes mission aware online energy saving strategies for stationary Army ground vehicles to save energy as well as to meet the electrical needs of the vehicle during surveillance missions. The research also proposes theoretical models of surveillance missions, fuzzy logic models of engine and alternator efficiency data, and fuzzy logic algorithms. Based on these models, two energy saving strategies are proposed for silent and normal surveillance type of missions. During silent mission, the engine is on and batteries power the systems. During normal surveillance mission, the engine is

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....

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…

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.

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...

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'…

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.

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.

Motivating Students through Awareness of the Natural Correlation between College Learning and Corporate Work Settings

Science.gov (United States)

D'Aloisio, Anna

2006-01-01

This article argues that college students can be motivated to be active participants in their own education if made aware of the direct correlation between college learning and corporate work settings. Students can be shown that through the natural course of college learning, they are acquiring valuable core skills or transferable competencies…

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.

Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

Directory of Open Access Journals (Sweden)

Yang Wang

2016-09-01

Full Text Available This case study investigated how the use of mindfulness affected college English as a foreign language (EFL students learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students’ abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory, creativity, and positive affect based on the previous studies. In this study, 24 undergraduate freshmen participated at a Northeastern University in China. The data collection included those undergraduates’ pre-surveys, post-surveys, work samples, the instructor’s observation notes and the researcher’s reflective journal entries. This practice found that by engaging in mindful strategies, EFL students took ownership of their learning in the following ways: students built and became aware of a comfortable learning environment in their classroom through mindfulness; mindful writing helped students generate new thoughts and become aware of their thinking; mindfulness facilitated their learning process, cultivated creativity and intelligence; mindful cooperative learning provided students with an opportunity to discover their awareness, learn from others, reflect and think critically.

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)

Patient education and basic body awareness therapy in hip osteoarthritis - a qualitative study of patients' movement learning experiences.

Science.gov (United States)

Olsen, Aarid Liland; Strand, Liv Inger; Skjaerven, Liv Helvik; Sundal, Mary-Anne; Magnussen, Liv Heide

2017-08-01

Osteoarthritis (OA) is associated with pain, dysfunction and reduced quality of life. Patient education (PE) followed by 12 weekly sessions of Basic Body Awareness Therapy (BBAT) was offered to patients with hip OA, aiming to strengthen their ability to move and act functionally in daily life. To explore how patients described their experiences and outcome from participating in PE and BBAT. Individual, semi-structured interviews with five patients, aged 52-78 years, were performed after PE and BBAT at four and ten months. Interview data were analyzed by systematic text condensation. Three main themes emerged. "Becoming motivated and involved" reflected experiences of encouragement and support from information given and communication with group members. In "Movement awareness learning" patients described becoming aware of and improving functional movement, alleviating symptoms and increasing daily functioning. "Movement and disease in a long-term perspective" reflected patientś experience of increased self-awareness and taking better care of themselves at 10 months after baseline. Practicing basic movement principles, they felt empowered to handle daily life challenges in more functional and energy-economical ways. PE followed by BBAT in groups may be beneficial to patients with hip OA, and provide lasting benefits regarding daily life function. Implications for Rehabilitation Insight into disease process and relationship to functional movement gained through patient education may empower patients with hip osteoarthritis in management of daily life Movement awareness and exploration of movement quality using principles from Basic Body Awareness Therapy was found to support patients in finding resources for functional movement, implemented in daily actions Movement strategies characterized by adjustment rather than force was experienced by the patients to support their general functioning, despite of prevailing hip pain Implementing group therapeutic factors (Yalom

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

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.

The Role of Blogs and Web Resources in Students' Autonomous Learning Awareness

Science.gov (United States)

Ballén, Diana

2014-01-01

This article focuses on the way in which technology-based activities may shape and characterize students' awareness of their own learning processes and their understanding of autonomy. The study was carried out at a public university in Colombia. Data collection was done through the implementation of class observations, a survey, and some focus…

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.

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.

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...

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…

Study strategies and beliefs about learning as a function of academic achievement and achievement goals.

Science.gov (United States)

Geller, Jason; Toftness, Alexander R; Armstrong, Patrick I; Carpenter, Shana K; Manz, Carly L; Coffman, Clark R; Lamm, Monica H

2018-05-01

Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students' achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky's survey, along with the Achievement Goals Questionnaire [Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality & Social Psychology, 80, 501-519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students' approaches to studying.

Supporting the development of interpersonal skills in nursing, in an undergraduate mental health curriculum: reaching the parts other strategies do not reach through action learning.

Science.gov (United States)

Waugh, Anna; McNay, Lisa; Dewar, Belinda; McCaig, Marie

2014-09-01

The centrality of therapeutic relationships is considered to be the cornerstone of effective mental health nursing practice. Strategies that support the development of these skills and the emotional aspects of learning need to be developed. Action learning is one such strategy. This article reports on a qualitative research study on the introduction of Action Learning Sets (ALS) into a Pre-registration Mental Health Nursing Programme. This teaching and learning methodology was chosen to support the emotional aspects of learning and mental health nursing skills. Four themes were identified: developing skills of listening and questioning in 'real time', enhanced self-awareness, being with someone in the moment--there is no rehearsal and doing things differently in practice. Students and lecturers found the experience positive and advocate for other Pre-registration Mental Health Nursing Programmes to consider the use of ALS within the curriculum. © 2013.

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

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…

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.

The physician's role in suicide prevention: lessons learned from a public awareness campaign.

