Autonomous learning behavior: A possible explanation of sex-related differences in mathematics

1985 ◽  
Vol 16 (3) ◽  
pp. 309-311 ◽  
Author(s):  
Elizabeth Fennema ◽  
Penelope L. Peterson
Keyword(s):  
Autonomous Learning ◽  
Learning Behavior

An Evolutionary Ecological Approach to the Study of Learning Behavior Using a Robot-Based Model

2002 ◽  
Vol 10 (3-4) ◽  
pp. 201-221 ◽  
Author(s):  
Elio Tuci ◽  
Matt Quinn ◽  
Inman Harvey
Keyword(s):  
Neural Networks ◽  
Control System ◽  
Behavioral Responses ◽  
Evolutionary Robotics ◽  
Ecological Models ◽  
Autonomous Learning ◽  
Ecological Approach ◽  
Learning Behavior ◽  
Leaky Integrator

We are interested in the construction of ecological models of the evolution of learning behavior using methodological tools developed in the field of evolutionary robotics. In this article, we explore the applicability of integrated (i.e., nonmodular) neural networks with fixed connection weights and simple 'leaky-integrator' neurons as controllers for autonomous learning robots. In contrast to Yamauchi and Beer (1994a), we show that such a control system is capable of integrating reactive and learned behaviour without explicitly needing hand-designed modules, dedicated to a particular behavior, or an externally introduced reinforcement signal. In our model, evolutionary and ecological contingencies structure the controller and the behavioral responses of the robot. This allows us to concentrate on examining the conditions under which learning behavior evolves.

scholarly journals Memahami perilaku kemandirian belajar Siswa melalui perspektif Human Agency: Sintesis perspektif Human Agency

2020 ◽  
Vol 10 (2) ◽  
pp. 135
Author(s):  
Alfaiz Alfaiz ◽  
Asroful Kadafi ◽  
Yuzarion Yuzarion ◽  
Rahmadianti Aulia ◽  
Septya Suarja ◽  
...  
Keyword(s):  
High School ◽  
Human Agency ◽  
Senior High School ◽  
Autonomous Learning ◽  
Guidance And Counseling ◽  
Learning Behavior ◽  
Counseling Process ◽  
Counseling Practice ◽  
Alternative Intervention ◽  
Life Circumstance

<p class="Normal1"><em>Human agency</em> adalah konsep bahwa seorang individu memiliki kompetensi dalam perencanaan, disiplin, realisasi dan mengevaluasi perilaku mereka sendiri dalam keadaan hidup termasuk dalam pembelajaran. Ini telah dipelajari dalam pendidikan dengan empat sifat inti seperti sengaja, pemikiran, reaktivitas diri, dan reflektifitas diri membentuk individu sebagai aktor, bukan reaktor. Hal ini dapat digunakan untuk memahami pembelajaran mandiri siswa, karena konsep pembelajaran mandiri memiliki kesadaran diri secara sengaja. Jika individu selalu bergantung pada lingkungannya, itu karena ia tidak memiliki agen dalam keadaan hidupnya. Menurut sebuah penelitian terbaru yang dilakukan pada tahun 2012, telah menemukan bahwa seorang siswa memiliki kurang otonom dalam belajar, dan juga dari survei yang dilakukan pada 2017-2019 ditemukan bahwa 61,50% siswa di 4 sekolah menengah atas memiliki pembelajaran mandiri yang lebih rendah. Fenomena ini mempengaruhi perilaku selingkuh dan menunda-nunda mereka. Pada artikel ini akan membahas kondisi siswa dalam belajar dan memberikan rekomendasi baru dalam perspektif tentang intervensi alternatif dalam praktik bimbingan dan konseling tentang agensi manusia untuk membentuk dan memahami perilaku belajar mandiri dan juga sifat internalisasi agensi manusia dalam proses konseling dalam konteks dalam belajar.</p><p align="center"><em></em><strong><em><br /></em></strong></p><strong><em>Abstract</em></strong><em><em>: Human agency is a concept that an individual has a competencies in planning, discipline, realization and evaluate their own behavior in life circumstance including in learning. It has been studied in education with four core properties such intentionally, forethought, self-reactiveness, and self-reflectiveness shape an individual as an actor, not a reactor. It can be used to understanding a student autonomous learning, because the concept of autonomous learning has a self-cognition purposely. If individual always depends on their environment, that because he does not have an agentic in his life circumstance. According a latest research that conducts in 2012, has found that a student has a lack of autonomous in learning, and also from survey that conduct in 2017-2019 it’s found that 61,50% students in 4 senior high school has lower autonomous learning. This phenomena influence to their cheating and procrastination behavior. On this article will discuss a student’s condition in learning and gives a new recommendation in perspective about alternative intervention in guidance and counseling practice about the human agency to shape and understanding an autonomous learning behavior and also internalization properties of human agency in counseling process in the context in learning.</em><br /></em><strong><em></em></strong>

