Effective Learning Strategies Research Articles

Undergraduates’ experience and satisfaction of massive open online course in Malaysia

<span lang="EN-US">While massive open online course (MOOC) is gaining popularity, studies have shown how negative user experience of the learning platform can lead to issues related to poor learning performance. OpenLearning, as the official national coordinated MOOCs program for higher education institutions in Malaysia, is still considerably gaining momentum in this country, thus much can still be observed in the usability aspect of this platform from the student’s perspective. This study aimed to evaluate the aspects of user experience and learning satisfaction of MOOC OpenLearning involving undergraduate students in a public university in Malaysia. Data were gathered through the online survey method which adapted questions from the user experience questionnaire (UEQ) and the usefulness, satisfaction, and ease of use (USE) questionnaire. Descriptive analyses revealed moderate positive levels of user experience and learning satisfaction towards MOOC OpenLearning among the respondents. Furthermore, there was a significant positive correlation between both factors, suggesting the importance of considering user experience as the key factor in enhancing students’ satisfaction with MOOC. Recommendations arising from the students’ perceptions and concerns on the usability aspect contribute towards developing strategic guidelines for enhancing students’ learning experiences, especially during circumstances that necessitate effective online learning strategies.</span>

Modeling Course for Open Distance Learning (ODL) in Artificial Intelligence e-Learning for Leadership and Business Success

Open distance learning is often associated with characteristics such as assertiveness, dominance, and competitiveness. This study investigates how interactive open distance learning can benefit students by helping them build stronger relationships with education providers, foster a more inclusive workplace culture, and improve overall team performance, thus helping education business survive. The results of this study could have important implications for open distance learning development programs and training, as well as for promoting diversity and inclusivity in education provider positions and sustain education business in the future. By understanding the relation between leadership style, gender, and authenticity, organizations could develop more effective open distance learning strategies and be viewed as more authentic and effective by their team members and public. ODL planning helps education providers work more efficiently and effectively, thus growing the organization. Keywords: open distance learning, leadership, business planning

Pedagogical relations as a decolonisation tool in African higher education: Reflection on the ethics of care, respect, and trust

This article uses the findings obtained from a study that delves into the perceptions of students on their relationship with their higher education (HE) lecturers and how it affects their academic success, to respond to the issue of decolonisation in South African HE, and to approach the question of decolonising HE in Africa. The article argues that it is essential to prioritise student well-being, amplify their voices, and promote a caring culture towards addressing the issue of decolonisation in African education systems. The study shows that African HE students hold higher expectations of their lecturers beyond being professionals. This expectation includes respect for students’ thoughts and incorporation of epistemology that aligns with fostering African development, culture and thoughts (without necessarily conforming to neoliberal norms). The four categories of the teacher’s role, which include academic development, respect and trust, social relationships, and ethics of care are highly demanded by HE students. Borrowing the study outcome, this article holds the view that students’ high expectations of their lecturers to foster social relationships should be channelled to incorporate the African student as a collaborator in the business of education and as a response to the demands of HE students to decolonise African education system. These four categories are not only institutional strategies for effective teaching and learning but also a way to address the non-inclusive impact of Western epistemology on historically racial institutions in Africa.Contribution: This article proposes that adopting mainstream pedagogical relationships can be a powerful tool in incorporating the African students’ thoughts and a step towards liberating the HE system in Africa. It recommends these four cardinal themes as institutional strategies for restricting teaching and learning that relegate students to the receiving end thus systems that refute students as collaborators of knowledge sharing especially at historically racial institutions.

Penerapan Pendekatan Teaching at the Right Level (TaRL) untuk Meningkatkan Hasil Belajar Sejarah Peserta Didik

This research aims to find out how the Teaching at the Right Level (TaRL) approach is implemented as a strategy to improve learning outcomes. TaRL adapts learning to students' level of understanding and encourages problem-based learning. Classroom Action Research (CAR) was conducted at SMAN 14 Medan by applying TaRL. The research method used the Kemmis & McTaggart cycle model consisting of planning, action, observation, and reflection. The research population was students of SMAN 14 Medan, with a sample of grade X-4 students. In cycle I, although there was an increase, the learning outcomes were still not complete. However, in cycle II, there was a significant improvement with 83.33% of students reaching the minimum completion criteria. These results show that the TaRL approach can improve students' understanding of historical material. In addition, the utilization of technology also helps in increasing student participation and expanding the learning resources that students can access. These findings can help education practitioners develop more effective learning strategies that suit students' needs in understanding historical materials.

