Strategic Learning Approach for Deploying UAV-provided Wireless Services

Background: The lockdown period following the COVID 19 pandemic has affected students in many ways. The present study aims to investigate any changes in learning practice during this pandemic. We conducted this study to investigate any variations in the learning approach by health science students during the Covid 19 pandemic and also to assess possible confounding factors on learning. Methods: A survey was conducted on 630 health science students from South Indian states through 2 pre-validated questionnaires - Approaches and Study Skills Inventory for Students (ASSIST) and Generalised Anxiety Disorder Assessment (GAD 7), to assess learning approach and anxiety levels respectively. Another set of questionnaire consisting 10 questions were prepared that may affect learning approach. These questionnaires were shared via Google forms across various health science institutions of South India. Results: A signicant decrease in strategic and deep learning scores and increase in surface learning scores were observed after Covid 19 pandemic. Anxiety scores were increased after pandemic. A signicant negative correlation was observed between change in deep learning scores vs change in anxiety scores and change in strategic scores vs change anxiety scores. A positive correlation was observed between change in surface learning scores vs anxiety scores. Decrease in strategic and deep learning scores were signicantly correlated with students perceptions on worsening study environment, decreased effectiveness of academic assessments, decreased time devoted for studies, decreased ability to gure out high yielding questions and a decreased ability to frame quality answers. Increase in surface learning negatively correlated with worsening study environment and decreased study time. A negative correlation was observed between suitable study environment and change in anxiety scores. Conclusion: Increased anxiety level was associated with decrease in deep and strategic learning and increase in surface learning approach after Covid 19 pandemic. Appropriate measures are essential to improve students' academic performance

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DEVELOPMENT OF CATHOLIC RELIGIOUS LEARNING WITH THE PROJECT BASED LEARNING (PjBL) APPROACH

Journal of Education Research and Evaluation ◽

10.23887/jere.v5i2.32300 ◽

2021 ◽

Vol 5 (2) ◽

Author(s):

Agustina Dede Mite ◽

Siregar Eveline ◽

Situmorang Robinson

Keyword(s):

High School Students ◽

Junior High School ◽

Learning Process ◽

Project Based Learning ◽

Learning Approach ◽

Strategic Learning ◽

School Students ◽

Design Data ◽

Catholic Religion ◽

Learning Development

The main purpose of this research is to develop Catholic Religion learning approach based -on project-based learning (PjBL) on the 7th Grade Junior High School Students of Saint Marie which is hoped can help teachers and students in the learning process as one of strategic learning to solve the problem teachers have faced which only focus on the result of cognitive aspect. The procedure in improving Catholic Religion uses developing MPI model with project-based learning (PjBL) on learning step design. Data collection technic is taken by observation, interview, and questionnaire. Data analysis technic which is used for this research is qualitative and quantitative. According to qualification analysis result from the resource expert for the attainment level is 95,4% with very good qualification and can be used without revision and according to qualification analysis result from design learning expert for the attainment level is 91,2% with very good qualification and can be used without revision too. Learning development by using project-based learning approach will be very effective to achieve learning objectives in affective aspect optimally. This result of this research implies that learning development by project-based learning is very useful in learning Catholic Religion especially in affective aspect. In conclusion, learning objective either cognitive and affective aspect can be achieved and every student personally will get the result of learning process well.Keywords: Project based learning, Catholic Religion learning, MPI model.

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Multilevel Exclusion of Dalit Students in Professional Elite Colleges of India

Social Change ◽

10.1177/0049085717712814 ◽

2017 ◽

Vol 47 (3) ◽

pp. 359-372 ◽

Cited By ~ 1

Author(s):

Chandra B.P. Singh

Keyword(s):

Learning Style ◽

Indian Institute ◽

Learning Approach ◽

Strategic Learning ◽

Exclusionary Practices ◽

Classroom Ecology ◽

Elite Colleges ◽

Elite Institutions ◽

Multiple Levels ◽

Institute Of Technology

The study traces some exclusionary practices of dalit students in professional elite institutions at multiple levels: admission, pedagogy, classroom ecology and learning approach. Unfortunately, the professional elite institutions in India reinforce and maintain a divide between dalits and non-dalits. They devise mechanisms to restrict entry of dalit students at various levels. The pedagogy not only unconsciously reinforces exclusionary practices but offers many promises of reducing caste inequality in the campus. The pedagogy is further compounded by classroom proceedings. This inquiry gives another angle to understand exclusionary practices in the classroom of professional institutions like the Indian Institute of Technology, Kharagpur. Dalit students as second generation of learners adopt either a strategic learning style or a surface learning style. Professional elite colleges in India have both an innovative as well as democratic classroom ecology. Similarly, teacher-centric and student-centric processes facilitate the process of learning.

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Strategic learning approach to region-based dynamic route guidance

2016 12th IEEE International Conference on Control and Automation (ICCA) ◽

10.1109/icca.2016.7505383 ◽

2016 ◽

Author(s):

Antonis F. Lentzakis ◽

Rong Su ◽

Changyun Wen

Keyword(s):

Learning Approach ◽

Route Guidance ◽

Strategic Learning ◽

Dynamic Route

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Learning Approaches Among Medical Undergraduates and Pre-Intern Doctors of A Selected University In Sri Lanka

10.21203/rs.3.rs-923379/v1 ◽

2021 ◽

Author(s):

Sajith Edirisinghe ◽

Dulmini De Silva ◽

Indunil Liyanage ◽

Malith Niluka ◽

Kasuni Madushika ◽

...

Keyword(s):

Deep Learning ◽

Study Skills ◽

Medical Curriculum ◽

Learning Approach ◽

Learning Approaches ◽

Strategic Learning ◽

Strategic Approach ◽

Significant Difference ◽

Medical Undergraduates ◽

The University

Abstract Background Medical education is constantly evolving to suit the changes in the field. It is a challenge to acquire the necessary knowledge, attitudes and skills within a limited time period in order to become a proficient doctor. This study aims to determine and compare the learning approaches (deep, strategic, superficial) used by medical undergraduates and pre-intern doctors. Methods Learning approaches of 138 pre-clinical medical undergraduates and pre-intern doctors of the University of Sri Jayewardenepura were assessed using the Approaches and Study Skills Inventory for Students (ASSIST) questionnaire. Data were analyzed using SPSS v-16 and Brown-Forsythe test. Results The strategic approach was identified as the predominant learning approach among 138 participants. One hundred and eight (108) participants (78.3%) used this method while 21 (15.2%) and 9 (6.5%) participants used the deep approach and the surface apathetic approach, respectively. Majority of both undergraduates [77.6% (83/107)] and pre-interns [80.6% (25/31)] used the strategic approach. This finding was also consistent between the 2 genders with a majority of males [69.6% (32/46)] as well as females [82.6% (76/92)] following the strategic approach. No significant difference in learning approaches was found to be present between undergraduate and pre-intern groups. Conclusions This study demonstrates that a majority of medical undergraduates and pre-intern doctors prefer the strategic learning approach. This implies that the medical curriculum has not adequately promoted the deep learning approach over the five-year period of studentship and this needs to be addressed in a subsequent curriculum change in order to promote a deep learning approach.

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Complex Problem Solving and Worked Examples

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.23.2.129 ◽

2009 ◽

Vol 23 (2) ◽

pp. 129-138 ◽

Cited By ~ 16

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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