scholarly journals PROFESSIONAL TRAINING OF SPORTS STUDENTS AND THE IMPORTANCE OF THE MANAGERIAL INTERNSHIP

InterConf ◽  
2021 ◽  
pp. 11-24
Author(s):  
Victoria Cireș ◽  
Ecaterina Amelicichin
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Professional Training ◽  
Outcome Measurement ◽  
Self Regulation ◽  
Measurement Systems ◽  
Processing Strategies ◽  
Directed Learning ◽  
Use Of Knowledge

According to Vermunt (1998), teaching and learning are interdependent processes that can adjust to each other, by adapting the teaching strategies used by the teacher to the way students use and regulate their learning activities. Teaching, thus involves guiding students in the process of choosing learning strategies that allow the construction, modification and use of knowledge. Such teaching is oriented towards learning processes and implicitly towards the student because it focuses on the processes through which knowledge is built and then applied in practice. Most frequently, studies that have addressed this issue have found an increase in understanding, metacognition, and self-regulation [8,9]. Moreover, studies show that meaning-oriented learning is positively associated with the indicators of study efficiency, even in the case of scores obtained in exams containing factual questions. Reproductive-oriented learning has shown negative correlations with outcome measurement systems. Non-directed learning showed for the most part strong negative relationships with exam performance, while in most cases, application-oriented learning demonstrated a lack of a relationship with academic success. In addition, regular examinations in the first years of higher education hardly manage to capitalize on students' ability to use critical, analytical and concrete processing strategies. [4,10]

scholarly journals Using Personality-Based Propensity as a Guide for Teaching Practice

2020 ◽  
Vol 9 (3) ◽  
pp. 45
Author(s):  
Lin-Miao L. Agler ◽  
Kelley Stricklin ◽  
Larisa K. Alfsen
Keyword(s):  
Learning Strategies ◽  
Personality Trait ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Regulation ◽  
Individual Characteristics ◽  
Related Factors ◽  
Processing Strategies ◽  
Reading And Math ◽  
Specific Teaching

The Big Five-Factor personality traits are examined in the present review. Individual characteristics and personality types may contribute differently to choices of learning strategies and overall cognitive performance. The purpose of this paper is twofold: (1) to provide a brief overview of consistent research findings on personality constructs as predictors of school-related factors, including academic ability, reading and math skills, metacognitive assessments, self-regulatory learning and processing strategies, and students’ confidence; and (2) to highlight the applicable value of using personality-related propensities to guide teachers in the classroom. Inter-relationships among personality, cognition, metacognition, self-regulation, and learning outcomes are addressed. More importantly, in the end of the paper, practical teaching and learning applications are discussed and summarized in a table. The table is organized to highlight each personality trait, its significance based on research evidence, and its educational implications for specific teaching methods and strategies teachers can use to draw strengths from each personality trait and to maximize learning in the classroom.

scholarly journals ATTITUDES TOWARD LEARNING PREFERENCE:THE RELATION WITH PERSONALITY

2020 ◽  
pp. 341-348
Author(s):  
Lilly E. Both ◽  
Keyword(s):  
Academic Success ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Teaching And Learning ◽  
Learning Preferences ◽  
Hierarchical Regression ◽  
Evidence Based Practices ◽  
Attitudes Toward Learning ◽  
Teaching And Learning Strategies

In this study, 106 women (M age = 23 years) completed a series of questionnaires online assessing personality traits and facets (subscales), learning preferences (Activist, Reflector, Theorist, Pragmatist), and attitudes toward learning preferences.The vast majority of participants in this study believed that students are more likely to have academic success when teaching and learning strategies match their learning style. However, the results of several hierarchical regression analyses found that a large proportion of variance in learning style was accounted for by personality traits or facets. For example, 43% of the variance in the Activist Learning Style was accounted for by higher scores on Extraversion, and lower scores on Conscientiousness and Negative Emotionality. When personality facet scores were used as predictors, the proportion of variance jumped to 55%. Similarly, between 27-31% of the variance in Reflector, Theorist and Pragmatist Learning Style was accounted for by personality facet scores alone. The results are discussed in terms of learning style attitudes and myths pervasive in the literature, and the need for evidence-based practices.

scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

As Life Itself

2017 ◽  
pp. 311-332
Author(s):  
Esperanza Mejías ◽  
Carles Monereo
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Evaluation Strategies ◽  
Teaching And Learning Strategies ◽  
Life Itself ◽  
Authentic Evaluation

The authors present an innovative practice of authentic evaluation of competences carried out in the “teaching and learning strategies” course of the psychology degree. The evaluation proposal central to this course is based on a real, relevant and socializing practice context in which students have to act as counsellors to respond to a high-school teacher's request: to improve a teaching sequence or unit. In order for this authentic project to work and generate a gradual construction of learning, course teachers used a series of evaluation strategies directed at the assessment of both the result and the learning process and aimed at facilitating students' learning self-regulation and teachers' provision of educational help. Results show that students value the processes of formative assessment because they allow them to act in an authentic context. In turn, teachers are highly satisfied with the involvement and quality of the projects.

