Spelling suggestions: "subject:"buccessful learning"" "subject:"asuccessful learning""
1 |
The Promotion of Self-Regulated Learning in English Instruction at Colombian UniversitiesBravo Zambrano, Jackeline 03 1900 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / One of the main educational discourses in the era of globalization is lifelong learning. Self-regulated learning and learner autonomy are considered to be cornerstones of lifelong learning and are currently topics of main discussion and interest in the teaching of English to speakers of other languages in Colombia and other countries around the world. Although previous research has suggested different teaching alternatives to promote self-regulated learning (SRL) in English instruction in Colombia, what actually happens in the classroom and its impact on the development of SRL have received little attention. This study aimed to identify what Colombian university English instructors know about language teaching methods, approaches, principles, and strategies to promote SRL and to understand to what extent their teaching practices help to promote SRL. Using a survey questionnaire and in-depth interviews, this study was developed based on a mixed-methods approach to understand how the processes involved in SRL, as proposed by Zimmerman (2002), are promoted implicitly or explicitly in the university English classroom. Consistently, most university English instructors are not familiar with the construct of SRL, and their teaching practices mainly focus on teaching, evaluating, and giving feedback on language use and task completion, but not on the processes involved in SRL. Nevertheless, SRL-related aspects, such as learner motivation and the learning of strategies, are part of some instructors' teaching agendas. It is suggested, among others, that university English course programs should incorporate SRL education initiatives such as pre-academic courses on SRL, as well as on how successful language learning takes place. This is to help learners be more prepared for successful and lifelong learning, not only in the English classroom, but beyond.
|
2 |
Mokinių adaptacija pagrindinėje mokykloje bei sėkmingą mokymąsi sąlygojantys veiksniai: vadybinis aspektas / The determining factors of students‘ adaptation and successful learning in the secondary school: th aspect of managementPaleičikas, Andrius 25 January 2013 (has links)
Naujoji švietimo vadyba grįsta keturiomis vadybos funkcijomis ir orientuota į sistemingą švietimo sistemos bei atskiros švietimo organizacijos tikslų siekimą. Tyrimo objektas - mokinių adaptacija pagrindinėje mokykloje bei sėkmingą mokymąsi sąlygojantys veiksniai. Darbo tikslas - ištirti mokinių adaptaciją pagrindinėje mokykloje bei nustatyti sėkmingą mokymąsi sąlygojančius veiksnius. Taikomi tyrimo metodai: literatūros analizė ir sintezė; interpretavimas; apibendrinimas; interviu; anketinė apklausa; statistiniai skaičiavimai. Tyrimo imtis. Kokybinis tyrimas (interviu) buvo vykdomas su penkiais iš aštuonių auklėtojų. Darbą sudaro: Darbą sudaro trys pagrindinės dalys: teorinė, metodologinė, analitinė. Teorinėje dalyje pateikiama adaptacijos proceso koncepcija, analizuojama mokinių adaptacijos mokykloje problema, pristatomi sėkmingą mokymąsi sąlygojantys veiksniai ir mokyklos kaip organizacijos specifiškumas ir valdymo ypatumai, atsižvelgiant į švietimo vadybos standartus. Metodologinėje darbo dalyje pristatoma tyrimo programa. Analitinėje darbo dalyje analizuojami kokybinio bei kiekybinio tyrimo duomenys, interpretuojami. / New education management is founded on four management functions and is orientated to the systematic education system‘s and separate organization‘s goals. Study object – the determining factors of the students‘ adaptation and successful learning in the secondary school. Aim of the work - to analyse students‘ adaptation in the secondary school and to identify the causing factors of successful learning. Study methods applied: the analysis and synthesis of the literature; interpretation, generalisation; interview, questionary, statistical calculations.The sample of the survey. The work contains three basic parts: academic, methodological, analytical. Academic part introduces a concept of adaptation process, the problem of students‘ adaptation is analysed, the factors causing successful learning are presented, as well as the specifics of the school as an organization and peculiarity of management in the context of education management standarts. In the methodological part the program of the survey is introduced. Data of a qualitative and quantitative survey is analysed and interpretated.
|
3 |
Die verband tussen die aanwending van selfgereguleerde leervaardighede en die akademiese prestasie van die afstandsleerder op tersiêre vlak / Franciska BothmaBothma, Franciska January 2001 (has links)
The aim of this study was to determine whether a relationship exists between
the use of self-regulation by the tertiary distance learner and his or her
academic achievement in a specific academic course unit. To attain this aim,
a literature study was undertaken to: a) define and describe distance learning,
b) describe the nature of learning, c) describe the nature of self-regulated
learning and its implications for distance learning, and d) define and classify
learning strategies and indicate the relationships between self-regulated
learning, the use of learning strategies, and successful learning.
