Development Of Learning Skills Research Articles

The concept of hybrid human-AI regulation: Exemplifying how to support young learners’ self-regulated learning

Hybrid systems combining artificial and human intelligence hold great promise for training human skills. In this paper, I position the concept of Hybrid Human-AI Regulation and illustrate this with an example of a first prototype of a Hybrid Human-AI Regulation (HHAIR) system. HHAIR supports self-regulated learning (SRL) in the context of adaptive learning technologies (ALTs) with the aim to develop learners' self-regulated learning skills. This prototype targets young learners (10–14 years) for whom SRL skills are critical in today's society. Many of these learners use ALTs to learn mathematics and languages every day in school. ALTs optimize learning based on learners' performance data, but even the most sophisticated ALTs fail to support SRL. In fact, most ALTs take over (offload) regulation from learners. In contrast, HHAIR positions hybrid regulation as a collaborative task of the learner and the AI which is gradually transferred from AI-regulation to self-regulation. Learners will increasingly regulate their own learning progressing through different degrees of hybrid regulation. In this way HHAIR supports optimized learning and the transfer and development of SRL skills for lifelong learning (future learning). The HHAIR concept is novel in proposing a hybrid intelligence approach training human SRL skills with AI. This paper outlines theoretical foundations from SRL theory, hybrid intelligence and learning analytics. A first prototype in the context of ALTs for young learners is described as an example of hybrid human-AI regulation and future advancement is discussed. In this way, foundational theoretical, empirical, and design work are combined in articulating the concept of Hybrid Human-AI Regulation which features forward adaptive support for SRL and transfer of control between human and AI over regulation.

Self-Regulated Learning in Online-Based Teacher Education And Training Programs

<p>The era of the coronavirus disease pandemic is increasingly driving the process of transforming teacher education and training from face-to-face to online-based. Besides having flexibility and accessibility, in practice, the transformation process has several weaknesses and challenges. One of them is a culture of self-regulated learning from the participating teachers. For this reason, the purpose of this article is to review self-regulated learning in online-based teacher education and training programs with key questions- how important is self-regulated learning in online-based teacher education and training programs? and how to facilitate the development of self-regulated learning in online-based teacher education and training programs? To answer this, we conducted a literature study of various books and previous research articles, so that the results were complete, both conceptually and empirically. As a result, self-regulated learning has become an important and strategic aspect for the success of any learner or online learning program, including online-based teacher education and training programs. For this reason, every designer, organizer and instructor need to facilitate the development of participants selfregulated learning aspects through their online learning platforms. Although it cannot be assumed that they will automatically and effectively develop their self-regulated learning skills, through deliberate design and facilitation efforts, they need to create and sustain the development of self-regulated learning skills of e-learners through rich learning experiences. Positive self-regulated learning tends to encourage the success of the online-based teacher education and training programs because teachers will give their best efforts to complete their online learning and have the potential to achieve the best results.</p>

Experience of using distance learning tools in ESP instruction at technical university: a case of Ukraine

The research was aimed to analyze students’ attitudes towards distance ESP learning in respect to its utility, attractiveness, accessibility, motivational potential, educational value and future prospects. For that purpose a survey of bachelor and master degree students of a technical university in Ukraine was used which focused on features of distance learning that were important for them as adult learners. The students’ positive estimation of remote ESP teaching with the use of MOOC, Zoom, Classtime and MyGrammarLab tools permitted us to conclude that this instruction mode can promote learning efficiency due to a number of its features: high accessibility, flexibility and convenience of learning, provision of opportunities for language acquisition, development of autonomous learning skills, preparation for future career, advancement in the use of technologies.

Perception of Medical Students towards Teaching and Training at Public and Private Medical Colleges of Peshawar Using Dundee Ready Education Environment Measure

The importance of teaching and training quality has been acknowledged as critical for successful learning and practical skill development. The perceptions of medical students toward teaching and training offer a good basis for altering and refining the quality of medical teaching. The purpose of this study was to analyses students' perceptions of teaching also training at public and private medical colleges of Peshawar, Pakistan. Materials and Methods: The Dundee Ready Educational Environment Measure (DREEM) questionnaire was given to 240 pupils from various public and private medical schools. The questionnaire has 27 items that were rated on an 0-4 Likert scale (total scores between 0-108). The questionnaire had five subscales that assessed students' perceptions of learning, teaching, environment, academic self-perception, and social self-perception. Data was collected and mean and standard deviation for each subscale was calculated using SPSS. Results: The total mean score of DREEM both public and private was 64/108 (59%). The total mean score for public and private was 65/108 (60%) and 62/108 (57%) respectively. The total score of SPL domain for public and private was 16.81/28 (61%) and 16.09/28 (57%). The total score of SPT was 19.52/32 (61%) for pubic and 19.67/32 (61%), while that of SASP was 5.02/8 (62%) and 4.33/8 (54%). The total score of SPA domain was 19.31/32 (60%) and 17.91/32 (55%) while that of SSSP was 4.9/8 (61%) and 4.49/8 (56%) for public and private medical colleges respectively. For SPA, SSSP, SASP, SPL and SPT domain the score of public medical colleges was ≥60% and for private only SPT was 61% and the remaining were <60%. Conclusions: Total DREEM score was 64.02 which are more positive than negative. However, the individual scores of domains for both public and private medical colleges were showing a positive perception of students except the SASP domain for private medical colleges, which is showing many negative aspects and needs further exploration.