Science.gov (United States)

Boeke, Melissa; Griffin, Tom; Reidenberg, Daniel J

2011-01-01

The suicide rate in Minnesota has increased every year since 2000, making suicide a serious public health problem. In the spring and summer of 2009, the nonprofit organization Suicide Awareness Voices of Education (SAVE) launched a public awareness campaign targeting four populations at high risk of suicidal behavior and suicide: adult men, seniors, teens, and American Indians. The goals of the campaign were to increase awareness about suicide in general and to let people know how they could help someone who may be at risk. In their evaluation of the campaign, researchers found a need to provide physicians and other health care professionals with appropriate information about suicide and resources that are available for those who may need help.They also learned the importance of engaging physicians in planning future campaigns.

A Decision-Tree-Oriented Guidance Mechanism for Conducting Nature Science Observation Activities in a Context-Aware Ubiquitous Learning

Science.gov (United States)

Hwang, Gwo-Jen; Chu, Hui-Chun; Shih, Ju-Ling; Huang, Shu-Hsien; Tsai, Chin-Chung

2010-01-01

A context-aware ubiquitous learning environment is an authentic learning environment with personalized digital supports. While showing the potential of applying such a learning environment, researchers have also indicated the challenges of providing adaptive and dynamic support to individual students. In this paper, a decision-tree-oriented…

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…

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.

The Effect of Activating Metacognitive Strategies on the Listening Performance and Metacognitive Awareness of EFL Students

Science.gov (United States)

Rahimirad, Maryam; Shams, Mohammad Reza

2014-01-01

This study investigates the effect of activating metacognitive strategies on the listening performance of English as a foreign language (EFL) university students and explores the impact of such strategies on their metacognitive awareness of the listening task. The participants were N = 50 students of English literature at the state university of…

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.

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.

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.

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…

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…

Awareness among Indian professional football players about injury prevention strategies: A national survey.

Science.gov (United States)

Nair, Rohit; Rajasekar, Sannasi; Abraham, Allan; Samuel, Asir John

2018-03-01

To determine the awareness and application of the injury prevention strategies by professional Indian football players through Standard Questionnaire Based Survey. Descriptive Epidemiological Study. Professional football clubs in India. Among 150 professional footballers playing in India, 109 football players participated.. The online questionnaire was made in the Google drive application. An online URL (www.tinyurl.com/futbolscptrc) was made in Google accounts by Google drive. 150 professional footballers playing in India were identified and invited to participate in this descriptive epidemiological online survey. All duly filled questionnaire responses were automatically reached in the Google drive inbox. Descriptive analysis was used for the data analysis. Questionnaires were distributed to 150 professional players at nine Indian League clubs. 109 players responded, which represents a response rate of 73%. The player age and number of years as a professional footballers were 25 (4) years (range 18-38 years) and 6 (4) years (range 1-16 years) respectively. The players were from one Premier (9), two Division One (6 and 16), and two Division Two (9 and 15) teams. Most of the professional Indian football players are aware about the injury prevention strategies. However, the application of these strategies is consistently followed by Premier division players.

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...

Transferring an educational board game to a multi-user mobile learning game to increase shared situational awareness

NARCIS (Netherlands)

Klemke, Roland; Kurapati, Shalini; Kolfschoten, Gwendolyn

2013-01-01

Klemke, R., Kurapati, S., & Kolfschoten, G. (2013, 6 June). Transferring an educational board game to a multi-user mobile learning game to increase shared situational awareness. Presentation at the 3rd Irish Symposium on Game Based Learning, Dublin, Ireland. Please see also

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.

[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.

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.

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...

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).

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

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.

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

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…

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…

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.

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.

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.

Message design strategies to raise public awareness of social determinants of health and population health disparities.

Science.gov (United States)

Niederdeppe, Jeff; Bu, Q Lisa; Borah, Porismita; Kindig, David A; Robert, Stephanie A

2008-09-01

Raising public awareness of the importance of social determinants of health (SDH) and health disparities presents formidable communication challenges. This article reviews three message strategies that could be used to raise awareness of SDH and health disparities: message framing, narratives, and visual imagery. Although few studies have directly tested message strategies for raising awareness of SDH and health disparities, the accumulated evidence from other domains suggests that population health advocates should frame messages to acknowledge a role for individual decisions about behavior but emphasize SDH. These messages might use narratives to provide examples of individuals facing structural barriers (unsafe working conditions, neighborhood safety concerns, lack of civic opportunities) in efforts to avoid poverty, unemployment, racial discrimination, and other social determinants. Evocative visual images that invite generalizations, suggest causal interpretations, highlight contrasts, and create analogies could accompany these narratives. These narratives and images should not distract attention from SDH and population health disparities, activate negative stereotypes, or provoke counterproductive emotional responses directed at the source of the message. The field of communication science offers valuable insights into ways that population health advocates and researchers might develop better messages to shape public opinion and debate about the social conditions that shape the health and well-being of populations. The time has arrived to begin thinking systematically about issues in communicating about SDH and health disparities. This article offers a broad framework for these efforts and concludes with an agenda for future research to refine message strategies to raise awareness of SDH and health disparities.

Awareness and implementation of the regional animal welfare strategy for the Americas: a questionnaire.

