Developing independent learning skills via the web

This poster presentation examines the impact of the web-based resources produced to develop information literacy and research skills required to complete the dissertation module for a BSc in Information Management. This module was selected because of its emphasis on independent learning, and web resources were designed to provide a support framework that would enable students to operate as effective independent learners. Preliminary findings have shown that students at the advanced level of the degree are not equipped with independent learning skills and are particularly poor at the types of competences promoted by the Society of College, National and University Libraries (SCONUL)’s Information Skills model. We will assess the effectiveness of the web-based resources to develop these skills by examining student and peer-based feedback

Promoting independent learning skills using video on digital language laboratories

This is the author's PDF version of an article published in Computer assisted language learning ©2006. The definitive version is available at http://www.informaworld.com/The article discusses the potential for developing independent learning skills using the digital language laboratory with particular reference to exploiting the increasingly available resource of digital video. It investigates the potential for recording and editing video clips from online sources and digitalising clips from analogue recordings and reflects on the current status quo regarding the complex copyright regulations in this area. It describes two pilot self-access programmes based on video clips which were undertaken with University College Chester undergraduates and reflects on the value of the experience for students in developing a wide range of language skills as well as independent learning skills using their feedback on the experience

Konseling Individual Menggunakan Teknik WDEP untuk Meningkatkan Keterampilan Belajar Siswa

Learning skills are very important in learning, because with learning skills students can learn well and get maximum results. Learning skills as an asset in improving the quality of student learning. This study uses an action research method to provide an overview of the solution to the problem of low student learning skills in vocational high schools. Students are able to improve their learning skills through the technique WDEP System. This technique of WDEP improving can raise awareness of the important learning skills by conducting self-evaluations by exploring and assessing student behaviors, especially irresponsible behavior that results in low learning skills. After knowing and assessing their behavior, students together with the supervising teacher make plans for more responsible future behavior, in which there is a commitment between the supervising teacher and students. With this commitment, students are required to be responsible for the plans they have made. This will certainly help students improve their learning skills by emphasizing their responsibilities as students

Fostering medical students' lifelong learning skills with a dashboard, coaching and learning planning.

IntroductionTo develop lifelong learning skills, students need feedback, access to performance data, and coaching. A new medical curriculum incorporated infrastructural supports based on self-regulated learning theory and the Master Adaptive Learner framework to engage students in reflection and learning planning. This study examines students' experience with a performance dashboard, longitudinal coaching, and structured time for goal-setting.MethodsFocus groups with first-year medical students explored performance dashboard usage, coaching and learning planning. We analyzed findings using thematic analysis. Results informed development of a 29-item survey rated strongly disagree (1) to strongly agree (5) to investigate experience with the dashboard, coaching and learning goals program. The survey was distributed to one first-year medical student class. We performed descriptive statistics and factor analysis.ResultsIn three focus groups with 21 participants, students endorsed using the dashboard to access performance information but had trouble interpreting and integrating information. They valued coaches as sources of advice but varied in their perceptions of the value of discussing learning planning. Of 152 students, 114 (75%) completed the survey. Exploratory factor analysis yielded 5 factors explaining 57% of the variance: learning goals development (α = 0.88; mean 3.25 (standard deviation 0.91)), dashboard usage (α = 0.82; 3.36 (0.64)), coaching (α = 0.71; 3.72 (0.64)), employment of learning strategies (α = 0.81; 3.67 (0.79)), and reflection (α = 0.63; 3.68 (0.64)).DiscussionThe student performance dashboard provides efficient feedback access, yet students' use of this information to guide learning is variable. These results can inform other programs seeking to foster lifelong learning skills

KET / GED Learning Skills Packets

Learning skills packets for KET / GED students published by the Appalachian Adult Education Center circa 1970

Online learning support in constructivist environments

Academic learning can essentially be seen as a constructivist process. This of course, is an alternative approach to traditional university teaching, insofar as learning is facilitated rather than taught. In consequence, learning in online constructivist environments has to be supported by appropriate resources and requires a number of specific skills from both tutor and learners, that is, online tutor skills, online learning skills and specifically designed online learning facilities