The attitude of university students to distance learning in the context of the spread of coronavirus

The article condemns the problem of the attitude of university students to distance learning in the conditions of the spread of coronavirus. It describes the results of a study, the main purpose of which is to show how the attitude of students to the conditions for obtaining education in a distance format is changing. The article indicates that distance learning has become a forced form of student training due to the pandemic and the widespread lockdown in April 2020. Neither teachers nor students had been prepared for distance learning, this caused a negative attitude to the educational process, which could not but affect its results. The article gives the concept of distance learning, briefly describes its history, discusses the advantages and disadvantages. The results of a survey of students in May 2020 and in May 2021 are presented in order to clarify the changes in their attitude to distance learning. The analysis of the questionnaire showed that for many students, adaptation to distance learning was quite difficult. The majority of the surveyed students preferred traditional contact training and with great problems and reluctance studied in a distance format, which has both subjective and objective reasons. In May 2021, a repeated survey of students was conducted, which showed significant changes over the past year in relation to remote technologies. Despite the fact that the value of daily contact with teachers and classmates remains high for students, they do not deny the opportunity to study remotely. The results of the study show that the development of distance learning skills by students affects the attitude to it. The article describes the conditions for the effectiveness of distance learning in the modern realities of education.

Higher education establishments students professionally oriented English communication skills and abilities of autonomous learning development

The article considers the issue of expanding knowledge, developing skills and abilities of autonomous learning of professionally oriented English communication of students of higher education establishments. The definition of “autonomous learning of professionally oriented English communication” is presented as a free, self-selected and managed, internally motivated learning activities to master professionally oriented English communication, which involves students to follow the established procedure: defining the purpose and objectives of educational activities, giving this activity personally meaningful content, subordination of other interests and forms of employment to achieve the set purpose, self-organization in definition of educational actions and time of performance and self-control of their performance. Examples of tasks for expanding knowledge and developing skills of autonomous learning are demonstrated. A set of abilities of autonomous learning of professionally oriented English communication is presented, which includes: the ability to formulate goals and plan educational activities; methodological skills; reflexive and evaluative skills; corrective skills. The stages of autonomous learning are characterized, namely: preparatory; choice of purpose and mode of action; effort regulation and planning; reflexive. A system of exercises and tasks for the development of autonomous learning skills has been developed, which is the ratio of the stages of autonomous learning with groups of exercises and the content of tasks aimed at developing skills in autonomous learning of professionally oriented English communication. It is determined that the educational autonomy of students is limited and involves active cooperation of students and teachers in the educational process and can be characterized by three sub-levels: receptive, reproductive and productive.

Effective Modes of Conceptual Teaching and Learning in Pakistan: An Undergraduate Medical Students’ Perspective

Background: There are more than 50 medical colleges in Punjab, and the traditional mode of teaching is ‘teacher dominant’, while students are passive learners. The curriculum prescribed by the University Of Health Sciences (UHS) emphasizes more on theoretical knowledge of subjects along with extensive memorization, but less stress on concept building and development of learning skills. Although traditional modes of teaching are adopted by medical institutes, but knowledge about the students’ perspective regarding concept building and learning skills is utmost necessary to improve the methods of teaching Aim: To assess the students’ perception regarding effective teaching, concept building and learning strategies. Methods: The study involved a total of 378 male and female students from MBBS, BDS and DPT sessions and a structured questionnaire was given to each student after taking consent, and teaching modalities were rated using Likert scale. Results: Out of 378 students, 62% were females, while 38% were males, and among these 43% students were residing in hostels, while 57% were day scholars. Illustration of concepts using white board was rated 61.2%, interactive sessions/tutorials 46.1%, demonstrations by teacher 34%, power point presentation lectures using multi-media 25% while small group discussion was rated 6.5%. Conclusions: White board teaching was considered as most effective tool for development of concept and learning (61.2%), followed by interactive sessions (46.1%). Power point presentation lecture was rated as 2nd least effective method (25%), while small group discussions was rated as least effective modality (6.5%). Keywords: Conceptual teaching, medical students, modes of learning

Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review

Purpose Competency-based medical education (CBME) emphasizes the need for learners to be central to their own learning and to take an active role in learning. This approach has a dual aim: to encourage learners to actively engage in their own learning, and to push learners to develop learning strategies that will prepare them for lifelong learning. This review paper proposes a theoretical bridge between CBME and lifelong learning and puts forth the argument that in order for CBME programs to produce the physicians truly needed in our society now and in the future, learning environments must be intentionally designed to foster mastery goal orientations and to support the development of adaptive self-regulated learning skills and behaviours. Materials and methods This narrative literature review incorporated results of searches conducted by a subject librarian in PsycInfo and MedLine. Articles were also identified through reference lists of identified papers to capture older key citations. Analysis of the literature used a constructivist epistemological approach to develop an integrative description of the interaction of achievement goal orientation, self-regulated learning, learning environment, and lifelong learning. Results Findings from achievement goal theory research support the assumption that adoption of a mastery goal orientation facilitates the use of adaptive learning behaviours, such as those described in self-regulated learning theory. Adaptive self-regulated learning strategies, in turn, facilitate effective lifelong learning. The authors offer evidence for how learning environments influence goal orientations and self-regulated learning, and propose that CBME programs intentionally plan for such learning environments. Finally, the authors offer specific suggestions and examples for how learning environments can be designed or adjusted to support adoption of a mastery goal orientation and use of self-regulated learning behaviours and strategies to help support development of adaptive lifelong learners.

Origami as A Media for Introduction to Early Mathematics

Early mathematics learning needs to be done in a fun way and adjusted to early childhood development. One of the methods to learn mathematics in early childhood is by using games with attractive visuals or media. In this paper, literature study was done to describe the use of origami for early mathematics learning in early childhood. Origami is generally used for the development of fine motor skills in early childhood learning and the teaching is done using the demonstration method. By modifying origami paper using the Huzita-Justin construction, the learning process can be carried out more easily and simply, without the demonstration method. The aspects that can be achieved by using origami media are logical thinking, symbolic thinking, and visual-spatial thinking. However, it is still not widely used, since origami construction paper is not easy to make.

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.

THE ACTIVE LEARNING ATTRIBUTES AND EMPLOYABILITY READINESS AMONG ENGINEERING GRADUATES IN THE HIGH EDUCATION INSTITUTES IN OMAN

The aim of this study is to investigate the effects of Active Learning attributes on the employability readiness of the engineering graduates of the High Education Institutes in Oman. The study adopted self-directed structured questionnaire was distributed to a sample of engineering students and graduates from a number of colleges and universities. The study used the structural equation modelling (SEM) for analysed the collected data. The findings of the study reveal that universities active learning facilities have high positive attribution for promoting team work skills, learning in safe working environment, endorsing adaptability skills, and developing analytical thinking abilities among graduates. However, the findings of the study indicate that HEIs are requested to effectively utilise active learning facilities to promote the attainment of technical skills, development of lifelong learning skills especially the openness to new ideas and the drive to use new technologies, endorsement of problem-solving skills, and the engagement and the development of graduates’ intrinsic motivation to improve their graduates’ Readiness for Employability. Specifically, study findings showed Active Learning attributes factor could have high influence on the Readiness for Employability of the graduates in Oman when they are utilised effectively. Finally, the study’s implementations and recommendations could be transferred to the Gulf and Arab or other countries’ contexts having similar settings of HE systems and similar issues of skills gap and employability concern of their graduates.

The Student Self-Accommodation Strategy for Students With Visual Impairments

Introduction Accommodations are essential for the successful participation of individuals with visual impairments in post-secondary education and employment. Passive experiences with accommodations in school, plus a complex advocacy process warrant the need to support students to engage in the accommodations process. Methods Four high school students with visual impairments were taught the Student Self-Accommodation Strategy. A parallel multiple-case design was used to determine how and how well the participants learned and used the strategy and to investigate their development of metacognitive knowledge and self-regulated learning (SRL) skills. Results The participants all learned the strategy to varying extents. The cross-case analysis revealed that recall and understanding the purpose of the strategy supported strategy performance but were not associated with in-class use of the strategy. Additionally, participants did not experience changes with metacognition or SRL; however, they did demonstrate metacognitive knowledge on multiple data sources, with few demonstrations of SRL. Discussion Findings indicate that the Student Self-Accommodation Strategy is accessible to students with visual impairments. Three factors seemed to be associated with the learning and use of the strategy: verbal and reasoning skills, achievement, and emotional-behavioral regulation. Metacognition and SRL can positively affect students with visual impairments. Implications Future work with the Student Self-Accommodation Strategy should incorporate in-class strategy coaching and an explicit investigation of the factors that seemed to influence strategy learning and performance. Research and practice should give greater attention to metacognition and SRL for students with visual impairments.

