scholarly journals REFLECTION AS A MEANS FOR LEARNING SKILL IMPROVEMENT IN STUDENTS

2015 ◽  
Vol 1 ◽  
pp. 425
Author(s):  
Iveta Kāposta
Keyword(s):  
Self Regulation ◽  
Educational Process ◽  
Learning Activity ◽  
Emotional Status ◽  
Education Students ◽  
Self Regulated Learning ◽  
Learning Content ◽  
Learning Skill ◽  
The Subject ◽  
Skill Improvement

Self-regulation is one of the criteria in good or competent learning. Self-regulated learning means that the learning person understands the process of one's learning i.e. understands what one needs; understands what happens to one during such learning; one is responsible for own learning; one has acquired and independently applies learning skills. Many scholars regard reflection as being means for improvement of competent learning. Reflection in pedagogy is to be understood as a process of awareness the performance and / or action which took place in educational process or any part. Reflection is based on analysis of one's actions and/or activities. Reflection may differ both in terms of the goal as well as in terms of the subject across various stages of learning process and activities. Russian educator and psychologist A. Stepanova classifies reflection in accordance with the subject of reflection (Степанова, 2009): mood and emotional status reflection; reflection of learning content; learning activity reflection. Mood and emotional status reflection and learning content reflection are often applied in Latvian schools; while reflection on learning activities has enjoyed little recognition. Educators in Latvian schools often offer students use questions and visualisation as methods of reflection (latter is used in work with younger students), but negotiations are offer relatively rare. Educators recognise reflection better according to the actions but they lack knowledge on reflection during action thus not offering it to students. Nevertheless, some secondary education students use reflection during action in an unaware manner. Reflection on average is given 5 - 10 minutes during a lesson.

scholarly journals Interrelation between the types of self-attitude and self-regulation of laziness in young individuals with different degree of self-regulation of behavior

2021 ◽  
pp. 28-39
Author(s):  
Alina Eduardovna Kim
Keyword(s):  
Young People ◽  
Self Regulation ◽  
Learning Task ◽  
Learning Activity ◽  
Work Process ◽  
Work Task ◽  
Work Tasks ◽  
The Subject ◽  
Theoretical Overview

The subject of this research is self-attitude and self-regulation of laziness in young individuals, who combine work and study. The article provides a brief theoretical overview of the research that prove interrelation between self-attitude and self-regulation of behavior and laziness. Using the quartilization procedure of the values of individual indicators, the author determined the groups with different degree of self-regulation of behavior; established the leading types of self-attitude of young individuals with different level of self-regulation of behavior. The presence and specificity of true links between the types of self-attitude with external and internal evaluative grounds and the severity of self-regulation of laziness in different contexts that provoke manifestations of laziness in young people with different level of self-regulation of behavior. Young individuals with high self-regulation of behavior demonstrate interconnectedness between self-regulation of laziness and types of self-attitude with internal evaluative grounds in execution of learning task, with external and internal evaluative grounds in execution of work task. The author underlines the importance of positive self-attitude for maintaining self-regulation of laziness. Interrelation between the types of self-attitude with both, external and internal evaluative grounds in execution of learning or work tasks are detected among the respondents with pronounced self-regulation above and below the average. Among young people with low self-regulation of behavior, the types of self-attitude with external evaluative grounds in conducting learning activity, the types of self-attitude with external and internal evaluative grounds in execution of work task, are interconnected with self-regulation of laziness. The reveled peculiarities should be taken into account in planning the educational and work process.

scholarly journals Exploring self-regulated learning choices in a customisable learning pathway MOOC

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Matt Crosslin
Keyword(s):  
Course Design ◽  
Learning Experience ◽  
Qualitative Interviews ◽  
Self Regulation ◽  
Learning Preferences ◽  
Educational Process ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods study sought to examine the pathways that learners will create for themselves when given the choice between an instructor-directed modality and learner-directed modality. Study participants were first examined based on their levels of self-regulated learning. Follow-up qualitative interviews were conducted to examine the choices that participants made, the impact of the course design on those choices, and what role self-regulation played in the process. The resulting analysis revealed that participants desired an overall learning experience that was tailored to personal learning preferences, but that technical and design limitations can create barriers in the learning experience. The results from this research can help shape future instructional design efforts that wish to increase learner agency and choice in the educational process

scholarly journals Cultural-Historical Foundations of School Course in Biology

2020 ◽  
Vol 25 (3) ◽  
pp. 5-16
Author(s):  
L.N. Suchorukova ◽  
E.I. Isaev
Keyword(s):  
Middle School ◽  
General Education ◽  
Subject Area ◽  
Educational Process ◽  
Learning Activity ◽  
Theoretical Concepts ◽  
Methodological Basis ◽  
The Subject ◽  
Biological Literacy ◽  
Selection Of

