Students Autonomous Learning Research Articles

Teaching Reform of Advanced Steel Structure Course Based on Accident Cases -Taking the Joint Design as an Example

The construction measures of steel structure joints have an important impact on the overall steel structure, the safety of the joint itself and the seismic performance of the structure. In the teaching of the node chapter of Advanced Steel Structure Course for undergraduates majoring in civil engineering, the focus is on teaching the calculation and design method of nodes, and only introductory explanations are given for the construction measures of nodes, and the students' learning effect is not satisfactory. This paper analyzed the current situation of teaching in the chapter of steel structure joints. Based on three engineering accident cases caused by improper joint construction measures, a case teaching idea was proposed. On this basis, the critical issues of teaching in this chapter and the application of cases were investigated. This paper aims to provide some reference opinions for the teaching reform of engineering-related courses, and to provide reference for the construction of practical teaching based on improving students' learning interest and autonomous learning ability.

The effect of the adversity quotient on student performance, student learning autonomy and student achievement in the COVID-19 pandemic era: evidence from Indonesia

This research investigates the effects of the adversity quotient introduced by Paul G. Stoltz on students achievement motivation, student learning autonomy and student performance. The study was conducted through an online survey with 218 participants from selected students of two Islamic senior high school in Indonesia. Data and information gathering from respondent analyzed by partial least square structural modelling using SmartPLS. This research revealed that adversity quotient were significant constructs affected on students achievement, students learning autonomy and student performance. This research opens a new paradigm for studying the adversity quotient and its implication for other educational aspects.

Investigation on Autonomous Learning of Foreign Language and Countermeasures for Constructing an Autonomous Learning Platform

<p class="1"><span lang="EN-US">The connotation of autonomous learning is expanding as time progressed. Under the background of “Internet plus” education, colleges and universities pay more attention to the application of network teaching resources in teaching. Universities intensified the reform of college English teaching and built platforms for autonomous learning, supplementing the shortcomings of English classroom teaching and improving students' autonomous learning ability. This paper takes local college students as the research object, makes an investigation and analyzes the situations of college students autonomous learning. The findings suggested that the following questions are addressed: lack of motivation of autonomous learning, lack of self-exploration of effective learning strategies, lack of the ability of multiple interactions. This paper will give relevant strategies for building a platform for college English autonomous learning to promote and cultivate students' independent learning ability of foreign languages.</span></p>

The Development of Autonomous Student Learning Networks: Patterns of Interactions in an Open World Learning Environment for Teachers Exploring Teaching with and through Computer Science

This pilot case study sought to investigate patterns of interactions between learners and their instructor in a teacher education course called “Computer Science for Teachers”. This course was constructed to leverage aspects of open world game design elements in order to investigate the effects of degrees of autonomy in gameplay/learning. This course was conducted in a specially built social learning platform based on Elgg software. Student interactions with the instructor and other students in this course were analyzed to determine the learning networks students constructed during each key learning activity as well as the epistemic spaces defined by these interactions. Descriptive statistics along with social network analysis (SNA) and epistemic network analysis (ENA) were used to investigate these data. The findings indicate that more traditional/less open world gaming type learning activities were associated with learning networks and epistemic spaces that were teacher-centered and narrower, while more open world gaming/high levels of autonomy (student-centric) learning activities were associated with learning networks that were highly decentralized and epistemic spaces that featured students asking and answering questions of/for one another. These findings were consistent with existing research into player behavior in open world type games and learner behavior in settings with high levels of autonomy support. Implications for further research are discussed.

