Students Autonomous Learning Research Articles

Construction of a Curriculum System for University Physics Experiment Courses Integrating Knowledge Graphs

With the continuous development of physics and advancements in educational technology, traditional teaching models for university physics experiment courses have gradually revealed issues such as fragmented knowledge points and disconnection between theory and practice. To enhance students' systematic understanding and comprehensive application of knowledge, knowledge graphs have been introduced as an emerging educational tool within the physics experiment curriculum system. This paper analyzes the current application of knowledge graphs in physics experiment teaching, proposes new pathways for constructing experimental courses based on knowledge graphs, and designs a systematic knowledge graph curriculum system in response to the needs of student autonomous learning and teaching assessment. The study shows that knowledge graphs significantly enhance the integration of physics experiment knowledge, improve students' self-directed learning abilities, and increase teaching effectiveness. Future developments will further promote innovation and advancement in physics experiment teaching through the integration of artificial intelligence, big data, and other technologies.

The Application of Flipped Classroom Teaching Model in Foreign Language Teaching

The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.

The Impacts of Computer-Assisted Translation Tools on Learning Autonomy of Students in English Translation Courses

Computer-assisted translation (CAT) tools have played an important role in professional translation work. Nevertheless, integrating CAT tools in translation training effectively has remained a conundrum in educational institutions. This research investigates the impact of CAT tools on the learning autonomy of English-majored students in translation courses. Several CAT tools were employed in the training process of 64 students majoring in English translation for 10 weeks. The Learner Autonomy Perception Questionnaire was used to collect quantitative data for pre-test and post-test. Qualitative data was also collected from 15 individual interviews. Findings reveal that the integration of CAT tools has positive impacts on components of learner autonomy, including belief about teachers’ role, metacognitive knowledge, metacognitive skills, and freedom, but it has no significant influence on motivation. Furthermore, although CAT tools facilitate opportunities to foster self-confidence, independence of learning and critical thinking skills, they may cause an over-reliance on technology and a lack of creativity and sense of ownership. Accordingly, several teaching implications are drawn in this study.

To Explore the Cultivation of Independent Learning Ability of Students Majoring in New Media from the Perspective of Lide Shuren

With the continuous development of network technology and the rapid rise of the new media industry, higher requirements are put forward for the independent learning ability of the new media major students. In this paper, under the guidance of khalid ents education concept, through the network environment analyzes the current situation of the new media professional students autonomous learning ability, put forward the corresponding training strategies and methods, and the construction of the evaluation mechanism of autonomous learning ability is discussed, in order to provide new media professional students autonomous learning ability training theoretical reference and practical guidance.

Motivating Chinese Students in UK Higher Education Through Constructivism to Help Improve Their Employability

Many studies have shown the enhancement of competitive advantage is one of the main reasons Chinese students study in the UK, but most of them do not have clear career goals, and the demand of the labour market have become stringent. In this context, Chinese students need to be helped to carefully assess and reflect on their employability during their studies. The Graduate Capital Model, which categorises the skills that graduates need to acquire into five capitals; Constructivism, a theory that promotes student autonomous learning and co-operative learning, has been effective in helping Chinese students to develop a sense of reflection and improved employability. This study explores the importance of employability and Constructivism through a literature review and research comparison; and discusses the combined application of Constructivism and the Graduate Capital Model in practice. To provide Chinese students and UK universities and educators with the opportunity to think more creatively about learning and teaching, rather than continually following previous experiences.

Review of Research on Motivation and EFL Students' Speaking Performance

In the context of global integration, English learning has become a more important topic, especially in developing speaking skills, which plays a vital role in cross-cultural communication. Motivation, as a psychological element that boosts individuals actions, has a significant impact on improving EFL students speaking competence. The study focuses on motivation and its influence on EFL students oral performance, aiming to explore how to improve students oral ability with motivational strategies effectively. In terms of methods, this study uses literature analysis, including literature review, theoretical analysis and empirical research. Based on the review of existing literature, the challenges posed by low motivation and self-regulation ability to EFL learners oral language development are identified. At the same time, this paper introduces the L2 motivational strategy, self-determination theory and Kellers ARCS motivation strategy theory and explores how these theories are applied in the real pedagogical context. The results show that intrinsic motivation positively correlates with students autonomous learning ability, teacher support autonomy and classroom participation. Moreover, self-determination motivation can effectively reduce spoken English anxiety and improve spoken English ability. Based on the result, this study points out the key role of motivational strategies in teaching and provides practical guidance for teachers to improve EFL students oral performance.

