Independent Learning Strategies Research Articles

An Approach to Mobile Augmented Reality in Microcontroller Learning

Augmented Reality is a virtual display of information created using a computer on a real environment. Arduino is an open source microcontroller platform. It was aimed to increase the education and learning quality of the students by integrating mobile augmented reality technology into the materials of the microcontroller course. In this study, a mobile augmented reality application was developed in order to see the output of an electronic circuit created using Arduino in the microcontroller course and to get information about the circuit elements. Experimental studies were carried out with a group of 30 students to determine the productivity and quality of this study and a questionnaire about the study was applied to the students after the experiment. It was observed that the experimental applications in which the augmented reality technology was used were performed more efficiently than the experimental applications in the classical methods. In addition, augmented reality technology has introduced an independent learning strategy from the teacher. According to the results of the survey, the mobile augmented reality application was showed to have contributed significantly to the learning process without the need of any expert. In addition, the social presence and motivation of the students were examined with a number of tests and positive results were obtained.

STRATEGI GURU PAI DALAM MENGEMBANGKAN KECERDASAN SPIRITUAL SISWA SECARA DARING

This study aims to determine the strategy of Islamic Education teachers in developing students' spiritual intelligence online at SMAN 1 Pantai Lunci. This type of research is qualitative using descriptive qualitative methods. The subjects of this study were PAI teachers while the informants in this study were students, BK teachers, and parents of students. Data collection techniques using observation, interviews, documentation. The data validation technique used source triangulation and technique triangulation. The data analysis technique was carried out by collecting data, reducing data, presenting data, and drawing conclusions. The results of this study indicate that the PAI teacher strategy in developing students' spiritual intelligence online at SMAN 1 Pantai Lunci is an independent learning strategy by going through several stages, namely determining learning objectives, delivering learning materials, and giving independent assignments in the form of summarizing the Angel Always with Me material which contains the value of faith and reading the Qur'an which contains the value of worship, then independent activities and the last stage is to do an evaluation.Keywords: Spiritual Intelligence, PAI Learning, Teacher Strategy�

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.

Development of ILAU based on PBL-STEM model with formative assessment as an opportunity to improve problem solving skills in heat and temperature topics

Independent Learning Activity Unit (ILAU) is a learning media that can develop independent learning strategies. However, instructional media that are based on contextual issues, practice aspects of STEM, and use independent learning strategies have not been developed. The purpose of this study was to develop and test the feasibility of ILAU based on Problem Based Learning (PBL)-STEM with formative assessment so that it was feasible to function as an opportunity to improve problem solving skills in heat and temperature topics for XIth grade of senior high school. The research design used Borg & Gall’s research and development model which consisted of three main steps: (1) initial study, (2) product development; (3) product testing. The instruments in this study were: (1) Learning Implementation Plan validation questionnaire; (2) ILAU validation questionnaire; (3) ILAU readability test questionnaire. The results of expert and practitioner validation showed that Learning Implementation Plan developed had average feasibility percentage of 100%, and ILAU had average feasibility percentage of 99%. The results of the readability test by 33 students showed that ILAU had average readability percentage of 93%. Thus, it can be concluded that Learning Implementation Plan and ILAU developed based on the PBL-STEM model with Formative Assessment have very feasible category so they can be used to improve problem solving skills.

Using Technological Applications as an Independent Learning Strategy to Support Vocabulary Acquisition for Secondary Students with Learning Disabilities

Secondary Students, especially students with exceptionalities and an Individualized Education Plan struggle with academic demands, challenges of tiered vocabulary, and the lack of comprehensive vocabulary instruction. Researchers have examined the outcomes of computer-assisted instruction on students’ with exceptionalities vocabulary development using various technology. To meet the critical academic vocabulary acquisition needs of secondary students with exceptionalities, research supports the use of technological applications as independent word-learning strategies.

