Teacher-mediated learning strategies

2009 ◽  
pp. 81-107
Keyword(s):  
Learning Strategies ◽  
Mediated Learning

Individual Learning Strategies and Choice in Student-Generated Multimedia

2016 ◽  
Vol 8 (3) ◽  
pp. 1-18 ◽  
Author(s):  
William T. McGahan ◽  
Hardy Ernst ◽  
Laurel Evelyn Dyson
Keyword(s):  
Learning Strategies ◽  
Individual Learning ◽  
Health Science ◽  
Student Feedback ◽  
First Year ◽  
Mediated Learning ◽  
Science Students ◽  
University Courses ◽  
Improved Performance ◽  
Traditional Assessments

There has been an increasing focus on student-generated multimedia assessment as a way of introducing the benefits of both visual literacy and peer-mediated learning into university courses. One such assessment was offered to first-year health science students but, contrary to expectations, led to poorer performance in their end-of-semester examinations. Following an analysis, the assignment was redesigned to offer students a choice of either a group-based animation task or an individual written task. Results showed improved performance on the assignment when students were offered a choice of assignments over when they were offered only the multimedia assignment. Student feedback indicated that students adopt deliberate individual learning strategies when offered choices in assessment. The study suggests that assumptions regarding the superiority of student-generated multimedia over more traditional assessments are not always correct, but that students' agency and individual preferences need to be recognized.

Siblings' Mediated Learning Strategies in Families With and Without Children With Intellectual Disabilities

2014 ◽  
Vol 119 (6) ◽  
pp. 565-588 ◽  
Author(s):  
David Tzuriel ◽  
Dikla Hanuka-Levy
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Learning Strategies ◽  
Chronological Age ◽  
Mediated Learning ◽  
Typically Developing ◽  
Negatively Associated ◽  
Mental Age ◽  
Older Siblings ◽  
Verbal Responsiveness

Dyads of siblings in which the younger sibling had an intellectual disability (ID, n  =  25) were videotaped interacting. The ID group was compared with typically developing sibling dyads matched on mental age (n  =  25) and chronological age (n  =  25). We observed the mediation strategies, activation, and antimediation behaviors of older siblings and younger siblings' responsiveness to mediation. Mediation strategies were analyzed by the Observation of Mediation Interaction scale. The ID group scored highest on mediation strategies and lowest on activation and antimediation behaviors. Younger siblings' responsiveness to mediation was highest among the ID group. Mediation for Intentionality and Reciprocity and Meaning were positively associated with the verbal responsiveness of the younger siblings. Activation and antimediation behaviors were negatively associated with the verbal responsiveness.

A Serial Mediation Approach to Goal Orientations, Learning Strategies and Achievement Outcomes on a Computer-Mediated English Program

2021 ◽  
pp. 073563312199590
Author(s):  
Damian J. Rivers
Keyword(s):  
Learning Strategies ◽  
Goal Orientations ◽  
Mediated Learning ◽  
Approach To Learning ◽  
Mastery Orientation ◽  
Computer Mediated ◽  
Strategic Approach ◽  
Approach Orientation ◽  
Serial Mediation ◽  
English Program

Computer-mediated learning initiatives have recently increased due to the novel coronavirus pandemic. Implications are thus created for self-regulation, learning and achievement as computer-mediated learners face unique motivational and metacognitive demands. The current research uses a serial mediation approach to test the effect of goal orientations and the mediatory role of learning strategies on achievement among 195 Japanese university students on a 24-month computer-mediated English program. The tested model shows a good fit to the data and accounts for 28.5% of the achievement variance. Direct effects are observed between a performance-approach orientation and achievement. Mediation effects are also observed between a performance-approach orientation and achievement via a strategic approach to learning. In contrast, the effect of a mastery orientation on achievement is mediated via a strategic approach to learning. A mediated serial effect is also observed between a mastery orientation and achievement via a deep and strategic approach to learning. The challenges facing teachers and students of computer-mediated learning solutions in English as a foreign language (EFL) education and the importance of providing an informed experience that facilitates, supports and rewards adaptive motivations and approaches to learning are discussed.

scholarly journals Estrategias de aprendizaje mediadas por tecnología para el aprendizaje significativo en la asignatura de Biología

2019 ◽  
pp. 18-28
Author(s):  
Efigenia Flores-González ◽  
Antonio Fernánadez-Crispín
Keyword(s):  
Learning Strategies ◽  
Meaningful Learning ◽  
School Level ◽  
Quantitative Methodology ◽  
Mediated Learning ◽  
High School Level ◽  
Significant Difference ◽  
The Subject ◽  
Main Ideas ◽  
Experimental Group

Currently there is a fairly large number of educational platforms; therefore, it is crucial to enter that virtual universe and use it as a tool to develop learning strategies that contribute to the appropriation of knowledge. This research aims to identify technology-mediated learning strategies that promote previous concept and meaningful learning in the subject of Biology at the high school level. To analyze the object of this study, a quantitative methodology of exploratory-descriptive type was used to know the strategies mediated by technology that develop the appropriation of knowledge of Biology content. There was an experimental group and a controlled one to apply a pre-diagnosis, treatment and post-diagnosis. From these data, the results were: Significant difference in the experimental group after the didactic intervention, since the subjects showed mastery of basic concepts of Biology and considered that the application of this type of strategies are fundamental for the understanding and organization of main ideas in the construction of meaningful learning. Besides, they affirmed that the assimilation and appropriation of knowledge depend on the strategies mediated by technology.

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