Encouraging Learning Autonomy through Differentiated Instruction in Writing Activities

This classroom action research seeks to demonstrate how differentiated instruction might promote students' learning autonomy in a writing class setting. This study included 50 English department students from a private institution in Malang. According to the findings of the preliminary study, students were unmotivated to participate in writing activities because they thought they were boring and uninteresting. They were detected paying little attention to the assigned writing assignments and, as a result, demonstrating poor writing performance. To promote student learning autonomy, the researchers implemented with differentiated instructions in several writing exercises. Using two cycles of classroom action research, the researchers seek to solve the instructional challenge using potential learning strategies. After adopting differentiated instruction, the researchers assessed the students' writing scores and compared them to success criteria. The first cycle resulted in 70% of students meeting the success criterion since they were still unfamiliar with the differentiated instructions. In the second round, the pupils successfully met 85% of the criteria. The findings showed that creating differentiated instructions provided pupils with a favorable challenge. It was evident from the behavioral changes of pupils who exhibited greater enthusiasm for following the directions. Furthermore, the students demonstrated the established learning autonomy, which resulted in improved writing performance. These research findings add to the enrichment of the educational component, since future teachers or researchers may focus on a more comprehensive covering of this teaching technique.

Effectiveness of Self-Regulated Learning-Based Instruction: Enhancing Student Learning Autonomy (Study on LMS Syam-Ok UNM)

Learning autonomy is becoming essential in the 21st century, demanding individuals to master various fundamental skills. This article explores the self-regulated learning model as a solution to enhance student learning autonomy. A case study conducted in the music arts course at Universitas Negeri Makassar found that students' learning autonomy levels were still low, even among those considered active. Related research also confirms the low learning autonomy of students across various settings. The research methodology employed an experimental approach with a one-group pretest-posttest design. Data collection was carried out by observing student activities through a Learning Management System (LMS) before and after modifying instructional methods. Data analysis results showed a significant difference between pretest and posttest scores, with a notable increase in posttest scores. The findings indicate an improvement in student learning autonomy. Learning autonomy fosters the desire to learn and acquire new knowledge, facilitates individual ownership of learning, and enhances learning independence. The study concludes that modifying instructional methods based on the self-regulated learning model effectively improves student learning autonomy.Keywords: Learning Autonomy, Learning Models, Self-Regulation, Students, Education.

The Role of Blended Instructional Models Based on Deep Learning Theory in Enhancing Students Autonomous Learning Ability in Chinese Higher Vocational Colleges

The Role of Blended Instructional Models Based on Deep Learning Theory in Enhancing Students Autonomous Learning Ability in Chinese Higher Vocational Colleges

Upaya Guru Dalam Menumbuhkan Kemandirian Belajar Siswa Di SD Negeri 1 Wonoboyo

In the context of student autonomous learning, one of the teacher`s efforts is to prioritize autonomy. This research aims to reveal the efforts of 4,444 teachers in encouraging student learning independence at SD Negeri 1 WONOBOYO. Specifically, this research aims to describe teachers' efforts to increase academic independence among students at SD Negeri 1 WONONOYO and students at SD Negeri 1 WONOBOYO. The approach used in this research is qualitative, with a descriptive type of research. Data collection was carried out using observation and interview techniques. Observation techniques are carried out on as many students as possible. To observe the learning independence of students in the upper class, 18 students were randomly selected, and interview techniques were carried out on 9 class teachers in the upper class. All data is then processed through qualitative data analysis steps, namely data reduction, data modeling (data visualization), drawing/verifying argument conclusions and percentages. Based on the results of data analysis, the following research conclusions can be drawn. First, teachers use many teaching methods. Second, teachers foster a sense of enjoyment in learning, including by playing, praising and giving prizes. Three teachers used learning resources using the environment, the internet and teaching materials available at school. The fourth group, totaling 4,444 teachers, promoted learning in the form of lectures, stories and questions and answers.

The ethical implications of using generative chatbots in higher education

Incorporating artificial intelligence (AI) into education, specifically through generative chatbots, can transform teaching and learning for education professionals in both administrative and pedagogical ways. However, the ethical implications of using generative chatbots in education must be carefully considered. Ethical concerns about advanced chatbots have yet to be explored in the education sector. This short article introduces the ethical concerns associated with introducing platforms such as ChatGPT in education. The article outlines how handling sensitive student data by chatbots presents significant privacy challenges, thus requiring adherence to data protection regulations, which may not always be possible. It highlights the risk of algorithmic bias in chatbots, which could perpetuate societal biases, which can be problematic. The article also examines the balance between fostering student autonomy in learning and the potential impact on academic self-efficacy, noting the risk of over-reliance on AI for educational purposes. Plagiarism continues to emerge as a critical ethical concern, with AI-generated content threatening academic integrity. The article advocates for comprehensive measures to address these ethical issues, including clear policies, advanced plagiarism detection techniques, and innovative assessment methods. By addressing these ethical challenges, the article argues that educators, AI developers, policymakers, and students can fully harness the potential of chatbots in education, creating a more inclusive, empowering, and ethically sound educational future.