scholarly journals Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110711
Author(s):  
Xue Wang ◽  
Wei Zhang
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Curriculum Design ◽  
Teaching Practice ◽  
Autonomous Learning ◽  
Learning Ability ◽  
Learning Behavior ◽  
College English ◽  
English Curriculum ◽  
Foreign Language Learners

Given the significance of cultivating students’ autonomous learning ability, there is a need to develop an instructional model that can improve students’ awareness and behavior of autonomous learning, as well as to explore the effectiveness and optimization of this model effectively. Taking college English course as a case study, this paper constructs a blended learning mode based on SPOC, which combines advantages of online and offline teaching. 15 types of nonredundant sets resulting from 500 questionnaires has been explored, and the optimal factor combinations have been found out from 15 types with the technology of data mining to optimize the mode constructed previously. Optimized blended learning mode, emphasizing the optimal factors more, has been applied to College English curriculum design and teaching practice in China. Surveys of students’ achievement and autonomous learning behavior have been conducted after experiment. The results of the research indicate that the optimized blended learning mode will stimulate foreign language learners’ learning motivation, cultivate their autonomous learning ability, so as to construct and improve their autonomous learning behavior further.

scholarly journals On the Creation of Informal Learning Space in Universities

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Hongying Zhang
Keyword(s):  
Informal Learning ◽  
Personalized Learning ◽  
Autonomous Learning ◽  
Space Environment ◽  
Formal Learning ◽  
Learning Behavior ◽  
Collaborative Communication ◽  
Learning Space ◽  
The Creation ◽  
Self Organizing

<p>Informal learning space refers to the space environment used by schools to stimulate students' autonomous learning and self-organizing learning behavior in addition to formal teaching space. As a powerful complement to formal learning space, informal learning space can provide personalized learning field, promote collaborative communication, and effectively use idle space. For this reason, universities should attach importance to the de-velopment and creation of informal learning space. On the basis of following the principles of cost, convenience and comfort, universities should reasonably construct informal learning space according to its location distribution, service population and use function.</p>

scholarly journals WATCHING VIDEOS TO IMPROVE AUTONOMOUS LEARNING BEHAVIOR FOR UNIVERSITY STUDENTS AS GENERATION Z

2020 ◽  
Vol 1 (1) ◽  
pp. 53-58
Author(s):  
Setya Putri Rahayu
Keyword(s):  
Mixed Methods ◽  
Quantitative Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Autonomous Learning ◽  
Technological Changes ◽  
Learning Behavior ◽  
New Methods ◽  
Generation Z ◽  
The Media

Technological changes have brought great impacts for the development of teaching and learning process. Moreover, students as generation Z are usually keen on experiencing new methods to learn. The objectives of the study are to investigate activities preferred by students in learning English autonomously and to analyze why they choose them. Mixed methods were applied to get deeper and broader analysis on autonomous learning behavior among the participants. Descriptive quantitative analysis and phenomenology approaches were used in the study. The result showed that watching videos became the most favorable activity to learn English autonomously because the media offered some benefits in terms of vocabulary enrichment, listening enhancement, and pronunciation practice. However, teachers’ guidance to choose what videos to watch were admittedly required.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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