The article analyzes the provisions of the cultural-historical psychology that serve as a theoretical and methodological basis for the practice of general education in biology. International monitoring of educational achievements reveals low biological literacy of Russian schoolchildren. The authors see the main reason in the insufficiently thought-out selection of the subject content. In middle school courses, it is mostly empirical, reduced to the study of the structure and functions of organisms and their diversity. In high school courses, it is theoretical, but theoretical concepts are given in a ready-made form, are not sufficiently interconnected and are often reduced to dictionary definitions, which negatively affects the development of cognitive and personal abilities of students. Currently, general biological education is being reformed, and the concentric construction of the subject content is being replaced with a linear one, which completely eliminates theoretical concepts from the middle school courses. The authors see the solution to the problem in updating the content of the school course in biology. As a methodological basis for the selection of content, a system approach is considered, the provisions of which were implemented by L.S. Vygotsky in the construction of the subject area of the cultural-historical psychology. Vygotsky’s ideas about developmental learning and their further elaboration in the general psychological and psychological-pedagogical theory of activity are suggested as a theoretical basis for the organization of the educational process. Special attention is paid to the theory of learning activity developed in the works of D.B. Elkonin, V.V. Davydov, their disciples and followers. The paper presents the concept of the content for the school course in biology and describes the experience of its implementation.

scholarly journals PERCEPTIONS OF THE NON-ENGLISH DEPARTMENT LECTURERS TOWARDS CLIL IN HIGHER EDUCATION

2017 ◽  
Vol 1 (2) ◽  
pp. 52
Author(s):  
Fitri Budi Suryani
Keyword(s):  
Higher Education ◽  
Subject Area ◽  
Learning Activity ◽  
Elementary Level ◽  
English Department ◽  
Approach To Learning ◽  
English Departments ◽  
Learning Content ◽  
The Subject ◽  
Globalized World

Content and Language Integrated Learning (CLIL) is an approach to learning activity that uses foreign language as a medium for learning content so that the competence on the language and the subject area content can be achieved simultaneously. CLIL can be implemented in elementary level, secondary level, as well as tertiary or higher education level. In higher education, CLIL might have two significant reasons to be implemented: the globalized world and university internationalization. So far in Indonesia, nearly all universities have not implemented CLIL yet. This study aims at finding out the lecturers’ perceptions towards CLIL in higher education. The participants of the study were thirty-three lecturers from non-English departments of Universitas Muria Kudus. The intrument to collect the data was closed-ended questionnaire. The result reveals that the non-English department lecturers quite disagree for CLIL to be implemented in higher education. Their objection for having English as a medium of instruction seems to lie in their own ability of English as well as their students’ poor English proficiency. Keywords: CLIL, higher education, non-English department lecturers

Metacognition and Performance in the Accounting Classroom

2009 ◽  
Vol 24 (3) ◽  
pp. 339-367 ◽  
Author(s):  
Lydia L. F. Schleifer ◽  
Richard B. Dull
Keyword(s):  
Student Performance ◽  
Self Regulation ◽  
Accounting Education ◽  
Self Awareness ◽  
Self Regulated Learning ◽  
Learning Skill ◽  
Accounting Courses ◽  
Course Achievement ◽  
Survey Results ◽  
And Performance

ABSTRACT: Flavell (1976, 232) describes metacognition as: “one's knowledge concerning one's own cognitive processes or anything related to them.” Metacognition has been characterized as “thinking about thinking” (Georghiades 2004), “thinking about learning” (Jackson 2004), “learning about learning” (Case et al. 2001), “knowing about learning” (Meyer 2004), “knowledge about knowledge” (Yore and Treagust 2006), and “what we know about what we know” (Halpern 1998). Essentially, metacognition involves a self-awareness of how one learns and thinks. Because metacognition is an important aspect of self-regulated learning, it has potential as a learning skill or attribute that can serve to improve accounting education. The purpose of this paper is to explore the association between metacognition and student performance and success in accounting classes. The researchers use data collected over the course of a decade (1995–2004) to examine this association. Students in a variety of accounting courses completed a questionnaire to assess their metacognitive knowledge and self-regulation. The survey results support the conclusion that metacognitive attributes are associated with accounting course achievement.

