scholarly journals Design and Learning Strategies Applied in Mooc: A Meta-Analysis

2017 ◽  
Vol 9 (1-4) ◽  
Author(s):  
Babakura Mamman ◽  
Azizah Yusof ◽  
Hassan M M AbuHassna ◽  
Hanan Aly ◽  
Turki Al-Ahmadi ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Meta Analysis ◽  
Relevant Literature ◽  
Design Strategy ◽  
Self Directed Learning ◽  
Approach To Learning ◽  
The Social ◽  
Dominant Design ◽  
Directed Learning

The purpose of the study is to examines the dominant design and learning strategy used by various MOOCs platforms to foster students’ Self Directed Learning. Method used in the study was based on the search of relevant literature through online database such as IEEE Explore, ProQuest, ScienceDirect and ResearchGate. The keywords in the search for the relevant literature include MOOCs and learning strategy, MOOCs and design strategy, MOOCs and Self Directed Learnig. The result of the meta-analysis revealed that the most frequently used learning strtegies by the various MOOCs platforms are the social construcvist and peer-to-peer approach to learning. These two strategies are found to be related to cMOOCs and xMOOCs. Similarly, of all the designs the dominant design strategy use by MOOCs providers is cMOOC and partially the blended or hybrid MOOCs. The study revealed the dominant learning strategies employed by MOOCs platforms. This may help other MOOCs designers to give emphasis to the use of best learning strategies and perhaps improve on the existing ones. The findings may also have implication to students willling to acquire knowledge through MOOCs to choose the appropriate instruction strategy that will Foster SDL.  

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

scholarly journals On Efficiency of Strategy-Based Learning in Achieving Autonomy Competence among Algerian Undergraduate Learners

2020 ◽  
Vol 06 (11) ◽  
Author(s):  
MAROUA ROGTI ◽  
Keyword(s):  
Instructional Strategies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Directed Learning ◽  
Language Class ◽  
Guided Learning ◽  
Directed Learning ◽  
English Literacy ◽  
Based Instruction

In the last decade, there has been an eminent shift towards a relative emphasis on achievement, competence, and autonomy in the language teaching and learning arena. Prior to this, educationalists had a growing concern in how to gain academic achievement through considering learning strategies as part of classroom discourse. Further, instructional strategies can also gain a strategic position in the curriculum, so that learners can be self-directed and strategic learners. This can help them choose the appropriate learning strategy to successively accomplish tasks and meet the desired goals. This study would like to be a part of increasing the effectiveness of implementing Strategy-based Instruction for achieving self-guided learning and autonomy in the language class. It adapts a survey administered to three teachers of English literacy in order to elicit their views about dealing with tasks in teaching literature through instructional strategies to graduate students and their impact on achieving self-directed learning. Hence, it reported affirmative and practical outcomes from the previous studies and assumed the need for integrating instructional strategies prosperously into an ordinary literature task in class.

Enhancing the Social Interaction Skills of Preschoolers with Visual Impairments

2002 ◽  
Vol 96 (8) ◽  
pp. 576-584 ◽  
Author(s):  
Tana D'Allura
Keyword(s):  
Social Interaction ◽  
Observational Study ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Visual Impairments ◽  
Interaction Patterns ◽  
Longitudinal Observational Study ◽  
The Social ◽  
Social Interaction Skills ◽  
Children With Visual Impairments

This longitudinal, observational study of 13 children in a preschool for children with visual impairments examined the effects of reverse mainstreaming, in combination with the cooperative learning strategy, on the social interaction patterns of preschoolers with and without visual impairments. It found that the type of environment provided and the learning strategies used affect both whether and how children relate to their environment.

scholarly journals Qualitative Analysis of Christian Religious Education Teacher Learning Strategies in Online Learning

2021 ◽  
Vol 2 (2) ◽  
pp. 145
Author(s):  
Dian Paskarina ◽  
Ludwig Beethoven Jones Noya ◽  
Pratiwi Eunike ◽  
Bobby Kurnia Putrawan
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Religious Education ◽  
Learning Strategy ◽  
Relevant Literature ◽  
Real Life ◽  
Contextual Learning ◽  
Efficient Manner ◽  
Education Teacher ◽  
The Government

In the era of the Covid-19 pandemic, distance or online learning has become the primary method used by the government, in this case the Ministry of Education and Culture, to prevent the increasing number of Covid-19 viruses and the emergence of clusters in schools. In online learning, PAK teachers in their multifunctional role need to apply contextual learning strategies so that teaching and learning activities can take place in a systematic, directed, unobstructed, effective and efficient manner and can achieve educational targets. Contextual learning is a learning strategy that emphasizes the process of student involvement to achieve goals associated with real-life situations. The method used in this research is descriptive qualitative and data collection is done by interview and documentation as well as relevant literature. The results of the study on some high achieving students' motivation and interest in learning increased with the online learning method after the Christian Religious Education teacher carried out the role optimally by using contextual learning strategies. AbstrakDi era pandemi covid 19 pembelajaran jarak jauh atau daring merupakan metode yang digunakan pemerintah dalam hal ini Kemendikbud sebagai upaya untuk mencegah semakin meningkatnya pandemi covid 19 dan munculnya klaster di sekolah sehingga metode daring menjadi satu-satunya pilihan untuk pembelajaran yang harus dilakukan di era pandemi covid 19. Strategi pembelajaran merupakan garis-garis besar haluan untuk mencapai tujuan pembelajaran. Pada pembelajaran daring maka guru PAK dalam peran multifungsinya perlu menerapkan strategi pembelajaran kontekstual agar kegiatan belajar mengajar dapat berlangsung secara sistematis, terarah, tidak terhambat, efektif dan efisien serta dapat mencapai sasaran. Pembelajaran kontekstual merupakan strategi pembelajaran yang menekankan pada proses keterlibatan siswa untuk mencapai sasaran dihubungkan dengan kondisi situasi kehidupan yang nyata. Metode yang digunakan pada penelitian ini adalah kualitatif deskriptif dengan pendekatan studi kasus. Pengumpulan data dilakukan dengan wawancara serta dokumentasi juga literatur-literatur yang relevan. Hasil penelitian pada beberapa siswa berprestasi motivasi dan minat belajar meningkat dengan metode belajar daring setelah guru Pendidikan Agama Kristen menjalankan peran secara maksimal dengan menggunakan strategi pembelajaran kontekstual.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

Transformational Shifts of Pedagogy Through Professional Development, Essential Questions, and Self-Directed Learning

2018 ◽  
pp. 160-178
Author(s):  
Ronda Cypret-Mahach
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Self Directed Learning ◽  
Essential Questions ◽  
Directed Learning ◽  
Transformational Experiences ◽  
Star Reading

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

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