ACTION-ORIENTED LANGUAGE TEACHING: OPINIONS OF STUDENTS OF FRENCH ABOUT SHORT FILM SHOOTING PROJECT

The aim of this study is to analyze efficiency of teaching French with a short film project and to reveal learners' opinion. In this study, case study, which is one of the qualitative research methods, was preferred. This study was conducted with 10 students of Anadolu University, Faculty of Education, French Language Teaching Department. The data is collected through observation and group interview techniques. Macro and micro tasks were assigned in order to develop learners' linguistic and extra linguistic skills during 8-weeks. Furthermore, products such as scenario, banner, short-film etc. have also been analyzed as documented data. Observation and interview notes were coded by two researchers and 92% reliability was achieved; 6 themes and 15 subthemes were thus forged. According to findings, the motivation of the participants increased. Possible reasons for this are the different and fun activities, creating a concrete product and feeling successful. In group work a positive synergy observed among good associates, but learners’ discussion, co-deciding and cooperation skills need to be improved. Participants stated that their creativity, socio–cultural, self-learning and self-assessment skills have developed. In conclusion, project-based learning, supported by action-oriented approach, helps to increase student motivation, creativity, intercultural skills and autonomous learning skills.
 
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An Investigation of Students Autonomous Learning Performance during Covid-19 Outbreak: A Case Study

Covid-19 outbreak has brought a great disruption to instructional process. Needless to say, the goal of instructional process needs to shift from student centred learning to promoting learner autonomy. Yet, it is important to conduct a study which learn the students’ capacity to be autonomous. This present study aims at investigating learners’ autonomous learning capacity during this outbreak. The researcher employed a mix method design where the data obtained were presented in both quantitative and qualitative perspectives. There are total 30 higher education students chosen to be the subjects of the present study. The data were gathered through different instruments; questionnaire and semi structured interview. The questionnaire comprises five major aspects in measuring learners’ capacity in autonomous learning. In order to achieve the credibility of the data, the researchers’ employs triangulation of data. The results of the study showed that learners have the capacity of autonomous learning to some extent. Learners are quite self-directed in the aspects of defining content and progression, monitor the procedure of acquiring knowledge, and doing self-evaluation. Meanwhile, the aspects of setting objectives and selecting method to learn need to be improved. The findings imply that optimization of learning is a must despite all boundaries that challenge both learners and educators.

Geometrichem Game to Improve Student Learning Autonomy in Molecular Shape Topic

The aim of this research is to determine the feasibility of Geometrichem game as learning media to improve student learning autonomy in molecular shape topic according to validity, practicality, and effectiveness. Geometrichem game is expected to improve student learning autonomy. The research method applied was Research and Development: (1) preliminary study, (2) development of the product, (3) trial. The trial was conducted to 18 students of SMAN 1 Gresik. The result showed that Goemterichem game is feasible as learning media in molecular shape topic as (1) validity reached 89,29% or highly valid, (2) practicality reached 84,03% or highly practical according to response questionnaire, and 78,79% or good according to student activity observation, (3) effectiveness reached 77,78% according to classical completeness. Geometrichem game improved student learning autonomy in student motivation, use of learning resource, self-evaluation, and environmental factor aspects, but not in learning strategy, planning, and self-monitoring aspects.

Proposed Natural Science E-Instructional Systems Design (E-ISD) for the Mendiola Consortium

Proposed Natural Science E-Instructional Systems Design (E-ISD) for the Mendiola Consortium

Impact of Perceived Academic Advisor Support on Academic Motivation

Improving the credit system is a new requirement of the Ministry of Education of China. The academic advisor system is an essential part of the credit system management and plays an important role in the planning and guidance of students’ academic career. Therefore, this paper studies the influence of students’ perception of academic advisor support on academic motivation. It surveyed 455 undergraduates from universities and colleges in Henan Province that implemented the academic advisor system, and found that students have a high degree of academic motivation. The main results of the research are as follows: 1) Freshmen’s perception of academic advisor support is higher than that of senior students; 2) Perceived autonomy support and engagement support have a significantly positive impact on intrinsic academic motivation; 3) Perceived opportunity support has a significantly positive impact on extrinsic academic motivation; 4) Perceived relationships support has a significant negative impact on amotivation. This research can help higher education workers to value student autonomy in learning, actively communicate with students, and provide resource support for the realization of student goals.

