scholarly journals LEARNING TO LEARN COMPETENCE IN THE CONTEXT OF ADULT EDUCATION

2015 ◽  
Vol 2 ◽  
pp. 207
Author(s):  
Dalia Staniulevičienė
Keyword(s):  
Adult Education ◽  
Learning Strategies ◽  
Preliminary Data ◽  
Learning To Learn ◽  
Theoretical Frame ◽  
The Individual

The purpose of this article is to provide a description of learning to learn competence, highlighting the issue of abilities that are needed. The necessary abilities, as components of learning to learn competence, are characterized. In order to achieve the purpose, a theoretical frame is provided in this article. Also preliminary data of the quantitative pilot research presented. It is important to mention, that learning to learn is a process in which learning situations are reflectively analysed in an effort to understand oneself. Therefore, through learning to learn, the individual can identify his or her strengths and weaknesses, and thus use personally appropriate learning strategies. The model of learning to learn competence, constructed by the author of this article, is presented.

scholarly journals Approaches to Training Teachers of Adults in the UK

2015 ◽  
Vol 5 (1) ◽  
pp. 74-79
Author(s):  
Vadym Chychuk
Keyword(s):  
Adult Education ◽  
Adult Students ◽  
Learning Strategies ◽  
Learning Process ◽  
Individual Characteristics ◽  
Adult Student ◽  
Practical Implementation ◽  
Effective Learning ◽  
The Individual ◽  
The Uk

Abstract The article deals with the theoretical foundations of teacher training for adult students in the UK. It has been found out that the system of adult education is based on the andragogical approach that reveals patterns, psychological and pedagogical factors of effective learning. In applying the andragogical approach to adult education the following factors contribute to the learning process improvement: considering the motivation of adult learning, defining educational interests and needs of each adult student, the choice made by andragogue of the learning strategies and techniques designed to increase the professional level of adult education, practical implementation of knowledge and experience acquired by adult students in training process, taking into account the individual characteristics of each participant in the learning process, the desire to cooperate with the teacherandragogue. The theoretical basis of this process is the science of andragogics. It has been revealed that when working with an adult student, the following approaches are used: traditional didactic, problem-search, facilitating that are focused on the content and the learning process. Author determined specific approaches used in the UK for teaching adults, namely active, institutional, competence, synergy and others.

A Qualitative Study of Developing Competency in Thyroid Surgery: A Resident’s Perspective With 5 Year Follow Up

2021 ◽  
pp. 000348942199691
Author(s):  
Gabriela DeVries ◽  
Megan Rudolph ◽  
Howard David Reines ◽  
Philip E. Zapanta
Keyword(s):  
Qualitative Study ◽  
Learning Strategies ◽  
Thyroid Surgery ◽  
Washington Dc ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Surgical Specialty ◽  
Long Term Follow Up ◽  
The Individual

Objectives: The Accreditation Council for Graduate Medical Education has guidelines on assessing surgical qualifications based on experience. Attending surgeons have various assumptions on how their trainees learn and acquire surgical skills. This study primarily investigates the resident’s perspective on gaining experience and achieving competency in thyroid surgical procedures. Methods: A qualitative study using semi-structured interviews was designed to derive themes that discuss the acquisition of competency in thyroid surgery. After IRB approval, data was collected from 2012 to 2014 at 4 academic centers in the Washington, DC area. Fourteen chief residents specializing in either general surgery or otolaryngology were interviewed until saturation was achieved. These semi-structured interviews were transcribed and broken up into codes utilizing Moustakas’ analysis. A comprehensive list of master themes in regards to achieving competency in thyroid surgery was developed. A follow up survey of the surgeons was undertaken at 5 years to determine if the perceptions during residency persisted in practice. Results: Surgical specialty residents experience and learn thyroid surgery in 5 learning themes: 1. Self—directed learning is significant during residency. 2. Repetition with graduated autonomy is key. 3. Effective mentors are competent surgeons who challenge residents and use positive teaching techniques. 4. Residents employ active learning through the “see one, do one, teach one” philosophy. 5. Learning from complexity is of importance to residency training. After several years in practice, the most important theme in learning after residency was repetition of cases. Conclusions: This study demonstrates how residents progress in approaching competency in thyroid surgery. Adult learning strategies are preferred, and programs should incorporate tailored techniques to meet the individual needs of the residents. Perceptions of what is most important shifted in long-term follow up. Further study is needed to assure competency in residency and in practice.

scholarly journals Social learning strategies regulate the wisdom and madness of interactive crowds

2018 ◽  
Author(s):  
Wataru Toyokawa ◽  
Andrew Whalen ◽  
Kevin N. Laland
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Group Size ◽  
Collective Intelligence ◽  
Collective Wisdom ◽  
The Social ◽  
Challenging Tasks ◽  
Task Uncertainty ◽  
The Individual ◽  
Social Learning Strategies

AbstractWhy groups of individuals sometimes exhibit collective ‘wisdom’ and other times maladaptive ‘herding’ is an enduring conundrum. Here we show that this apparent conflict is regulated by the social learning strategies deployed. We examined the patterns of human social learning through an interactive online experiment with 699 participants, varying both task uncertainty and group size, then used hierarchical Bayesian model-ftting to identify the individual learning strategies exhibited by participants. Challenging tasks elicit greater conformity amongst individuals, with rates of copying increasing with group size, leading to high probabilities of herding amongst large groups confronted with uncertainty. Conversely, the reduced social learning of small groups, and the greater probability that social information would be accurate for less-challenging tasks, generated ‘wisdom of the crowd’ effects in other circumstances. Our model-based approach provides evidence that the likelihood of collective intelligence versus herding can be predicted, resolving a longstanding puzzle in the literature.

