scholarly journals Enhancement of Preservice Islamic Studies Teachers’ Autonomous Learning Skills: Designing a Reverse Learning Project

2022 ◽  
Vol 15 (1) ◽  
pp. 153-166
Author(s):  
Kalthoum Alkandari ◽  
◽  
Abdullah Al-Failakawei ◽  
Keyword(s):  
Autonomous Learning ◽  
Learning Skills ◽  
Islamic Studies

scholarly journals Analyzing the Potential of Flipped Classroom in ESL Teaching

2016 ◽  
Vol 11 (03) ◽  
pp. 71 ◽  
Author(s):  
Olga Sergeevna Kvashnina ◽  
Ekaterina Andreevna Martynko
Keyword(s):  
Second Language ◽  
Flipped Classroom ◽  
Educational Practice ◽  
Classroom Research ◽  
Autonomous Learning ◽  
Learning Skills ◽  
Inverted Classroom ◽  
Overall Performance

Despite the buzz around the flipped or inverted classroom as a new trend in educational practice and research, there is a limited number of studies on its effectiveness in English as a Second Language (ESL) teaching. This paper aims at contributing to the field of flipped classroom research by examining and analyzing the outcomes of the experiment conducted at the Tomsk Polytechnic University within the course of English for Engineering. Outlining several challenges, the authors conclude on the significant benefits of the flipped classroom model in ESL teaching including an increase in students’ overall performance on the course, enhancement of students’ motivation and improvement of their autonomous learning skills.

English Majors’ Perceptions of Autonomous Learning Skills and Their Writing Performance in an E-portfolio-based Writing Course

2021 ◽  
Vol 7 (5) ◽  
pp. 577-590
Keyword(s):  
Peer Assessment ◽  
Writing Skills ◽  
Autonomous Learning ◽  
Learning Goals ◽  
Rank Test ◽  
Structured Interviews ◽  
Learning Skills ◽  
Writing Course ◽  
English Majors ◽  
The Individual

This paper aimed to scrutinize English majors’ perceptions of autonomous learning skills and explore whether or not their writing skills improved after a 15-week writing course with the employment of an e-portfolio as a learning tool. This mixed-methods study involved thirty-five English majors at a Vietnamese university in doing the mid-term test and final test and reporting their writing progress as well as their autonomous learning in the writing logs throughout the course and during the individual semi-structured interviews. The quantitative data were statistically processed using SPSS in terms of descriptive statistics and Wilcoxon signed rank test, and the data obtained from the interviews and writing logs were analyzed through the content analysis approach. The findings indicated the significant improvement in the English majors’ writing skills. Furthermore, the participants had positive attitudes toward the autonomous learning skills (e.g., setting learning goals, choosing learning materials, creating a study plan, writing reflections, and conducting peer assessment) except for the hesitation in conducting self-assessment during the training course. Received 9thDecember 2020; Revised 2nd May 2021; Accepted 20th June 2021

scholarly journals Academic Service-Learning as a Factor for the Development of Autonomous Learning Skills at Universities

2021 ◽  
Vol 13 (1) ◽  
pp. 54-70
Author(s):  
Nataliya Mukan ◽  
Yuliana Lavrysh ◽  
Oresta Klontsak ◽  
Olena Mukan ◽  
Tetiana Horokhivska ◽  
...  
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Social Constructivism ◽  
Empirical Method ◽  
Theory And Practice ◽  
Autonomous Learning ◽  
University Education ◽  
Learning Skills ◽  
Academic Service Learning

In recent years, there has been a growing interest in the issues of academic service-learning in the system of higher education which is particularly important for modern pedagogical theory and practice. The article outlines the peculiarities of academic service-learning integration into the system of university education as autonomous learning fostering factor. The concept of “academic service-learning” has been specified in the article. It has been determined that academic service-learning is based on the principles of different scientific and pedagogical theories, including pragmatism, experimental learning, critical pedagogy, constructivism, social constructivism, and postmodernism. We employed an empirical method of the experiment data analysis to verify our hypothesis that service-learning fosters the development of autonomous learning. Participants from three Ukrainian universities took part in the research performing different community-engaged activities. Students’ level of autonomous learning skills was measured and compared at pre and post stages of the experiment. In order to practice the skills of autonomous learning, students had to carry out a social activity planned and organized themselves with partial educators’ support. Considering the results of the research, we developed recommendations on the successful integration of academic service-learning into higher education with the focus on autonomous learning skills development.