Community-based learning in medical education: A starting guide and lessons learned

Community-based medical education (CBME) addresses real-world health problems and is characterized by its emphasis on reciprocity and collaboration with community stakeholders. Limited evidence shows that CBME is an effective learning strategy to care for underserved communities. However, medical schools and nursing schools struggle to implement CBME in their curriculum. In this article, we present four practical examples of CBME from medical and nursing schools in Belgium and the Netherlands. By taking the lessons learned derived from these practical examples into account, all students can have an authentic learning experience within the community, which empowers community members and increases their health.

Enhancing Reading Comprehension Proficiency of Grade 10 Students: Input for Supplementary Reading Materials

This present study investigated the reading comprehension levels of the Grade 10 students, their levels of macro and micro reading comprehension skills, and the different reading activities provided to them by the teachers. Considering the effect of the COVID-19 pandemic, the Grade 10 students’ acquisition of reading comprehension skills has been affected. Consequently, assessment of students’ reading comprehension is essential to collect information and make inferences about the level of their reading comprehension skills which would help the Grade 10 teachers determine the underlying problems in students’ reading skills and eventually guide them in the crafting of the most appropriate reading interventions and well-designed remediation plans. The instrument used to assess the student’s level of reading comprehension skills was categorized into two based on Douglas Henry Brown’s micro and macro reading skills and an interview for teacher-respondents on the activities provided to the students in teaching reading. The results of this study indicated that the student’s reading comprehension proficiency was at a proficient level and yet more intensive reading comprehension activities should be given, well-designed supplementary reading materials be provided, and varied and effective learning strategies be employed by the teachers to improve their reading comprehension.

Fostering Student Motivation Through Teacher Competence

Teacher competency is the teacher's ability to direct the student learning process in the classroom. Teachers have an important role for students both in the classroom and outside the classroom, therefore teacher competence in teaching is very important. Competence is behavior that is reasonable in order to achieve goals that were previously adjusted due to existing conditions so that competence can be interpreted as a skill and ability. Teachers have an important role to guide students in the learning process. The teacher's ability to design effective learning strategies, understand students' individual needs, and present material in an interesting way can influence students' motivation to learn. In participating in the learning process, each student's motivation is different, some are high and some are low, in this case the teacher must influence student motivation externally to form students' internal motivation. The aim of this research is to analyze teacher competence to increase student learning motivation. The method used is a literature study which focuses on research on teacher competency to increase student learning motivation. The results of the literature review regarding teacher competence to improve student learning can be achieved by increasing the existing competence of each teacher so that this goal is achieved optimally

STUDENTS’ PERCEPTIONS OF PROJECT-BASED LEARNING AS A STRATEGY TO LEARN ABOUT CULTURES

This study explored EFL students’ perceptions of merging the project-based learning strategy (PjBL) and the three-part cultural framework (products, practices, and perspectives = the 3Ps) to learn about cultures. Shortly after having been exposed to twenty-four-week lessons on their home and English-speaking cultures using the PjBL strategy and the 3Ps framework, thirty-four research participants completed questionnaires and were interviewed. Data analysis indicated that the participants held highly favorable opinions in regard to combining PjBL and the 3Ps as an effective strategy for culture learning in EFL classrooms. Students acknowledged that they gained a deeper understanding of American, British, and their home cultures, specifically in relation to the five thematic units they explored systematically. Despite challenges militating against its implementation, the amalgamation of PjBL and the 3Ps framework was reported to have offered multiple learning opportunities to autonomously bolster the research participants’ knowledge of cultural practices, products, and perspectives.

Entry Behaviour, Learner Motivation, Self-Regulation and Academic Performance of First Year ICT Students: Evidence from Kibi Technical Institute

The study investigated the impact of entry behaviour on academic performance among first-year ICT students at Kibi Technical Institute, while also exploring learner motivation and self-regulation as predictive factors. The study, rooted in motivation and self-regulation theory, utilized a positivist approach and an explanatory design. Data, gathered from 100 first-year ICT students using a structured questionnaire and academic records, were analysed using IBM SPSS Statistics v26. Results showed that self-regulation significantly predicted academic performance, whereas entry behaviour and learner motivation had insignificant effects. It recommends integrating self-regulation training programs into the curriculum to empower students with effective learning strategies and management techniques

