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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
41

Language learning strategies, strategy training, and the 6 Steps to Success

Spronz, Kaitlyn Ann 14 August 2012 (has links)
Language learning strategies (LLS) have been a popular topic in the SLA literature since their conception by Joan Rubin in 1975. In the beginning, the focus was placed on what constituted an LLS and which learner variables affected strategy use. More recently, the field has moved to the practical application of LLS research: strategy training. Strategy training research has focused on student and teacher beliefs, classroom culture and students’ culture, explicit vs. implicit instruction, and language of instruction and has had largely positive findings. These issues are explored, then made manifest in a review of four popular strategy training models: The CALLA, Oxford, Grenfell and Harris, and SBI. Drawing on the LLS research and these four models, I propose a new model for strategy training: the 6 Steps to Success. As the title indicates, the 6 Steps to Success includes 6 steps: 1) beginning of course assessment/awareness raising; 2) continued assessment of student needs/awareness raising; 3) explicit teaching and modeling; 4) practice; 5) evaluation, 6) end of course evaluation. Five lesson plans are then given to demonstrate the 6 Steps to Success in action. / text
42

Academic challenges and strategies: an SRL comparison of Canadian-domestic and Chinese-international students’ transition to university

Huang, Yushu (Sherry) 04 October 2017 (has links)
The purpose of this study was to examine challenges encountered by Chinese-international students’ self-regulated learning (SRL) in university courses in Canada and compare them to challenges experienced by domestic students. Participants included 38 Chinese-international students and 106 Canadian-domestic students studied in a self-regulated learning (SRL) strategies learning course. Weekly over 10 weeks, participants (a) rated their experiences with a list of possible challenges, (b) identified their dominant challenges from a list, (c) identified one possible strategy for addressing the dominant challenge, and (d) rated how successful the strategy selected was. Findings indicated that domestic students reported higher proportional frequency of motivation challenges, compared to the other group. From the perspective of strategy use, domestic participants reported persisting strategies more often, but Chinese-international students more frequently reported social-regulation strategies. The most dominant challenge reported by both Canadian-domestic students and Chinese-international students is motivation challenge. For addressing the motivation challenge, domestic students most frequently reported an Adjust or change strategy, but Chinese-international students reported a Social-oriented strategy. Both groups identified that their strategies use was a moderate success. Findings from this study will inform policy and practice in the area of intercultural learning by identifying specific challenges to be addressed in supporting Chinese-international students and Canadian-domestic students. / Graduate
43

A self-study of participatory and enactivist approaches to teaching and learning

Darling, Kirsten Amy January 2014 (has links)
'Self-study' is a methodological approach that sets out to improve learner and teacher interactions by engaging with problems faced by educators on a daily basis. Through a creative engagement with theory and my on-going experiences as a teacher, employing selfstudy methodology has allowed me to challenge ideas and assumptions that can permeate learning and teaching, including roles, relationships, curricular content and design. This process of unsettling was achieved by drawing attention to the highly contextualised nature of my everyday interactions in relation to my pupils. The notion of context is central to this study and supported me in identifying links between a range of theoretical ideas, including: social constructivism, complexity theory and phenomenology. The connections made at a theoretical level then enabled me to explore my current practice through a period of sustained reflection. As part of this reflective activity, I was motivated to conduct a smallscale intervention in the form of a Participatory Action Research (PAR) project with my class of Primary 1 and 2 children. The rich and meaningful knowledge created through an on-going process of walking and reflection, supported me in bringing participatory and enactivist approaches to teaching and learning to life. Engaging in the self-study has, therefore supported me in contributing possible roles and methodologies that express an interpretation of teaching and learning, which engages with learners' localised and on-going experiences, focussed upon the making of their worlds.
44

Investigating the effect of a computer tool on students' metacognitive processes

Puntambekar, Sadhana January 1995 (has links)
No description available.
45

When practice does not make perfect: Differentiating between productive and unproductive persistence

