Cognitive Aspects of Autonomous Note Taking: Control Processes, Learning Strategies, and Prior Knowledge

1988 ◽  
Vol 23 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Kenneth A. Kiewra
Keyword(s):  
Prior Knowledge ◽  
Learning Strategies ◽  
Note Taking ◽  
Control Processes

Note-taking fosters generative learning strategies in novices.

1989 ◽  
Vol 81 (2) ◽  
pp. 263-264 ◽  
Author(s):  
Leslie Shrager ◽  
Richard E. Mayer
Keyword(s):  
Learning Strategies ◽  
Generative Learning ◽  
Note Taking

scholarly journals Examining the Interrelations among Knowledge, Interests, and Learning Strategies

2006 ◽  
Vol 25 (2) ◽  
pp. 182-199 ◽  
Author(s):  
Bo Shen ◽  
Ang Chen
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Learning Strategies ◽  
Sixth Grade ◽  
Domain Specific ◽  
Domain Learning ◽  
Study Support ◽  
Affective Components ◽  
Knowledge Interests ◽  
Knowledge Learning

Guided by the Model of Domain Learning (MDL), the study was designed to explore the extent of interrelations among prior knowledge, learning strategies, interests, physical engagement, and learning outcomes in a sixth-grade (N = 91) volleyball unit. Pearson product-moment correlations and a path analysis were conducted for the research purpose. The results showed that students’ prior knowledge, learning strategies, and interests were interrelated. Physical engagement and learning outcomes were directly influenced by the interactions among prior knowledge, interests, and learning strategies. The findings in the study support that learning in physical education is domain-specific and a progressive process that encompasses both cognitive and affective components.

scholarly journals The influence of prior knowledge on the retrieval-directed function of note taking in prior knowledge activation

2011 ◽  
Vol 81 (2) ◽  
pp. 274-291 ◽  
Author(s):  
Sandra A. J. Wetzels ◽  
Liesbeth Kester ◽  
Jeroen J. G. van Merriënboer ◽  
Nick J. Broers
Keyword(s):  
Prior Knowledge ◽  
Note Taking ◽  
Knowledge Activation ◽  
Prior Knowledge Activation

scholarly journals Student’s Learning Strategies in English Speaking Class

2020 ◽  
Vol 1 (1) ◽  
pp. 27-39
Author(s):  
Nonny Basalama ◽  
Indri Wirahmi Bay ◽  
Aprilia Abubakar
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Female Students ◽  
Learning Objectives ◽  
The Other ◽  
Male Students ◽  
English Department ◽  
Note Taking ◽  
Self Evaluation ◽  
English Speaking

Speaking is the most essential skill that must be learned in acquiring a new language. It is important for the students to find the best learning strategies in order help them in learning the materials. However, it is necessary for the students to realize that there are many kinds of learning strategies that they may use during English speaking class. Therefore, this study aimed to elaborate on the kinds of students’ learning strategies in the English speaking class and to identify the factors that caused students to choose that learning strategy. The participants of this research were the students of English Department in the fourth semesters. The data were collected by using questionnaire and interview. The result shows that the students of English Department applied almost the learning strategies which provide on the metacognitive, cognitive, and socio-affective strategies while learning speaking. The most strategy used by students was note taking (51, 4%) and the least strategy was a translation (19, 6%). On the other hand, the strategy used by male students was cooperation (16, 8%) and there were (27, 1) female students who used self-evaluation as their strategy in learning speaking. Those learning strategies may be chosen depending on the students’ occasion and learning objectives.

A Framework for Promoting Complex Learning in a Blended Learning Environment

2018 ◽  
pp. 119-131
Author(s):  
Jill E. Stefaniak
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Prior Knowledge ◽  
Learning Strategies ◽  
Instructional Unit ◽  
Complex Learning ◽  
Instructional Sequencing ◽  
Approach Problem

Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner's knowledge, skills, and attitudes, newly obtained skillsets, and the transference of learning in an applied environment. A challenge that many educators face when teaching complex tasks is the ability to assist students to draw from prior knowledge from various subjects in order to approach problem solving. The intent of this chapter is to provide educators with strategies to promote complex learning within a blended learning environment.

