Self-Assessment in Learning: The Relationship Between Active Feedback Strategies And Metacognitive Development

The aim of this action research study was to test the hypothesis that students who take an active part in the feedback process will increase their metacognitive development and raise their achievement. Individuals were given a self-assessment proforma and asked to self-assess their assignments for content and structure, prior to submission. Active engagement with the feedback process was also gained through individuals setting goals for each new assignment based on previous feedback, in an attempt to promote double-loop learning, a strategy purported by Argyris (1982) to increase metacognitive development. As hypothesised, the study found some evidence to support the central premise that actively engaging with the feedback process increases metacognitive development and raises achievement. However, limitations of the study are recognised and recommendations for further research are put forward

Reading and writing connections: scaffolding students’ learning and use of an organizing strategy for understanding text

Research shows that successful students are actively engaged in the learning process and have access to a repertoire of learning strategies that they can apply to different learning contexts. Yet many incoming college students arrive academically underprepared for the demands they will face in college. Fortunately, research has also shown that students can benefit from strategy instruction and can learn to become strategic learners. This case study of an introductory psychology course presents a set of instructional practices to foster students’ use of an organizing strategy and to help promote students’ reading of course content. The impact on students’ performance in the class as well as the pedagogical benefits of using the organizing strategy are discussed

Using multimedia concept maps to enhance the learner experience in business law

Students&rsquo; learning experience can be affected by difficulties in understanding the interrelationships between concepts and also between topics. Concept maps have been used in many disciplines (Kremer &amp; Gains, 1996) to structure information and express relationships between them. Their holistic approach with multiple pathways through the learning resource can make relationships and linkages between topics and subtopics obvious, and contribute to a meaningful and positive learning experience. This paper outlines the development and formative evaluation of two hypermedia concept maps which led to the development of a series of eleven concept maps to enhance the learning experience of students in a first year undergraduate business law unit.As part of the Stage 1 formative evaluation, two concept maps were developed together with supporting multimedia resources and trialled on the learners. Feedback was also obtained from technical staff. This phase was designed to assess and control the quality of the learning resource as well as the impact it had on the learning experience. The paper closes by discussing how information gained in Stage 1 was used in Stage 2 as a basis to modify the initially trialled maps and to develop the other supporting maps.<br /

The influence of communication technologies and approaches to study on transactional distance in blended learning

This paper explores the role played by communication technologies and study orientations in the amplification and reduction of transactional distance in blended learning. Factor analysis and structural equation modelling of different communication modes (face to face, email and telephone) revealed that students experience at least some transactional distance when separated from their tutors. Email was found to facilitate the highest levels of immediacy of dialogue for most students. The conclusion is that strategic students are best placed to benefit from blended learning, and that the effects of transactional distance could be analysed more deeply if two subvariables of dialogue were recognised. These are social presence (the perception of connectedness between students and their tutors) and immediacy (the temporal effects of dialogue)

Predicting academic achievement: The role of Motivation and Learning Strategies

The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985). Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999). Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students). Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989) and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987). Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998). Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940). Results are discussed considering Self Determination Theory and previous research.Fil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: de la Iglesia, Guadalupe. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Explorations of Preservice Teachers’ Learning Strategy Use

The objectives were to identify learning strategy strengths and weaknesses of preservice teachers (n = 90) in an entry level educational psychology course that incorporated strategy instruction. Strategy use was assessed at the beginning and end of the course by the Learning and Study Strategies Inventory (LASSI), a diagnostic inventory of 10 scales. A comparison of mean percentiles with LASSI norms on all scales indicated need for remediation by students. The results indicated that learning strategy scores varied according to student GPA and final course grade. Implications for preservice teachers as learners and potential teachers of strategies were discussed

Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students

Efeitos da Cognição, Meta-Cognição e Estratégias Sócio-Afetivas em Estudantes Universitários No campo da psicologia cognitiva, o estudo das estratégias de aprendizagem e ensino despertaram um interesse crescente.&nbsp; Este trabalho mostra o efeito da aplicação de um módulo chamado "aprender a aprender" aplicado a estratégias de aprendizagem em estudantes do segundo ciclo da Universidade Nacional da Amazônia do Peru. A abordagem quantitativa foi utilizada, o desenho foi quase-experimental e o instrumento um questionário de auto-relato. A amostra foi um grupo de cento e vinte e três estudantes universitários (n=120). O efeito do módulo aprende a aprender não apresenta uma melhoria significativa (p&gt;0,05) nas estratégias de aprendizagem. A maturação e a motivação interna foram fatores que poderiam explicar este achado. Palavras-chave: Estratégias de Aprendizagem, Cognição, Metacognição, Estratégias Socioemocionais. &nbsp; Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students ABSTRACT. In the field of cognitive psychology, the study of learning and teaching strategies has aroused a growing interest.&nbsp; This work shows the effect of the application of a module called “learning to learn” applied to learn strategies in students of the second term of the National University of the Amazonia from Peru. The quantitative approach was used, the design was quasi-experimental and the instrument a self-reporting questionnaire. The sample was a group of one hundred twenty-three university students (n=120). The effect of the module learns to learn does not present a significant improvement (p&gt;0.05) in the learning strategies. Maturation and internal motivation were factors that could explain this finding. Keywords: Learning Strategies, Cognitive, Metacognitive, Social Affective Strategies. &nbsp; Efectos de las estrategias cognitivas, meta cognitivas y socio afectivas en estudiantes universitarios RESUMEN. En el campo de la psicología cognitiva el estudio de las estrategias de enseñanza y aprendizaje ha despertado un creciente interés. Este trabajo muestra el efecto de la aplicación de un módulo llamado: “Aprender a Aprender” aplicado en las estrategias de aprendizaje en los estudiantes del segundo ciclo de la Universidad Nacional del Amazonas en Perú. El método utilizado fue cuantitativo, el diseño cuasi experimental y los instrumentos aplicados fueron cuestionarios. La muestra constituyó de un grupo de ciento veinte estudiantes universitarios (n=120). El efecto del módulo “Aprender a Aprender” no representó una mejora significativa (p &gt; 0.05) en las estrategias de aprendizaje. La maduración y la motivación interna son factores que podrían explicar este hallazgo. Palabras clave: Estrategias de Aprendizaje, Cognición, Meta-cognición, Estrategias socioemocionales.Efeitos da Cognição, Meta-Cognição e Estratégias Sócio-Afetivas em Estudantes Universitários No campo da psicologia cognitiva, o estudo das estratégias de aprendizagem e ensino despertaram um interesse crescente.&nbsp; Este trabalho mostra o efeito da aplicação de um módulo chamado "aprender a aprender" aplicado a estratégias de aprendizagem em estudantes do segundo ciclo da Universidade Nacional da Amazônia do Peru. A abordagem quantitativa foi utilizada, o desenho foi quase-experimental e o instrumento um questionário de auto-relato. A amostra foi um grupo de cento e vinte e três estudantes universitários (n=120). O efeito do módulo aprende a aprender não apresenta uma melhoria significativa (p&gt;0,05) nas estratégias de aprendizagem. A maturação e a motivação interna foram fatores que poderiam explicar este achado. Palavras-chave: Estratégias de Aprendizagem, Cognição, Metacognição, Estratégias Socioemocionais. &nbsp; Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students ABSTRACT. In the field of cognitive psychology, the study of learning and teaching strategies has aroused a growing interest.&nbsp; This work shows the effect of the application of a module called “learning to learn” applied to learn strategies in students of the second term of the National University of the Amazonia from Peru. The quantitative approach was used, the design was quasi-experimental and the instrument a self-reporting questionnaire. The sample was a group of one hundred twenty-three university students (n=120). The effect of the module learns to learn does not present a significant improvement (p&gt;0.05) in the learning strategies. Maturation and internal motivation were factors that could explain this finding. Keywords: Learning Strategies, Cognitive, Metacognitive, Social Affective Strategies. &nbsp; Efectos de las estrategias cognitivas, meta cognitivas y socio afectivas en estudiantes universitarios RESUMEN. En el campo de la psicología cognitiva el estudio de las estrategias de enseñanza y aprendizaje ha despertado un creciente interés. Este trabajo muestra el efecto de la aplicación de un módulo llamado: “Aprender a Aprender” aplicado en las estrategias de aprendizaje en los estudiantes del segundo ciclo de la Universidad Nacional del Amazonas en Perú. El método utilizado fue cuantitativo, el diseño cuasi experimental y los instrumentos aplicados fueron cuestionarios. La muestra constituyó de un grupo de ciento veinte estudiantes universitarios (n=120). El efecto del módulo “Aprender a Aprender” no representó una mejora significativa (p &gt; 0.05) en las estrategias de aprendizaje. La maduración y la motivación interna son factores que podrían explicar este hallazgo. Palabras clave: Estrategias de Aprendizaje, Cognición, Meta-cognición, Estrategias socioemocionales.Efeitos da Cognição, Meta-Cognição e Estratégias Sócio-Afetivas em Estudantes Universitários No campo da psicologia cognitiva, o estudo das estratégias de aprendizagem e ensino despertaram um interesse crescente.