Development Of Independent Learning Skills Research Articles

A Study of Autonomous Learning Strategies Implemented by Members of Indonesia English Community

Autonomous learning is extremely important because it helps students promote independency, self-awareness, determination, and adaptability in technology employment in learning. The aim of this study is to describe the learning strategies of each autonomous learning level among members of the English Conversation club and to inquire about their outcomes in the form of speaking fluency. Therefore, this study case study research design to find patterns and connections, and inquire phenomena in depth. The results show that the advanced and intermediated level participants employ a metacognitive strategy which helped them to plan, monitor, and evaluate their learning, additionally, they displayed a high level of speaking fluency as the outcome of the strategy they employed. The beginner level employed a social mediation learning strategy and showed less autonomous learning activity but still had high speaking fluency, probably due the language aptitude. Whereas the emerging level participant employ a social mediation learning strategy and showed less autonomous activity, he displayed a low level of fluency. Participants with advanced, intermediated, and beginner level possess intrinsic motivation which helps them with their consistency and improvement. This study helps to understand the relationship between autonomous learning strategies, autonomous level, and speaking fluency outside of the classroom. It provides evidence that metacognitive strategy can lead to speaking fluency improvement and intrinsic motivation. Educators should develop teaching methods that promote the development of independent learning skills and intrinsic motivation in students.

FIZIČKO VASPITANjE U ŠKOLI U PRIRODI

School, as an educational institution, has been losing its monopoly in terms of achieving its educational mission, and especially in terms of the realization of the goals and tasks of physical and health education. The central place in the achievement of these tasks belongs to Physical education, but the results have not been satisfactory. School-age children are less and less physically active, which inevitably results in poor motor skills and a disturbed biological and psychological balance of the body. It cannot be expected that school would change this situation. As a response to the mentioned problem, using the method of theoretical analysis, this paper explores pedagogical values of open air schools. The classical pedagogy authors, from the XVII to the XIX century, such as J. A. Komenski, J. Lock, J.-J. Rousseau and J. H. Pestalozzi, wrote about the advantages of these schools, and due to the possibility of an integrative approach, they are current in today’s modern world. Although open air schools are organized once a year, their comprehensive educa- tional approach compensates for certain weaknesses of traditional schools. These schools achieve their goals through physical activity; a teaching approach that combines theory and practical work; improvement of previously acquired knowledge and skills; integrative ap- proach; development of independent learning skills; leisure activities. An open air school can reduce consequences of the lack of physical activity in children, their prolonged stay in polluted environments and improper nutrition. Positive influence of open air schools have long-term effects on children. The implementation of numerous activities in open air schools compensates for certain weaknesses in the realiza- tion of the educational role of the school in general, which is why it is often the target of criticism. Therefore, it is crucial to sistematically educate teachers for the implementation of the integrative approach in a different teaching environment.

Motivative aspects of studying mathematics by students of «humanitarian» specialties

Mathematical models, which are means to reflect almost all processes and phenomena, penetrate intensively into all life spheres and play an important role in both natural science, engineering research and humanities. In this regard, new requirements are being put forward for training future specialists of various qualifications, to form professional competencies of which it’s necessary to master mathematics foundations. The article substantiates the importance to form mathematical competence of students of humanitarian specialties. Under the humanitarian specialties here, we mean specialties related to business, such as «Trade», «Management», «Marketing», «Advertising and public relations», etc. At the same time, the authors note that each specialty has a component reflecting and modeling real situations in the industry, which is quite interesting and accessible to junior students of the listed specialties and can be demonstrated even in the math basic course. The article emphasize that the topic relevance is dictated by the transition to a competency-based learning model, which, among other things, implies the development of independent learning skills among university students. The paper shows that the introduction of professional orientation in teaching mathematical disciplines is complicated by the lack of appropriate technologies and standards, as well as by a drop in the level of school mathematics training. It analyzes some aspects of this issue and emphasizes that motivational aspects should be put at the forefront while developing mathematics courses for students of humanitarian specialties of the university. The authors conclude that the competent mathematics course elaboration for students studying in the humanities will help to understand the importance of mathematical foundations for their further growth, awaken their desire to analyze, highlight the main thing, reason, see many ways to solve professional problems.

Issues of Improving the Technology of Organization and Management of Independent Learning Activities of Students in the Fine Arts

This article is devoted to the organization of independent educational technologies in the professional training of future teachers of fine arts, the development of its methodological, creative, art and educational systems. Also, methodological support, the organization of independent education on the basis of modern pedagogical technologies and the development of independent learning skills of students focus on the problems of organizing the development of lessons in the professional disciplines of fine arts.

Developing information literacy through independent learning projects in a UK setting

Two information literacy skills pilot projects are being undertaken at Malvern St James School (MSJ) with Year 6 and Year 9 pupils during 2009-10. The projects encourage the development of independent learning skills, with pupils planning, managing and executing both the research and practical elements of their project. Each pupil sets their own aims and objectives and it is the process skills as well as the project that is assessed. The projects examine pupil motivation levels, if pupils can use research to inform their practical project and how pupils respond to opportunities to undertake self-directed learning.