Literature indicated a positive relationship between self-regulation, the use of
learning strategies, learning success, and academic achievement: learning
success results whenever pre-formulated learning goals are attained through
the use of self-regulation and applicable learning strategies; and attainment of
learning goals results in positive academic achievement. Self-regulated
learners, who plan their learning, formulate learning goals, motivate
themselves intrinsically, instruct themselves, apply different learning
strategies to attain learning goals, continuously monitor and self-evaluate
themselves during the learning process, are able to attain the formulated
learning goals successfully and perform well academically. The literature
review also revealed a high level of self-regulation as one of the prerequisites
for performing successfully as a distance learner. Planning personal learning
goals, using a variety of learning strategies to attain the goals, determining
the correct personal learning tempo, monitoring learning progress, and self
evaluating learning outcomes are typical characteristics of self-regulation
necessary for effective distance learning and academic progress.
The population of the research includes the PU vir CHO - Open Learning
Academy-learners registered for the Further Diploma in Educational
Management, module PSD 511 (Teaching and Learning) in the North West
region of South Africa. The total number of students attending the three
contact sessions in September 2000 at five sentra in the North West
Province, and who participated in the research, was 143. Three
questionnaires were used to obtain personal information, as well as
information regarding self-regulation in the learners, namely, a biographical
questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ)
and the Self Regulated Learning Questionnaire (SRLQ).
The data was statistically analized by means of: a) factor analyses, b)
multiple regression analyses, and c) stepwise regression analyses.
A difference was found to exists between the variables that determine the
academic achievement of successful versus unsuccessful distance learners.
Successful distance learners have better developed self-regulated learning
skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001
|
4 |
Die verband tussen die aanwending van selfgereguleerde leervaardighede en die akademiese prestasie van die afstandsleerder op tersiêre vlak / Franciska BothmaBothma, Franciska January 2001 (has links)
The aim of this study was to determine whether a relationship exists between
the use of self-regulation by the tertiary distance learner and his or her
academic achievement in a specific academic course unit. To attain this aim,
a literature study was undertaken to: a) define and describe distance learning,
b) describe the nature of learning, c) describe the nature of self-regulated
learning and its implications for distance learning, and d) define and classify
learning strategies and indicate the relationships between self-regulated
learning, the use of learning strategies, and successful learning.
Literature indicated a positive relationship between self-regulation, the use of
learning strategies, learning success, and academic achievement: learning
success results whenever pre-formulated learning goals are attained through
the use of self-regulation and applicable learning strategies; and attainment of
learning goals results in positive academic achievement. Self-regulated
learners, who plan their learning, formulate learning goals, motivate
themselves intrinsically, instruct themselves, apply different learning
strategies to attain learning goals, continuously monitor and self-evaluate
themselves during the learning process, are able to attain the formulated
learning goals successfully and perform well academically. The literature
review also revealed a high level of self-regulation as one of the prerequisites
for performing successfully as a distance learner. Planning personal learning
goals, using a variety of learning strategies to attain the goals, determining
the correct personal learning tempo, monitoring learning progress, and self
evaluating learning outcomes are typical characteristics of self-regulation
necessary for effective distance learning and academic progress.
The population of the research includes the PU vir CHO - Open Learning
Academy-learners registered for the Further Diploma in Educational
Management, module PSD 511 (Teaching and Learning) in the North West
region of South Africa. The total number of students attending the three
contact sessions in September 2000 at five sentra in the North West
Province, and who participated in the research, was 143. Three
questionnaires were used to obtain personal information, as well as
information regarding self-regulation in the learners, namely, a biographical
questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ)
and the Self Regulated Learning Questionnaire (SRLQ).
The data was statistically analized by means of: a) factor analyses, b)
multiple regression analyses, and c) stepwise regression analyses.
A difference was found to exists between the variables that determine the
academic achievement of successful versus unsuccessful distance learners.