Science.gov (United States)

Glass, E; Kahn, S; Arroyo Kuribreha, M

2015-12-01

The World Organisation for Animal Health (OIE) is the global standard-setting organisation for animal health and these standards are references for the World Trade Organization legal framework. In 2002, noting the relationship between animal health and welfare, the OIE accepted the mandate to develop animal welfare standards. These standards were subsequently adopted by Member Countries and have been included in the TerrestrialAnimal Health Code and the Aquatic Animal Health Code. The implementation of the OIE standards by Member Countries is continually promoted. National OIE Delegates are encouraged to nominate National Focal Points for key topics, including animal welfare. In 2012, the OIE Regional Commission of the Americas adopted a Regional Animal Welfare Strategy (Regional Strategy) to promote a coordinated approach to the implementation of the OIE animal welfare standards by the 29 Member Countries in the region. In February 2015, the OIE Regional Representation for the Americas distributed a questionnaire to determine the level of awareness and implementation of the Regional Strategy. This paper presents the results of the questionnaire. With a few exceptions, veterinary officials and stakeholders are only just becoming aware of the strategy and implementation is at an early stage. To promote the implementation of the Regional Strategy, it will be.necessary to continue building the capacity of the national Veterinary Services, strengthening public-private partnerships, modernising legislation and promoting veterinary involvement in animal welfare. Through the implementation of the Regional Strategy, the OIE will provide support to countries in establishing animal welfare standards, in line with government priorities and consumer concerns.

Teaching Diversity and Aging through Active Learning Strategies: An Annotated Bibliography.

Science.gov (United States)

Fried, Stephen B.; Mehrotra, Chandra M.

Covering 10 topical areas, this annotated bibliography offers a guide to journal articles, book chapters, monographs, and books useful for teaching diversity and aging through active learning. Active learning experiences may help expand students' awareness of elements of their own diversity, broaden their world view, and enhance their culturally…

Exploring the Listening Process to Inform the Development of Strategy Awareness-Raising Materials

Science.gov (United States)

Blanco, Maria; Guisado, Juan J.

2012-01-01

This article reports on a small-scale qualitative study aimed at exploring the listening process in a group of Spanish beginners in a UK higher education context. The specific aim of the study was to inform the development of materials for listening strategy awareness-raising activities. The exploration was focused on identifying (a) strategies…

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…

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…

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

Directory of Open Access Journals (Sweden)

I Wayan Karmana

2012-04-01

Full Text Available 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. Instru­ments used are a test and a questionnaire. The data are analyzed using ANCOVA and follow up tests using LSD. Based on the data analysis, the following conclusions are drawn (1 there are effects of PBL strategy and integrated PBL and STAD on problem solving skill, critical thinking, and cognitive achievement in biology, but not on metacognitive awareness, (2 there is an effect of academic compe­tency on cognitive achievement in biology, but not on problem solving skill, critical thinking, and meta­cognitive awareness, and (3 there are no effects of learning strategy and academic competency interac­tion on problem solving skill, critical thinking, metacognitive awareness and learning cognitive achievement in biology. Abstrak: Strategi Pembelajaran, Kemampuan Akademik, Kemampuan Pemecahan Masalah, dan Hasil Belajar Biologi. Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran, ke­mampuan akademik, dan interaksi strategi pembelajaran dan kemampuan akademik terhadap kemam­puan pemecahan masalah, kemam­puan berpikir kritis, kesadaran metakognitif, dan hasil belajar kognitif biologi siswa SMA. Penelitian kuasi-eksperimental ini melibatkan 60 siswa kelas X SMA Negeri 4 Mataram yang datanya dikumpul­kan menggunakan tes dan angket yang dianalisis menggunakan Anakova. Hasilnya menunjukkan bahwa (1 ada pengaruh strategi pembelajaran terhadap kemampuan pemecahan masalah, kemampuan berpikir kritis, dan hasil belajar kognitif biologi

Fast distributed strategic learning for global optima in queueing access games

KAUST Repository

Tembine, Hamidou

2014-01-01

In this paper we examine combined fully distributed payoff and strategy learning (CODIPAS) in a queue-aware access game over a graph. The classical strategic learning analysis relies on vanishing or small learning rate and uses stochastic

Implicit and Explicit Learning in Individuals with Agrammatic Aphasia

Science.gov (United States)

Schuchard, Julia; Thompson, Cynthia K.

2014-01-01

Implicit learning is a process of acquiring knowledge that occurs without conscious awareness of learning, whereas explicit learning involves the use of overt strategies. To date, research related to implicit learning following stroke has been largely restricted to the motor domain and has rarely addressed implications for language. The present…

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.

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....

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…

Career-Related Instruction Promoting Students' Career Awareness and Interest towards Science Learning

Science.gov (United States)

Salonen, Anssi; Kärkkäinen, Sirpa; Keinonen, Tuula

2018-01-01

The aim of this study was to investigate how career-related instruction implemented in secondary school chemistry education concerning water issues influences students' career awareness and their interest towards science learning. This case study is part of a larger design-based research study for the EU-MultiCO project, which focuses on promoting…

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…

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.

Transferring an educational board game to a multi-user mobile learning game to increase shared situational awareness

NARCIS (Netherlands)

Klemke, Roland; Kurapati, Shalini; Kolfschoten, Gwendolyn

2013-01-01

Klemke, R., Kurapati, S., & Kolfschoten, G. (2013, 6 June). Transferring an educational board game to a multi-user mobile learning game to increase shared situational awareness. In P. Rooney (Ed.), Proceedings of the 3rd Irish Symposium on Game Based Learning (pp. 8-9). Dublin, Ireland. Please see

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.

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.

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…

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...

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 ...

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.

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,…

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.

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…

Interactive Syllable-Based English Vocabulary Learning in a Context-Aware Environment

Science.gov (United States)

Wang, Wen-Yen; Huang, Yueh-Min

2017-01-01

English is one of the most important second languages in nonnative English-speaking countries, where learning English usually begins in primary school. To this end, vocabulary learning is regarded as the most fundamental and crucial stage in developing the student's English language capability. While some studies have explored strategies of…

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

Leveraging CRT Awareness in Creating Web-Based Projects through Use of Online Collaborative Learning for Pre-Service Teachers

Science.gov (United States)

Chuang, Hsueh-Hua

2016-01-01

This paper explores the roles played by cloud computing technologies and social media in facilitating a learning community for online group collaborative learning, and particularly explores opportunities and challenges in leveraging culturally responsive teaching (CRT) awareness in educational technology. It describes implementation of a…

Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept

Directory of Open Access Journals (Sweden)

Alev Girli

2017-09-01

Full Text Available The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD, academic self-efficacy and the concept of self, in comparison to their typically developing (TD peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children’s Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth,sixth, seventh and eighth grades in İzmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self.

