scholarly journals Learning Strategies in Distance Courses: Difference Between Teaching Degree and Extension Courses

2020 ◽  
Vol 36 ◽  
Author(s):  
Fabiana Maris Versuti ◽  
Raíssa Bárbara Nunes Moraes Andrade ◽  
Thaís Zerbini
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Test Point ◽  
Course Planning ◽  
Emotion Control ◽  
Degree Distance ◽  
Planning Processes ◽  
Distance Courses ◽  
Specific Learning

Abstract The learning process includes several specific learning skills. The Learning Strategies, crucial to improve the selection and planning processes of teaching strategies in distance educational actions, is an example. The objective of this study, mainly quantitative in nature, was to compare the use of Learning Strategies by participants enrolled in university extension and teaching degree distance courses. Results found from t-Test point out that Cognitive Strategies, Self-Regulation and Emotion Control are most widely used by participants in the Extension course. It is highlighted the use of Learning Strategies that enable the monitoring and regulation of the organization and the cognitive process by teachers in initial or continuing education must be considered in order to achieve better course planning.

scholarly journals Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos

2017 ◽  
Vol 21 (2) ◽  
pp. 1 ◽  
Author(s):  
Ana Clara Ventura ◽  
María Soledad Cattoni ◽  
Ana Borgobello
Keyword(s):  
Goal Orientation ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Control Beliefs ◽  
Academic Training ◽  
Ex Post ◽  
Advanced Students

Being able to properly regulate one’s own learning positively impacts student’s academic performance. Hence the relevance of understanding what they are, how they articulate, and how they change learning strategies and motivation patterns across academic training. Our aims are: (a) to describe cognitive / metacognitive learning strategies and motivation patterns used by students (mean and standard deviation); (b) to analyze the correlations between both groups of variables (Pearson’s index correlation); (c) to compare above results according to the basic level (1st year) and the higher level (5th year) of academic training (Student’s t test). The quantitative ex post facto study was based on the Argentine version of the MSLQ (Motivated Strategies Learning Questionnaire), also called MSLQe; it was applied to 114 students of Psychopedagogy. The results showed the following: (a) a varied repertoire of learning strategies and motivation patterns; (b) a greater use of metacognitive strategies for self-regulation, as well as of strategies for time and study environment management, was associated with higher levels of motivational patterns of goal orientation, task assessment, control beliefs, and self-efficacy of students; (c) statistical differences according to the academic cycle: in favor of the students who were beginners in cognitive strategies of review, metacognitive self-regulation, and organization; while the scores were higher for the advanced students in relation to critical thinking. Likewise, regarding the motivation patterns, the advanced students showed more tendencies towards intrinsic orientation goals, whereas the beginners did it in extrinsic motivation goals, beliefs of control and of self-efficacy, and anxiety. It is possible to conclude that the academic formation made possible a hierarchical integration of both superficial and deep strategies, as well as internal and external motivation patterns of the students. Thus, this article contributes to an analysis of cognitive dimensions (cold and warm), as contextually situated (initial and final levels of academic formation), of the learning strategies and motivation patterns of university students.

Training College Students to Use Learning Strategies: A Framework and Pilot Course

2021 ◽  
pp. 147572572198948
Author(s):  
Mark A. McDaniel ◽  
Gilles O. Einstein ◽  
Emily Een
Keyword(s):  
Learning Strategies ◽  
Action Plan ◽  
Self Regulation ◽  
Empirical Work ◽  
Study Strategies ◽  
Effective Learning ◽  
College Course ◽  
Psychology Courses ◽  
The Individual ◽  
Specific Learning