Effect of Special Study Module of Entrapment Neuropathy on Learning: Experimental Study

Amaç: Akdeniz Üniversitesi Tıp Fakültesi, öğrencilerinin bağımsız öğrenme becerilerinin gelişmesine katkı sağlayan farklı eğitim yöntemleri kullanmaktadır. Öğrenci merkezli ve kendi kendine öğrenmeyi hedefleyen eğitim yöntemleri arasında yer alan uygulamalardan biri de özel çalışma modülleridir (ÖÇM). ÖÇM, öğrencilere seçtikleri bir alanda derinlemesine çalışma olanağı sağlamaktadır. Mezuniyet öncesi tıp eğitimine yönelik bilgi ve becerinin gerçekleşmesinde özel çalışma modülleri önemli bir role sahiptir. ÖÇM uygulamalarında konu alanlarında farklı sınıflamalar mevcuttur. Genel olarak çekirdek müfredata dayalı konular, çekirdek müfredat dışı olup tıpla ilgili konular ya da tıp dışı konuları kapsamaktadır. Bu çalışmada modüldeki öğrencilerin aktif bir öğrenme yöntemi ile verilen “Tuzak Nöropati” modülü sonucunda edindikleri bilginin kalıcılığının test edilmesi amaçlanmıştır. Gereç ve Yöntem: Bu Çalışmada, “Tuzak Nöropatiler” konulu ÖÇM uygulaması dönem II öğrencileriyle gerçekleştirilmiştir (n=42). Öğrencilere kontrol gruplu deneysel desen modeli uygulamak üzere ön test, son test ve kalıcılık testi uygulanmıştır. Kontrol grubu ise modülde yer almayan gönüllü öğrencilerden seçilmiştir (n=21). Deney ve kontrol grubuna ait ön test, son test ve kalıcılık testine ait değerler arası fark test edilmiştir. Test puanları karşılaştırılarak istatistiksel analizleri SPSS programında yapılmıştır. Bulgular: Çalışmanın başında tuzak nöropatiler hakkındaki bilgi düzeyinin deney ve kontrol grubunda benzer düzeylerde olduğu tespit edilmiştir (p=0,11,p>0,05). Deney öğrencilerinin son test bilgi düzeylerinin kontrol grubuna göre daha yüksek düzeylerde olduğu görülmüştür (p=0,01,p<0,05). Deney grubu öğrencilerinin son test bilgi düzeylerinin ön testlere göre daha yüksek olduğu görülmüştür (p=0,01,p<0,05). Deney grubu öğrencilerinin bilgi düzeylerinin anlamlı şekilde gelişim gösterdiği ve tespit edilen bu gelişim düzeyinin uygulamadan 3 ay sonrasında ise başlangıç düzeyine göre kalıcı şekilde korunduğu tespit edilmiştir (p=0,01,p<0,05). Sonuç: Tuzak Nöropati ÖÇM’sinin sonunda öğrencilerin bilgi düzeyleri kontrol grubuna göre istatistiksel olarak anlamlı şekilde yükseldiği ve bu gelişimin 3 ay sonrasında da korunabildiği tespit edilmiştir. Küçük gruplarla yapılan interaktif çalışmaların bilgi düzeyi üzerinde olumlu etkisinin olduğu görüşündeyiz.

A student and staff partnership in the development of a student directed independent learning toolkit

This case study offers reflection and evaluation on a student and staff partnership that utilises the principles of action research in the development of a practical toolkit to support directed independent learning by students. Since 2016, in an ongoing project under the auspices of the Hillary Rodham Clinton School of Law internship scheme, students have worked in partnership with members of staff to address the support for students’ development of independent learning skills to enable their full engagement with different university teaching styles. This project theme was chosen because it has the potential to have a significant impact on creating or supporting student confidence in students’ academic ability and associated mental wellbeing and sense of satisfaction and achievement. Students are best placed to provide solutions and inform the development of independent learning skills within a student-staff partnership project that facilitates active collaboration and the power to co-create.

Development of independent learning skills for future biology teachers through interactive learning technology

Development of independent learning skills for future biology teachers through interactive learning technology

Teaching independent learning skills in the first year: A positive psychology strategy for promoting law student well-being

<p class="p1"><em>Empirical evidence in Australia and overseas has established that in many </em><em>university disciplines, students begin to experience elevated levels of </em><em>psychological distress in their first year of study. There is now a considerable </em><em>body of empirical data that establishes that this is a significant problem for </em><em>law students. Psychological distress may hamper a law student’s capacity to </em><em>learn successfully, and certainly hinders their ability to thrive in the tertiary </em><em>environment. We know from Self-Determination Theory (SDT), a conceptual </em><em>branch of positive psychology, that supporting students’ autonomy in turn </em><em>supports their well-being. This article seeks to connect the literature on law </em><em>student well-being and independent learning using Self-Determination </em><em>Theory (SDT) as the theoretical bridge. We argue that deliberate instruction </em><em>in the development of independent learning skills in the first year curriculum </em><em>is autonomy supportive. It can therefore lay the foundation for academic and </em><em>personal success at university, and may be a protective factor against decline </em><em>in law student psychological well-being</em></p>

Supporting the Development of Autonomous Learning Skills in Reading and Writing in an Independent Language Learning Centre

This article draws on observations, examples and findings from previous action research and teaching experiences gathered in an independent language learning centre in a university in Hong Kong to explore strategies for supporting independent learning. The learning centre offers one-to-one and small-group learning sessions to support the development of independent learning skills in various areas. This discussion will explore particularly the focuses of reading and writing skills development. These learner-centred support sessions aim to develop awareness of different types of learning strategies to suit individual learning needs, and cultivate interest and ability for continuous self-learning. The benefits of a semi-structured scaffolding format with attention to individual learning differences and supported by technology will be highlighted.