HUBUNGAN STRATEGI PEMBELAJARAN MANDIRI MELALUI DARING OLEH GURU TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN SENI RUPA DI SMPN 26 PADANG

This study aims to determine whether there is a significant relationship between online independent learning strategies by teachers and student learning outcomes in fine arts learning at State of Junior High School 26 Padang. This type of research is a quantitative correlation study. The population in this study were all students of class VII in State of Junior High School 26 Padang. Sampling in this study using a proportional random sampling technique (random technique). The results of data testing show that there is no significant relationship between online independent learning strategies by teachers and student learning outcomes in fine arts learning with a significance value of 0.923> 0.05, this value is much higher than the 0.05 sig level. Thus the conclusion is that online independent learning strategies do not have a significant relationship with student learning outcomes in fine arts learning at State of Junior High School 26 Padang.Keywords: Learning strategies, Online learning, Learning outcomes Art

STARATEGI PEMBELAJARAN DALAM MENCAPAI TUJUAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

Learning strategy is a set of methods designed by a teacher that must be adapted to the conditions and conditions that exist in his school. The more appropriate the strategy chosen by a teacher in teaching and learning activities in schools, the greater the chance of achieving the expected learning goals. Educational experts who prioritize the importance of learning strategies that must be considered by a teacher in the learning process. Like Mulyasa's opinion, pleasant learning is a learning process in which there is a strong cohesion between the teacher and students, without feeling forced or depressed. Fun learning is a pattern of good relations between teachers and students in the learning process. Some strategies that can be used by a teacher in the learning process contained here are Direct Learning Strategies, Indirect Learning Strategies, Interactive Learning Strategies, Learning Strategies through Experience, Independent Learning Strategies, Jigsaw Cooperative Strategies, Problem Based Learning Strategies, Contextual Learning Strategies, and Expository Learning Strategies (SPE).

أثر استخدام استراتيجية التعلم المستقل في تنمية مهارة التعبير الكتابي لدى طالبات قسم الإعداد اللغوي بجامعة الراية

The purpose of this study to know the independent learning strategy used improve the writing skill of students at the preparatory department of STIBA Ar Raayah 2018/2019. To achieve this objective, the writer used observational method to measure the influence of using the individual study strategy in improving the writing skill by conducting a test to a sample of 30 students who were chosen randomly at the preparatory department Ar Raayah. This study prove many results, the firsth: that strategic independent learning gave an effective influence developing Arabic writing skill of students at the preparatory department Ar Raayah. The second, improving the study of ten writing skills for the preparatory students. The third, analysis result of experimental group higher than the control group in four points; using the punctuation is 6,7%, using the conjuction sign is 20%, choosing the main of idea in a paragraph is 26,66%, and describing the picture is 20%.

MULTILINGUALISM IN HIGH SCHOOLS: THE ROLE OF METACOGNITION IN ENGLISH LEARNING AND TEACHING FOR BACCALAUREATE STUDENTS

The strategic location of Morocco at the crossroads of Africa and Europe makes the country a complex multilingual and cultural network. Such multilingual diversity is apparent in most of the social spheres and one of its noticeable occurrences is in the high school curriculum. This is where students are compulsory exposed to more than one language (English is a case in point); yet, they often hold negative attitudes towards them since one of the challenges facing English Language Teachers is that of nurturing learners with the capacity for independent analytical thinking and learning strategies. Accordingly, the aim of this paper is to investigate the impact of metacognitive awareness of reading strategies (Global, Support and Problem solving strategies) in enhancing baccalaureate students ’ proficiency in English at large and in the reading process in particular. The significance of this research stems from the high status English enjoy in multilingual societies on the one hand, its importance as a variable for baccalaureate students’ success or failure on the other hand as well as the numerous evidence studies disclose on the benefits of metacognition. The study is coached within the ex post facto research design and the data collection instruments involve questionnaires to students in addition to their grades in English and in reading. The findings display significant correlation between students’ metacognitive awareness of the three strategies on the one hand and their performance in reading and in English on the other hand. Secondly, the results also reveal that the relationships between problem solving strategies and students’ grades in English and in reading are much more statistically significant.

