scholarly journals Learning Logs: The Effect of Incorporating Write-to-Learn Assignments on Promoting Learning and Retention of Information in a Phonology Course

2020 ◽  
Vol 16 (13) ◽  
Author(s):  
Nawal Nabih Ayoub
Keyword(s):  
Write To Learn ◽  
Learning Logs

Learning Logs and the efficacy of autonomous reflecting

2018 ◽  
Vol 18 (2) ◽  
pp. 167-180
Author(s):  
C. Slezak ◽  
J. Underwood ◽  
J. Moreno
Keyword(s):  
Learning Logs

scholarly journals Promoting Metacognitive and Linguistic Skills: Digital Learning Logs in Pre-Service Teacher Training

2021 ◽  
Vol 7 (4) ◽  
pp. 117-126
Author(s):  
Ana Otto ◽  
Beatriz López-Medina
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Digital Learning ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Self Reflection ◽  
Linguistic Skills ◽  
Learning Logs ◽  
Pre Service Teacher ◽  
Learning Log

This paper reports on the implementation of digital learning logs in the context of pre-service teacher training in a distance university in Madrid. The learning log, which had been previously implemented in the subject as a learning tool, has proven to be especially useful in Covid-19 times since the students had to work more independently and could use it to reflect upon their learning without the conventional teaching they were used to. The paper has a two-fold aim: first, to analyze whether the learning logs helped in promoting students’ autonomy and self-reflection, and second, to observe whether they contribute to the development of their linguistic competence in English as a foreign language. Participants of the study (n= 47) are students of the Primary and Infant Education degrees, specializing in English teaching, whose L2 level ranges between B1 and C2. At the end of half term, they were given the possibility of completing a learning log to record their learning process, review concepts and be aware of potential learning gaps and needs, and act accordingly. For this purpose, and to encourage participation, L1 or L2 could be chosen as vehicular languages. Participants were asked to complete an online questionnaire on their experience using the logs, answering questions regarding the suitability of this tool to enhance their language skills and promote effective strategies to become independent learners. The data drawn from the questionnaires submitted (n=29) were later analyzed through SPSS. In addition, individual semi-structured interviews were carried out to collect information on those participants who had not completed the learning log (n=11). The findings of the study show that the vast majority of participants agree on the potential of learning logs as a useful tool to keep track of their learning process and to develop metacognitive awareness and linguistic skills.  

scholarly journals Pembelajaran CTL Sebagai Strategi Peningkatan General Life Skill Khususnya Kecakapan Berpikir Rasional Dan Kecakapan Berpikir Sosial

2019 ◽  
Vol 7 (1) ◽  
pp. 11-20
Author(s):  
Hermin Lempang
Keyword(s):  
Teaching And Learning ◽  
Life Skill ◽  
Contextual Teaching ◽  
Learning Logs

Penelitian ini merupakan Penelitian Tindakan Kelas yang meliputi tiga siklus. Setiap siklus terdiri atas empat tahap, yaitu 1) perencanaan, 2) tindakan, 3) pengamatan, dan 4) refleksi. Subjek penelitian adalah siswa kelas VIII B SMP Negeri 9 Kabupaten Sorong dengan penerapan pembelajaran kontekstual (Contextual Teaching and Learning). Dengan penerapan CTL adalah pembelajaran dapat meningkatkan kecakapan berpikir rasional dan kecakapan sosial siswa. Data kemajuan hasil tindakan diperoleh dari angket kecakapan berpikir rasional kecakapan sosial, lembar observasi KBM, observasi tanya jawab wawancara, learning logs, jurnal guru, dan hasil ulangan.  Hasil tindakan menunjukkan pada tiap-tiap siklus kecakapan berpikir rasional dan kecakapan sosial meningkat.  Kecakapan berpikir rasional dan kecakapan sosial siswa pada kondisi awal sebesar 10%, dan 10% sedangkan pada akhir penelitian mencapai 80% dan 90%.  Total pencapaian kecakapan berpikir rasional dan kecakapan berpikir sosial pada akhir penelitian sebesar 85% melampaui batas perkiraan yaitu sebesar 75%, dengan demikian pembelajaran CTL teruji yaitu dapat meningkatkan general life skill pada kecakapan berpikir rasional dan kecakapan berpikir sosial.  Respon siswa secara kualitatif menyenangkan dan materi mudah dipahami.  Hasil ketuntasan belajar meningkat dari 25% menjadi 90% sedangkan kinerja guru juga meningkat dari 75% menjadi 95%.

Fostering Workplace Learning: Looking through the Lens of Apprenticeship

2003 ◽  
Vol 2 (1) ◽  
pp. 41-55 ◽  
Author(s):  
Alison Fuller ◽  
Lorna Unwin
Keyword(s):  
Workplace Learning ◽  
Steel Industry ◽  
Older Workers ◽  
Work Organisation ◽  
The Social ◽  
Pedagogical Relationships ◽  
Using Data ◽  
Learning Logs ◽  
Employee Learning ◽  
The Relationship

This article argues that researching the lived reality of apprenticeship in contemporary workplaces provides a useful lens through which workplace learning more generally can be examined. Drawing on data from a 3-year study of the social and pedagogical relationships between apprentices and older workers in the English steel industry, the article proposes that, building on Engeström's work, an ‘expansive’ as opposed to a ‘restrictive’ approach to apprenticeship will not only deliver the broader goals being set for apprenticeship programmes around the world, but will also foster workplace learning. The article offers a critique of Lave and Wenger's novice to expert conceptualisation of apprenticeship and, using data from employee learning logs, argues that pedagogical relationships between apprentices and older workers need to be better understood. A conceptual framework for analysing the relationship between organisational culture and history, work organisation, and workplace learning is provided.

Fantasy Workshop

2014 ◽  
pp. 249-260
Author(s):  
Marit Grande Haugdal ◽  
Hilde Sundfaer
Keyword(s):  
Creative Writing ◽  
Management System ◽  
Teaching And Learning ◽  
Previous Knowledge ◽  
Writing Processes ◽  
Learning Platform ◽  
Write To Learn ◽  
Literature Class ◽  
K 12 ◽  
Grade Classroom

Fantasy Workshop is a project focused on the active use of a Learning Management System (LMS), itslearning, in teaching and learning in a K-12 blended environment. As teachers in this study, the authors used an LMS as a learning platform in their 6th grade literature class. The focus for the class was creative writing and learning about Fantasy, a fiction genre. The aim of the project was to enable all students, not only those students who love to read and write, to learn about the Fantasy genre in a way that would build on their previous knowledge and interests. In addition, the project was aimed at facilitating students’ writing processes in such a way that was meaningful and motivating for all students. Most importantly, as teachers, the authors used this project to establish an effective blended environment that worked for teaching and learning in the 6th grade classroom.

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