scholarly journals Systematicity of students’ independent work in the course of operating systems

2020 ◽  
Vol 75 ◽  
pp. 03009
Author(s):  
Oleksandr Kolgatin ◽  
Dmytro Holubnychyi ◽  
Larysa Kolgatina
Keyword(s):  
Operating Systems ◽  
Empirical Work ◽  
Educational Process ◽  
Educational Activity ◽  
Learning Activity ◽  
Learning Tasks ◽  
The Subject ◽  
Diagnostics System ◽  
Time Planning ◽  
Independent Work

The paper is devoted to the study of systematicity of students’ learning activity as a parameter of student’s model, and influence of systematicity at learning results in the course “Operating Systems”. The necessity to equip the student himself as the subject of the educational process with the skills and appropriate pedagogical forecasting tools for independent choice of the appropriate variant of educational activity is shown as theoretical framework. Parameters of models in such pedagogical diagnostics system are suggested and discussed. Empirical work has been realised on the base of learning management system Moodle and give possibility to analyse correlation between timeliness of completing the learning tasks by students and their educational achievements as well as to analyse the structure of students’ time planning at homework. Recommendations to improve the educational process have been suggested

scholarly journals Learning Content Model: from Concept Structuring to Adaptive Learning

2021 ◽  
Vol 25 (1) ◽  
pp. 28-39
Author(s):  
J. V. Vainshtein ◽  
R. V. Esin ◽  
G. M. Tsibulsky
Keyword(s):  
Graph Theory ◽  
Adaptive Learning ◽  
Educational Process ◽  
Subject Domain ◽  
Research Issues ◽  
Content Model ◽  
Electronic Environment ◽  
Learning Content ◽  
E Learning ◽  
The Subject

The aim of the study. In modern conditions of changing the global “educational landscape”, the leading trend in building a new educational process management system is the personalization of the educational process in the electronic environment. New pedagogical technologies and innovative forms of organizing personalized learning in the electronic environment are developing, one of which is adaptive learning. The development of the structure and content of adaptive e-learning courses, the design and implementation of an educational strategy, teaching methods, and approaches to assessing results is determined by the model of its subject domain - the model of learning content. The aim of the study is to develop an approach to constructing the learning content model of an adaptive e-learning course that provides a formalized presentation of the educational material of the discipline and the construction of a logically based strategy for its study. Materials and methods. Methodological basis of research methods make up the logical-epistemological analysis and graph theory, and comparative analysis of psychological and pedagogical, scientific and methodical works, analysis of regulatory documents on research issues, professional and federal educational standards of higher education. Results. A feature of the author's approach is structuring of the subject domain in the form of a sequence of terms (training objects) of the learning content, studied in a certain order and presented in several versions of the presentation. The presented model for constructing the learning content of the academic discipline differs from the wellknown ones by the presence of logical ordering of concepts based on the integration of logic methods of concept analysis, using logical and epistemological methods for correlating the volume and content of concepts with the methods of graph theory and hypergraphs. The definition of educational objects of a tree (hypergraphic tree) of terms is obtained on the basis of a concept tree of discipline with a further determination of the sequence of their study, as well as the inclusion of a phenomenological and structural model in the content of the educational object, which allows to identify and disclose the essence of each studied concept within the framework of the subject domain of discipline. Conclusion. The proposed approach has been tested in the educational process of the program 09.03.02 – “Information systems and technologies” at the Siberian Federal University. Analysis of observations and evaluating the effectiveness of adaptive e-learning course in the educational process was carried out using the Kruskal-Wallis test by ranks. As a result of the experiment, it was revealed that at the end of the experiment, the control and experimental groups were statistically significantly different, which allowed us to conclude that the adaptive e-learning course developed in the educational process was effective. Adaptive e-learning courses, which are based on the approach proposed by the authors, made it possible to present educational content in the form of logically integral micro portions, which allow the adaptation of the educational environment to the individual characteristics of students. In the future, the proposed approach can contribute to development of personalized adaptive learning university ecosystems under digitalization formation.

scholarly journals Academic Goals in Relation to Motivational Self-Regulation Value Strategies

