Effects of Feedback on Learning Strategies in Learning Journals

2013 ◽  
pp. 116-131
Author(s):  
Julian Roelle ◽  
Kirsten Berthold ◽  
Stefan Fries
Keyword(s):  
Learning Strategies ◽  
Instructional Support ◽  
Effective Learning ◽  
Reversal Effect ◽  
Support Measure ◽  
Learning Journals ◽  
Instructional Guidance ◽  
Effects Of Feedback ◽  
Quality Learning ◽  
Journal Entries

Feedback on learning strategies is a promising instructional support measure. However, research on the expertise reversal effect suggests that if instructional support measures are provided to expert learners, these learners would have to integrate and cross-reference redundant instructional guidance with available knowledge structures, resulting in less available resources for effective learning processes. Thus, feedback might be detrimental for learners who possess high-quality learning strategies. Against this background, the authors used an online learning management system to employ a feedback procedure that included highly elaborated feedback on learning strategies in a learning journal. The effects of this feedback procedure were tested in a field study using a within-subject design with the factor feedback (no vs. yes). Participants were 246 university students who wrote journal entries over an entire term. The results show that providing feedback to low expertise learners is effective, whereas the effectiveness of feedback is reversed regarding high expertise learners.

Effects of Feedback on Learning Strategies in Learning Journals

2012 ◽  
pp. 710-725
Author(s):  
Julian Roelle ◽  
Kirsten Berthold ◽  
Stefan Fries
Keyword(s):  
Learning Strategies ◽  
Instructional Support ◽  
Effective Learning ◽  
Reversal Effect ◽  
Support Measure ◽  
Learning Journals ◽  
Instructional Guidance ◽  
Effects Of Feedback ◽  
Quality Learning ◽  
Journal Entries

Feedback on learning strategies is a promising instructional support measure. However, research on the expertise reversal effect suggests that if instructional support measures are provided to expert learners, these learners would have to integrate and cross-reference redundant instructional guidance with available knowledge structures, resulting in less available resources for effective learning processes. Thus, feedback might be detrimental for learners who possess high-quality learning strategies. Against this background, the authors used an online learning management system to employ a feedback procedure that included highly elaborated feedback on learning strategies in a learning journal. The effects of this feedback procedure were tested in a field study using a within-subject design with the factor feedback (no vs. yes). Participants were 246 university students who wrote journal entries over an entire term. The results show that providing feedback to low expertise learners is effective, whereas the effectiveness of feedback is reversed regarding high expertise learners.

Effects of Feedback on Learning Strategies in Learning Journals

2011 ◽  
Vol 1 (2) ◽  
pp. 16-30 ◽  
Author(s):  
Julian Roelle ◽  
Kirsten Berthold ◽  
Stefan Fries
Keyword(s):  
Learning Strategies ◽  
Instructional Support ◽  
Effective Learning ◽  
Reversal Effect ◽  
Support Measure ◽  
Learning Journals ◽  
Instructional Guidance ◽  
Effects Of Feedback ◽  
Quality Learning ◽  
Journal Entries

Feedback on learning strategies is a promising instructional support measure. However, research on the expertise reversal effect suggests that if instructional support measures are provided to expert learners, these learners would have to integrate and cross-reference redundant instructional guidance with available knowledge structures, resulting in less available resources for effective learning processes. Thus, feedback might be detrimental for learners who possess high-quality learning strategies. Against this background, the authors used an online learning management system to employ a feedback procedure that included highly elaborated feedback on learning strategies in a learning journal. The effects of this feedback procedure were tested in a field study using a within-subject design with the factor feedback (no vs. yes). Participants were 246 university students who wrote journal entries over an entire term. The results show that providing feedback to low expertise learners is effective, whereas the effectiveness of feedback is reversed regarding high expertise learners.