&nbsp; Este trabalho mostra o efeito da aplicação de um módulo chamado "aprender a aprender" aplicado a estratégias de aprendizagem em estudantes do segundo ciclo da Universidade Nacional da Amazônia do Peru. A abordagem quantitativa foi utilizada, o desenho foi quase-experimental e o instrumento um questionário de auto-relato. A amostra foi um grupo de cento e vinte e três estudantes universitários (n=120). O efeito do módulo aprende a aprender não apresenta uma melhoria significativa (p&gt;0,05) nas estratégias de aprendizagem. A maturação e a motivação interna foram fatores que poderiam explicar este achado. Palavras-chave: Estratégias de Aprendizagem, Cognição, Metacognição, Estratégias Socioemocionais. &nbsp; Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students ABSTRACT. In the field of cognitive psychology, the study of learning and teaching strategies has aroused a growing interest.&nbsp; This work shows the effect of the application of a module called “learning to learn” applied to learn strategies in students of the second term of the National University of the Amazonia from Peru. The quantitative approach was used, the design was quasi-experimental and the instrument a self-reporting questionnaire. The sample was a group of one hundred twenty-three university students (n=120). The effect of the module learns to learn does not present a significant improvement (p&gt;0.05) in the learning strategies. Maturation and internal motivation were factors that could explain this finding. Keywords: Learning Strategies, Cognitive, Metacognitive, Social Affective Strategies. &nbsp; Efectos de las estrategias cognitivas, meta cognitivas y socio afectivas en estudiantes universitarios RESUMEN. En el campo de la psicología cognitiva el estudio de las estrategias de enseñanza y aprendizaje ha despertado un creciente interés. Este trabajo muestra el efecto de la aplicación de un módulo llamado: “Aprender a Aprender” aplicado en las estrategias de aprendizaje en los estudiantes del segundo ciclo de la Universidad Nacional del Amazonas en Perú. El método utilizado fue cuantitativo, el diseño cuasi experimental y los instrumentos aplicados fueron cuestionarios. La muestra constituyó de un grupo de ciento veinte estudiantes universitarios (n=120). El efecto del módulo “Aprender a Aprender” no representó una mejora significativa (p &gt; 0.05) en las estrategias de aprendizaje. La maduración y la motivación interna son factores que podrían explicar este hallazgo. Palabras clave: Estrategias de Aprendizaje, Cognición, Meta-cognición, Estrategias socioemocionales.Efeitos da Cognição, Meta-Cognição e Estratégias Sócio-Afetivas em Estudantes Universitários No campo da psicologia cognitiva, o estudo das estratégias de aprendizagem e ensino despertaram um interesse crescente.&nbsp; Este trabalho mostra o efeito da aplicação de um módulo chamado "aprender a aprender" aplicado a estratégias de aprendizagem em estudantes do segundo ciclo da Universidade Nacional da Amazônia do Peru. A abordagem quantitativa foi utilizada, o desenho foi quase-experimental e o instrumento um questionário de auto-relato. A amostra foi um grupo de cento e vinte e três estudantes universitários (n=120). O efeito do módulo aprende a aprender não apresenta uma melhoria significativa (p&gt;0,05) nas estratégias de aprendizagem. A maturação e a motivação interna foram fatores que poderiam explicar este achado. Palavras-chave: Estratégias de Aprendizagem, Cognição, Metacognição, Estratégias Socioemocionais. &nbsp; Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students ABSTRACT. In the field of cognitive psychology, the study of learning and teaching strategies has aroused a growing interest.&nbsp; This work shows the effect of the application of a module called “learning to learn” applied to learn strategies in students of the second term of the National University of the Amazonia from Peru. The quantitative approach was used, the design was quasi-experimental and the instrument a self-reporting questionnaire. The sample was a group of one hundred twenty-three university students (n=120). The effect of the module learns to learn does not present a significant improvement (p&gt;0.05) in the learning strategies. Maturation and internal motivation were factors that could explain this finding. Keywords: Learning Strategies, Cognitive, Metacognitive, Social Affective Strategies. &nbsp; Efectos de las estrategias cognitivas, meta cognitivas y socio afectivas en estudiantes universitarios RESUMEN. En el campo de la psicología cognitiva el estudio de las estrategias de enseñanza y aprendizaje ha despertado un creciente interés. Este trabajo muestra el efecto de la aplicación de un módulo llamado: “Aprender a Aprender” aplicado en las estrategias de aprendizaje en los estudiantes del segundo ciclo de la Universidad Nacional del Amazonas en Perú. El método utilizado fue cuantitativo, el diseño cuasi experimental y los instrumentos aplicados fueron cuestionarios. La muestra constituyó de un grupo de ciento veinte estudiantes universitarios (n=120). El efecto del módulo “Aprender a Aprender” no representó una mejora significativa (p &gt; 0.05) en las estrategias de aprendizaje. La maduración y la motivación interna son factores que podrían explicar este hallazgo. Palabras clave: Estrategias de Aprendizaje, Cognición, Meta-cognición, Estrategias socioemocionales.En el campo de la psicología cognitiva, el estudio de las estrategias de enseñanza y aprendizaje ha despertado un interés creciente. Este extenso trabajo sobre la aplicación de un módulo llamado "Aprender a aprender" se aplica a las estrategias de aprendizaje de los estudiantes en el segundo ciclo de la Universidad Nacional de Amazonas en Perú. los instrumentos aplicados fueron cuestionarios. La mayor constitución de un grupo de veinticinco estudiantes universitarios (n = 120). El efecto del módulo "Aprender a aprender" no es una mejora significativa (p&gt; 0.05) en las estrategias de aprendizaje. La maduración y la motivación interna son factores que podrían explicar este sello distintivo