Life-long learning skills as a basis for individual learning style of university students

In a current situation of society development, each person should have life-long learning skills, which allow him to be flexible, autonomous, able to adapt to different scenarios of todays unstable reality. These skills can be referred to the category of soft skills, the development of which give the students the opportunity to organize their learning process effectively, and it will also help in forming students individual learning style. Life-long learning skills formed at the university can also be considered as skills oriented to the prospect of further personal and professional development perspective life-long learning skills. Thus, the purpose of this study is to find mechanisms of the development of students life-long learning skills that also help in forming their individual learning style. Using the methods of theoretical, structural-content and comparative analysis, as well as the synthesis of ideas, it was possible to find out that life-long learning skills belong to the category of soft methodological skills, the development mechanism of which is the strategies of independent learning. Moreover, studying the relationship between such concepts as life-long learning skills, universal competencies, individual learning style showed that the development of soft methodological skills of life-long education is the basis for the formation of students individual learning style. As part of the study, it was developed a methodology for teaching students cognitive and metacognitive strategies for independent learning in a foreign language class while working on listening. As the expected results of the application of this methodology, it is assumed that having mastered the strategies and techniques of independent learning, students will be able to deal with the learning material better, which in turn will help to master the competences more successfully, to increase learning motivation and to form students subjective position. As a prospect for further research, we see the development and testing of technology for teaching students the skills of life-long education, with a detailed description of the stages and guidelines for students and teachers.

Project-Based Learning and Doctoral Student Research Skill Development: A Case Study

The purpose of this study was to understand the ways doctoral students in an online Ed.D. program developed their skills as practitioner researchers through a project-based learning (PBL) experience. In order to describe and analyze the nature of the students’ PBL experiences, case study methodology was used. Interviews, a video-recording of a two-hour synchronous class session, and student generated artifacts were iteratively analyzed by a team of researchers. Results reveal underlying tensions within three case themes: individual versus collective learning, simulated versus real research experience, and public class activity versus private group conversations. These findings demonstrate that Ed.D. program area faculty must balance the competing tensions raised by these case themes in order to facilitate research skill development and foster the ability of their students to grow as practitioner scholars.

Using of sigil software in math education: e-module development and effects on self-regulated learning skills

In the delivery of content, it is important to have multimedia elements so that the learning material delivery can be well received by students. One of these elements is the e-module. This study aims to create an e-module based on Sigil software on enumeration principles, as well as to examine the effects on self-regulated learning (SRL) using the e-module. In this study, action research techniques were used. Some of the researchers are both practitioners and researchers in the research. This e-module development focuses on the development design phases of Alessi & Trollip (2001), which consist of three stages, namely: the planning stage, the design stage, and the development stage. Product tests were performed at the production stage to assess the feasibility of the e-module. The validation test performed was an alpha test and a beta test. The alpha test was carried out by seven content experts and two media experts. The beta test was carried out through a beta-1 test involving 30 students and a beta-2 test involving 27 students of Vocational High School, Lembang, Indonesia for the 2020/2021 academic year. Data were collected through interview guidelines, questionnaires for material experts and media experts, students who responded to questionnaires, and questions’ tests. Data analysis techniques for assessing the viability of e-modules used descriptive data analysis, Cochran Q Test for three or more paired samples As a result of the study, an increase has been observed in students' ability to design e-modules for mathematics lessons. At the same time, it supported the development of student's cognitive and affective factors related to the mathematics course. It has been determined that e-module design is a very effective instructional design in the development of students' self-regulated learning skills. In future research, the effects of e-module design stages on students can be examined in detail. In addition, it can be examined in detail which self-regulated learning skills are developed and to what extent.

The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills

In addition to content knowledge, it is necessary to teach learning skills. Using relevant learning skills assures better learning outcomes and abilities for the whole life course. Due to a packed curriculum or teachers having insufficient skills, student learning skills are often neglected. The aim of this study is to find out whether it is possible to support the development of declarative knowledge in learning skills in teachers through procedural knowledge acquired via practical teaching activities. A quasi-experimental study using semi-structured pre- and post-intervention interviews and six-month intervention activities was conducted with 14 teachers. The procedural knowledge of the teachers was assessed based on their practical experience with the intervention activities. Their declarative knowledge was assessed based on pre- and post-intervention interview reflections. The findings revealed that procedural knowledge, being predominantly teacher centred, mostly appears through experience and reflections on the teaching practice that guides them. It also appeared that the intervention focusing on advancing procedural knowledge among teachers advanced their declarative knowledge in terms of metacognition, revealing new aspects of motivation and sense-giving for their learning. As follow-up research, we plan to continue studying conditional knowledge in teachers in order to identify situations where this is applied.