Successful distance learners have better developed self-regulated learning
skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001
|
5 |
Young children’s success in learning situations:actions, views and appraisals in learning contextsMykkänen, A. (Arttu) 19 April 2016 (has links)
Abstract
This study investigates young children’s views of successful learning situations in their classroom activities and factors that contribute to their achievement in those situations. It is investigated how self-regulated learning is supported in these situations and how children appraise support as part of their success.
The study consists of three different data sets that are reported in three empirical articles. The first empirical study investigated resilience displayed by young children in dyadic task performance. The second empirical study investigated views and appraisals that primary school children give to their success in classroom learning activities and how self-regulated learning is supported in the classrooms. The third empirical study investigated how primary school children appraise the reasons for their peers’ successes in learning situations. The data collection methods include video observations, stimulated recall interviews and photo elicitation interviews.
The results of this dissertation indicated that success in learning activities results from individual and external factors. Among the individual assets that children bring to learning situations, the support that children receive from their teachers and peers were crucial for successful achievement. This study showed that, in general, the children’s self-regulated learning was supported in the classroom, especially through the support from a teacher and non-threatening evaluation. Children described their success through concrete actions that they took in the situations, such as the ability to accomplish the particular tasks or doing academic activities in order to achieve the task. The methodological findings indicate that it is possible to develop child-centred participatory methods in learning research. Results of this study contribute to the discussion of how successful learning experiences and self-regulated learning can be supported in the first years of primary school. / Tiivistelmä
Tässä väitöstutkimuksessa tarkastellaan pienten lasten onnistumisen kokemuksia ja niiden syitä aidoissa oppimistilanteissa. Tavoitteena on selvittää, kuinka itsesäätöistä oppimista tuetaan ja kuinka lapset näkevät saamansa tuen auttavan heitä onnistumaan.
Tutkimus koostuu kolmen aineiston analyyseista jotka on raportoitu kolmessa empiirisessä artikkelissa. Ensimmäinen tutkimus tarkasteli pienten lasten osoittamaa sinnikkyyttä yksilö- ja paritehtävässä. Toinen tutkimus selvitti, kuinka alakouluikäiset lapset selittivät onnistumistaan koululuokan oppimistilanteissa ja kuinka itsesäätöistä oppimista tuettiin kyseisissä tilanteissa. Kolmas tutkimus tarkasteli, kuinka alakouluikäiset oppilaat selittivät koulukavereidensa onnistumista oppimisessa. Tutkimusaineisto koostuu videohavainnoinneista sekä videoin ja valokuvin tuetuista haastatteluista.
Tämän tutkimuksen tulokset osoittavat, että koululuokassa tapahtuvaan onnistumiseen vaikuttavat sekä ulkoiset että sisäiset tekijät. Sisäisiä tekijöitä ovat lasten yksilölliset taidot, kuten sinnikäs työskentely ja kyky suorittaa tehtävä onnistuneesti. Selittäessään omia ja kavereidensa onnistumisia lapset kuvailivat onnistumista konkreettisten toimien kautta. Lapset näkivät onnistumisen johtuneen toimista joita he tekivät tehtävien aikana, kuten tehtävien aktiivinen suorittaminen ja kyvykkyys suoriutua tehtävistä onnistuneesti. Ulkoisiin tekijöihin kuuluu tuki, jota lapset saavat oppimisen aikana. Tutkimuksessa havaittiin, että seuratuissa luokkahuoneissa lasten itsesäätöistä oppimista tukivat erityisesti opettajien tarjoama apu ja kannustava arviointi, jotka loivat luokkaan ymmärtävän ja rohkaisevan ilmapiirin. Metodologisesti tämä tutkimus näyttää, että oppimisen tutkimuksessa on mahdollista kehittää lapsilähtöisiä, osallistavia tutkimusmenetelmiä. Tutkimuksen tulokset lisäävät tietoa siitä, miten lasten onnistumisen kokemuksia ja itsesäätöistä oppimista voidaan tukea jokapäiväisissä luokkahuonetilanteissa.