The Impact of Talkpal.AI on English Speaking Proficiency: An Academic Inquiry

This study aims to investigate the impact of using Talkpal.AI in improving the English-speaking ability of university students. The research problem is to what extent Talkpal.AI can enhance fluency and intelligibility in English speaking. The research methodology used was quantitative research with an experimental approach where the experimental group used Talkpal.AI while the control group did not use the application. The research participants were university students with varying levels of English proficiency. Data was collected through an initial test to assess the level of English speaking ability before intervention with Talkpal.AI and a final test after a certain period of using the application. Then, an independent t-test was conducted with significant results. The findings of this study show that students have not widely used Talkpal.AI because they do not know the Talkpal.AI tool and are not facilitated by the institution. Participants in the experimental group showed considerably improved speaking fluency and clarity compared to the control group. In addition, survey results showed that participants had a positive perception of using Talkpal.AI to support English learning. This study confirms that Talkpal.AI positively impacts improving English speaking in a university setting. The implications of this research highlight the potential of Talkpal.AI as an effective tool in supporting English language learning in higher education institutions, as well as suggesting further integration of this type of technology in the English language teaching curriculum. Hopefully, this research provide valuable insights into the effectiveness of using Talkpal.AI in improving English speaking skills among university students. The results of this study can provide helpful information for developing more effective English learning strategies in the academic environment.

Developing the Professionalism of Pancasila and Citizenship Education Teachers Through Reflective Action

This article examines the professional development of Pancasila and Citizenship Education teachers through reflective action. Where Pancasila and Citizenship Education teachers play a crucial role in the process of forming national character and identity through effective and professional teaching. The aim of this research is to understand the benefits of reflective action in improving teacher competence and the factors that influence its effectiveness. The research method used is the literature review method to analyze previous research and identify relevant findings. The research results show that reflective actions help teachers develop teaching skills, understanding of material, and effective learning strategies. Factors such as teacher motivation, institutional support, quality of teaching experience, analytical skills, and organizational culture influence the effectiveness of reflective action. To face challenges in teaching, reflective training, collaboration between teachers, and government support are needed to create a conducive educational environment. The conclusion is that reflective action is an important aspect in improving the quality of Pancasila and citizenship education in Indonesia.

A Large-Scale Study on the Preferred Learning Mode in Higher Education: Which One Suits Me Better in the New Normal?

With the end of school closures due to COVID-19, students had to return to school, where they were exposed to various learning pedagogies while adhering to health restrictions. In this era known as the “new normal,” several organizations, such as UNESCO, have urged the investigation of effective learning strategies and methods to ensure positive learning outcomes. This study aims to investigate students’ preferred learning mode in the new normal. A sequential mixed-methods approach was conducted with 3139 university students. The results revealed that students were divided about their preferred learning mode in the new normal. More than half of them believed that blended and online learning were the future of education, while the rest believed that face-to-face learning was more appropriate.

The Influence of the Use of Role Playing Methods and Interest in Learning on the English Speaking Ability

This study aims to evaluate the effect of using role-playing methods and interest in learning on the English speaking abilities of class IX students at Junior high school 2 Merangin. The research design follows a 2x2 factorial design with pretest and posttest, where one factor is the use of role-playing methods and the other factor is interest in learning. The subjects of this research were class IX students at Junior high school 2 Merangin. The instruments used include questionnaires to measure students' interest in learning and oral tests to measure students' English speaking abilities. The data analysis techniques used include descriptive analysis for questionnaires, parametric statistical tests such as the t-test and analysis of variance (ANOVA) test for oral test data, as well as correlation analysis to determine the relationship between students' interest in learning and speaking ability. It is hoped that the results of this research can provide a deeper understanding of the effectiveness of the role-playing method in improving students' English speaking skills, as well as understanding how interest in learning influences the language learning process. It is hoped that the implications of this research can make a positive contribution to the development of more effective learning strategies in the field of language at the secondary school level.

The Impact of Educational Environment and Educational Strategies on Adolescents' Interpersonal Relationships

In modern society, interpersonal relationships at the adolescent stage not only have a profound impact on the development of an individual's social skills but also play a key role in his or her future career, family and social life. With the increasing research in education and psychology, adolescents' interpersonal relationship development has become a focus of attention in the fields of education and mental health. The impact of teaching and learning environments and educational strategies on adolescents' social skills and emotional development has become more pronounced, especially in an increasingly complex and diverse society. Therefore, an in-depth exploration of this topic is important for developing more effective educational policies and fostering good interpersonal relationships among adolescents. This paper analyzes in depth the influence of educational environment and educational strategies on the interpersonal development of adolescents, and through a comparative analysis of previous studies, the author finds that the creation of an open and positive educational environment has a positive influence on the promotion of the development of adolescent interpersonal relationships. Educational strategies of cooperation, communication, and content diversity play an important role in adolescents' maintenance of interpersonal relationships. The paper also points out that while existing research provides valuable insights, further research is needed on other factors that may influence adolescents' interpersonal development. The paper concludes with some recommendations for educators and policymakers aimed at creating more effective teaching and learning environments and strategies to promote healthy interpersonal relationship development among adolescents.