Using a web-based multilingual platform to support elementary refugee students in mathematics

ABSTRACT This exploratory study reports on the implementation of a novel web-based multilingual learning platform. This tool allows content to be delivered in different languages simultaneously, including languages of the students. In addition, it creates access to content knowledge aligned to the local curriculum, and in doing so, responds to an emerging need of both teachers and learners, in particular in light of an increasing linguistically and culturally diverse context. Our pilot research aimed to examine implementation elements and the perceived potential impact of the platform in mathematics. We conducted our study in an elementary school in the region of Toronto, Canada, attended by a significant number of students with a refugee background. A language biographical approach allowed us to highlight the role of the multilingual access to content knowledge, particularly on learning autonomy. Our results suggest that the use of this multilingual web-based platform may stimulate the learning autonomy of students and a positive attitude towards maths. In addition, our results suggest that additional strategies may be needed to improve the teachers’ ability to implement digital as well as language friendly strategies in their classrooms.

Self-Directed on English Language Learning During Covid-19 Pandemic: Analysis of Teacher Perceptions and Student Learning Autonomy

Online learning causes students to learn more independently. This study aims to analyze the perception of English teachers about independent learning, describe the activities provided by the teacher in online learning, and identify the components of independent learning that can be identified in online learning activities. This research is qualitative. The research subjects in this study were English teachers who applied online learning. Data collection was carried out using questionnaires, observations, and identification tables. Questionnaires were used to collect data on English teachers' perceptions of self-learning. There are three questionnaires to collect teacher perception data; 1) Teachers' perceptions of SDL content knowledge, 2) teachers' perceptions of SDL implementation, and 3) teachers' perceptions of the impact of SDL. Observation is used to collect data on activities assigned by the teacher in online learning. The data is described into three segments, pre-activity, while-activity, and post-activity. The results showed that teachers claimed to know about self-directed learning, often applied SDL, and claimed SDL had a very influential impact on students. Teachers still have difficulty handling online learning, especially in pre-activities and post-activities. In this study, there is a discrepancy between the teacher's perception and real action. Of the seven indicators, teachers can only apply two indicators. There are indications that the application of self-directed learning in online learning has not been effective. Based on the study results, it can be concluded that English teachers still have difficulty implementing independent learning to increase student learning independence, especially in online learning.

Design of Flipped Classroom Mode for Ideological and Political Education Based on Online Multimedia Platform

With the rapid development of educational resources and electronic information equipment, the teaching effect presented by the traditional ideological and political education model has been unsatisfactory. At present, in terms of classroom teaching mode, there is still a lack of interaction between students and between teachers and students in the classroom. Multimedia is only a tool to unilaterally display teaching content, and does not exert greater value. This leads to a lack of learning autonomy of students and poor learning effects. Therefore, this article combines the actual situation of ideological and political education, introduces the concept of network multimedia platform to carry out the application design of the flipped classroom mode, and establishes a new ideological and political education system with the help of the network learning platform, sets research tasks and learning goals for students, and improves them Self-learning ability and interest in course learning. Based on this, this article sets up an experimental group and a control group. The experimental group uses the flipped classroom model to carry out ideological and political education, and the control group uses the traditional classroom teaching model to carry out ideological and political education. The comparative analysis of the questionnaire shows that the classroom teaching model of ideological and political education based on the online multimedia platform can effectively improve the enthusiasm of students’ learning and activity participation.

The Integration of Learning Management System Into the EFL Classroom to Promote Student Autonomous Learning: an Exploratory Case Study

In this COVID-19 Pandemic, despite its limitations of time, space, and infrastructure, the education practice is unabating. Technology adoption taken as a way out to facilitate instructional activities is a compulsion for education practitioners and students across countries. However, students with their multiple roles in virtual classrooms unquestionably unfold challenges. This study identifies factors associated with technology use in a particular learning management system to promote learner autonomy. Moreover, it depicts the students’ challenges in taking part for their roles in an online learning environment. The barriers are deemed concerning personal, technological, and institutional factors. This study addresses these questions to accomplish the objectives: 1) How does the integration of the learning platform promote student autonomous learning? 2) What potential barriers do the students encounter in using the platform? The study employed an exploratory case study with virtual classroom observations, questionnaires, and interviews to obtain the research data. The English students of Universitas Negeri Semarang in Central Java Indonesia were recruited as the research participants. The findings reveal that Elena, an online learning platform, has been completed with various alternative features to accommodate the needs of instructional programs. In terms of the lesson structure, the facilities seem not yet optimized for promoting learning autonomy. With respect to the technological factor, despite its simple, easy, and practical attributes, the students sometimes encounter problems accessing Elena due to the Internet disconnection. The findings are envisaged to offer all stakeholders with feedback for further evaluation and betterment