Adapting Levels of Instructional Support to Optimize Learning Complex Cognitive Skills

2009 ◽  
pp. 246-271 ◽  
Author(s):  
Slava Kalyuga
Keyword(s):  
Adaptive Learning ◽  
Cognitive Skills ◽  
Instructional Methods ◽  
Relative Effectiveness ◽  
Instructional Support ◽  
Worked Examples ◽  
Reversal Effect ◽  
Instructional Guidance ◽  
Complex Cognitive Skills ◽  
Specific Expertise

This chapter describes some specific adaptive procedures for tailoring levels of instructional guidance to individual levels of learner task-specific expertise to optimize cognitive resources available to learning. Recent studies in expertise reversal effect that were reviewed in previous chapters indicate that instructional design principles that benefit low-knowledge users may disadvantage more experienced ones. This reversal in the relative effectiveness of different instructional methods is due to the increase in cognitive load that is required for integration of presented supporting information with learners’ available knowledge structures. The major implication of these findings for multimedia design is the need to tailor levels of instructional support to individual levels of learner task-specific expertise. The procedures for adapting levels of instructional guidance suggested in this chapter have been developed in conjunction with empirically established interactions between levels of learner expertise and optimal instructional techniques and procedures. The chapter starts with the description of the processes and approaches to learning complex cognitive skills. The appropriate design models for learning complex skills are reviewed and different ways of varying levels of learner control in such models are described. The relations between levels of learner task-specific expertise and optimal levels of instructional guidance are then discussed. Also, empirical studies of the expertise reversal for instructional guidance and sequencing of learning tasks are reviewed. The completion tasks and faded worked examples are specific instructional methods used in the described studies for managing levels of instructional guidance in adaptive learning environments. Real-time monitoring of levels of learner task-specific expertise using rapid cognitive diagnostic methods was used in some of these studies.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

scholarly journals STRATEGI PEMBELAJARAN DI ANTARA GURU TERHADAP SISWA DALAM KONTEKS MEMECAHKAN KESULITAN BELAJAR

2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Pudun Tadam
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Difficulties ◽  
Learning Activities ◽  
Learning Material ◽  
Self Awareness ◽  
Strategic Learning ◽  
Effective Learning ◽  
Teachers And Students ◽  
To Receive

Abstract: Strategic Learning involves Learning Strategies and Teaching Strategies that can help bring success to a student. The research objective answers the question: What is the meaning of a Learning Strategy? What is an Effective Learning Strategy? What are the Learning Strategies among Teachers against Students in the Context of Solving Learning Difficulties? The answer is: Learning strategies are the methods that will be selected and used by a teacher to deliver learning material that aims to make it easier for students to receive and understand learning material, which in the end can be mastered learning objectives at the end of learning activities. Three aspects of effective learning strategies are: (1) Students Need Continuous Strategic Instruction. (2) Teachers Promote Self-Awareness in Metacognition in the Classroom. (3) Teachers Can Recognize and Understand Different Learning Profiles. Learning Strategies between Teachers and Students in the Context of Solving Learning Difficulties are: (1) learning difficulties manifested in classrooms, (2) difficulties demonstrated by students in classrooms, and (3) strategies to help students who have difficulty paying attention in class . Abstrak: Strategic Learning melibatkan Strategi Pembelajaran dan Strategi Pengajaran yang dapat membantu membawa kejayaan kepada seorang mahasiswa. Tujuan penelitian menjawab pertanyaan: Apakah pengertian Strategi Pembelajaran? Bagaimanakah Strategi Pembelajaran yang Efektif? Bagaimanakah Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar? Jawabannya adalah: Strategi pembelajaran adalah cara-cara yang akan dipilih dan digunakan oleh seorang pengajar untuk menyampaikan materi pembelajaran yang bertujuan untuk memudahkan peserta didik menerima dan memahami materi pembelajaran, yang pada akhirnya tujuan pembelajaran dapat dikuasainya di akhir kegiatan belajar. Tiga hal strategi pembelajaran yang efektif adalah: (1) Siswa  Memerlukan Instruksi Strategi yang Berkelanjutan. (2) Guru  Mempromosikan Kesadaran Diri dalam Metakognisi di Kelas. (3) Guru-guru Dapat Mengenali dan Memahami Profil Pembelajaran yang Berbeda. Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar adalah: (1) kesulitan belajar dimanifestasi dalam bilik kelas, (2) kesulitan didemonstrasi oleh siswa dalam bilik kelas, dan (3) strategi-strategi untuk membantu siswa yang kesulitan perhatian di kelas.

scholarly journals “ANALISIS KESULITAN BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN JARAK JAUH (PJJ) DI TENGAH PANDEMI COVID-19”.