The use of effective study strategies is important for academic achievement, yet research indicates that students often use relatively ineffective learning strategies. Though potent strategies to promote durable learning exist, there is a lack of theoretical and empirical work on how to train students to self-regulate use of these strategies successfully. We summarize a novel framework to do so: the knowledge, belief, commitment, and planning ( KBCP) framework. The assumptions are that learners must develop knowledge about a strategy and how to use it, believe that the strategy is effective for the individual learner, commit to the strategy, and create an action plan for carrying it out. We then describe an example of the KBCP framework as applied to a college course on teaching students effective learning strategies and self-regulation of these strategies in their college coursework. Lectures on specific learning strategies conveyed knowledge about the strategies, in-class demonstrations illustrated their efficacy (to support belief), and assignments required students to develop a plan for applying them to their courses and to implement the plan (to ensure commitment). Discussion focuses on the implications of including training in how to use learning strategies in psychology courses and curricula, and on the possible extension of such training to the teaching of other psychology content.

scholarly journals The Effects of Self-regulated Learning Strategies on Computer Programming Achievement in Teacher Education

2021 ◽  
Vol 4 (4) ◽  
pp. p37
Author(s):  
Gary Cheng
Keyword(s):  
Learning Strategies ◽  
Help Seeking ◽  
Computer Programming ◽  
Self Regulation ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Strategy Training ◽  
Self Regulated Learning ◽  
Java Programming ◽  
Regulated Learning

This study investigates the effects of student use of self-regulated learning (SRL) strategies on their computer programming achievement. Ninety-six students from undergraduate teacher training programmes offered by a Hong Kong university voluntarily participated in the study. Sixty-six of them were first-year students enrolling on an introductory Java programming course, while 30 were second-year students enrolling on an advanced Java programming course. The SRL strategies adopted by participants were measured by the Motivated Strategies for Learning Questionnaire (MSLQ) and were exemplified from the reflective writing of their electronic portfolios. Their achievement in computer programming was evaluated using continuous and end of course assessments. The findings of this study suggest that higher-order cognitive strategies (i.e. elaboration, organization, critical thinking), metacognitive control strategies (i.e. self-regulation) and resource management strategies (i.e. time and study environment management, help seeking) are likely to facilitate a prolonged achievement of computer programming for both novices and non-novices. They can provide insights into designing adequate SRL strategy training to support student learning in computer programming.

scholarly journals Nurturing Grit among Medical Students

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Tayyeba Iftikhar Mirza ◽  
Rahila Yasmeen ◽  
Usman Mahboob
Keyword(s):  
Medical Students ◽  
Learning Strategies ◽  
Mastery Learning ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Rank Test ◽  
Metacognitive Skills ◽  
First Year Students ◽  
Creative Commons ◽  
Explanatory Sequential Design

Objective: To identify the learning strategies used by the medical students with high Grit for design and implementation of a three months course, to assist the medical students having low Grit. Methods: A mixed-method study with explanatory sequential design was followed by an intervention to improve Grit amongst first year students at Foundation University Medical College from March to August 2019. Non-probability convenience sampling was used in the Phase-I. In Phase-II, through purposive sampling, students with high score on GRIT were interviewed. The interview questions were validated and piloted for clarity. All interviews were recorded, transcribed verbatim, and thematic analysis was done. The themes generated were used to design an intervention, which was implemented as a part of the curriculum for less Gritty students to see whether it can enhance Grit in them. Results: A total of 133 students participated out of which, 23(17%) had a high, whereas 10(7.5%) had a low level of Grit. Five themes generated from the transcripts, namely Planning, Metacognitive skills, Mastery learning, Cognitive strategies, and Self-regulation, that led the development of an intervention abbreviated as “RESET-P-GOALS”. A Wilcoxon signed-rank test showed that the intervention did elicit a statistically significant change in the Grit score in students having low Grit (Z = -2.8, p= 0.005). Conclusion: Good planning, Mastery learning and self-regulation are the reasons for success of Gritty students. The learning strategies with the name “RESET-P- GOALS” are effective in enhancing Grit in students with less score on Grit. doi: https://doi.org/10.12669/pjms.37.2.2999 How to cite this:Mirza TI, Yasmeen R, Mahboob U. Nurturing Grit among Medical Students. Pak J Med Sci. 2021;37(2):---------. doi: https://doi.org/10.12669/pjms.37.2.2999 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Metacognition in the process of education