Almeda, Ma. Victoria Quintos January 2018 (has links)
Research has suggested that persistence in the face of challenges plays an important role in learning. However, recent work on wheel-spinning—a type of unproductive persistence where students spend too much time struggling without achieving mastery of skills—has shown that not all persistence is uniformly beneficial for learning. For this reason, Study 1 used educational data-mining techniques to determine key differences between the behaviors associated with productive persistence and wheel-spinning in ASSISTments, an online math learning platform. This study’s results indicated that three features differentiated between these two modes of persistence: the number of hints requested in any problem, the number of bottom-out hints in the last eight problems, and the variation in the delay between solving problems of the same skill. These findings suggested that focusing on number of hints can provide insight into which students are struggling, and encouraging students to engage in longer delays between problem solving is likely helpful to reduce their wheel-spinning. Using the same definition of productive persistence in Study 1, Study 2 attempted to investigate the relationship between productive persistence and grit using Duckworth and Quinn’s (2009) Short Grit Scale. Correlational results showed that the two constructs were not significantly correlated with each other, providing implications for synthesizing literature on student persistence across computer-based learning environments and traditional classrooms.
46

Learning strategies used by honors students in an investigative introductory biology laboratory program

Aryulina, Diah 06 June 2008 (has links)
The use of investigative laboratory programs is one of the recommended methods of instruction for improving the outcomes of college science laboratory work. In such programs, students are expected to take more responsibility for their learning and to exercise manipulative skills as well as their thinking. One factor that contributes to students' learning success is their learning strategies. In order to increase our understanding of students' learning strategies in an investigative laboratory program, a qualitative research design was used in this study. The participants for this study were ten students who were enrolled in Principles of Biology Laboratory Hl15 which used an investigative approach. The primary data were gathered through interviews with the students. Additional data to provide a more holistic description of some aspects of the students' use of learning strategies were obtained from assessment of the students' learning style, a review of course syllabus and handouts, non-participant observations, and interviews with the instructors. / Ph. D.
47

Achieving What Gets Measured: Responsive and Reflective Learning Approaches and Strategies of First-Year Engineering Students

Van Tyne, Natalie Christine Trehubets 24 February 2022 (has links)
Background: Engineering students who achieve academic success during their first year may later disengage from challenging course material in their upper-level courses, due to perceived differences between their expectations and values and those of their degree programs. In the extreme, academic disengagement can lead to attrition. Purpose: The purpose of this study is to better understand the learning approaches and strategies used by first-year engineering students. Research questions were as follows:  How do first-year engineering students describe their learning approaches and strategies?  How do first-year engineering students customize their learning strategies among their courses?  How do first-year engineering students employ reflection as part of their learning strategies? Design/Method: I employed both qualitative and quantitative methods to collect and analyze data, using an explanatory design approach consisting of two surveys and a set of semi-structured interviews between survey administrations. The interview data from a purposive sample of survey participants were coded using a priori, pattern and comparative coding. The survey data were analyzed for medians and interquartile ranges in order to identify trends in reflective learning strategies among courses. Results: One notable finding was the fact that many interviewees stated that their overall purpose for studying was to achieve high grades by preparing for tests (a surface-level approach), and yet the learning strategies that they used reflected a deeper engagement with their course material than one would expect from students whose singular focus was on grades. Certain strategies were similar for both technical and non-technical courses, while others were dissimilar. There are also ways to combine the surface and deep learning strategies sequentially. They need not be mutually exclusive. Conclusions: The results of this study will provide educators with a starting point for the development of guided practice in meaningful learning strategies to encourage a greater engagement with learning. Both educators and administrators should be amenable to measures that would improve their students' chances for success, by providing guidance in how to learn as well as what to learn. Several recommendations are given for future studies, such as the relationships among reflection, metacognition, and critical thinking, and the integration of meaningful learning strategies into technically overloaded engineering degree curricula. / Doctor of Philosophy / I chose to study the learning approaches and strategies of first-year engineering students. The term "learning strategies" refers to study habits, but learning strategies also involve choices about how to study based on goals, motivation, and available resources. My results will provide professors and instructors with insights that they can use to help their students learn more effectively and find deeper meaning in their course material, by guiding them in how to learn as well as what to learn. Knowing how to learn is a lifelong skill. First-year engineering students have a special need to know how to learn in order to be better prepared for a more challenging workload in their upper level engineering courses. Prior studies have shown that students most often leave an engineering program during their first or second year due to inadequate academic preparation in prior years. If we are to help engineering these students to improve their learning approaches and strategies, we first need to know what approaches and strategies they currently use. My data came from two surveys that were given at the end of each of two introductory engineering courses to a group of approximately 1,200 students, and from interviews with fifteen students who had also completed the surveys. I was trying to learn more about how these students customized their learning strategies among their courses, and how they used reflection to discover the meaning behind what they are learning. One of the most interesting findings was the fact that many interviewees stated that their overall purpose for studying was to achieve high grades by preparing for tests (a surface-level approach), and yet the learning strategies that they used reflected a deeper engagement with their course material than one would expect from students whose only focus was on grades. This combination of different learning approaches was more common in engineering, science and mathematics courses than in humanities or social science courses. This dissertation also contains a three-part class assignment, given at the beginning, middle, and end of a first-year engineering course, in which students reflect on their progress in learning one or more skills that they had identified at the beginning of the course. Implications arising from my study are directed at researchers, administrators, faculty, and students, respectively, as well as opportunities for further work in this aspect of higher education. Opportunities for further studies include the relationship between reflection and critical thinking, and methods for incorporating guided practice in learning strategies into engineering degree programs that currently contain too much technical content.
48