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...

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.

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.

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.

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.

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.

Development of the Curriculum and Instructional Model for Learning the Tactical Awareness by the Each Role in the Baseball Game in the Elementary School

OpenAIRE

中井, 隆司; 宗野, 伸哉; 川島, 弘美

2006-01-01

The purpose of this study was to develop the curriculum and instructional model for learning the tactical awareness by the each role in the baseball game in the elemetary school. This baseball game' s practice composed three task games, the drill game and the teaching process for learning "tactical awareness". For analyzing the learning process and the products, four students were selected by the throwing ability. In this teaching unit, the learning process and the products were measured in t...

Theory to Strategy: War Insight for the Strategic Soldier

National Research Council Canada - National Science Library

Fregoso, Luis A

2008-01-01

.... These Strategic Soldiers and their respective leaders must not only be aware of their potential influence in a war environment, they must learn how to harness this ability in support of their nation's war strategy...

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 ...

Auditory Processing, Linguistic Prosody Awareness, and Word Reading in Mandarin-Speaking Children Learning English

Science.gov (United States)

Chung, Wei-Lun; Jarmulowicz, Linda; Bidelman, Gavin M.

2017-01-01

This study examined language-specific links among auditory processing, linguistic prosody awareness, and Mandarin (L1) and English (L2) word reading in 61 Mandarin-speaking, English-learning children. Three auditory discrimination abilities were measured: pitch contour, pitch interval, and rise time (rate of intensity change at tone onset).…

Syntactic Awareness and Arithmetic Word Problem Solving in Children with and without Learning Disabilities

Science.gov (United States)

Peake, Christian; Jiménez, Juan E.; Rodríguez, Cristina; Bisschop, Elaine; Villarroel, Rebeca

2015-01-01

Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in…

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.

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…

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.

Awareness of Knowledge or Awareness of Processing? Implications for Sleep-Related Memory Consolidation

OpenAIRE

Yordanova, Juliana; Kolev, Vasil; Verleger, Rolf

2009-01-01

The present study assessed the effects of awareness at encoding on off-line learning during sleep. A new framework is suggested according to which two aspects of awareness are distinguished: awareness of task information, and awareness of task processing. The number reduction task (NRT) was employed because it has two levels of organization, an overt one based on explicit knowledge of task instructions, and a covert one based on hidden abstract regularities of task structure (implicit knowled...

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…

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.

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.

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.

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.

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 ...

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:

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....

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.

Data-Driven Learning and Awareness-Raising: An Effective Tandem to Improve Grammar in Written Composition?

Directory of Open Access Journals (Sweden)

María Luisa Pérez Cañado

2006-09-01

Full Text Available The present paper, framed within the ECTS scheme currently being piloted at the University of Jaén, reports on a study carried out in the second semester of the academic year 2004-5 with English Philology freshmen at this University. One of its aims, described in an initial section of the paper, was to determine whether the use of Computer Assisted Language Learning (CALL, and Data-Driven Learning (DDL, could help raise awareness of and thus remediate the grammar weaknesses of such pupils under four categories (articles, verb tenses, verbal complementation, and prepositions. The procedure, outlined subsequently, involved using DDL to raise awareness of the main grammar mistakes in these headings, which had been previously identified in first year students’ production through the use of an UCLEE-error-tagged written learner corpus. Two one-hour seminars were employed weekly, each one with a group of 40 students, to raise awareness of these mistakes with the help of web-based resources. Four were the steps undertaken: initial attempts on the part of the students to identify the mistakes in the seven headings; a session provided by the authors on CALL as a means to raise awareness of, identify, and solve written mistakes; use of these electronic resources to contrast their initial error identification; and explicit correction of the mistakes in each category. The results and implications, discussed in a final section, highlight that DDL and awareness-raising – albeit in some categories more than in others – indeed constitute an effective tandem when it comes to improving grammatical aspects in written composition at University level.

Gamifying Outdoor Social Inquiry Learning with Context-Aware Technology

Science.gov (United States)

Jong, Morris Siu-Yung; Chan, Tom; Tam, Vincent; Hue, Ming-Tak

2017-01-01

Gamification is a strategy of using game mechanics and experience design to digitally engage people to achieve intended goals in non-game contexts. There has been increasing discussion among educators and researchers about harnessing the idea of gamification to enhance current learning and teaching practices in school education. This paper…

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.

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.

Strategi Reputation Marketing untuk Mendapatkan Awareness Khalayak Radio (Studi Kasus: 97.5 Fm Motion Radio Jakarta

Directory of Open Access Journals (Sweden)

Anathasia Citra

2013-04-01

Full Text Available The research aims to know the implication of reputation marketing strategy in Broadcast Media Management, how the Reputation Marketing impacts the improvement of Audience awareness. This is a descriptive research using qualitative approach with the methodology of observant participatory. The result is that Reputation Marketing is essential to be conducted specially in new radio station to get attention of audiences. As the result, its increasing the awareness of the radio station and benefit for the radio station is because the increase of the numbers of advertisers.  