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Milana Abdillah Subarkah ◽  
Agus Salim
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Virus Transmission ◽  
Learning Activity ◽  
Effective Learning ◽  
The Government ◽  
Education Administrators ◽  
Depth Interviews

ABSTRACTThe teaching and learning process is a very important activity and must be carried out even though the situation is not possible in schools amid the Covid-19 pandemic as it is today. So this study aims to analyze learning difficulties, distance learning, and analysis of student learning difficulties in PJJ amid the Covid-19 pandemic. This research uses a qualitative approach to the type of case studies, in-depth interviews, and documentation studies. The results of the study show First, learning difficulties in students can be experienced due to disruption in him both from within and outside himself. This condition can also occur amid the Covid-19 pandemic. In the end, through various appeals from several parties, students were asked to carry out their learning activities in their respective homes. Second, with the appeals and suggestions of students studying at home, then Distance Learning (PJJ) becomes an alternative learning activity for students in order to break the corona virus transmission chain. Third, during the Covid-19 pandemic with PJJ students faced problems accessing internet devices and quotas, thus the government and all education administrators to provide internet quota subsidies, emergency curricula, and develop effective learning strategies for communities affected by Covid-19.

Evaluating the Impact of a Virtual Emergency Room Simulation for Learning

2012 ◽  
pp. 100-120
Author(s):  
Luke Rogers ◽  
Charlynn Miller ◽  
Sally Firmin
Keyword(s):  
Learning Strategies ◽  
Virtual Teams ◽  
Second Life ◽  
Clinical Judgment ◽  
Effective Learning ◽  
Online Tools ◽  
Participation Level ◽  
Level Of Use ◽  
Virtual Simulations ◽  
The Impact

This study explored the value of Second Life as a clinical simulation platform for healthcare students. Participants were exposed to the Critical Life simulation and worked in teams within the simulation. Pre- and post-surveys and interviews were used to gauge responses to participation, level of use of online tools and gaming, and input about the experience of using the simulation. The main findings from the study were that participants had positive and realistic experiences using Critical Life as a collaborative learning tool; participants agreed that Critical Life would assist them in developing technical and non-technical skills; participants were not deterred by the technology and perceived they would use it in their own time; and participants agreed that the simulation was able to incorporate effective learning strategies that may improve clinical judgment. Interviews revealed that the participants enjoyed working in virtual teams suggesting that in healthcare education, virtual simulations have potential for use across multiple campuses and universities.

An Effective Pedagogy Toolkit for Learning in an Intelligent Virtual Environment

2021 ◽  
pp. 825-836
Author(s):  
R. S. Kamath ◽  
R. K. Kamat
Keyword(s):  
Natural Language ◽  
Virtual Environment ◽  
Language Processing ◽  
Virtual Learning Environment ◽  
Traditional Learning ◽  
Effective Learning ◽  
Effective Pedagogy ◽  
Pedagogic Tool ◽  
Virtual Setting ◽  
Quality Learning

Throughout the progression of the pedagogy, educators are striving hard to bring up the systems centering on effective learning. This omnipresent trend has led to the ontogeny of innovative and culmination of many congregation technologies such as virtual reality (VR), artificial intelligence (AI), and natural language processing (NLP) ensuing as intelligent virtual learning environment (IVLE). Technology-enhanced encyclopedism can facilitate pupils with influential and high-quality learning experiences as compared to the traditional learning approach. This chapter portrays learning in intelligent virtual environment as an effective pedagogy approach. The pedagogic tool developed by the authors captures text written in English as an input and creates the envisioned virtual setting. The ability of natural language interface (NLI) for VR-based learning systems is the most significant attainment of the present work, which brings a novel perspective in the field pedagogy.

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