scholarly journals Autonomous Learning: Recent Technologies in University

2019 ◽  
Vol 9 (2) ◽  
pp. 1156-1159
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Program Analysis ◽  
Diagnostic Methods ◽  
Autonomous Learning ◽  
Foreign Languages ◽  
Control Group ◽  
Learning Skills ◽  
Formative Experiment ◽  
Experimental Group

Introduction. The article discusses the pedagogical conditions associated with the formation of autonomous learning skills in students of the faculty of foreign languages. The purpose of the article is to describe the developed model of the formation of autonomous learning skills in relation to teaching a foreign language, to theoretically substantiate it and to show the effectiveness of the model in the course of experimental work. Materials and methods. The main research methods include the following: an analysis of research on the problem under study, as well as regulatory and legislative acts of the Russian Federation on higher professional education; the method of pedagogical project; diagnostic methods, including observation, questioning and testing; data processing methods. Results. The results of the pedagogical experiment revealed that the indicators of the development of skills for autonomous learning in the experimental and control groups were different. In the experimental group after the formative experiment, students had a higher level of the formation of autonomous learning skills than students in the control group, where classes were held according to a standard program. Analysis of the results of the pedagogical experiment confirmed that the formation of autonomous learning skills in students of the faculty of foreign languages is possible with the introduction of the developed model and the implementation of the pedagogical conditions necessary for its successful functioning. Discussion. It is emphasized that the formation of autonomous learning skills in students of the faculty of foreign languages will be effective if an appropriate model is formed and pedagogical conditions of functioning of the model are determined, scientifically substantiated and implemented when teaching a foreign language. Conclusion. The pedagogical experiment showed that in the experimental group, where the formative experiment was conducted, including testing the developed model, significant qualitative changes were noted, in contrast to the control group, in which the experiment was not conducted. Highlights: a model for the formation of autonomous learning skills among students of the faculty of foreign languages has been worked out. It is presented in the form of an integral set of interrelated and coordinated structural components: targeted, informative, effective.

scholarly journals Re-Promoting Autonomous Learning for University Students: A Lesson from Pandemic Covid-19

2021 ◽  
Vol 6 (1) ◽  
pp. 38-47
Author(s):  
Girindra Putri Ardana Reswari ◽  
James Kalimanzila
Keyword(s):  
Research Method ◽  
Document Analysis ◽  
Learning System ◽  
Autonomous Learning ◽  
Learning Approach ◽  
Learning Skills ◽  
Digital Service ◽  
Secondary Information ◽  
Self Learning ◽  
Different Sources

Autonomous learning shifts the focus from teaching to learning in relation to lifelong learning skills. This system helps students to get direct skills and knowledge from different sources rather than focusing on passing their examinations. However, lecturers remain as an advisor and guider. This paper describes the application of autonomous learning and why it is essential to be promoted massively again especially during and after the COVID-19 issue. This study aims to re-promote the practice of autonomous learning as an alternative strategy in learning system due to social distance policy resulted from pandemic covid-19 era. This research has used qualitative research method, both primary and secondary information were collected from various sources such as observation, reading published articles, newspapers, books, social media, universities reports and students’ forums, as well as document analysis on the previous research of autonomous learning. Results of the research shows that autonomous learning is a best alternative learning strategic in this tragedy pandemic covid-19 era. However, in order to facilitate and enable this learning student’s readiness is more important, this is because it is a self-learning approach. As the conclusion and suggestion, the development of digital service and online studies have increased and stimulated the use of this system.  

scholarly journals Students’ social studies-oriented academic risk-taking behaviours and autonomous learning skills

2019 ◽  
Vol 14 (1) ◽  
pp. 56-68 ◽  
Author(s):  
Cigdem Aldan Karademir ◽  
Aysun Akgul
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Risk Taking ◽  
Secondary School Students ◽  
Personal Information ◽  
Parental Attitudes ◽  
Autonomous Learning ◽  
School Students ◽  
Academic Risk ◽  
Learning Skills