Fostering Holistic Development: Exploring the Integration of Positive Psychology, Constructivist Teaching, and STEAM Education in Hong Kong Secondary Schools

The proposed teaching approach strongly emphasizes students, promotes problem-solving skills, and encourages a positive outlook. The framework incorporates essential techniques such as scaffolding, securing, and flexible cognition, which Magoon has shown to support student learning and development. By adopting this constructive teaching approach, this study aims to cultivate critical thinking skills, resilience, and a sense of empowerment among students. This aligns with the principles of positive psychology and emphasizes the holistic development of students well-being. This research also explores integrating positive education with STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. Combining two powerful educational approaches anticipates enhanced learning outcomes and increased student engagement. Students can foster creativity, innovation, and collaboration by applying their knowledge and skills in real-world contexts. The study highlights the Creating a Better World course offered in Hong Kong secondary schools as an exemplary model. Through this course, students gradually develop STEAM projects while incorporating positive education principles and cultivating a growth mindset. The results demonstrate that integrating positive education and constructivist instruction can upgrade students autonomous learning and critical thinking skills by providing a motivating and imaginative learning environment. As this integration is applied, teachers are encouraged to explore and innovate continuously to adjust to the necessities of various disciplines and students.

Adverse effects of anxiety disorder and attention deficit on metacognitive monitoring of autonomous learning in college students

BackgroundMetacognitive monitoring is an advanced management skill that is a necessary condition for successfully planning, monitoring, and evaluating learning activities. It plays the most central role in improving learning outcomes. There is a certain connection between attention deficit and anxiety disorder. This phenomenon may be related to functional abnormalities in brain areas and abnormal levels of neurotransmitters. Mental illnesses such as anxiety disorder and attention deficit can have an impact on the autonomous learning ability of college students.Subjects and MethodsThe study investigated 50 college students and diagnosed their condition based on the Self-rating Anxiety Scale (SAS) and Attention Deficit Hyperactivity Disorder Diagnosis Scale (ADHD). They were divided into anxiety group, attention deficit group, anxiety and attention deficit group, and control group according to the results. Subsequently, the autonomous learning ability of the four groups was evaluated using the College Student Learning Autonomy Scale.ResultsThe control group had the best score on the Learning Autonomy Scale for college students, while the anxiety group had no significant difference from the control group (P>0.05); There was a significant difference between the attention deficit group and the control group (P˂0.05); The score of the anxiety and attention deficit group was significantly lower than that of the control group (P<0.01).ConclusionsThe impact of anxiety disorder on the metacognitive monitoring of autonomous learning among college students is not significant, while attention deficit has a more significant impact on metacognitive monitoring of autonomous learning among college students.AcknowledgementYunnan Provincial Education Department 2018 Undergraduate Education and Teaching Reform Research Project (No. JG2018291); The construction project of First-class course of Culture and Tourism College (No. YLKC202010).

Assessment of Student Learning Needs Fulfillment and Autonomy in Teacher Teaching Practices

The existence of student autonomy in learning and the fulfilment of student learning needs is the main characteristic and key to creating student-centered learning. Distribution of learning autonomy and the fulfilment of students’ learning needs are two core indicators of student-centered learning. This study aims to analyze students’ perception on how far teachers have fulfilled their learning needs and distribute autonomy in managing learning process. A total of 235 students (110= = male; 125 = female) from public secondary school in the city of Bandung which implement Kurikulum Merdeka were involved as the research subject. The data was gathered by survey method through Likert style questionnaire consists of 25 behavioural descriptions that describe teacher teaching behaviour to facilitate students’ learning needs and autonomy and was then analysed by quantitative descriptive method. Study findings show that in overall, students perceived that teachers’ capability to meet their needs in learning and distribute autonomy was categorised as low. Furthermore, there is no significant different in perception between male and female students.

Students of Autonomous Learning Using Mobile Assisted Language Learning (MALL) at Senior High School

This research aimed to improve the students’ listening in autonomous learning using Mobile Assisted Language Learning (MALL), this research was conducted in SMAN 18 Bulukumba. The data had been counted by the researcher, then the researcher consider about the implementation of autonomous learning using MALL.In conducted this research, the researcher gave the students autonomous learning and the students work. The data were got using the test for the students, then the data counted by researcher by using Classroom Action Research method of data collection technique, and also through documentation with 32 students in the classroom.The Results of this research showed that autonomous learning using Mobile Assisted Language Learning (MALL) can improve the students’ listening, especially in Respond and Understand of their mobile phone by using several applications podcasts; it proven by the results of the test, where the students’ achievement in listening respond and understand was shown by the students’ scores in D-test (50 and 55.7), Cycle I (60.3 and 60), and Cycle II (81.1 and 71.). Hopefully, the result of this research is able to be replicated by SMAN teachers and students in solving similar problems faced in autonomous learning using Mobile Assisted Language Learning (MALL).

