scholarly journals Life-long learning skills as a basis for individual learning style of university students

2021 ◽  
Vol 18 (3) ◽  
pp. 19-32
Author(s):  
Irina L. Smagina
Keyword(s):  
Learning Style ◽  
Individual Learning ◽  
Independent Learning ◽  
Learning Material ◽  
Learning Skills ◽  
Language Class ◽  
Life Long Learning ◽  
Structural Content ◽  
The University ◽  
The Relationship

In a current situation of society development, each person should have life-long learning skills, which allow him to be flexible, autonomous, able to adapt to different scenarios of todays unstable reality. These skills can be referred to the category of soft skills, the development of which give the students the opportunity to organize their learning process effectively, and it will also help in forming students individual learning style. Life-long learning skills formed at the university can also be considered as skills oriented to the prospect of further personal and professional development perspective life-long learning skills. Thus, the purpose of this study is to find mechanisms of the development of students life-long learning skills that also help in forming their individual learning style. Using the methods of theoretical, structural-content and comparative analysis, as well as the synthesis of ideas, it was possible to find out that life-long learning skills belong to the category of soft methodological skills, the development mechanism of which is the strategies of independent learning. Moreover, studying the relationship between such concepts as life-long learning skills, universal competencies, individual learning style showed that the development of soft methodological skills of life-long education is the basis for the formation of students individual learning style. As part of the study, it was developed a methodology for teaching students cognitive and metacognitive strategies for independent learning in a foreign language class while working on listening. As the expected results of the application of this methodology, it is assumed that having mastered the strategies and techniques of independent learning, students will be able to deal with the learning material better, which in turn will help to master the competences more successfully, to increase learning motivation and to form students subjective position. As a prospect for further research, we see the development and testing of technology for teaching students the skills of life-long education, with a detailed description of the stages and guidelines for students and teachers.

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

2021 ◽  
pp. 14-20
Author(s):  
Marina A. Fedorova
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Pedagogical Research ◽  
The University ◽  
Relationship Of ◽  
Educational Paradigms ◽  
The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

scholarly journals The Academies Project: Widening Access and Smoothing Transitions for Secondary School Pupils to University, College and Employment

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Grace Farhat ◽  
Jennifer Bingham ◽  
Julie Caulfield ◽  
Sandra Grieve
Keyword(s):  
Higher Education ◽  
Informed Choice ◽  
Independent Learning ◽  
Learning Skills ◽  
College And University ◽  
Successful Model ◽  
Widening Access ◽  
University Life ◽  
The University ◽  
Clear Information

Previous research indicates that university students are not bridging the gap between school and university quickly or effectively enough. Therefore, there is a need to build a level of independence and foster a sense of empowerment prior to entering university, and create a supportive climate for successful learner development. Clear information and support on transition from school to employment could also be improved. Furthermore, there is a challenge for widening access and allowing people from different backgrounds to go into further/higher education. This paper will present the South East Scotland Academies Partnership (SESAP) as a successful model of a collaborative and pedagogical approach to the university pre-entry support stage and to employment. Academies students are S5 and S6 school pupils who attend classes at college and university while still at school. The Academies aim to widen access of young people residing in South East Scotland into Further and Higher education. They focus on preparing students for Higher Education while easing the transition between school and university, developing independent learning skills and building confidence. The project aspires to integrate students successfully into the academic and social aspects of university life; helps them gain a sense of belonging to a group and allows them to make a more informed choice about their selected course and institution. Academies also endeavour to provide students with the opportunity to experience work at their industry of choice and to present them with options and clear information to smooth the transition to employment. Results from a survey distributed to students showed that the Academies have been beneficial in developing their communication and independent learning skills, as well as their confidence. The latter aspects are considered important in enhancing transition.

scholarly journals PENGARUH METODE PEMBELAJARAN DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL

2012 ◽  
Vol 25 (XVI) ◽  
pp. 7-15
Author(s):  
Yustia Suntari
Keyword(s):  
Social Science ◽  
Learning Styles ◽  
Learning Style ◽  
Instructional Methods ◽  
Role Playing ◽  
Individual Learning ◽  
Higher Learning ◽  
Independent Learning ◽  
Learning Achievement

A number of variable affects the learning achievement but this research is interested in discovering the effect of instructional methods and independent learning towards the learning achievement in social science. The research aims at discovering the mentioned effect in Social Science at SDN Pluit 05 Pagi, Penjaringan Subdistrict, North Jakarta. The research discovered (a) the learning achivement with role playing method is higher compared to expository method, (b) students with high independent learning style has higher learning achievement compared to those having a lower one, (c) learning achievement of the students with high independent learning taught with role playing instruction is higher than those with low independent learning, and (d) learning achievement of the students with low independent learning taught with expository method is lower than those having high independent learning. Based on the findings, the research suggests the teachers to improve their skills in teaching social science and assist the students to learn based on their individual learning styles.

