Learning to Learn with Integrative Learning Technologies (ILT): A Practical Guide for Academic Success. By AnastasiaKitsantas and NadaDabbagh. Charlotte, N.C.: Information Age Publishing, 2010. ix + 178 pages. ISBN 978-1-60752-302-4. $45.99.

2012 ◽  
Vol 15 (4) ◽  
pp. 393-394
Author(s):  
Bradford A. Anderson
Keyword(s):  
Academic Success ◽  
Information Age ◽  
Learning Technologies ◽  
Learning To Learn ◽  
Integrative Learning ◽  
Practical Guide

scholarly journals Can Learning Objects Help Student-Teachers Become Self-Regulated Learners?

2021 ◽  
pp. 139-147
Author(s):  
Natanael Delgado Alvarado
Keyword(s):  
Student Teachers ◽  
Learning Objects ◽  
Learning Technologies ◽  
Learning To Learn ◽  
Integrative Learning ◽  
Self Regulated Learning ◽  
Starting Point ◽  
Regulated Learning ◽  
New Framework ◽  
Pedagogical Framework

This paper describes how an original resource set of learning objects was developed to foster learning to learn (Gargallo Lopez et al., 2020) among student-teachers and how these interactive online materials are planned to be effectively incorporated into an intervention. Such implementation follows an innovative pedagogical framework based on a sociocognitive view of self-regulated learning (SRL) and the integrative learning technologies (ILT) approach to technology. The full project, starting in August 2021, proposes the independent use of the resource set of learning objects as a starting point to assist student-teachers with the development of self-regulated learning in their English courses under this new framework.

scholarly journals Developing a Mobile App for Learning English Vocabulary in an Open Distance Learning Context

2018 ◽  
Vol 19 (4) ◽  
Author(s):  
Mpine Makoe ◽  
Thulile Shandu
Keyword(s):  
Academic Success ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Vocabulary Learning ◽  
Mobile App ◽  
Learning Technologies ◽  
Learning Context ◽  
Effective Strategies ◽  
Application Systems

Academic success depends on the comprehension of a language, which is linked to vocabulary learning. Many distance students in South Africa find it difficult to comprehend learning in a language other than their mother tongue. Finding effective strategies for enhancing English vocabulary of university students amidst the spatial, temporal, and pedagogic distance associated with Open Distance Learning (ODL) practices remains a challenge. To address the need for enhancing vocabulary development, mobile application systems (apps) were explored as the best vehicle for the delivery of the vocabulary learning. Mobile learning technologies are ideal in the ODL context because they are flexible, accessible, available, and cater for a myriad of interaction activities. The purpose of the study is to design and implement a mobile-based application aimed at enhancing English vocabulary teaching and learning.  Using the Design-Based Research methodology, this study maps the steps taken to develop a vocabulary learning mobile app named VocUp; it describes the architecture, user interface, features of VocUp, and advocates for contextually-conscious and learning-driven app development.

Supporting Autonomy, Competence, and Relatedness in a Learning-to-Learn Course: College Students’ Insights Into Effective Instruction

2020 ◽  
pp. 009862832097727
Author(s):  
Lauren Hensley ◽  
Robin Sayers ◽  
Anna Brady ◽  
Jessica Cutshall
Keyword(s):  
College Students ◽  
Academic Success ◽  
Personal Development ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Self Determination ◽  
Learning To Learn ◽  
Psychological Need ◽  
Learner Centered

Autonomy, competence, and relatedness are psychological needs that may be particularly important for instructors to address in learning-to-learn courses, which are designed to support college students’ personal development and academic success. Guided by self-determination theory, in this qualitative study we focused on the learning-to-learn context to understand psychological need satisfaction from the perspectives of college students and in their own words. We analyzed end-of-semester evaluations in 10 sections of a learning-to-learn course offered through an educational psychology program at a large public university. The findings highlighted how instructional features, intellectual experiences, and teaching practices supported autonomy, competence, and relatedness. The 10 themes emerging from the analysis can be used to understand self-determination theory in practice and guide learner-centered instruction.

Beyond University 101: Elective Courses to Enhance Retention

2002 ◽  
Vol 3 (4) ◽  
pp. 311-318 ◽  
Author(s):  
Jeanne L. Higbee ◽  
Patricia L. Dwinell ◽  
Pamela V. Thomas
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Academic Needs ◽  
Learning To Learn ◽  
College Life ◽  
Academic Assistance ◽  
Multilingual Students ◽  
Elective Courses ◽  
Counseling Faculty ◽  
Strategies For Academic Success

This article describes a series of elective courses that respond to academic needs articulated by both faculty and students. Two of the courses, “Learning to Learn” and “Strategies for Academic Success,” taught by Academic Assistance reading and counseling faculty respectively, are now offered for graduation credit. Other courses, which bear institutional credit, are designed to develop skills in such areas as critical thinking, problem solving, and writing, or to assist students in adjusting to college life. Several courses have been created to address the needs of specific populations, such as multilingual students. Enrollment in this series of courses consistently meets or exceeds registration limits.