The Design and Publication of iBooks Author Conference Interpreting Course-Books in the Age of Big Data

In the age of Big Data, the heterogeneous omnimedia conference interpreting (CI) books are introduced into the design and publication of the CI course-books by providing the learners with enormous amount of bilingual information and an interactive reading mode in accordance with their cognitive patterns. The present paper sets forth the four modern features of the iBooks Author (iBA) CI course-books with the prominence to the development of the self-formed mode of independent learning and CI learning strategies, and, on the strength of the well-accepted evaluation system, assesses the performance of this new kind of CI course-books through questionnaires and interviews with 57 candidates for the degree of Master of Translation and Interpreting (MTI) and some teachers in two Chinese universities. According to the results which prove the efficiency and advantages of iBA CI course-books in future CI teaching, the present paper suggests that iBA, an e-book authoring application, may well overcome the buckets effect of the traditional CI course-books, namely the cumbersome publication and time-consuming selection of suitable teaching materials, and thus it meets the talent market’s need for more qualified conference interpreters and contributes to professional, customized CI skill development and practice on account of its sound theoretical basis, advanced teaching methods and scientific evaluation system.

Learning Strategies To Adjust The Madrasah Ibtidaiyah Curriculum

Relevance principle is one of the principles in curriculum development. A curriculum should be relevant to the previous curriculum. Curriculum arrangement in Madrasah Ibtidaiyah Teacher Education program is meant to prepare the student as Madrasah Ibtidaiyah teacher candidate in order that they can do assignments well. Therefore, curriculum in Madrasah Ibtidaiyah Teacher Education program must be relevant to the curriculum used in Madrasah Ibidaiyah. Learning Strategy is one of the subjects in Madrasah Ibtidaiyah Teacher Education program curriculum. Some learning strategies are given to Madrasah Ibtidaiyah Teacher Education program student. The learning strategy on Civics and Pancasila Education were included in Madrasah Ibtidaiyah Teacher Education program curriculum according to learning strategy found in Madrasah Ibtidaiyah thematic curriculum 2013 book. Contextual learning or significant learning in Madrasah Ibtidaiyah Teacher Education program curriculum translated on 2013 Madrasah Ibtidaiyah curriculum to meaningful learning experience by the subtitles Lets Find, Lets Study, Lets Tell, Lets Join, Lets Sing, Lets Practice, Lets Write, Lets Discuss, Do you know, and Learn at home at the student text book. Learn at home contains information in order that parents and students can learn together. Other strategies that taught in Madrasah Ibtidaiyah Teacher Education program curriculum or used in Madrasah Ibtidaiyah curriculum are the Independent Learning strategy, Snowballing, and Critical Incident.

The academic discourse socialisation challenges and coping strategies of international graduate students entering English-medium universities

The internationalisation of higher education and current dominance of academic English has led to a significant growth in the number of international students studying in English medium universities. The University of Reading in the United Kingdom and the University of Auckland in New Zealand are two such universities, and they provide the settings for this study. While research to date has given us insights into the psychological and socio-cultural challenges faced by these students, their academic discourse socialisation difficulties have attracted less research attention. Drawing on data from narrative frames and interviews, this study explored aspects of the academic discourse socialisation of 31 incoming international graduate students from 20 countries. We found many commonalities in students' reports of their previous experience and the difficulties they were facing, including their unfamiliarity with aspects of source-based, critical, and writer-responsible writing, and self-perceived inadequacies regarding their knowledge of discipline-specific academic vocabulary, metadiscourse strategies, and the ability to compose concise, coherent texts. However, students also reported developing independent learning strategies and identifying useful sources of advice and support. Participants' reflections revealed a self-critical appreciation of and sense of responsibility for overcoming their difficulties, and a determination to achieve success in their studies.