The learning strategies of adult immigrant learners of English: quantitative and qualitative perspectives

Lunt, Dr Helen January 2000 (has links) (PDF)
This study examines the use of language learning strategies by a group of adult immigrant learners of English attending government-funded classes in Australia. It attempts to identify the language learning strategies reported by the learners and the particular factors which are influential on their use. / The study gathered both quantitative and qualitative data on language learning strategy use. The quantitative data comprised the responses of 154 learners to the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), while protocols such as classroom observation, stimulated recall and think-aloud protocols, and individual and group interviews with the investigator were employed to gather qualitative data on strategy use from nineteen of the original 154 learners. / The subjects’ response scores to two of the six SILL subscales, Compensation and Affective, were discarded after analyses of reliability revealed that those quantitative data were not reliable. The remaining four subscales were then analysed using SPSS. Coding and analyses of the qualitative data were conducted using the computer software Non numerical Unstructured Data Indexing Searching and Theory-building (NUD*IST). / Results of the analysis of subjects’ responses to the SILL indicated a ‘high-medium’ use of the majority of SILL items and an overall preference for the use of Social strategies. Little effect was found for independent variables on reported strategy use. Analysis of the qualitative data, using NUD*IST, confirmed some of the SILL responses and also revealed additional strategies and factors, particularly of motivation, which were important and influential to the language learning of the immigrant adult subjects. / The conclusion is reached that, in the case of the immigrant ESL learners involved in the study, the use of strategies is an individual choice and is consequent on the motivation which the learner brings to the learning situation. This motivation had been shaped by interacting internal and external factors, by the learner’s past experience and current life context. / The thesis discusses the significance and limitations of the study, together with the theoretical, methodological and pedagogical implications which arise from the findings and suggests areas for further research.
49

FOSTERING PATIENT SAFETY KNOWLEDGE, SKILLS AND ATTITUDES WITH BACHELOR OF SCIENCE IN NURSING STUDENTS USING ACTIVE LEARNING STRATEGIES

Montisano Marchi, Nadine 25 August 2014 (has links)
No description available.
50

Factors that influence learning retention for industrial maintenance technicians

Reinhardt, Douglas J. January 2007 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

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