scholarly journals Map as a tool for independent learning in geography teaching

2012 ◽  
Vol 92 (3) ◽  
pp. 35-48
Author(s):  
Ljiljana Zivkovic ◽  
Slavoljub Jovanovic ◽  
Marko Ivanovic
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
External Factors ◽  
The Self ◽  
Self Control ◽  
Independent Learning ◽  
Motivational Strategies ◽  
Student Autonomy ◽  
Geography Teaching ◽  
Self Learning

There are different views on self-regulation in the learning process, how it has to be monitored, controlled, which are the circumstances and external factors that affect independent learning. Dominant are the opinions in which the self-regulation is treated as interaction of processes related to the personality, behavioural and contextual processes. Special attention has been given to motivational strategies and students? desire to focus on goals. By enabling students to make decisions, set their own goals, make a choice, plan and organize activities, the development of self-learning and student autonomy is being encouraged. If students are given the opportunity of independent activities, effect of self-control in the process of learning and self-regulation becomes more pronounced. The paper will explain the factors that influence the process of self-learning that takes place in regular teaching with the help of map as the basic geographic media.

scholarly journals The responsibility of television programme planners

Comunicar ◽  
2005 ◽  
Vol 13 (25) ◽  
pp. 243-246
Author(s):  
Rafael Quintana-Garzón
Keyword(s):  
Self Regulation ◽  
External Factors ◽  
The Self ◽  
Television Programme

The discussion about the quality of television contents, which has so strongly arisen in recent years, provides both elements for optimism and aspects that foster a sceptical position at the same time. The good intentions of improving programmes and of protecting children and youngsters, which were stated in the self-regulation rules signed in Spain in December of 2004, have come to nothing in the first months. The breaches of the code are frequent. Programme planners do not fully assume their responsibility and they blame external factors (such as the audience, the necessity of income from advertising or the lack of creativity) for the low quality of television products. It is appropriate to introduce the falsehood of such arguments on this point of the debate and to recall that television companies are the owners of the television that we consume. The possibilities of change will depend on the pressure that we, the users, are capable of exerting. El debate acerca de la calidad de los contenidos televisivos, que con tanta fuerza se ha generado en los últimos años, aporta elementos para el optimismo a la vez que aspectos que alimentan una posición escéptica. Los buenos propósitos de mejorar la programación y proteger a la infancia y la juventud, expresados en el Código de Autorregulación firmado en España en diciembre de 2004, se han visto frustrados en los primeros meses. Los incumplimientos del Código son numerosos. Los programadores no acaban de asumir su responsabilidad y echan la culpa a factores externos (audiencia, necesidad de ingresos publicitarios o falta de creatividad) para justificar la baja calidad de los productos televisivos. Resulta oportuno introducir en este punto del debate la falsedad de tales argumentaciones y recordar que los emisores son los dueños de la televisión que consumimos. Las posibilidades de cambio dependerán de la presión que seamos capaces de ejercer los usuarios.

Beyond willpower

2021 ◽  
Vol 44 ◽  
Author(s):  
James J. Gross ◽  
Angela L. Duckworth
Keyword(s):  
Process Model ◽  
Self Regulation ◽  
The Self ◽  
Self Control ◽  
Psychological Construct

Abstract For all its popularity as a psychological construct, willpower is irremediably polysemous. A more helpful construct is self-control, defined as the self-regulation of conflicting impulses. We show how the process model of self-control provides a principled framework for examining how undesirable impulses may be weakened and desirable impulses may be strengthened.

scholarly journals Self learning mode of flash animation course under open studio mode

2020 ◽  
Vol 189 ◽  
pp. 03008
Author(s):  
Zhang Min
Keyword(s):  
Learning Process ◽  
The Self ◽  
Comprehensive Understanding ◽  
Practical Design ◽  
Self Learning

In order to further develop the self-learning mode of flash animation course under the open studio mode, it is necessary to reform the courses. Under the open studio mode, the reform of self-learning mode of flash animation course needs to be carried out under the premise of a comprehensive understanding of the purpose and goal of education. Flash animation course, as a course with strong application and operation, focuses on training students’ practical design and operation ability. It is a course suitable for teachers to guide students’ learning process. Under the open studio mode, the reform of self-learning mode of flash animation course must put forward higher requirements for teachers and learners in order to promote the development of education.