Scaffolding Student Learning: Forest Floor Example

Core Ideas Through instructional scaffolding, students move toward independent learning. The forest floor is an important bridge between aboveground living vegetation and soil. The topic of forest floor is not typically covered in the university curriculum. Instructional scaffolding employs a variety of instructional techniques that move students progressively toward stronger understanding and greater independence in the learning process. The objective of this study was to develop a scaffolding instructional module focused on forest floor for the second‐year Introduction to Soil Science course at the University of British Columbia (UBC), Canada. The scaffolding module included a campus‐based lecture; online multimedia material in the Forest Floor educational resource; campus‐based, instructor‐led demonstrations of forest floor description and classification; campus‐based, collaborative, hands‐on activity; written instructions provided in the laboratory manual; an individual written assignment; and a self‐guided activity (or quest) performed on the university campus aided by a mobile game application. These forms of support were gradually removed as students developed independent learning strategies, culminating in the self‐guided activity that led students to a forest on the university campus to practice their newly developed skills in forest floor description and classification. The scaffolding components were developed to foster intellectual inquiry and analysis, group problem‐solving, and the application of knowledge to complex issues in a real‐life setting. This could serve as a model for future educational design in post‐secondary courses in the natural sciences.

Adult hippocampal neurogenesis poststroke: More new granule cells but aberrant morphology and impaired spatial memory.

Stroke significantly stimulates neurogenesis in the adult dentate gyrus, though the functional role of this postlesional response is mostly unclear. Recent findings suggest that newborn neurons generated in the context of stroke may fail to correctly integrate into pre-existing networks. We hypothesized that increased neurogenesis in the dentate gyrus following stroke is associated with aberrant neurogenesis and impairment of hippocampus-dependent memory. To address these questions we used the middle cerebral artery occlusion model (MCAO) in mice. Animals were housed either under standard conditions or with free access to running wheels. Newborn granule cells were labelled with the thymidine analoque EdU and retroviral vectors. To assess memory performance, we employed a modified version of the Morris water maze (MWM) allowing differentiation between hippocampus dependent and independent learning strategies. Newborn neurons were morphologically analyzed using confocal microscopy and Neurolucida system at 7 weeks. We found that neurogenesis was significantly increased following MCAO. Animals with MCAO needed more time to localize the platform and employed less hippocampus-dependent search strategies in MWM versus controls. Confocal studies revealed an aberrant cell morphology with basal dendrites and an ectopic location (e.g. hilus) of new granule cells born in the ischemic brain. Running increased the number of new neurons but also enhanced aberrant neurogenesis. Running, did not improve the general performance in the MWM but slightly promoted the application of precise spatial search strategies. In conclusion, ischemic insults cause hippocampal-dependent memory deficits which are associated with aberrant neurogenesis in the dentate gyrus indicating ischemia-induced maladaptive plasticity in the hippocampus.

Small shifts, big changes: changing the story for students with Sensory Processing Sensitivity (SPS)

Abstract It is my privilege to work as a tertiary learning advisor (TLA). Through my role I have had the opportunity to form unique relationships with students during individual consultations. This has enabled me to observe student behaviour, and the metacognitive strategies students use to negotiate the myriad challenges of tertiary study. I noticed trends in student behaviour that did not fit current literature on teaching and learning, and identified possible links between the observed student feelings of overwhelm, and sensory processing sensitivity (SPS) and highly sensitive people (HSP), the term used to describe humans with SPS. This paper examines the transformative journey I took in identifying the key indicators of SPS, firstly in myself, and then in my students. My burgeoning knowledge and reflection on and in my own practice provided self-scaffolding that enabled me to recognise and share the markers of SPS. My study ‘Does an understanding of HSP help students who identify as Highly Sensitive People (HSP) to manage their learning?’ found that HSP students unanimously rate the knowledge of SPS to be life-changing and empowering in managing life and study. All participants also believed that information about SPS should be made available to all in-coming students, and that tutors should be given training and resources in order to better support HSP students. Of significance, it also found that tertiary students with SPS have often already developed useful metacognitive strategies for independent and life-long learning by the time they reach tertiary level education.

