scholarly journals Online Study-Aids to Stimulate Effective Learning in an Undergraduate Psychological Assessment Course

2020 ◽  
pp. 147572572096476
Author(s):  
Astrid M. G. Poorthuis ◽  
Anouk van Dijk
Keyword(s):  
Learning Strategies ◽  
Psychological Assessment ◽  
Exam Performance ◽  
Final Exam ◽  
Bell Curve ◽  
Effective Learning ◽  
Online Study ◽  
Study Materials ◽  
Self Test ◽  
Norm Scores

Many students use ineffective learning strategies. They tend to start too late and learn in a superficial way, without integrating different parts of the study materials. To help students in Psychological Assessment in Youth overcome these problems, we designed online study-aids to spread their learning over the semester (distributed practice) and provide them with self-test questions (practice testing). Study-aids covered the last week’s course readings and consisted of 10 to 15 questions presented in several stimulating closed formats (e.g., connecting one theory with another, or filling out norm scores in a bell curve). Participation was voluntary and promoted using an incentive system. The study-aids were evaluated in two cohorts of students (2018: N = 94; 2019: N = 84). Participation was good: 79% of the students completed the study-aids (range 69–85%). Satisfaction was high: most students indicated that the study-aids supported their studies well (89%). Exam performance improved significantly upon introduction of the study-aids (comparison cohort 2017: N = 69), although more so for the midterm exam ( r = 0.47) than for the final exam ( r = 0.17). These findings suggest that online study-aids can stimulate effective learning by helping students distribute and self-test their learning.

Improving Students' Exam Performance by Introducing Study Strategies and Goal Setting

2002 ◽  
Vol 29 (2) ◽  
pp. 115-119 ◽  
Author(s):  
Victoria Manion Fleming
Keyword(s):  
Learning Strategies ◽  
Goal Setting ◽  
Study Strategies ◽  
Introductory Psychology ◽  
Learning Goals ◽  
Exam Performance ◽  
First Year ◽  
Final Exam ◽  
First Year Students ◽  
Experimental Section

This study addresses whether learning strategies would improve students' exam performance. Students in 2 sections (N = 65) of Introductory Psychology participated. I introduced students in the experimental section to learning strategies. Students set individual learning goals and recorded their learning related behavior during the first 2 units. Students in the control condition engaged in nonacademic tasks. All students experienced a lesson on learning at the end of Unit 2. First-year students in the control condition obtained significantly lower scores than all other students on the first 2 exams. On the 3rd exam, differences were not significant. On the final exam, the original pattern reemerged.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

scholarly journals STRATEGI PEMBELAJARAN DI ANTARA GURU TERHADAP SISWA DALAM KONTEKS MEMECAHKAN KESULITAN BELAJAR

2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Pudun Tadam
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Difficulties ◽  
Learning Activities ◽  
Learning Material ◽  
Self Awareness ◽  
Strategic Learning ◽  
Effective Learning ◽  
Teachers And Students ◽  
To Receive

Abstract: Strategic Learning involves Learning Strategies and Teaching Strategies that can help bring success to a student. The research objective answers the question: What is the meaning of a Learning Strategy? What is an Effective Learning Strategy? What are the Learning Strategies among Teachers against Students in the Context of Solving Learning Difficulties? The answer is: Learning strategies are the methods that will be selected and used by a teacher to deliver learning material that aims to make it easier for students to receive and understand learning material, which in the end can be mastered learning objectives at the end of learning activities. Three aspects of effective learning strategies are: (1) Students Need Continuous Strategic Instruction. (2) Teachers Promote Self-Awareness in Metacognition in the Classroom. (3) Teachers Can Recognize and Understand Different Learning Profiles. Learning Strategies between Teachers and Students in the Context of Solving Learning Difficulties are: (1) learning difficulties manifested in classrooms, (2) difficulties demonstrated by students in classrooms, and (3) strategies to help students who have difficulty paying attention in class . Abstrak: Strategic Learning melibatkan Strategi Pembelajaran dan Strategi Pengajaran yang dapat membantu membawa kejayaan kepada seorang mahasiswa. Tujuan penelitian menjawab pertanyaan: Apakah pengertian Strategi Pembelajaran? Bagaimanakah Strategi Pembelajaran yang Efektif? Bagaimanakah Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar? Jawabannya adalah: Strategi pembelajaran adalah cara-cara yang akan dipilih dan digunakan oleh seorang pengajar untuk menyampaikan materi pembelajaran yang bertujuan untuk memudahkan peserta didik menerima dan memahami materi pembelajaran, yang pada akhirnya tujuan pembelajaran dapat dikuasainya di akhir kegiatan belajar. Tiga hal strategi pembelajaran yang efektif adalah: (1) Siswa  Memerlukan Instruksi Strategi yang Berkelanjutan. (2) Guru  Mempromosikan Kesadaran Diri dalam Metakognisi di Kelas. (3) Guru-guru Dapat Mengenali dan Memahami Profil Pembelajaran yang Berbeda. Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar adalah: (1) kesulitan belajar dimanifestasi dalam bilik kelas, (2) kesulitan didemonstrasi oleh siswa dalam bilik kelas, dan (3) strategi-strategi untuk membantu siswa yang kesulitan perhatian di kelas.