Building up Autonomy Through Reading Strategies

Directory of Open Access Journals (Sweden)

Alexander Izquierdo Castillo

2014-10-01

Full Text Available This article reports on an action research project conducted with six ninth grade students in a rural public school in Colombia. The purpose of the study was to determine how the implementation of three reading strategies (skimming, scanning, and making predictions, when reading topics selected by learners, helps them to improve their reading comprehension and promotes their autonomy in the learning process. The results show that these learners developed some autonomous features such as making decisions for learning and doing assigned homework, increasing reading awareness and motivation. Additionally, the training on reading strategies allowed them to succeed in their reading comprehension. We conclude that these reading strategies are tools that take learners along the path of autonomy.

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...

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…

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.

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…

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.

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.

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.

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…

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,…

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…

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.

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

Directory of Open Access Journals (Sweden)

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

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…

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…

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

Directory of Open Access Journals (Sweden)

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.

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

Directory of Open Access Journals (Sweden)

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.

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…

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.

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...

Least loaded and route fragmentation aware RSA strategies for elastic optical networks

Science.gov (United States)

Batham, Deepak; Yadav, Dharmendra Singh; Prakash, Shashi

2017-12-01

Elastic optical networks (EONs) provide flexibility to assign wide range of spectral resources to the connection requests. In this manuscript, we address two issues related to spectrum assignment in EONs: the non uniform spectrum assignment along different links of the route and the spectrum fragmentation in the network. To address these issues, two routing and spectrum assignment (RSA) strategies have been proposed: Least Loaded RSA (LLRSA) and Route Fragmentation Aware RSA (RFARSA). The LLRSA allocates spectrum homogeneously along different links in the network, where as RFARSA accords priority to the routes which are less fragmented. To highlight the salient features of the two strategies, two new metrics, route fragmentation index (RFI) and standard deviation (SD) are introduced. RFI is defined as the ratio of non-contiguous FSs to the total available free FSs on the route, and SD relates to the measure of non-uniformity in the allocation of resources on the links in the network. A simulation program has been developed to evaluate the performance of the proposed (LLRSA and RFARSA) strategies, and the existing strategies of shortest path RSA (SPRSA) and spectrum compactness based defragmentation (SCD) strategies, on the metric of RFI, bandwidth blocking probability (BBP), network capacity utilized, and SD. The variation in the metrics on the basis of number of requests and the bandwidth (number of FSs) requested has been studied. It has been conclusively established that the proposed strategies (LLRSA and RFARSA) outperform the existing strategies in terms of all the metrics.

A strategy learning model for autonomous agents based on classification

Directory of Open Access Journals (Sweden)

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

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 ...

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…

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.

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.

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…

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

Directory of Open Access Journals (Sweden)

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.

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

Directory of Open Access Journals (Sweden)

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.

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…

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…

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.

PREDICTING ACADEMIC ACHIEVEMENT: THE ROLE OF MOTIVATION AND LEARNING STRATEGIES

Directory of Open Access Journals (Sweden)

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.

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…

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…

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…

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 ...

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

On Deep Learning for Trust-Aware Recommendations in Social Networks.

Science.gov (United States)

Deng, Shuiguang; Huang, Longtao; Xu, Guandong; Wu, Xindong; Wu, Zhaohui

2017-05-01

With the emergence of online social networks, the social network-based recommendation approach is popularly used. The major benefit of this approach is the ability of dealing with the problems with cold-start users. In addition to social networks, user trust information also plays an important role to obtain reliable recommendations. Although matrix factorization (MF) becomes dominant in recommender systems, the recommendation largely relies on the initialization of the user and item latent feature vectors. Aiming at addressing these challenges, we develop a novel trust-based approach for recommendation in social networks. In particular, we attempt to leverage deep learning to determinate the initialization in MF for trust-aware social recommendations and to differentiate the community effect in user's trusted friendships. A two-phase recommendation process is proposed to utilize deep learning in initialization and to synthesize the users' interests and their trusted friends' interests together with the impact of community effect for recommendations. We perform extensive experiments on real-world social network data to demonstrate the accuracy and effectiveness of our proposed approach in comparison with other state-of-the-art methods.

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.

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

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...

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.

Learning to exploit a hidden predictor in skill acquisition: Tight linkage to conscious awareness.

Directory of Open Access Journals (Sweden)

Randy Tran

Full Text Available It is often assumed that implicit learning of skills based on predictive relationships proceeds independently of awareness. To test this idea, four groups of subjects played a game in which a fast-moving "demon" made a brief appearance at the bottom of the computer screen, then disappeared behind a V-shaped occluder, and finally re-appeared briefly on either the upper-left or upper-right quadrant of the screen. Points were scored by clicking on the demon during the final reappearance phase. Demons differed in several visible characteristics including color, horn height and eye size. For some subjects, horn height perfectly predicted which side the demon would reappear on. For subjects not told the rule, the subset who demonstrated at the end of the experiment that they had spontaneously discovered the rule showed strong evidence of exploiting it by anticipating the demon's arrival and laying in wait for it. Those who could not verbalize the rule performed no better than a control group for whom the demons moved unpredictably. The implications of this tight linkage between conscious awareness and implicit skill learning are discussed.

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...

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…

Suicide prevention e-learning modules designed for gatekeepers: A descriptive review

NARCIS (Netherlands)

Ghoncheh, R.; Kerkhof, A.; Koot, H.M.