Effective Strategies in Developing Critical Thinking Skills in Elementary School Age Children

This study aims to identify and evaluate effective strategies in developing critical thinking skills in elementary school-age children through a literature review method. Taking into account the complexity of cognitive development at this stage, this study investigates various learning strategies that are suitable for the characteristics of elementary school-age children. Through in-depth analysis of relevant literature, this study identifies that the use of stories or fairy tales, problem-based approaches, and social interaction are effective strategies in developing critical thinking skills in elementary school-age children. Stories and fairy tales can stimulate children's imagination and reflection, while the problem-based approach encourages them to identify and solve problems critically. Social interactions, such as group discussions and teamwork, also help expand children's perspectives and hone their critical thinking skills. This study provides insights into the importance of developing critical thinking skills in elementary school-age children and offers practical guidance for educators and policymakers in designing effective learning strategies.

Feedback sources in essay writing: peer-generated or AI-generated feedback?

Peer feedback is introduced as an effective learning strategy, especially in large-size classes where teachers face high workloads. However, for complex tasks such as writing an argumentative essay, without support peers may not provide high-quality feedback since it requires a high level of cognitive processing, critical thinking skills, and a deep understanding of the subject. With the promising developments in Artificial Intelligence (AI), particularly after the emergence of ChatGPT, there is a global argument that whether AI tools can be seen as a new source of feedback or not for complex tasks. The answer to this question is not completely clear yet as there are limited studies and our understanding remains constrained. In this study, we used ChatGPT as a source of feedback for students’ argumentative essay writing tasks and we compared the quality of ChatGPT-generated feedback with peer feedback. The participant pool consisted of 74 graduate students from a Dutch university. The study unfolded in two phases: firstly, students’ essay data were collected as they composed essays on one of the given topics; subsequently, peer feedback and ChatGPT-generated feedback data were collected through engaging peers in a feedback process and using ChatGPT as a feedback source. Two coding schemes including coding schemes for essay analysis and coding schemes for feedback analysis were used to measure the quality of essays and feedback. Then, a MANOVA analysis was employed to determine any distinctions between the feedback generated by peers and ChatGPT. Additionally, Spearman’s correlation was utilized to explore potential links between the essay quality and the feedback generated by peers and ChatGPT. The results showed a significant difference between feedback generated by ChatGPT and peers. While ChatGPT provided more descriptive feedback including information about how the essay is written, peers provided feedback including information about identification of the problem in the essay. The overarching look at the results suggests a potential complementary role for ChatGPT and students in the feedback process. Regarding the relationship between the quality of essays and the quality of the feedback provided by ChatGPT and peers, we found no overall significant relationship. These findings imply that the quality of the essays does not impact both ChatGPT and peer feedback quality. The implications of this study are valuable, shedding light on the prospective use of ChatGPT as a feedback source, particularly for complex tasks like argumentative essay writing. We discussed the findings and delved into the implications for future research and practical applications in educational contexts.

Cross-Study of English Education and Cognitive Science: Language Processing and Learning Mechanisms

With the acceleration of globalization and the rapid development of information technology, English, as the main language of international communication, has increasingly prominent importance in education and learning. English education, as a discipline that studies the theory and practice of English education, has been exploring more effective teaching methods and learning strategies. At the same time, cognitive science, as a discipline that studies cognitive processes such as human thinking, learning, and memory, provides a profound theoretical foundation for understanding language processing and learning mechanisms. The cross-study of English education and cognitive science helps to build a more complete theoretical framework for language processing and learning mechanisms. By integrating the theoretical achievements of the two disciplines, we can more fully understand the cognitive processes and laws of English learning, revealing the intrinsic connection and essential characteristics of language processing and learning mechanisms. This can not only enrich and develop the theoretical systems of English education and cognitive science but also provide new ideas and perspectives for research in other related fields. In addition, with the continuous development of artificial intelligence and big data technology, research on language processing and learning mechanisms can also provide technical support and innovative ideas for fields such as natural language processing and intelligent education. Therefore, the cross-study of English education and cognitive science not only has far-reaching academic value but also has broad application prospects and social significance.