Expression of the Freedom of a Child in the Informal Independent Learning Process

2015 ◽  
Vol 3 ◽  
Author(s):  
Kristina Rudyte
Keyword(s):  
Cultural Identity ◽  
Learning Process ◽  
Social Order ◽  
Independent Learning ◽  
Cultural Meanings ◽  
Home Setting ◽  
Children’S Learning ◽  
The One ◽  
Self Learning ◽  
Children's Learning

<p>Practice of children’s learning/teaching is frequently based on tradicional attitude to a child as a person and a childhood as an immature period in terms of social and cultural meanings (Juodaitytė, 2003, Gulløv, 2005b; Hviid, 2005; Juodaitytė, 2007). Contemporary pedagogy supports a variety of approaches to childhood: <em>from general</em> definition of it as a period, grounding it on psychogenetic peculiarities of this period and ascribing “imperfection” to it as a necessary and self-explanatory characteristics, <em>to</em> its <em>mythologized</em>, strained explanation, employing its pseudo-scientific interpretation, based on theories of “wild thinking”, “primitive civilisations” or “natural selection”.</p><p>Next to such socio-cultural discourse, which prevails in the educational reality, another discourse, which represents the culture children’s informal learning, emerges that implies the culture of children’s self-learning. It is based on the roles, rules that are acceptable to children themselves in the process of learning and the practice of children’s learning (Jurašaitė, 1999; Dencik, 2005; Gulløv, 2005a, 2005b; Hviid, 2005; Jenks, 2005;Juul, 2005a, 2005b). According to such conception, a child is a creator of social order, who is responsible for own learning process and its outcomes.<strong></strong></p><p>One of the conditions for children’s independent learning is a free choice of means, environments, sources, techniques and others. Informal home setting during summer creates favourable conditions for children’s independent learning because children are provided with a choice: how to use various aids, what environments and resources to use for self-learning and what learning methods to apply taking into account own needs and abilities.</p><p><strong>The problem questions</strong><strong>of theresearch: </strong>How does child’s freedom manifest itself in processes of self-learning and how is the socio-cultural identity of an informally learning child conceptualised?</p><p><strong>Research aim – </strong>to reveal the expression of the freedom of children<em>’</em>s who learn informally in a free (unstructured) setting when analysing how children conceptualisethemselves in this process and create the identity of the one learning in the informal independent way.</p><p><strong>Research object </strong>– expression of socio-cultural identity of children, who learn informally in a free (unstructured) setting.<strong></strong></p>

scholarly journals Self-Regulation Skills: Several Ways of Helping Students Develop Self-Regulated Learning

2015 ◽  
Vol 1 (2) ◽  
pp. 56-64 ◽  
Author(s):  
Tatiana Baranovskaya
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Positive Impact ◽  
Self Regulation ◽  
Self Esteem ◽  
Self Control ◽  
Theoretical Frameworks ◽  
Motivational Orientations ◽  
Active Involvement

Empirical research supports the long held assumption that self-control, self-esteem, and motivational orientations of adult language learners are important factors in their language learning behavior. However, precisely these variables influence the language learning process has yet to be investigated. The goal of this paper is to examine the role of how self-control, self-esteem and motivational orientations influence the English language learning process. Recent methodological advances and various theoretical frameworks that have guided the present research are considered in this paper. A special “bidirectional course” turning on teacher-learner interaction was designed - a communicative course which promoted learner autonomy. The results indicate that active involvement in learning, monitoring motivation, self-control and self–esteem are positively related to learning outcomes, demonstrating that the acquisition of self-regulation skills have a positive impact on the learning of English.

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