2018 ◽  
Vol 20 (2) ◽  
pp. 15
Author(s):  
José Manuel Suárez ◽  
Ana Patricia Fernández ◽  
Ángela Zamora
Keyword(s):  
Secondary Education ◽  
Self Regulation ◽  
Explanatory Model ◽  
Student Group ◽  
Education Students ◽  
Academic Goals ◽  
Self Regulated Learning ◽  
Multiple Goal ◽  
Cost Strategy ◽  
The Cost

The benefits of self-regulated learning have been confirmed. However, research is still pending on motivational self-regulation. We studied the use of attainment value and cost strategies in a study sample of 821 secondary education students. Our results showed that the students made considerable use of both strategies, that these strategies correlated positively with each other, that females made a significantly greater use of the cost strategy, and that greater use of each of the strategies was associated with a distinct multiple-goal student group. The results also enabled us to construct a general explanatory model of these strategies based on academic goals and self-efficacy, and independent of students’ sex or multiple-goal group.

scholarly journals Self-Monitoring and Self-Regulation of University Students in Text Comprehension

2018 ◽  
Vol 24 (1) ◽  
pp. 47-62
Author(s):  
Eduard Balashov ◽  
Ihor Pasichnyk ◽  
Ruslana Kalamazh
Keyword(s):  
University Students ◽  
Text Comprehension ◽  
Self Regulation ◽  
Educational Process ◽  
Teaching Process ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Metacognitive Processes ◽  
Comprehension Skills ◽  
Regulated Learning

Many empirical researches and theoretical studies of the topics regarding the interconnection of the processes of student higher education, self-regulated learning, studying motivation and outcomes, text comprehension have been executed in psychology. However, comparatively small part of them has been connected with text comprehension of the students during educational process, especially the cognitive and metacognitive aspects of it. In this article, a phenomenon of metamemory and its role in self-regulated learning and development of text comprehension skills of students have been characterized. We have determined the direction for future research of self-regulated learning and metacognitive processes in the students’ text comprehension activities and their effective use in the educational process. Study of the metagognitive aspects of self-regulation and metamemory will help to improve self-monitoring and self-regulation of students’ training activity in text comprehension. The article characterizes the term of the metamemory phenomenon and its role in the process of self-regulated training and development of text comprehension skills. We have also distinguished possible directions of future researches in self-regulated training and metacognitive processes of students’ activity that is connected with text comprehension as well as with their efficient usage in the teaching process. The necessity of metamemory learning and the process of knowledge transmission in the monitoring-regulation-learning cycle have been distinguished. Theoretical model of metacognitive combination of metacognitive and cognitive processes such as sense of knowledge, metamemory judgments and their categories have been investigated. The conclusions about necessity of the future advanced study of the metamemory phenomenon and students’ training process self-regulation in text comprehension have been made. Possible directions of future researches in metacognition and self-regulation of university students’ studying activity in text comprehension as well as their efficient implementation into the teaching process have been determined.

scholarly journals Metacognitive Awareness and Academic Self-Regulation of HEI Students

2021 ◽  
pp. 161-172
Author(s):  
Eduard Balashov ◽  
Ihor Pasichnyk ◽  
Ruslana Kalamazh
Keyword(s):  
Academic Success ◽  
High Performance ◽  
Self Regulation ◽  
Rank Correlation ◽  
Correlation Coefficients ◽  
Metacognitive Awareness ◽  
Learning Activities ◽  
Learning Activity ◽  
Self Regulated Learning ◽  
Regulated Learning

The presented manuscript has analysed the theoretical aspects of the concepts of metacognitive awareness and academic self-regulation of HEI students. A theoretical essence of the mentioned above phenomena has been theoretically studied. The role and importance of metacognitive awareness and its components for the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that such a metacognitive characteristic of personality as metacognitive awareness determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity - student. The results of empirical research with the use of Questionnaire “Academic Self-Regulation” by R. Ryan & D. Connell, Questionnaire “Metacognitive Awareness Inventory” by D. Everson & S. Tobias, G. Schraw & R. Dennison’s questionnaire “Metacognitive awareness”, and correlation analysis with the use of the Pearson’s and Spearmen’s rank correlation coefficients, have proved that students with a high level of metacognitive awareness (involvement in activities) have high performance on the basis of identified and internal self-regulated learning activities. The students of this type are more autonomous in conducting their self-regulated learning activities, developing their metacognitive abilities, such as metacognitive knowledge, metacognitive monitoring, metamemory and meta-thinking. Summarizing the results of theoretical analysis and the empirical data evaluation, we can conclude that the learning behavior of modern student youth has been dominated by dependent types of self-regulation.

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