Learning strategies: An answer to our Christian responsibilities towards multicultural education?

In a country where development is currently a high priority, effective and efficient learning presents special imperatives for multicultural higher education. One of man's Christian responsibilities is that of education, and in the changing society of the RSA teaching will require a sensitivity to the variation in individual personalities as well as diversity in culture. Students, however, need to realise that they will have to assume a greater responsibility and accountability for their own learning. Knowledge of their own learning and study strategies and application of these can contribute significantly to the accomplishment of optimal learning. An emphasis shift from improved teaching to improved learning has resulted in a depiction of the learner as an active participant in the teaching-learning act. Various instruments for the assessment of learning and study strategies have been developed since the sixties. Two instruments of the past decade that have been tested at the Potchefstroom University since 1989 are discussed and the adoption o f the LASSI (Learning and Study Strategies Inventory) is motivated

Student Approaches to Learning in Aviation Contexts

Self-regulated learning is an important element of student performance and has been found to be linked with content domains. Aviation courses are complex yet serve as the foundation for student success in the flight environment. Since it is critical that students master the content, it is important to determine how students approach learning in these courses. Participants in this study completed a survey consisting of course-related selected-response questions, and open-ended questions focusing on their study habits. Results of the study portray an interesting insight into the learning strategies used by collegiate aviation students. Analyses appear to indicate that learning techniques may need to be improved to promote more successful learning in these types of courses

Estudios Psicométricos de la Escala de Estrategias de Aprendizaje Para Estudiantes Universitarios

The aim of this article is to examine the psychometric properties of a learning strategies scale for university students. The scale was composed of 49 Likert scale items related to cognitive and metacognitive strategies. It was applied in a sample of 1,490 university students. The factor analysis revealed that 35 items had acceptable loadings and identified a three factor structure: Factor 1 - Cognitive and Metacognitive Self-regulation, Factor 2 - Internal Resource and Context regulation, and Factor 3 - Social regulation. Its internal consistency was assessed by Cronbach’s alpha and was .87 for the total scale, .86 for Factor 1, .71 for Factor 2 and .65 for Factor 3. The total variance explained was 26.6%. Further studies are suggested based on confirmatory factor analyses, so that the scale can be better utilized in psychoeducational evaluation.O presente trabalho tem como objetivo examinar as propriedades psicométricas de uma escala de estratégias de aprendizagem para alunos universitários. A escala contém 49 itens fechados, em forma de escala Likert, relacionados às estratégias cognitivas e metacognitivas. Foi aplicada a uma amostra de 1490 estudantes do Ensino Superior. A análise fatorial da escala revelou que 35 itens apresentaram cargas fatoriais aceitáveis e uma estrutura de três fatores: Fator 1 - Autorregulação Cognitiva e Metacognitiva, Fator 2 - Autorregulação dos Recursos Internos e Contextuais e Fator 3 - Autorregulação Social. Os índices de consistência interna, aferidos pelo alpha de Cronbach, foram, respectivamente, 0,87 para a escala total, 0,86 para o Fator 1, 0,71 para o 2 e 0,65 para o 3. A variância total explicada foi de 26,6%. Recomenda-se a continuidade de estudos de validade e precisão, com base na análise fatorial confirmatória para o seu melhor aproveitamento em avaliação psicoeducacional.Este estudio tuvo como objetivo examinar las propiedades psicométricas de una escala de estrategias de aprendizaje para estudiantes universitarios. La escala contiene 49 ítems cerrados, en forma de escala Likert, relacionados a las estrategias cognitivas y metacognitivas. Se aplicó a una muestra de 1.490 estudiantes de Educación Superior. El análisis factorial reveló que 35 ítems tuvieron cargas factoriales aceptables y una estructura de tres factores: Factor 1 - Autorregulación Cognitiva y Metacognitiva, Factor 2 - Autorregulación de Recursos Internos y Contextuales y Factor 3 - Autorregulación Social. Los índices de consistencia interna, medidos por el alfa de Cronbach, fueron, respectivamente, .87 para la escala total, .86 para el Factor 1, .71 para el 2 y .65 para el 3. La varianza total explicada fue de 26,6%. Se recomienda la continuidad de estudios de validez y fiabilidad, basados en análisis factorial confirmatorio para su mejor aprovechamiento en evaluación psicoeducacional