An Investigation of Students’ Self-Regulated Learning Strategies: Students’ Qualitative and Quantitative Accounts of Their Learning Strategies

2013 ◽  
Vol 12 (3) ◽  
pp. 359-373
Author(s):  
Jared S. Anthony ◽  
Karen E. Clayton ◽  
Akane Zusho
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Predictive Ability ◽  
Self Report ◽  
Qualitative And Quantitative ◽  
Self Regulated Learning ◽  
Processing Strategies ◽  
Final Exams ◽  
Self Regulatory Learning ◽  
The Relationship

The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategies for Learning Questionnaire (MSLQ) and an open-ended questionnaire, both of which were designed to assess students’ use of learning strategies in the domains of English and math. Open-ended responses were coded and analyzed with results indicating that most students use shallow-processing strategies when preparing for final exams. Regression analysis was also used to investigate the predictive ability of the MSLQ and the open-ended questionnaire with findings indicating both to have predictive qualities. Implications for self-regulation and the measurement of learning strategies will be discussed.

scholarly journals Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

scholarly journals On Efficiency of Strategy-Based Learning in Achieving Autonomy Competence among Algerian Undergraduate Learners

2020 ◽  
Vol 06 (11) ◽  
Author(s):  
MAROUA ROGTI ◽  
Keyword(s):  
Instructional Strategies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Directed Learning ◽  
Language Class ◽  
Guided Learning ◽  
Directed Learning ◽  
English Literacy ◽  
Based Instruction

In the last decade, there has been an eminent shift towards a relative emphasis on achievement, competence, and autonomy in the language teaching and learning arena. Prior to this, educationalists had a growing concern in how to gain academic achievement through considering learning strategies as part of classroom discourse. Further, instructional strategies can also gain a strategic position in the curriculum, so that learners can be self-directed and strategic learners. This can help them choose the appropriate learning strategy to successively accomplish tasks and meet the desired goals. This study would like to be a part of increasing the effectiveness of implementing Strategy-based Instruction for achieving self-guided learning and autonomy in the language class. It adapts a survey administered to three teachers of English literacy in order to elicit their views about dealing with tasks in teaching literature through instructional strategies to graduate students and their impact on achieving self-directed learning. Hence, it reported affirmative and practical outcomes from the previous studies and assumed the need for integrating instructional strategies prosperously into an ordinary literature task in class.

scholarly journals Contribution of Meta-Cognitive Competence in Preserving Student Self-Regulation in Algerian Higher Education: A Case from ENS of Laghouat

2021 ◽  
Author(s):  
Maroua Rogti
Keyword(s):  
Learning Strategies ◽  
Management Practices ◽  
Self Regulation ◽  
Literary Text ◽  
Independent Learning ◽  
Cognitive Competence ◽  
Self Directed Learning ◽  
Self Reflection ◽  
Language Class ◽  
Directed Learning

The processes of teaching and learning the English language have reached a globalized turn to the extent that educators and learners became highly exposed to teaching materials and classroom strategies to ensure long-life, independent, and self-guided learning. Ultimately, in a language class, learners may confront difficulty in understanding a literary text which can derive from the limited language proficiency, and presiding over lack of linguistic, cultural, and academic competence. In order to affirm this hypothesis and answer the question of the extent to which can self-directed learning be achieved and improved through metacognitive competence in performing a task in literature, this study aims at highlighting the effectiveness of incorporating certain innovative teaching activities and management practices, notably self-cognition and self-reflection on pursuing learners’ metacognition in understanding a literary text. By adopting a quasi-experimental methodological design, this study uses a participant observation with twenty- six subjects at Higher College of Teachers of Laghouat, they are assigned into two groups to measure their level of meta-cognitive competence and self-regulation, and prove their impact on achieving independent learning in studying a literary text. Results assured learners’ enthusiasm, high competence, and positive responses upon compiling metacognition and self-reflection which are not only learning strategies, but also learning paradigms for increasing learners’ self-directed learning and performance in class. Further studies may include engaging in improving independent learning and self-regulation of post-graduated learners through compensation and memory-related strategies.

scholarly journals PENERAPAN KETERAMPILAN MENGAJAR DALAM UPAYA PENCAPAIAN HASIL BELAJAR MAHASISWA

2017 ◽  
Vol 4 (2) ◽  
pp. 118
Author(s):  
Nurdin Mansur
Keyword(s):  
Classroom Management ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Self Regulation ◽  
Small Group Discussion ◽  
Teaching Skills ◽  
Management Skills ◽  
High Learning

The purpose of the implementation of teaching and learning is for learning achievement, both in terms of process and in achieving the outcome is always influenced by various factors. To get the learning outcomes in a subject that is better then relates all factors of educators in the mastery and application of various teaching skills of learning such as the following, namely: a skill as opening lesson, questioning skills, skills to provide reinforcement, skills provide variety, skill explains, small group discussion guiding skills, classroom management skills, teaching skills of individuals, and closing skills lessons. Moreover, in studying a subject willing learners are required to carry out exercises to add a sense of confidence, a strong will to implement appropriate learning strategies, planning and good self-regulation in order to achieve high learning outcomes.

scholarly journals Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications

2018 ◽  
Vol 8 (2) ◽  
pp. 445-469
Author(s):  
Melissa Williamson Hawkins
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research University ◽  
English Language ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Language Program ◽  
Self Regulated Learning ◽  
Educational Environments ◽  
Directed Learning

English language tutoring and/or self-access centers are services commonly offered as curricular support to English language program students in educational environments worldwide. This paper argues that the theory of self-directed learning (SDL) from the field of adult education should be considered alongside the equally-important areas of language learning strategies, learner autonomy, and self-regulated learning in the setup of these types of tutoring/self-access academic support centers. The proposition is examined by applying it to a particular case in an English language program of a major research university in the southeastern United States. The paper explicates the commonly-known theory of SDL (Grow, 1991) and relates it to models by put forward by Nakata (2010) and Oxford (2011, 2107). Empirical evidence from studies on encouraging SDL for English language study is summarized from a range of research projects conducted worldwide, and the author concludes by offering implications for educators in any institution-based, adult English language program. 

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