The learning process, defined as behaviour change, does not only involve learning; the individual is also expected to take an active role in this process and an academic risk in uncertain situations. In this study, descriptive survey model was utilised. Participants were secondary school students (11–13 years) from Turkey. ‘Social Studies-Oriented Academic Risk Taking Scale’, ‘Autonomous Learning Scale’ and personal information form were used for data collection tools. Students’ social studies-oriented academic risk taking levels and autonomous learning levels were determined. The results show a moderate-level correlation between autonomous learning skills and academic risk-taking behaviours. The results also indicate that there is a difference in favour of female students, parental attitudes have no effect on autonomous learning and maternal attitude is effective only in the ‘Avoiding Academic Risks’ sub dimension. The students who perceive themselves to be successful take more academic risks and have more efficient autonomous learning skills. Keywords: Academic risk, academic risk-taking behaviour, autonomous learning skills, secondary school students.

scholarly journals FOSTERING AUTONOMOUS LANGUAGE LEARNERS AT A JAPANESE UNIVERSITY

2020 ◽  
Vol 78 (6A) ◽  
pp. 1096-1106
Author(s):  
Mayumi Kanazawa
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Skills ◽  
Autonomous Learning ◽  
English Learning ◽  
Learning Skills ◽  
Japanese University ◽  
Self Evaluation ◽  
Self Study ◽  
Motivation And Learning

Autonomous learning is one of the most important factors in the field of language learning. Leaning a language demands a considerable amount of time and learners have to work inside and outside the classroom to develop their language skills. The present study explored ways of promoting autonomous learning skills in mixed-level of students of English at a Japanese university. The course syllabus, which employed various methods was developed in order to increase students’ autonomous learning skills and incorporate a self-study period during the semester. The students set their own goals, then planned, developed and followed strategies to achieve them. Learners also kept a weekly learning-log, culminating in a presentation and a written report about what they had done to achieve their goals, including self-evaluation. The results showed that the students recognized some improvements in their English learning skills, motivation and learning habits, including an increase in learning hours. In addition, the students gained confidence in their English learning. Further practical improvements are suggested for supporting students to become autonomous language learners. Keywords: autonomous learners, language learning, learner autonomy, learner independence, self-study

Supporting Autonomous Learning Skills in Developmental Mathematics Courses With Asynchronous Online Resources

2020 ◽  
Vol 64 (7) ◽  
pp. 1012-1030
Author(s):  
Lisa Elliot ◽  
Austin Gehret ◽  
Miriam Santana Valadez ◽  
Rebecca Carpenter ◽  
Linda Bryant
Keyword(s):  
Developmental Mathematics ◽  
Academic Community ◽  
Autonomous Learning ◽  
Online Resources ◽  
Developmental Math ◽  
Unexpected Finding ◽  
Learning Skills ◽  
Stem Programs ◽  
And Mathematics ◽  
Postsecondary Science

Researchers have characterized the challenges many deaf and hard of hearing (DHH) students face in postsecondary science, technology, engineering, and mathematics (STEM) programs to three domains: preparation, socialization, and access. Additionally, some research has found that learners who are DHH have poor autonomous learning skills. The Deaf STEM Community Alliance, a project supported by the National Science Foundation (NSF HRD-1127955), created a model virtual (online) academic community called the DHH Virtual Academic Community to directly address preparation, socialization, and access challenges with the logic that online resources provide innovative and flexible means to adapt to complex student needs and schedules. This article describes a mixed-method study regarding one instructor’s effort to supplement developmental math education with online videos for students who are DHH, addressing issues relating to the challenges of preparation and access. Data analysis used both quantitative and qualitative methods to interpret student responses ( n = 89) about viewing behaviors and perceived benefits of the videos. Analysis of viewing behaviors also incorporated aggregated user analytics generated by YouTube. An unexpected finding of the study relates to the opportunity to develop autonomous learning skills by using the videos. While previous research with this student population has frequently found that students are teacher dependent, this study suggested that providing review videos allowed students to practice and master content on their own, strengthening their autonomous study skills.

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