scholarly journals “ANALISIS KESULITAN BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN JARAK JAUH (PJJ) DI TENGAH PANDEMI COVID-19”.

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Milana Abdillah Subarkah ◽  
Agus Salim
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Virus Transmission ◽  
Learning Activity ◽  
Effective Learning ◽  
The Government ◽  
Education Administrators ◽  
Depth Interviews

ABSTRACTThe teaching and learning process is a very important activity and must be carried out even though the situation is not possible in schools amid the Covid-19 pandemic as it is today. So this study aims to analyze learning difficulties, distance learning, and analysis of student learning difficulties in PJJ amid the Covid-19 pandemic. This research uses a qualitative approach to the type of case studies, in-depth interviews, and documentation studies. The results of the study show First, learning difficulties in students can be experienced due to disruption in him both from within and outside himself. This condition can also occur amid the Covid-19 pandemic. In the end, through various appeals from several parties, students were asked to carry out their learning activities in their respective homes. Second, with the appeals and suggestions of students studying at home, then Distance Learning (PJJ) becomes an alternative learning activity for students in order to break the corona virus transmission chain. Third, during the Covid-19 pandemic with PJJ students faced problems accessing internet devices and quotas, thus the government and all education administrators to provide internet quota subsidies, emergency curricula, and develop effective learning strategies for communities affected by Covid-19.

scholarly journals Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum

2016 ◽  
Vol 17 (12) ◽  
pp. 965-968 ◽  
Author(s):  
Benjamin Mahmoodi ◽  
K Sagheb ◽  
Ka Sagheb ◽  
P Schulz ◽  
B Willershausen ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Interactive Learning ◽  
Dental Education ◽  
Direct Determination ◽  
Dental Students ◽  
Learning Objectives ◽  
Study Materials ◽  
Clinical Case Studies ◽  
Dental Curriculum ◽  
E Learning

ABSTRACT Introduction Online learning media are increasingly being incorporated into medical and dental education. However, the coordination between obligatory and facultative teaching domains still remains unsatisfying. The Catalogue of Interactive Learning Objectives of the University Clinic of Mainz (ILKUM), aims to offer knowledge transfer for students while being mindful of their individual qualifications. Its hierarchical structure is designed according to the Association for Dental Education in Europe (ADEE) levels of competence. Materials and methods The ILKUM was designed to establish a stronger interconnection between already existing and prospective learning strategies. All contents are linked to the current lectures as well as to e-learning modules, e.g., clinical case studies and OR videos. Students can conduct self-examinations regarding specific learning objectives. Since 2007, ILKUM has been developed and analyzed regarding its acceptance among dental students. Results These improved e-learning techniques foster time and location-independent access to study materials and allow an estimation of the knowledge achieved by students. Surveys of our students clearly show a large demand for upgrading ILKUM content (89%; n = 172) with integrated self-testing (89%; n = 174). In parallel to the advancement of our e-learning offering, a portion of internet-based learning is constantly rising among students. Conclusion The broad acceptance and demand for the development of ILKUM show its potential. Moreover, ILKUM grants fast, topic-oriented querying of learning content without time and locale limitations as well as direct determination of the individually needed knowledge conditions. Clinical significance The long-term goal of the ILKUM project is to be a sustainable, important additional modality of teaching and training for dental and medical students. How to cite this article Mahmoodi B, Sagheb K, Sagheb K, Schulz P, Willershausen B, Al-Nawas B, Walter C. Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum. J Contemp Dent Pract 2016;17(12):965-968.