Applying SOAR Strategies to Curb Digital Distractions While Note Taking and Studying

2022 ◽  
pp. 161-188
Author(s):  
Linlin Luo ◽  
Kenneth A. Kiewra
Keyword(s):  
Learning Strategies ◽  
Mobile Technology ◽  
Meaningful Learning ◽  
Note Taking ◽  
Important Lesson ◽  
Technology In The Classroom ◽  
Strategy System ◽  
Integrated Strategy ◽  
Study Behaviors

Students are distracted by mobile technology in the classroom when learning from lectures and outside the classroom when studying. Students are susceptible to distractions because they are not fully engaged in learning. In the classroom, they record notes mindlessly that capture just one-third of important lesson ideas. When they study outside the classroom, they study information in a piecemeal fashion and employ mindless repetition strategies. These weak and unengaging learning strategies open the door for digital distractions. One potential means to engage students in meaningful learning and to offset digital distractions is an integrated strategy system called SOAR, which stands for select, organize, associate, and regulate. This chapter describes SOAR and how instructors can maximize SOAR's components to curb digital distractions by improving student note taking in the classroom and study behaviors outside the classroom. The chapter concludes by specifying how instructors can teach students to SOAR on their own.

scholarly journals Upaya Peningkatan Pembelajaran Pada Kompetensi Dasar Protista Dan Fungi Melalui Penggunaan Learning Strategy

2015 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Marlina Marlina
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Concept Map ◽  
Good Condition ◽  
Classroom Teachers ◽  
Note Taking ◽  
Student Centered ◽  
Banda Aceh ◽  
Passing Grade

Hasil pengamatan di SMA Negeri 5 Banda Aceh, penggunaan strategi mengajar yang dilakukan sebagian guru masih mengedepankan peran guru. Belum secara keseluruhan dapat menjadikan pembelajaran menjadi aktif secara kooperatif. Untuk menjadikan pembelajaran menjadi aktif sebenarnya banyak strategi belajar yang dapat diterapkan oleh guru. Diantaranya adalah strategi belajar dengan peta konsep, menggarisbawahi, dan membuat catatan penting. Tujuan penelitian ini untuk mengetahui: 1) Ketuntasan belajar siswa pada kompetensi dasar Protista dan Fungi dengan menggunakan strategi belajar (peta konsep, menggarisbawahi, dan catatan penting). 2) Akitivitas guru dan siswa selama kegiatan pembelajaran; 3) Respon siswa terhadap pembelajaran dengan menggunakan strategi belajar. Penelitian ini merupakan penelitian tindakan kelas dengan 6 siklus. Sumber data penelitian adalah siswa kelas X-5 SMA Negeri 5 Banda Aceh berjumlah 30 siswa. Data diperoleh dengan melakukan pretes dan postes untuk setiap siklus. Data untuk mengetahui ketuntasan belajar dilakukan setelah semua siklus pembelajaran selesai. Analisis data dilakukan secara deskriptif. Hasil penelitian dapat disimpulkan: 1) Ketuntasan belajar pada kompetensi dasar protista dan fungi mencapai 96,67%; 2) Aktifitas guru dan siswa selama proses pembelajaran sudah baik, dan pembelajaran sudah berpusat pada siswa. 3)Respon siswa terhadap penbelajaran menunjukkan hal yang sangat baik, dimana 90% siswa menyatakan senang terhadap strategi belajar yang digunakan guru. Kata Kunci: Peningkatan Pembelajaran, Protista dan Fungi dan Learning Strategy The result of observation done at SMAN 5 Banda Aceh showed that the teaching strategies used by some teachers was still teacher-centered. They were not implementing active and cooperative learning yet. Actually, to create an active atmosphere in the classroom, teachers can implement some learning strategies such as concept map, underlining, and note taking. This research is aiming at knowing: 1) the students’ passing grade in the basic competence of Protista and Fungi by using learning strategies (concept map, underlining, and note taking); 2) The activity of teacher and students in teaching learnig; 3) students’ response toward the implementation of learning strategy. This research is an action research done for 6 cycles. It used 30 students of class X-5 of SMAN 5 Banda Aceh as the sample. In every cycles, there was a pre-test and pot-test given to students. The passing grade was calculated at the end of the lesson. The data were then analyzed descriptively. The result showed that the students achieve 96,67% of passing grade in the basic competence of Protista and Fungi. The activity of teacher and students was in a good condition. The teaching was student-centered. The students responsed positively. There were 90% of students stated that they were happy to learn the concept by using the learning strategy. Keywords: Increased Learning, Protists and Fungi and Learning Strategy

A Framework for Promoting Complex Learning in a Blended Learning Environment

2015 ◽  
pp. 643-655
Author(s):  
Jill E. Stefaniak
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Prior Knowledge ◽  
Learning Strategies ◽  
Instructional Unit ◽  
Complex Learning ◽  
Instructional Sequencing ◽  
Approach Problem

Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner's knowledge, skills, and attitudes, newly obtained skillsets, and the transference of learning in an applied environment. A challenge that many educators face when teaching complex tasks is the ability to assist students to draw from prior knowledge from various subjects in order to approach problem solving. The intent of this chapter is to provide educators with strategies to promote complex learning within a blended learning environment.

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