2014-01-01

Background: E-learning modules can be a useful method for educating gatekeepers in suicide prevention and awareness. Aims: To review and provide an overview of e-learning modules on suicide prevention designed for gatekeepers and assess their effectiveness. Method: Two strategies were used. First,

A Bit String Content Aware Chunking Strategy for Reduced CPU Energy on Cloud Storage

Directory of Open Access Journals (Sweden)

Bin Zhou

2015-01-01

Full Text Available In order to achieve energy saving and reduce the total cost of ownership, green storage has become the first priority for data center. Detecting and deleting the redundant data are the key factors to the reduction of the energy consumption of CPU, while high performance stable chunking strategy provides the groundwork for detecting redundant data. The existing chunking algorithm greatly reduces the system performance when confronted with big data and it wastes a lot of energy. Factors affecting the chunking performance are analyzed and discussed in the paper and a new fingerprint signature calculation is implemented. Furthermore, a Bit String Content Aware Chunking Strategy (BCCS is put forward. This strategy reduces the cost of signature computation in chunking process to improve the system performance and cuts down the energy consumption of the cloud storage data center. On the basis of relevant test scenarios and test data of this paper, the advantages of the chunking strategy are verified.

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).

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

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.

Learning style preferences: A study of pre-clinical medical students in Barbados

Science.gov (United States)

OJEH, NKEMCHO; SOBERS-GRANNUM, NATASHA; GAUR, UMA; UDUPA, ALAYA; MAJUMDER, MD.ANWARUL AZIM

2017-01-01

Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist

Learning style preferences: A study of pre-clinical medical students in Barbados.

Science.gov (United States)

Ojeh, Nkemcho; Sobers-Grannum, Natasha; Gaur, Uma; Udupa, Alaya; Majumder, Md Anwarul Azim

2017-10-01

Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students' learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist educators in designing blended teaching

Learning style preferences: A study of Pre-clinical Medical Students in Barbados

Directory of Open Access Journals (Sweden)

NKEMCHO OJEH

2017-10-01

Full Text Available Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V, aural (A, read/write (R and kinesthetic (K] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to preclinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5% and females (60.0%, with tetramodal being the most common. Read/write (33.8% followed by kinesthetic (32.5% were the most common learning style preferences. The sensory modality preference for females was read/write (34.2% and for males it was kinesthetic (40.5%. Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might

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.

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.

Developing Cultural Awareness in English Writing

Institute of Scientific and Technical Information of China (English)

邹强珍

2014-01-01

Language and culture have an intimate relationship,and cultural awareness plays an important role in language learning,involving aural comprehension,speaking,reading,writing and translation.This paper mainly discusses cultural awareness in English writing.

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 ...

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…

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…

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.

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…

[Discovery-based teaching and learning strategies in health: problematization and problem-based learning].

Science.gov (United States)

Cyrino, Eliana Goldfarb; Toralles-Pereira, Maria Lúcia

2004-01-01

Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.

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.  

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…

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…

The Effects of Training Contingency Awareness During Attention Bias Modification on Learning and Stress Reactivity.

Science.gov (United States)

Lazarov, Amit; Abend, Rany; Seidner, Shiran; Pine, Daniel S; Bar-Haim, Yair

2017-09-01

Current attention bias modification (ABM) procedures are designed to implicitly train attention away from threatening stimuli with the hope of reducing stress reactivity and anxiety symptoms. However, the mechanisms underlying effective ABM delivery are not well understood, with awareness of the training contingency suggested as one possible factor contributing to ABM efficacy. Here, 45 high-anxious participants were trained to divert attention away from threat in two ABM sessions. They were randomly assigned to one of three training protocols: an implicit protocol, comprising two standard implicit ABM training sessions; an explicit protocol, comprising two sessions with explicit instruction as to the attention training contingency; and an implicit-explicit protocol, in which participants were not informed of the training contingency in the first ABM session and informed of it at the start of the second session. We examined learning processes and stress reactivity following a stress-induction task. Results indicate that relative to implicit instructions, explicit instructions led to stronger learning during the first training session. Following rest, the explicit and implicit groups exhibited consolidation-related improvement in performance, whereas no such improvement was noted for the implicit-explicit group. Finally, although stress reactivity was reduced after training, contingency awareness did not yield a differential effect on stress reactivity measured using both self-reports and skin conductance, within and across sessions. These results suggest that explicit ABM administration leads to greater initial learning during the training protocol while not differing from standard implicit administration in terms of off-line learning and stress reactivity. Copyright © 2017. Published by Elsevier Ltd.

Perceived learning outcome: the relationship between experience, realism and situation awareness during simulator training.

Science.gov (United States)

Saus, Evelyn-Rose; Johnsen, Bjørn Helge; Eid, Jarle

2010-01-01

Navigation errors are a frequent cause of serious accidents and work-related injuries among seafarers. The present study investigated the effects of experience, perceived realism, and situation awareness (SA) on the perceived learning outcome of simulator-based navigation training. Thirty-two Norwegian Navy officer cadets were assigned to a low and a high mental workload conditions based on previous educational and navigational experience. In the low mental workload condition, experience (negatively associated), perceived realism, and subjective SA explained almost half of the total variance in perceived learning outcome. A hierarchical regression analysis showed that only subjective SA made a unique contribution to the learning outcome. In the high mental workload condition, perceived realism and subjective SA together explained almost half of the variance in perceived learning outcome. Furthermore, both perceived realism and subjective SA were shown to make an independent contribution to perceived learning outcomes. The results of this study show that in order to enhance the learning outcomes from simulator training it is necessary to design training procedures and scenarios that enable students to achieve functional fidelity and to generate and maintain SA during training. This can further improve safety and reduce the risk of maritime disasters.

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…

An Energy-Efficient Spectrum-Aware Reinforcement Learning-Based Clustering Algorithm for Cognitive Radio Sensor Networks.