scholarly journals IMPLEMENTATION OF INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH GUIDED TASKS TO IMPROVE STUDENTS’ COMPETENCE

2018 ◽  
Vol 17 (4) ◽  
pp. 535-550
Author(s):  
Manihar Situmorang ◽  
Marudut Sinaga ◽  
Jamalum Purba ◽  
Sapnita Idamarna Daulay ◽  
Murniaty Simorangkir ◽  
...  
Keyword(s):  
Learning Style ◽  
Independent Learning ◽  
Learning Material ◽  
State University ◽  
Academic Attitudes ◽  
Chemistry Learning ◽  
Innovative Learning ◽  
Research Findings ◽  
Student Learning Style ◽  
Quality Learning

This research aimed to provide an innovative chemistry learning material with guided tasks to improve students’ competence in Chemistry. It involved 180 students enrolled in the Analytical Chemistry course at State University of Medan in academic year of 2016/2017. The samples were purposively selected and divided into two groups. The research consisted of several steps including enrichment, innovation and standardization of learning material, followed by implementation of the developed learning material in class. A set of good quality learning material equipped with the guided task for Gravimetry topic has been provided. It contained relevant contextual examples, laboratory works, students’ activities, multimedia, and hyperlink to trustworthy websites. Implementation of innovative learning material has been conducted by using a set of developed learning material in the experimental class while the existing textbook was used in the control class. The research findings highlighted several points: (1) well-implemented innovative learning material was effective to improve the students’ competence; (2) learning outcome in experimental class was found higher than that in control class; (3) the guided task in the learning package facilitated the students to learn the selected chemistry topic independently which in turn shifted student learning style from lecturer-oriented to student-oriented; (4) the guided task not only made the students be familiar with searching for scientific documents to complete the given tasks but also improved the students’ ability to write and organize their assignments; (5) students’ academic attitudes, observed during the learning activities, were categorized as very good. Keyword: innovative learning material, guided tasks, independent learning, students’ competence.

Provision for Gifted Children — Nene College's Approach

1983 ◽  
Vol 2 (1) ◽  
pp. 45-48
Author(s):  
Joanna Moxham
Keyword(s):  
Middle Ages ◽  
Individual Learning ◽  
Independent Learning ◽  
Service Work ◽  
Gifted Children ◽  
Learning Material ◽  
Learning Materials ◽  
Wide Range ◽  
The Subject ◽  
Parent Child Relationships

The article deals with Nene College's involvement in projects concerned with Gifted Children. This involvement stems from Dr Eric Ogilvie's interest in the subject and it is manifested in four areas: the production of materials for Gifted Children; In-Service work with teachers; a unique Saturday Club; and various enrichment activities. The unit produces packages of independent learning materials. One package, which has been widely sold, deals with ‘The Middle Ages’ and enables the pupil to work on his own. A new package on archaeology is now being produced. The In-Service courses attempt to help teachers deal with Gifted Children in mixed ability classes. Identification, teaching strategies, the development of individual learning material and parent/child relationships are dealt with. The Saturday Club is a unique project which meets fortnightly. There are no entrance qualifications as the activities perform this function. A wide range of subjects and activities have been used. The Unit is also involved in various enrichment activities. A poetry day which resulted in a well-produced anthology was one successful session. Finally, the College has a commitment to Gifted Children and hopes to continue to work effectively.

scholarly journals Enfoques y estilos de aprendizaje en educación superior

2014 ◽  
Vol 16 (2) ◽  
pp. 283
Author(s):  
Fuensanta Hernández Pina ◽  
Rosa María Hervás Avilés
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Myers Briggs ◽  
The University ◽  
The Relationship ◽  
Academic Demands ◽  
Estudiantes Universitarios

RESUMENEste artículo trata sobre los enfoques y estilos de aprendizaje de estudiantes universitarios. En el estudio se analizan sus perfiles de aprendizaje y como responden a las demandas educativas del entorno universitario.  Igualmente se  ha  analizado  la  relación  existentes  entre  los enfoques  y  los  estilos  deaprendizaje según las propuestas de Biggs y de Myers-Brigs. La muestra estudiada ha sido de 360 estudiantes de distintas titulaciones universitarias. Los resultados apunta a una relación entre enfoques y estilos de aprendizaje y una asociación de características de los estilos con los enfoques profundo y superficial.ABSTRACTIn this article a study on learning approaches and styles in University students is presented. We analyse students profiles and how they respond to the academic demands of the university envi-ronment. We also analyse the relationship between the approaches to learning and learning styles proposed by Biggs and Myers-Briggs. The sample is made of 360 students of different university degrees. The results suggest there is a relationship between approaches to learning and learning styles as well as an association of features of the learning style with the deep and superficial approaches.