The transition to blended e-learning. Changing the focus of educational delivery in children’s pain management

Many health professionals within the UK experience difficulty in accessing further education due to increased workload, reduction in budgets and personal commitments. This paper discusses the redevelopment of a children's pain management (CPM) module to blended e-learning in response to changing workforce needs. The rationale for changing the pedagogy which underpinned the mode of delivery of the module was associated with a number of factors. Reduction in student numbers, difficulties with nurses being released from their practice setting and a desire from stakeholders to maintain pain management education. An on-line questionnaire was utilised to undertake a module evaluation which formed part of the University teaching and learning strategy. Evaluations were generally positive, however, some ethical and professional issues emerged surrounding a lack of study time and level of computer expertise amongst the students. Negotiation is being undertaken with stakeholders to ensure future students are provided with protected study time. Further development with electronic assignment submission will enable the module to be accessible to a wider national and international audience. Change of module delivery to blended e-learning has assisted the health professional to learn in a manner that is adaptable to their workplace and promotes life-long learning by development of independent learning skills.

Using a strategy of ‘structured conversation’ to enhance the quality of tutorial time

This article considers the impact of a technique of structured conversation to enhance a student‐centred approach to tutorial time. It is suggested that the development of such an approach can provide enhanced learning support in the current challenge of widening diversity in the learner population. Many students in modern tertiary education show atypical learning styles, and in the past this would have reduced their opportunities for further and higher education. It is now recognised that a key factor in this is the development of independent learning skills in each individual, located within their own learning style. Informed use of tutorial time can be instrumental when working with students who need support in cognition or focus. This article examines the impact of structured interaction in tutorial time for students with autistic spectrum disorder (ASD). Research was undertaken by situational case study of tutorial time. Two students with ASD were observed within a project to introduce a programme of visual structure (‘Comic Strip Conversation’) into the tutorial setting in further education. Observations were carried out both before and after the introduction of this programme into the tutorials. The results demonstrated that there was greater focus and involvement for both students when visual structuring of the conversation was used. This was seen to occur in all areas of the tutorial: in retrospective description, in reflection, and in the forward planning of events and workload. This article reports on the research and proposes its wider dissemination.

Techno‐pedagogy and the Conversational Learning Paradigm: Delivering the Curriculum at the Centre for Individual Language Learning

Techno‐pedagogy or the powerful combination of various technologies and pedagogy provides new opportunities to support a range of learning environments. This article describes how the Centre for Individual Language Learning (CILL) at Temasek Polytechnic in Singapore applies techno‐pedagogy to a conversational self‐organised learning (S‐O‐L) environment. The concept of S‐O‐L is explained in terms of conversational constractivist learning events within a social context. We also review the pedagogy of S‐O‐L in terms of delivering task management components within a learning organisation. We then show how the CILL facility functions as a self‐organised conversational learning environment with its adapted working model of S‐O‐L pedagogy. We then discuss the three key technologies available in CILL and explain how the integration of these three technologies provides for a conversational scaffolding learning environment that helps deliver the CILL curriculum. This pedagogic process facilitates in learners the development of independent learning skills through both collaborative and individualized language learning encounters that enables them to take increased responsibility for self‐organising their own learning in both school and the community. The article concludes by discussing the benefits of techno‐pedagogic solutions and how these have shaped learning within a self‐organised conversational learning environment at CILL.

An Implementation of Active Learning and its Effect on the Quality of Student Learning

This paper examines the effectiveness of active learning implemented in two undergraduate programmes at the Hong Kong Polytechnic University. Several learning activities were implemented during student seminar sessions. The effectiveness of these activities was investigated using questionnaires and interviews to explore student attitudes as well as the Study Process Questionnaire to measure student approaches to learning. Results showed that active learning made a valuable contribution to the development of independent learning skills and the ability to apply knowledge. It also helped to create interest in the curriculum and to prepare students for their future careers. The activities used affected the quality of student learning by shaping the way that students studied and meeting desired learning outcomes. The results are discussed in the context of student approaches to learning and in relation to the programmes' educational objectives.

Teaching the use of information resources (TUIR) and the schools of librarianship

Replies to a short questionnaire sent to the 18 schools of librarianship and information studies in the British Isles indicate that most schools include short or long units on teaching the use of information resources in their courses, or integrate TUIR into broader subject areas. Arguments for and against TUIR are noted. The future development of TUIR may lie in the wider area of cooperation in the development of independent learning skills.