Science.gov (United States)

Mustapha, Ibrahim; Mohd Ali, Borhanuddin; Rasid, Mohd Fadlee A; Sali, Aduwati; Mohamad, Hafizal

2015-08-13

It is well-known that clustering partitions network into logical groups of nodes in order to achieve energy efficiency and to enhance dynamic channel access in cognitive radio through cooperative sensing. While the topic of energy efficiency has been well investigated in conventional wireless sensor networks, the latter has not been extensively explored. In this paper, we propose a reinforcement learning-based spectrum-aware clustering algorithm that allows a member node to learn the energy and cooperative sensing costs for neighboring clusters to achieve an optimal solution. Each member node selects an optimal cluster that satisfies pairwise constraints, minimizes network energy consumption and enhances channel sensing performance through an exploration technique. We first model the network energy consumption and then determine the optimal number of clusters for the network. The problem of selecting an optimal cluster is formulated as a Markov Decision Process (MDP) in the algorithm and the obtained simulation results show convergence, learning and adaptability of the algorithm to dynamic environment towards achieving an optimal solution. Performance comparisons of our algorithm with the Groupwise Spectrum Aware (GWSA)-based algorithm in terms of Sum of Square Error (SSE), complexity, network energy consumption and probability of detection indicate improved performance from the proposed approach. The results further reveal that an energy savings of 9% and a significant Primary User (PU) detection improvement can be achieved with the proposed approach.

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.

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.

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

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.…

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

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.

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…

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

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…

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

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.

Reflection: an educational strategy to develop emotionally-competent nurse leaders.

Science.gov (United States)

Horton-Deutsch, Sara; Sherwood, Gwen

2008-11-01

This paper explores educational strategies for nurses that focus on reflectivity and promote the development of self-awareness, relationship and communication skills and ability to lead with presence and compassion in the midst of change. Today nurses move rapidly from carefully-controlled educational experiences to a fast-paced clinical world of increasing patient complexity amid calls for improved quality of care. Making the transition to clinical competence and leadership in practice requires a strong sense of self and emotional intelligence. Pedagogies that integrate theoretical and data-based textbook learning with experiential learning and reflection are a foundation for the development of emotionally- and intellectually-competent leaders and requires new ways of assessing learner outcomes. Reflection is a key instructional strategy for preparing transformational nurse leaders for interdisciplinary settings where they lead patient care management. The remarkable global spread of reflection in nursing education, practice and research follows an emphasis on developing self-awareness as a leadership strategy for improving individual and organizational performance. Empirical, experiential and anecdotal evidence suggests that reflection has the potential to prepare emotionally-capable nurse leaders. As educators create more reflective and nurturing learning environments, they will promote the development of emotionally-competent nurse leaders who will, in turn, inspire individual and organizational growth and positive change in society.

Nursing leadership competencies: low-fidelity simulation as a teaching strategy.

Science.gov (United States)

Pollard, Cheryl L; Wild, Carol

2014-11-01

Nurses must demonstrate leadership and followership competencies within complex adaptive team environments to ensure patient and staff safety, effective use of resources, and an adaptive health care system. These competencies are demonstrated through the use of communication strategies that are embedded within a relational practice. Health care professionals, regardless of formal position, need to assert their opinions and perspectives using a communication style that demonstrates value of all team members in open discussions about quality patient care, appropriate access, and stewardship. Challenges to effective communication and relational practice are the individual and organizational patterns of behavior, and the subsequent impact that these behaviors have on others. Students articulate situational awareness when they conduct a critical analysis of individual, team, and organizational functioning, and then use this information and evidence gained from a critical literature review to develop recommendations to improve individual, team, and/or organizational performance. Leadership and followership simulation exercises, inclusive of public feedback and debriefing, are used as a pedagogical/andragogical strategy in a nursing baccalaureate senior leadership course to facilitate learning of team communication skills and improve situational awareness. We view this strategy as an alternative to traditional classroom learning activities which provide little opportunity for recursive learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

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…

Active-learning implementation in an advanced elective course on infectious diseases.

Science.gov (United States)

Hidayat, Levita; Patel, Shreya; Veltri, Keith

2012-06-18

To describe the development, implementation, and assessment of an advanced elective course on infectious diseases using active-learning strategies. Pedagogy for active learning was incorporated by means of mini-lecture, journal club, and debate with follow-up discussion. Forty-eight students were enrolled in this 4-week elective course, in which 30% of course time was allocated for active-learning exercises. All activities were fundamentally designed as a stepwise approach in complementing each active-learning exercise. Achievement of the course learning objectives was assessed using a 5-point Likert scale survey instrument. Students' awareness of the significance of antimicrobial resistance was improved (p ≤ 0.05). Students' ability to critically evaluate the infectious-disease literature and its application in informed clinical judgments was also enhanced through these active-learning exercises (p ≤ 0.05). Students agreed that active learning should be part of the pharmacy curriculum and that active-learning exercises improved their critical-thinking, literature-evaluation, and self-learning skills. An elective course using active-learning strategies allowed students to combine information gained from the evaluation of infectious-disease literature, critical thinking, and informed clinical judgment. This blended approach ultimately resulted in an increased knowledge and awareness of infectious diseases.

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…

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.

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.

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.