Influence of Cultural Conditions on the Use of ICT for Learning

2014 ◽  
Vol 5 (4) ◽  
pp. 35-44
Author(s):  
Laura Varela-Candamio ◽  
Isabel Novo-Corti
Keyword(s):  
Young People ◽  
Learning Styles ◽  
Learning Environments ◽  
Learning Style ◽  
Ict Use ◽  
Cultural Conditions ◽  
Use Of Technology ◽  
The University ◽  
Different Cultures ◽  
The Relationship

The use of technology is widespread in all areas of life, particularly among young people and particularly in learning environments. In this sense, college students have incorporated these technologies in different media and used them for many years. The use of ICT among students taking the same subjects is very different because of the sociological diversity thereof and, in particular, their different cultures and countries. This is the case of Erasmus students, who must take the same subjects and with the same instruments than the national ones. Although both groups must show the same academic performance, their conditions are very diverse, including difficulties related to language. This article analyzes the relationship between learning styles (active, reflexive, theoretical and pragmatic) and the use of ICT in training university students, comparing between Erasmus and domestic ones. The REATIC survey was conducted among 37 third-year students from the Faculty of Economics and Business of the University of A Coruña (Spain), distinguished four different modules: knowledge of ICT, use of ICT, assessment of ICT and ICT as learning style. Results showed differences in all modules and especially in the last module that analyzes the use of ICT for learning.

scholarly journals The ideas of synergistic, axiological and acmeological approaches in the study of the university students individual learning style

2021 ◽  
Author(s):  
Irina Leonidovna Smagina
Keyword(s):  
University Students ◽  
Learning Style ◽  
Individual Learning ◽  
Methodological Basis ◽  
Significant Potential ◽  
The University

The article actualizes the necessity of the formation an individual learning style among students of a modern university. The analysis of the main aspects of the synergetic, axiological and acmeological approaches allows the author to conclude that the synthesis of the ideas of the indicated approaches can be seen as a significant potential in determining the set of conditions, mechanisms and methods for the formation of the students individual learning style, as well as the methodological basis of this process.

scholarly journals Supporting the Development of Autonomous Learning Skills in Reading and Writing in an Independent Language Learning Centre

2012 ◽  
pp. 266-290 ◽  
Author(s):  
Hazel L. W. Chiu
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Individual Learning ◽  
Independent Learning ◽  
Learning Needs ◽  
Learning Differences ◽  
Learning Skills ◽  
Reading And Writing ◽  
Research And Teaching ◽  
Self Learning

This article draws on observations, examples and findings from previous action research and teaching experiences gathered in an independent language learning centre in a university in Hong Kong to explore strategies for supporting independent learning. The learning centre offers one-to-one and small-group learning sessions to support the development of independent learning skills in various areas. This discussion will explore particularly the focuses of reading and writing skills development. These learner-centred support sessions aim to develop awareness of different types of learning strategies to suit individual learning needs, and cultivate interest and ability for continuous self-learning. The benefits of a semi-structured scaffolding format with attention to individual learning differences and supported by technology will be highlighted.

scholarly journals The effect of anxiety on foreign language academic achievement

2021 ◽  
Author(s):  
Tóth Andrea
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Language Learning ◽  
Native Speakers ◽  
Negative Impact ◽  
Foreign Language Anxiety ◽  
Language Class ◽  
Anxiety Levels ◽  
The University ◽  
The Relationship

Abstract Anxiety has commonly been regarded as one of the most significant affective obstacles in language learning achievement, and has been the subject matter of many second language researches (MacIntyre & Gregersen, 2012; Huang, 2012; Hewitt & Stefenson, 2011; Riasati, 2011; Horwitz, 2001). The primary purpose of the present study is to explore the anxiety levels of a class of students studying at the University of Dunaújváros and to investigate their attitude towards acquiring a second/foreign language. On the basis of the information gained the study is aiming at revealing some degree of correlation between students’ anxiety and their academic achievement. Responses to the Foreign Language Anxiety Scale show that the relatively high levels of anxiety among these participants are related to the worry about (1) the consequences of failing their foreign language class, (2) thinking that the others are better at languages and (3) communication with native speakers of the foreign language. However, the results on the relationship between anxiety levels and academic achievements show no significant correlation between these two variables, which leads us to the conclusion that the participants’ anxiety levels do not exceed the level which would have a negative impact on their academic results.

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