Research on the Current Situation and Countermeasures of College Students Autonomous Learning under the Internet Environment

Research on the Current Situation and Countermeasures of College Students Autonomous Learning under the Internet Environment

An Interpretation of the Revised Compulsory Education Curriculum Program and Standards: A Revolution in China’s Compulsory Education

The Compulsory Education Curriculum Program and the Compulsory Education Course Standards make up the Compulsory Education Curriculum Program and Standards 2022, which was released by the Chinese Ministry of Education. The statement emphasizes the development of students’ key competencies while optimizing the objectives for compulsory education and outlining new demands for a more intense reform of the educational system in order to fulfill the needs of the current era. In order to better support student autonomous learning and overall development, it is imperative to raise reform awareness among the educational community, enhance teachers’ professionalism and instructional skills, and create student-centered learning environments before implementing the revised curriculum program and course standards. In order to add new perspectives to the literature on the new curriculum program and standards and provide implications for teachers and administrators in educational reform, we have focused our interpretation of the document on three dimensions: training objectives, student key competencies, and curriculum and teaching reform. We have also offered some recommendations for its successful implementation.

The Development of Metacognitive Models to Support Students' Autonomous Learning: Lessons from Indonesian Primary Schools

The present study was designed to develop an Indonesian language learning module based on metacognitive strategies to support student learning autonomy. The development of this module is based on Oxford’s (1990) strategy development model. Data were generated through quantitative and qualitative approaches. The analysis showcases that (1) module requirements were determined based on information of student needs, of whom 53% stated to agree and 31% strongly agree in case of the development of an Indonesian language learning module based on the metacognitive strategy; (2) the development of the module was conducted by integrating metacognitive strategy training and implementation in learning, evaluations, and revisions; (3) module accuracy was shown by the validation results from language experts (85%), design experts (93%), media experts (86%), and practitioners (77%), which is stated as valid; and (4) the module effectiveness was based on the results of SPSS 20 analysis: if t-value is −7.267, smaller than t-table of −2.045, itmeans that there is a significant difference between pretest and posttest scores. This finding unpacks that there is a difference between student learning outcomes before and after the implementation of learning with Indonesian language learning modules based on metacognitive strategies. Implications from these findings are discussed.

PEMAHAMAN GURU TERHADAP PENDEKATAN HEUTAGOGI DALAM PENGAJARAN DAN PEMBELAJARAN: KAJIAN KES DALAM KALANGAN GURU PENDIDIKAN ISLAM SEKOLAH MENENGAH

The world of education is inextricably linked to the development of human resources in order to generate intellectual resources in tandem with global economic growth. Teachers' teaching quality must be improved so that students can benefit from more meaningful learning. In this regard, self-learning, such as heutagogy, should be highlighted in teachers' teaching as one of the efforts to empower students' ability to face the educational era of the twenty-first century. The requirements of PdPR in the endemic situation of Covid 19 also necessitate the use of a heutagogic approach in schools in order to increase student autonomy in learning. As a result, this study was carried out to investigate secondary school Islamic Education teachers' attitudes toward the heutagogic approach as self-learning in the teaching of Islamic Education. The implementation of the heutagogic approach will improve the teaching and learning process, allowing the main goal of student development to be met to the greatest extent possible. This is a case study with a qualitative approach that includes semi-structured interviews and document analysis. Data from interviews were transcribed, thematically analysed, and triangulated through document inspection. The study's findings on teachers' understanding of the heutagogic approach are organised into five themes: self-reliance, student focus, teachers as guides, technology use, and religious demands.

A Matrix-Based Guideline to Chemical Engineering Curricular Revision

The objective of the study is to describe our matrix-based guidelines in revising our competence-based curriculum. A curriculum restructure relies on pragmatic and iterative refinement of the situations integrating various stakeholders’ perspectives as well as field-based research by considering currently critical and emerging trends, such as the inclusion of the 21st century skills. The revision project took a 150-day duration and implemented the subsequent stages: 0). Build a common language 1). Identify aspects that are working well at the moment and those that may need revision in the current curriculum, 2). Align the performance indicators using the evaluation matrix, 3). Select types of learning activities that correlate with Bloom's taxonomy verbs, 4). Incorporate student learning autonomy into the curriculum. The matrix was used to facilitate equal, organized, and clearer distribution, thus, bringing the coherence of indicators for the 5-year progressive learning courses. The contribution of the study is to achieve comprehensive, systematic, and continuous improvement of the competence-based educational model for Latin American universities within engineering study programs.