Purported use and self-awareness of cognitive and metacognitive foreign language reading strategies in tertiary education in Mozambique

Directory of Open Access Journals (Sweden)

Manuel Cabinda

2016-02-01

Full Text Available This paper explores the results of a Survey of Reading Strategies (SORS-based questionnaire administered to 28 university student participants. The study is carried out in a post-colonial multilingual context, Mozambique. The main aims of the paper are to assess the degree of purported use and awareness of participants own use of reading comprehension skills and strategies in a foreign language (English. The participants were tested for their reading text comprehension using an IELTS comprehension test (Cabinda, 2013. The results revealed low reading comprehension levels. Results contrast with results from the SORS-based questionnaire (Cabinda, 2013 which revealed claims of use of a wide range of cognitive, metacognitive and supply strategies – aspects of high level reading ability and text comprehension. Conclusions show that the participants used or claimed to chiefly use metacognitive and cognitive reading strategies equally, matching the behaviour of good readers, but they also reported a high degree of supply strate- gies to construe meaning from text, mainly code-switching, translation and cognates. The latter cofirms results from studies by Jimenez et al. (1995, 1996 and Zhang & Wu (2009, yet do not conclusively show a correlation between the participants’ degree of text comprehension and their effective use of reading skills and strategies to construe meaning. Further conclusions show that the reported high use of these L1 (Portuguese or other related supply strategies (not used by English L1 readers does not aid their reading comprehension. Key words : EFL, reading strategies, cognition, metacognition, awareness

Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

Science.gov (United States)

Wang, Yang; Liu, Chao

2016-01-01

This case study investigated how the use of mindfulness affected college English as a foreign language (EFL) students' learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students' abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory,…

Multimedia-assisted breathwalk-aware system.

Science.gov (United States)

Yu, Meng-Chieh; Wu, Huan; Lee, Ming-Sui; Hung, Yi-Ping

2012-12-01

Breathwalk is a science of combining specific patterns of footsteps synchronized with the breathing. In this study, we developed a multimedia-assisted Breathwalk-aware system which detects user's walking and breathing conditions and provides appropriate multimedia guidance on the smartphone. Through the mobile device, the system enhances user's awareness of walking and breathing behaviors. As an example application in slow technology, the system could help meditator beginners learn "walking meditation," a type of meditation which aims to be as slow as possible in taking pace, to synchronize footstep with breathing, and to land every footstep with toes first. In the pilot study, we developed a walking-aware system and evaluated whether multimedia-assisted mechanism is capable of enhancing beginner's walking awareness while walking meditation. Experimental results show that it could effectively assist beginners in slowing down the walking speed and decreasing incorrect footsteps. In the second experiment, we evaluated the Breathwalk-aware system to find a better feedback mechanism for learning the techniques of Breathwalk while walking meditation. The experimental results show that the visual-auditory mechanism is a better multimedia-assisted mechanism while walking meditation than visual mechanism and auditory mechanism.

Development: Ages & Stages--Spatial Awareness

Science.gov (United States)

Poole, Carla; Miller, Susan A.; Church, Ellen Booth

2006-01-01

Spatial concepts such as a sense of distance are learned through movement and exploration which is the most effective way for children to gain body awareness and an understanding of spatial relationships. It simultaneously develops muscle strength, coordination, self-confidence, and thinking skills. Spatial awareness can be defined as "an…

THE ROLE OF AWARENESS IN SECOND LANGUAGE DEVELOPMENT

Directory of Open Access Journals (Sweden)

Fahriany Fahriany

2015-12-01

Full Text Available Cognitive psychology and cognitive science appear to agree that attention to stimuli is needed for long-term memory storage and that little, if any, learning can take place without attention. One strand of psycholinguistic research that has drawn quite a lot of interest, both from a theoretical and empirical perspective, is the role awareness plays in second language acquisition (SLA. To promote a further understanding of the role of awareness may potentially contribute to L2 development. This article will  briefly describe current theoretical approaches to the role of awareness in language learning,  review recent studies that have employed verbal reports to investigate the effects of awareness on L2 development, and  provide, based on the review, some awareness-raising pedagogical tasks for the L2 classroom setting. Keywords: attention, awareness, detection, feedback, L2 development

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.

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.…

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…

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.

An appraisal of students' awareness of "self-reflection" in a first-year pathology course of undergraduate medical/dental education.

Science.gov (United States)

Kanthan, Rani; Senger, Jenna-Lynn B

2011-09-23

Self-reflection and reflective practice are increasingly considered as essential attributes of competent professionals functioning in complex and ever-changing healthcare systems of the 21st century. The aim of this study was to determine the extent of students' awareness and understanding of the reflective process and the meaning of 'self-reflection' within the contextual framework of their learning environment in the first-year of their medical/dental education. We endorse that the introduction of such explicit educational tasks at this early stage enhances and promotes students' awareness, understanding, and proficiency of this skill in their continuing life-long health professional learning. Over two years, students registered in first-year pathology at the University of Saskatchewan were introduced to a self-reflection assignment which comprised in the submission of a one-page reflective document to a template of reflective questions provided in the given context of their learning environment. This was a mandatory but ungraded component at the midterm and final examinations. These documents were individually analyzed and thematically categorized to a "5 levels-of-reflection-awareness" scale using a specially-designed rubric based on the accepted major theories of reflection that included students' identification of: 1) personal abilities, 2) personal learning styles 3) relationships between course material and student history 4) emotional responses and 5) future applications. 410 self-reflection documents were analyzed. The student self-awareness on personal learning style (72.7% level 3+) and course content (55.2% level 3+) were well-reflected. Reflections at a level 1 awareness included identification of a) specific teaching strategies utilized to enhance learning (58.4%), b) personal strengths/weaknesses (53%), and c) emotional responses, values, and beliefs (71.5%). Students' abilities to connect information to life experiences and to future events with

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.).

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…

The Relationships among Verbal Short-Term Memory, Phonological Awareness, and New Word Learning: Evidence from Typical Development and Down Syndrome

Science.gov (United States)

Jarrold, Christopher; Thorn, Annabel S. C.; Stephens, Emma

2009-01-01

This study examined the correlates of new word learning in a sample of 64 typically developing children between 5 and 8 years of age and a group of 22 teenagers and young adults with Down syndrome. Verbal short-term memory and phonological awareness skills were assessed to determine whether learning new words involved accurately representing…

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.

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.

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…

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).

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…

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.

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.

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.

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.