TELLTALE SIGN OF CALIBER TEACHERS: SURFEIT OF BRILLIANCE IN TEACHING ELEMENTARY LEARNERS

The teacher is the main actor in the learning process. It is teachers who consider effective learning strategies to be applied. A large number of variations in the quality of teaching are explained by the characteristics of teachers, teachers are central in the process teaching and learning, teachers have a major role in building student personality, teachers are learning managers in a large system of education that enlightens students. This study will lend to the body of knowledge surrounding teacher effectiveness. It is also significant in that it is transferable to a greater population of teachers in kindergarten through sixth grade and therefore may have implications for understanding and improving teacher effectiveness in the greater education population. The researcher made these qualitative assumptions that consist of the methods used in the process of qualitative research (Creswell 2003). The procedures used by the researcher are inductive and are based on the researchers own experience in collecting and analyzing data. The research here is the product of the values of the researcher. The implication for positive social change of this qualitative phenomenological research study was guided by four research questions. Despite the limitations, after the review and ensuing analysis of interview transcripts and observation notes the researcher was able to gain insight into the phenomenon of characteristics of high-quality teachers. It was found that high-quality teachers use a variety of strategies that are carefully chosen based on student needs, student learning styles, and student abilities to meet the needs of diverse learners. Higher-order questioning was identified as a prevalent teaching strategy used in the classrooms of high-quality teachers which resulted in a high level of classroom discussion. A high level of student engagement was also prevalent in the classrooms of high-quality teachers. A quantitative study could be conducted to further investigate the relationship between high-quality teachers and their impact on student achievement about GPA and scores on state standardized tests. A qualitative study could be conducted to determine strategies for facilitating the development and growth of the identified characteristics of high-quality teaching to improve teaching quality KEYWORDS: Telltale Sign, Caliber Teachers, Surfeit of Brilliance, Teaching Elementary Learners

The challenge of change: understanding the role of habits in university students’ self-regulated learning

AbstractStudy habits drive a large portion of how university students study. Some of these habits are not effective in fostering academic achievement. To support students in breaking old, ineffective habits and forming new, effective study habits, an in-depth understanding of what students’ study habits look like and how they are both formed and broken is needed. Therefore, in this study, we explored these aspects among first-year university students in six focus group discussions (N = 29). Using a thematic analysis approach, we clustered the data in five themes: Goals Matter, Balancing Perceived Efficiency and Effectiveness when Studying, Navigating Student Life: from Structured Routines to Self-Regulation Challenges, the Quest for Effective Habits with Trying to Break Free From the Screen as subtheme, and the Motivation Roller Coaster. Findings suggest that students had different study habits depending on their goals. Students had quite accurate metacognitive knowledge about effective learning strategies for long-term learning, but often used other learning strategies they deemed most efficient in reaching their goals. Students indicated intentions to change, but did not prioritize change as their current habits enabled them to pass exams and change was not perceived as adding value. Fluctuations in motivation and transitioning to a self-regulated life hampered students’ intentions to form new and break old habits. Next to insights into factors affecting students’ behavioral change intentions, the findings suggest the importance of aligning assessment methods with life-long learning and supporting students in their long-term academic goal setting to prioritize study habits which target lasting learning to optimally foster their self-regulated learning.

Reinforcement Learning with Human Feedback: A CartPole Case Study

This research delves into the integration of human feedback within reinforcement learning (RL) algorithms, with a specific focus on the CartPole environment as a testbed. We present RLHFAgent, a revolutionary RL agent devised to capitalize on human guidance during training for the purpose of expediting the learning process. Through the acquisition of feedback from a human operator, RLHFAgent adapts its policy in a more efficient manner, resulting in enhanced performance when it comes to balancing the pole. Our approach involves the training of a neural network model that approximates the policy function, mapping observations to actions, and subsequently updating this model based on human feedback. By means of a series of experiments, we showcase the efficacy of RLHFAgent in learning the art of balancing the pole, as demonstrated by the consistent rise in episodic rewards and the decrease in episodic loss over the course of training episodes. These findings indicate that the incorporation of human intuition into RL algorithms can augment their ability to adapt and expedite the learning process in intricate environments. In essence, this study contributes to the ongoing endeavours aimed at bridging the gap between RL algorithms and human expertise, thereby paving the way for more efficient and effective learning strategies in both simulated and real-world scenarios.