2006 ◽  
Vol 38 (1) ◽  
pp. 7-24 ◽  
Author(s):  
Snezana Mirkov
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Metacognitive Knowledge ◽  
Educational Process ◽  
Special Importance ◽  
Research Results ◽  
Personal Learning ◽  
Research Show

This paper deals with different theoretical views and research regarding metacognition, its components and relations to cognition, conceptual discrepancy as well as opposing research results. Special attention was paid to the relation between metacognitive knowledge and the regulation of cognitive strategies. Reflexive awareness about personal cognitive processes is emphasized, but research discrepancies are apparent in regard to cognitive regulation. Research results focused on development of personal learning awareness and regulative skill involvement in the educational process (planning, monitoring and evaluating) are presented. A discussion was also focused on various views on relations between metacognition and the self which are of special importance for providing motivation in learning. Research data show that metacognitive awareness correlates with self. Metacognitive training affects development of the control experience and self-efficiency. The role of metacognition is emphasized as important for understanding relationship between cognition and motivation, which also affects learning self-regulation development. The paper emphasizes the significance of further study of metacognition and the possibilities for its use in the educational process. Research show that both metacognitive knowledge and regulation may be beneficial for: problem solving in learning processes, development of learning strategies and student achievement.

scholarly journals “Now Maybe I Feel Like Trying”: Engaging Learners Using a Visual Tool

2014 ◽  
pp. 277-293
Author(s):  
Mayumi Abe ◽  
Satomi Yoshimuta ◽  
Huw Davies
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Linguistic Knowledge ◽  
The Sun ◽  
Visual Tool ◽  
Fundamental Goal ◽  
L2 Learning ◽  
Interactive Strategies

For every learning advisor and language teacher, a fundamental goal is to foster learners’ motivation and self-regulation for successful L2 learning. This paper presents a visual tool that can be used in advising and teaching to realize this purpose. With the tool, learners can review their own L2 learning and ability, and create an inventory of their learning strategies, which helps them find their weaknesses, goals and develop their approach. The tool, the Strategy Tree for Language Learners, consists of the image of a tree, water and the sun. The trunk and leaves of the tree represent learners’ linguistic knowledge and skills, the roots learners’ affective strategies, water cognitive strategies, and the sun sociocultural-interactive strategies. The notions of these three types of strategies are based on the concepts presented by Oxford (2011). By drawing their own L2 Strategy Tree, learners can perceive their learning situations objectively and notice which step they should take next. In practice at a Japanese university, it was observed that learners developed learning strategies and their motivation increased. The Strategy Tree is a useful tool to encourage learners to feel confident and responsible and help them to self-regulate.

Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences Among College Students

2007 ◽  
Vol 18 (4) ◽  
pp. 586-616 ◽  
Author(s):  
Héfer Bembenutty
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Learning Strategies ◽  
Ethnic Differences ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Delay Of Gratification ◽  
Use Of Self ◽  
Significant Difference ◽  
Gender Groups

Self-regulated learners engage in self-generated thoughts, actions, and feelings while pursuing academic goals. The most successful learners use appropriate learning strategies and maintain high levels of motivation. Few studies on the self-regulation of learning have examined individual differences such as gender and ethnicity among college students. The study examined gender and ethnic differences in the relationships between academic performance, self-regulation, motivation, and delay of gratification using correlational analyses. The study also investigated whether students from diverse gender and ethnic groups differed with regard to their use of self-regulation, motivation, delay of gratification, and academic performance using multivariate and univariate analyses of variance. Participants were 364 college students enrolled in introductory psychology courses in a public university. The results suggested the presence of gender and ethnic differences in motivation, use of cognitive strategies, and delay of gratification, and use of self-regulation of learning is ambiguous. The reported self-efficacy beliefs of all groups of students were moderately to highly correlated with grades. The results also suggested that, independent of gender or ethnicity, the student's evaluation of the importance and usefulness of the course task was related to achievement in the class. There were differences in the relationships between delay of gratification and the use of cognitive strategies, between ethnicity and gender groups. In examining the mean differences of each group, there was a significant difference between course grades, with Caucasian students obtaining higher grades. In addition, minority males also reported significantly lower self-confidence in their ability to perform academic tasks.