The subsystem of exercises for mastering English lexicogrammar competence while reading by future military experts in the area of information and telecommunication technologies

Introduction. The problem of English lexicogrammar competence while reading selfmastering by future military engineers is considered. The process of learning style formation is analyzed. The connection between asynchronous independent work and the use of mobile technologies is described. Purpose. To develop the subsystem of exercises for mastering English lexicogrammar competence while reading by future military engineers under the conditions of autonomy. To highlight the most important groups and subgroups for lexicogrammar competence selfmastering. To determine the list of skills which have to be acquired by future military experts. Results. The subsystem of exercises for mastering English lexicogrammar competence while reading consists of three phases: the phase of preparation (prereading); the main phase (while reading); the phase of final practice (postreading). The first phase of preparation includes the group of exercises which prepares to asynchronous independent work and reading English military e texts via mobile technologies, gives an opportunity to use the informal way of searching etexts for reading, helps to overview lexicogrammar elements through the word, phrase using the implicit or explicit way of learning strategies development and to analyze the personal learning style. The second phase is characterized by lexicogrammar skills mastering by future military engineers while reading sentences and texts – the automation of actions with new lexicogrammar elements is starting. Such skills as informal searching of etexts via mobile technologies, asynchronous independent work and learning strategies mastering are improved. The last phase of final practice is used as the way of improving lexicogrammar competence in the situations of real communication. On this stage the personal learning style is going to be formed and the individual choice of the most effective learning strategies is done via electronic quiz. Conclusion. The detection of main phases for mastering English lexicogrammar competence while reading helped to highlight the list of lexicogrammar skills which are important for understanding English written texts. The most effective learning strategies are found out in order to form the personal way of studying.

Estudio autónomo y estrategias metacognitivas: sus implicaciones para mejorar el aprendizaje del idioma inglés en educación básica

This essay takes as its departing point the analysis of the issues surrounding the bad outcomes of the Mexican elementary education students of the English language and the main factors that have an impact on them, as well as some experiences related to the implementation of the formal teaching of the English language in Mexico and some other Latin-American countries that have used independent learning and metacognitive strategies, which indicate its apparent effectiveness to obtain better results. As a conclusion, we remark the need to promote, in the Mexican elementary education, the independent learning and metacognitive strategies as a form to improve English language learning, which requires, among other things, that such strategies and learning are included in a more explicit form in the lesson plans and programs, and the teachers' training for its use in the classroom.

Flipped classrooms and student learning: not just surface gains.

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning.

Transformational Potential of Blended Learning to Personalize Foreign Language Teaching in a Non-Linguistic Higher School

The article investigates the importance of personalization of teaching a foreign language in a non-linguistic higher school through blended learning. The important role of dynamic syllabus, information and communication technology and electronic language portfolio is examined and analysed. The authors come to the conclusion that blended learning is a new educational model with great potential to increase students' outcomes and create exciting new roles for teachers. Key words blended learning, foreign language teaching, electronic language portfolio, information and communication technology, dynamic syllabus Introduction The model of a university graduate is understood as a conceptual description of learning goals, learning content and the principles of organizing the educational process in undergraduate programs. One of the major objectives of modern educational system is developing personal intellectual abilities, critical thinking skills essential for university studies across disciplines and independent learning strategies. Skills of self-study, willingness and ability to adapt to ever-changing social and economic situations are very important for modern graduates (http://www.consultant. ru/law/). Federal target program on education for 2011-2015 is aimed at ensuring accessibility of high-quality education to satisfy the requirements of innovative social- oriented development of the Russian Federation. Solving these problems involves extending the teaching environment and creating virtual classrooms through online and blended learning related to students' cognitive needs, interests and abilities. Centred on purposeful, real-life objectives universities are working to get closer to the golden ideal of every student getting exactly what they need, when they need it. It is also very important to ensure learner- centered approach in the context of generality of educational environment (Sazonov, 2011). A student-centred approach in the Russian educational system

A Design of Information Security Curriculum Based on Social Networks and Edutainment

According to the existing training framework of Information Security, Jianqiao Colledge conducted a needs analysis and instructional design of information security. In addition, it offers the realization of the vulnerability network and independent learning strategies based on the idea of edutainment.