Effects of Feedback on Learning Strategies in Learning Journals

2012 ◽  
pp. 710-725
Author(s):  
Julian Roelle ◽  
Kirsten Berthold ◽  
Stefan Fries
Keyword(s):  
Learning Strategies ◽  
Instructional Support ◽  
Effective Learning ◽  
Reversal Effect ◽  
Support Measure ◽  
Learning Journals ◽  
Instructional Guidance ◽  
Effects Of Feedback ◽  
Quality Learning ◽  
Journal Entries

Feedback on learning strategies is a promising instructional support measure. However, research on the expertise reversal effect suggests that if instructional support measures are provided to expert learners, these learners would have to integrate and cross-reference redundant instructional guidance with available knowledge structures, resulting in less available resources for effective learning processes. Thus, feedback might be detrimental for learners who possess high-quality learning strategies. Against this background, the authors used an online learning management system to employ a feedback procedure that included highly elaborated feedback on learning strategies in a learning journal. The effects of this feedback procedure were tested in a field study using a within-subject design with the factor feedback (no vs. yes). Participants were 246 university students who wrote journal entries over an entire term. The results show that providing feedback to low expertise learners is effective, whereas the effectiveness of feedback is reversed regarding high expertise learners.

Effects of Feedback on Learning Strategies in Learning Journals

2013 ◽  
pp. 116-131
Author(s):  
Julian Roelle ◽  
Kirsten Berthold ◽  
Stefan Fries
Keyword(s):  
Learning Strategies ◽  
Instructional Support ◽  
Effective Learning ◽  
Reversal Effect ◽  
Support Measure ◽  
Learning Journals ◽  
Instructional Guidance ◽  
Effects Of Feedback ◽  
Quality Learning ◽  
Journal Entries

Feedback on learning strategies is a promising instructional support measure. However, research on the expertise reversal effect suggests that if instructional support measures are provided to expert learners, these learners would have to integrate and cross-reference redundant instructional guidance with available knowledge structures, resulting in less available resources for effective learning processes. Thus, feedback might be detrimental for learners who possess high-quality learning strategies. Against this background, the authors used an online learning management system to employ a feedback procedure that included highly elaborated feedback on learning strategies in a learning journal. The effects of this feedback procedure were tested in a field study using a within-subject design with the factor feedback (no vs. yes). Participants were 246 university students who wrote journal entries over an entire term. The results show that providing feedback to low expertise learners is effective, whereas the effectiveness of feedback is reversed regarding high expertise learners.

Evaluating the Impact of a Virtual Emergency Room Simulation for Learning

2012 ◽  
pp. 100-120
Author(s):  
Luke Rogers ◽  
Charlynn Miller ◽  
Sally Firmin
Keyword(s):  
Learning Strategies ◽  
Virtual Teams ◽  
Second Life ◽  
Clinical Judgment ◽  
Effective Learning ◽  
Online Tools ◽  
Participation Level ◽  
Level Of Use ◽  
Virtual Simulations ◽  
The Impact

This study explored the value of Second Life as a clinical simulation platform for healthcare students. Participants were exposed to the Critical Life simulation and worked in teams within the simulation. Pre- and post-surveys and interviews were used to gauge responses to participation, level of use of online tools and gaming, and input about the experience of using the simulation. The main findings from the study were that participants had positive and realistic experiences using Critical Life as a collaborative learning tool; participants agreed that Critical Life would assist them in developing technical and non-technical skills; participants were not deterred by the technology and perceived they would use it in their own time; and participants agreed that the simulation was able to incorporate effective learning strategies that may improve clinical judgment. Interviews revealed that the participants enjoyed working in virtual teams suggesting that in healthcare education, virtual simulations have potential for use across multiple campuses and universities.

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