|
6 |
Steigerung selbstregulierten Lernens durch computerbasiertes Feedback beim Erwerb von Experimentierkompetenz im Fach Biologie / Individually adapted computerbased feedback for supporting self-regulated learning processes in school-age children / A computer-based learning program developed to help pupils practice strategies of controlling experimental variables.Lange, Silke Dorothee 31 October 2012 (has links)
Feedback ist ein wichtiger Faktor für erfolgreiches Lernen – vorausgesetzt, dass es rich-tig eingesetzt wird (Hattie & Timperley, 2007). Dies gilt insbesondere, wenn es um den Erwerb neuer Kompetenzen geht. Die vorliegende Studie soll dazu beitragen, eine empirisch begründete kompetenzorientierte Brücke zwischen dem Konzept des negativen Wissens (Oser & Spychiger, 2005) und psychologischen Theorien zum Thema Feedback als Instruktionsmethode im Rahmen des selbstregulierten Lernens bei Schülern zu bilden und dazu anregen, den selbstregulierten Lernprozess von Schülern durch individuell angepasstes Feedback zu fördern.
Dazu wurden zwei Hypothesen expliziert: Zum einen, dass Lernende, die Feedback über die konkrete Lokalisation des Fehlers erhalten, die dargebotenen Biologieaufgaben besser lösen können (prozessbezogene methodische Kompetenzen), als Lernende, die auf einer Metaebene eine Begründung für die Ursache des Fehlers in Kombination mit einer Frage zur kognitiven Aktivierung erhalten haben. Zum anderen, dass auf der im Rahmen der Intervention nicht trainierten strategischer Ebene das Feedback mit kognitiver Aktivierung effektiver ist.
Um diese Hypothesen zu prüfen, wurde der Einfluss zweier Feedbackvarianten untersucht. In einem 2x2 Prä-Post-Test Design wurden dazu die Feedbackvarianten „Lokalisation des Fehlers“ und „Begründung des Fehlers mit kognitiver Aktivierung“ einzeln oder in Kombination einer Kontrollbedingung ohne Feedback gegenüber gestellt. Lernende der 7. Klasse bearbeiteten im Rahmen von zwei Doppelstunden ein webbasiertes interaktives Lernprogramm zum Thema „Experimentieren“. Die darin enthaltenen Multiple-Choice-Aufgaben (Hammann, 2007) umfassten die für das Experimentieren einschlägigen Kompetenzbereiche „Suche im Hypothesenraum“, „Testen von Hypothesen“ und „Analyse von Evidenzen“ (Klahr, 2000). Als abhängige Variablen haben wir jeweils in einer Prä-Post-Test-Messung den Zuwachs an prozessbezogenen methodischen Kompetenzen (operationalisiert über die korrekte Lösung der verwendeten Biologie-Aufgaben) und den strategischen Lernzuwachs (operationalisiert über die Bearbeitung des EEST-2, Marschner, 2010) untersucht.
Um den möglichen Einfluss individueller Unterschiede in Bezug auf die Transferwirksamkeit des erworbenen Wissens zu erheben, wurden auch Daten zu Intelligenz, Persönlichkeitsfaktoren, zum Umgang mit Fehlern, zur Selbstwirksamkeitserwartung und zum selbstregulierten Lernen erhoben.
Durch die Bearbeitung des Lernprogramms konnten die getesteten Schüler (N=355) über alle Versuchsgruppen hinweg signifikante Lernzuwächse auf der im Rahmen der Intervention trainierten Aufgabeneben (prozessbezogene methodische Kompetenzen) erzielen, nicht aber auf der nicht trainierten strategischen Ebene. Die verschiedenen Feedbackarten hatten jedoch keinen Einfluss auf den Lernzuwachs der untersuchten Stichprobe. Auf strategischer Ebene konnte sogar eine Verschlechterung des Ergebnisses vom Prä- zum Posttest beobachtet werden. Dieses könnte darauf zurückzuführen sein, dass die metakognitive Entwicklung der getesteten Schüler noch nicht ausgereift genug war, um das Feedback auf der intendierten Ebene verarbeiten zu können. In der Diskussion dieser Arbeit wird das Konzept des negativen Wissens (Oser & Spychiger, 2005) theoretisch mit den Ergebnissen aus der kognitionspsychologischen Forschung verknüpft und aufgezeigt, welche Parallelen zwischen diesen beiden Ansätzen bestehen.
Die für diese Studie konzipierte computerbasierte Lerneinheit hat sich in der Praxis zur Einübung der Variablenkontrollstrategie bei Lehramtsstudierenden bewährt.
|
Page generated in 0.0718 seconds