scholarly journals University students profiles of self-regulated learning and motivation

2020 ◽  
Vol 37 ◽  
Author(s):  
Francielle Nascimento MERETT ◽  
José Aloyseo BZUNECK ◽  
Katya Luciane de OLIVEIRA ◽  
Sueli Édi RUFINI
Keyword(s):  
Learning Strategies ◽  
Achievement Goals ◽  
Self Regulation ◽  
Achievement Goal ◽  
Self Regulated Learning ◽  
Freshmen Students ◽  
Extrinsic Goals ◽  
Regulated Learning ◽  
Person Centered Approach ◽  
Specific Learning

Abstract The aim of the study was to identify students’ self-regulation through learning strategies adoption in connection with motivation. A sample of 212 freshmen students answered a Likert-type questionnaire with the aim to assess learning strategies, mastery achievement goal, extrinsic goals, procrastination, and discipline valuation. Strategy use consisted in a specific task of writing a text. A person-centered approach was adopted according to the statistical data and four self-regulation clusters were identified, namely, highly self-regulated students, low regulation students, and two clusters with mixed scores. Through variance analysis mastery achievement goal appeared significantly associated only with thehighly self-regulated students cluster. Results were discussed in the framework of a self-regulated learning model and achievement goals theory. Finally, future investigations on other specific learning activities were proposed.

Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 215-231
Author(s):  
Mussarat J. Khan ◽  
Seemab Rasheed
Keyword(s):  
Regression Analysis ◽  
Resource Management ◽  
University Students ◽  
Learning Strategies ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Habits ◽  
Good Reliability ◽  
Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

Insight into strategies adopted by the residents who passed exit fellowship examination in first few attempts

2020 ◽  
Vol 14 (1) ◽  
pp. 10-15
Author(s):  
Humera Zafar Ali Khan ◽  
Amina Ahmad ◽  
Abid Ashar ◽  
Hamid Mahmood
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Structural Description ◽  
Snowball Sampling ◽  
Emotional Wellbeing ◽  
Self Directed Learning ◽  
Self Confidence ◽  
Helpful Factors ◽  
Emotional Burnout

Background: The residents who pass exit fellowship examination in few attempts adopt certain strategies for early success. The lived experiences of residents passing FCPS final examination in few attempts, barriers to success and strategies to overcome those barriers were studied. Participants and methodology: This phenomenological research study was conducted at Services Hospital, Lahore, Pakistan from June 2015 to May 2017. Purposeful snowball sampling was done. Eleven residents who passed their Final FCPS examination in few attempts, in the last 15 years were included in the study. Semi-structured open-ended interview of the residents was audio-recorded and transcribed. Three themes of helpful factors, barriers encountered and suggestions to overcome those barriers to get through the final FCPS examination and the emerging sub-themes were analyzed and textural and structural description were assigned. Results: Three themes were based on the aim of study and their related emerging sub-themes were found. The helpful factors included self-directed learning, peer assisted learning, interactive educational environment, rehearsal and self-determination. Barriers encountered were related to learning difficulties, competing responsibilities and physical and emotional burnout. Lastly, suggestions to overcome the barriers were use of multiple technology based learning strategies, developing self-confidence and self-efficacy together with prioritization of emotional and physical wellbeing. Conclusions: This study found that self-regulation and internal motivation were important strategies for success in the FCPS exit examination. Barriers can be overcome through technology based learning and increased self-efficacy and prioritizing physical and emotional wellbeing.

Sign in / Sign up

Export Citation Format

Share Document