Cultural Issues in Adult Education

2009 ◽  
pp. 356-366 ◽  
Author(s):  
Sandra Poirier ◽  
Deborah Wooldridge
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Cultural Diversity ◽  
Action Plan ◽  
Information Age ◽  
Adult Educators ◽  
Cultural Issues ◽  
Body Of Knowledge ◽  
The World ◽  
Personal Action

Adult educators internationally are being asked to transform the pressures of cultural diversity in their classrooms into opportunities for all learners in the Information Age. Good teachers not only convey a body of knowledge to their students, but they are also aware of how to convey that knowledge by connecting their own experiences with their students’ experiences of the world. Only by the instructor understanding and respecting the students’ language, culture, and knowledge will students be able to achieve optimal academic success to build their future. The challenge today for all adult educators is to develop a personal action plan for cultural competence that helps to ensure their classrooms are grounded on respect for cultural diversity and academic achievement for all.

scholarly journals Are Adult Educators and Learners ‘Digital Immigrants’? Examining the Evidence and Impacts for Continuing Education

2013 ◽  
Vol 39 (1) ◽  
Author(s):  
Erika Smith
Keyword(s):  
Academic Success ◽  
Continuing Education ◽  
Research Evidence ◽  
Learning Technologies ◽  
Net Generation ◽  
Technological Determinism ◽  
Digital Native ◽  
Digital Immigrants ◽  
E Learning ◽  
The Impact

Over the past decade, Prensky’s distinctions between “digital immigrants” and “digital natives” have been oft-referenced. Much has been written about digital native students as a part of the Net generation or as Millennials. However, little work fully considers the impact of digital immigrant discourse within the fields of adult learning and continuing education. It is promising that rather than being digitally challenged immigrants for whom new learning technologies are completely foreign, adults of different ages can bring valuable knowledge and skills to e-learning environments that enable them to achieve academic success. These are important findings, since e-learning is increasingly recognized as an important part of learning across the life-course. With the growing body of research evidence countering common digital native and immigrant distinctions and critiquing an underlying technological determinism informing such arguments, how might practitioners respond to these discourses in their own educational contexts? With a focus on digital immigrants, the purpose of this article is to provide critical consideration of current research evidence on digital native/immigrant distinctions that impact educators and learners within the field of continuing education.

scholarly journals Using Augmented and Virtual Reality in Information Literacy Instruction to Reduce Library Anxiety in Nontraditional and International Students

2020 ◽  
Vol 39 (1) ◽  
Author(s):  
Angela Sample
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
International Students ◽  
Information Literacy ◽  
Science Studies ◽  
Mixed Reality ◽  
Learning Technologies ◽  
Early Years ◽  
Library Anxiety ◽  
Library Use

Throughout its early years, the Oral Roberts University (ORU) Library held a place of pre-eminence on campus. ORU’s founder envisioned the Library as central to all academic function and scholarship. Under the direction of the founding dean of learning resources, the Library was an early pioneer in innovative technologies and methods. However, over time, as the case with many academic libraries, the Library’s reputation as an institution crucial to the academic work on campus had diminished. A team of librarians is now engaged in programs aimed at repositioning the Library as the university’s hub of learning. Toward that goal, the Library has long taught information literacy (IL) to students and faculty through several traditional methods, including one-shot workshops and sessions tied to specific courses of study. Now, in conjunction with disseminating augmented, virtual, and mixed reality (AVMR) learning technologies, the Library is redesigning instruction to align with various realities of higher education today, including uses of AVMR in instruction and research and following best practices from research into serving online learners; international learners not accustomed to Western higher-education practices; and learners returning to university study after being away from higher education for some time or having changed disciplines of study. The Library is innovating online tutorials targeted for nontraditional and international graduate students with various combinations of AVMR, with the goal to diminish library anxiety. Numerous library and information science studies have shown a correlation between library anxiety and reduced library use, and library use has been linked to student learning, academic success, and retention.[1] This paper focuses on IL instruction methods under development by the Library. Current indicators are encouraging as the Library embarks on the redesign of IL instruction and early development of inclusion of AVMR in IL instruction for nontraditional and international students.

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