Competencias digitales y alfabetización mediática para una educación abierta y en línea

We live in a society where physical and virtual reality are increasingly intertwined. The boundaries between the body and the imaginary gain new contours and definitions, affecting important and essential aspects, such as the power of participation and emancipation of the individual in the society in which he/she is inserted. The rapid pace of the technological and digital society makes it essential that both teachers and students know how to use different digital resources to create and develop learning environments that lead not only to the acquisition of knowledge, but also to scenarios that promote the development of different learning skills. Recently, the emphasis given to the relevance of digital competence has resulted in the development of various initiatives in Europe aimed at promoting digital and media competence. In addition, evaluating media in a critical and conscious way, developing the skills necessary to participate in an active and informed way in society, is considered today a fundamental competence for an increasingly mediated society and also for an education that increasingly moves in a fluid way between formal and non-formal spaces. To this end, it is necessary to rethink the objectives and methodologies of education, based on a concept of literacy that is continuously evolving, related to the skills needed to read, understand and communicate.

Converting a pandemic into educational opportunities: Lessons yielded from college students’ experiences during the first months of the COVID-19 lockdown

The second week of March 2020 marked the beginning of an unforgettable experience for students and lecturers in a pre-university college in Malta. For the next four months, the college adopted an emergency remote learning programme, which allowed immediate access to education. The authors of this paper, intrigued by the new challenges, sought to understand the novel issues faced by the students, listen to their voices, and comprehend their lived experiences through the use of a questionnaire which afforded the collection of both quantitative and rich qualitative data. The students’ responses provided a lens on the infrastructural, technological and learning-related issues which affected learning. A variation in student experiences involving self-management, management of the environment, technological and learner-related issues and need for support was observed. The COVID-19 pandemic disrupted the normal education programme, but this research indicates that this chaos has presented the college community with valuable opportunities for evolving and transforming with a lens focusing on the development of new communication, teaching and learning skills and on innovative infrastructural and learning strategies.

Psycho-pedagogical justification for importance of convergent learning skills development in students using the example of medical and multidisciplinary universities

The article presents the results of a study of individual learning styles - characteristics related to the category of soft skills. The study with the participation of applicants and students of a medical and multidisciplinary university was carried out in order to identify the importance of a learning style for the successful development of educational programs. It was revealed that the differences in the preferred style are related to the place of graduation from secondary school and the language of instruction. It is shown that there is a connection between the learning style and the effectiveness of mastering the educational program. Students with high academic scores apply more effective learning styles - convergence and assimilation. It was found that the medical university is gradually replacing unproductive learning styles with more effective ones. The results of the study raise the problem of the preparedness of school graduates to study at a university. The importance of pre-university training of applicants and improving the selection mechanisms for higher educational institutions is emphasized, since the current selection of future students through the Unified National Testing does not contribute to the screening of applicants with ineffective learning styles.

Using Kahoot! As A Formative Assessment Tool in Science Teacher Education

The development of 21st century competencies and skills in science teaching and learning is a key strategic imperative. Game-based learning platforms can be used to promote pedagogic innovation in various educational settings. Game-based applications such as Kahoot! have been increasingly used in education to facilitate meaningful enactment of formative assessment practices. Within the realm of science education, formative assessment is largely perceived as an assessment practice with pedagogic potential to enhance students’ academic performance, motivation and engagement during the teaching and learning process. Kahoot! is an interactive game-based learning platform which can essentially be utilised to enhance students’ academic performance, motivation and engagement in the classroom. This paper explores the role of Kahoot! as a formative assessment tool to enhance students’ academic performance, motivation and engagement with a view to help students to achieve stipulated learning outcomes during remote teaching and learning in undergraduate Physical Sciences teacher education. The research study adopted a generic qualitative design and involved 21 purposively selected preservice Physical Sciences teachers at a South African university. Data was collected through semi-structured interviews and the administration of qualitative user-generated online quizzes with the participants. The findings demonstrated that Kahoot! plays a significant role in enhancing students’ academic performance, motivation and active engagement during remote teaching and learning. Theoretical implications for technology-enhanced teaching and learning are discussed.