scholarly journals PEMBELAJARAN KOOPERATIF BERBASIS TUTOR SEBAYA UNTUK MENINGKATKAN HASIL BELAJAR IPA MATERI PESAWAT SEDERHANA DI SMPN 1 KAYANGAN

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Siti Sujiati
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Science Learning ◽  
Class Action ◽  
Science Students ◽  
Test Results ◽  
Learning To Learn ◽  
Peer Tutor ◽  
Improve Student Learning ◽  
Formation Of Groups

The research aims to describe the cooperative learning strategies of peer tutor types that can improve the learning outcomes of SCIENCE students grade VIII SMP Negeri I Kayangan. This research uses a qualitative approach and the type of research done is research into class action. This research was conducted at SMPN I Kayangan in Juli- September 2019 in 2 phases, namely pre action and stage of action. The action phase is implemented in 2 cycles and each cycle consists of 3 meetings. The results of this research can be concluded that the steps of SCIENCE learning that can improve student learning results are initiated by the presentation of the class by the teacher, the formation of groups heterogeneous, each group led by tutors Peers, teachers control when discussions take place, giving students time for class presentations, and ending with guiding students to conclude the material they are learning. Meanwhile, the increase of learning to learn students from cycle I test results and cycle test results II 65.39%. 

The Role of Supplemental Instruction in the First Accounting Course

2001 ◽  
Vol 16 (4) ◽  
pp. 531-547 ◽  
Author(s):  
Jefferson P. Jones ◽  
Kent T. Fields
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Intervention Program ◽  
Supplemental Instruction ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Education ◽  
Learning To Learn ◽  
Learning Techniques

This study investigates empirically the role of supplemental instruction (SI) as a means of enhancing student performance in the first accounting course. SI is a proactive educational intervention program that targets traditionally “high-risk” courses and employs collaborative learning techniques emphasizing learning strategies and critical-thinking skills. This emphasis on “learning to learn” has been advocated by the Accounting Education Change Commission (AECC) as a goal of the first accounting course. ANCOVA-based results from 1,359 students in nine sessions of Principles of Accounting indicate that SI was effective at increasing academic performance; after controlling for self-selection bias, participation in both voluntary and mandatory SI sessions was found to be positively associated with the total points earned in the course. Additionally, a step pattern is observed in the increased performance for both the voluntary and mandatory attendance phases of the study, indicating that the level of SI attendance may play a role in the benefits obtained. The implications of this analysis for the accounting curriculum are addressed.

Adult Education With Technology for Transformative Learning

2021 ◽  
pp. 718-734
Author(s):  
Victor Wang ◽  
Uta M. Stelson
Keyword(s):  
Adult Education ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Technology ◽  
Learner Engagement ◽  
Web 3.0 ◽  
Use Of Technology ◽  
Technological Skills

Adult learners often fear that employment will be difficult if they lack technological skills. Newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. Without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. Web technologies can provide powerful teaching and learning strategies, enhance learner engagement, provide a chance to acquire critical technological skills, and promote critical reflection. This chapter addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled, Learners' Seeking Transformation via Web 2.0 and Web 3.0 Technologies, emerged.

Usability and Learnability Evaluation of Web-Based ODL Programs

2005 ◽  
pp. 2929-2933
Author(s):  
Karoulis Athanasis ◽  
Pombortsis Andreas
Keyword(s):  
Learning Environments ◽  
Learning Strategies ◽  
World Wide ◽  
Human Memory ◽  
Educational Approach ◽  
Web Based ◽  
Cognitive Activities ◽  
The Individual ◽  
Associative Organization ◽  
The Web

The rapid establishment of third generation distance learning environments, the so-called Web-based or tele-teaching environments, brought some problems with it. The main means for the delivery of the new educational approach is the World Wide Web, and there are some good reasons for it: It is easily accessible by many groups of learners. It supports multiple representations of educational material and various ways of storing and structuring this information. It is powerful and easy to use as a publishing medium. Additionally, it has been widely accepted that the hyper-medial structure of the Web can support learning. Some researchers characterize the Web as an active learning environment that supports creativity. In addition to this, the Web encourages exploration of knowledge and browsing, behaviors that are strongly related to learning. The associative organization of information in the Web is similar to that of human memory, and the process of information retrieval from the Web presents similarities to human cognitive activities (Tselios, Avouris, Dimitracopoulou, & Daskalaki, 2001). However, a hyper-medial space, like the Web, cannot be considered, only by these features, as an effective tutoring environment. It is rather more appropriate to think of the Web as a powerful tool that can support learning, if used in an appropriate way. This is because learning is a process (Duchastel, 2001) that depends on other features, such as learner’s motivation, previous experience and learning strategies that the individual has been supported to develop, and so forth. Effectiveness of any educational environment cannot be considered independently of these aspects.

scholarly journals Learning Strategies and Learner Preferences

2020 ◽  
Vol 3 ◽  
pp. 62-75
Author(s):  
Krishna Kumari Khadka
Keyword(s):  
Learning Strategies ◽  
Secondary Level ◽  
Survey Study ◽  
Learning And Teaching ◽  
Individual Variations ◽  
Learner Preferences ◽  
The Individual

Learning and teaching is a difficult job. Moreover, there are different ways of learning for all students. This article highlights how different learners learn in a different way, i.e. what different strategies they use in learning. All learners are different. And, this is more specifically based up on the students in that they have their own individual techniques in learning. We have rarely been able to address the individual variations in a class. Building on a survey study, this article emphasizes the fact that the techniques and learning strategies of the learners be addressed. For the purpose of the study, 50 students from a school of Lalitpur District were purposively selected and inquired via a questionnaire regarding the strategies they more preferred. They were form the secondary level. The article concludes that like other level learners, they also have various ways of doing the things during learning and this is to be understood by every teacher.

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