Promotion of Student Autonomy in Learning the German Language. University Case Study

Summary The concept of learner-centered teaching is very popular in modern foreign language didactics. Specialized literature emphasizes repeatedly how important it is to enable individual and self-directed learning processes and to support them with advice. It is obvious that autonomy can be seen as a key competence that is urgently needed in a constantly changing world of work. With the principles of learner orientation and learner autonomy, the roles of university lecturers and students are also changing. So it seems to be essential for lecturers to answer the following questions: Under what conditions can self-determined, efficient and successful foreign language learning take place in a university-learning environment? How much freedom students can or want to endure in a foreign language class? What are the limitations of learner-oriented teaching in foreign language classes? This article reports on the implementation of the pedagogical concepts of learner orientation and learner autonomy and shows why the use of the didactic principle of learner autonomy in universities is a challenging task for both teachers and learners. The statements are based on the insights gained during the BA seminar on contemporary German language at Kaunas Vytautas Magnus University.

INVENÇÃO OU CRIAÇÃO MATEMÁTICA E OS FENÔMENOS DIDÁTICOS

Este ensaio teórico tem por objetivo tratar da invenção matemática discutida por Jacques Hadamard e relacioná-lo à prática docente, a partir dos fenômenos didáticos existentes. Justifica esta pesquisa, o fato de que se a matemática é uma invenção ou criação, e este pressuposto precisa estar evidenciado nos objetivos do ensino, pois, em geral, os docentes almejam que os estudantes aprendam conteúdos clássicos e prontos para serem apropriados por eles. Na parte 2 do texto, apresenta-se o conceito definido por Hadamard sobre a invenção matemática, descrevendo as suas quatro fases: a preparação, a incubação, a iluminação e a verificação; e analisar, na perspectiva do autor, o papel do inconsciente na iluminação matemática, apoiado, sobretudo, no testemunho de Poincaré. Na parte 3, trata-se dos fenômenos didáticos que ocorrem na sala de aula de matemática (transposição e contrato) e seus papéis para a aprendizagem autônoma do aluno. A metodologia da pesquisa é bibliográfica e documental. Temos como principal contribuição a influência exercida pelos fenômenos, evidenciando que não basta adequar o saber a ser ensinado, mas também de verificar o que é efetivamente aprendido. A conclusão destaca que a aprendizagem, como fenômeno que se dá em primeira pessoa, exige a autonomia do aluno e, consequentemente, é necessário estimular seu potencial de criatividade que, ao invés de se contentar de se apropriar dos conteúdos produzidos por especialistas, procure construir seu próprio saber matemático, incentivando-o a ser, por sua vez, um inventor ou criador de soluções próprias.

Emancipating Student Autonomous Learning using Integrated Entrepreneurship Videos of Schoology Application

E-learning requires students to study the material that has been uploaded to Schoology app independently. It also included independent and open discussion among students under the guidance of the lecturer in charge. The purpose of this research is to describe student independence in entrepreneurial learning using integrated entrepreneurship video in Schoology LMS application. It is a qualitative research which describes student independence in terms of learning, answering questions, and peer reviewing. This research was conducted from March to September 2019, involving 26 students as the informants. The data collection method used was participatory; the researchers played a key role as lecturers. The results of the study show that students can download an open the application easily. They did the tasks on time, learned the material (in the form of PowerPoint slide) on new entrepreneurial product ideas, learned the videos, conveyed general ideas, answered psychomotor questions after learning the videos, and conduct peer reviewing independently. In general, students learned entrepreneurship through videos in Schoology LMS application independently.

Effects of Online Teaching on Student Autonomous Learning with U-MOOCS: A Case Study of Business English and Communication

Effects of Online Teaching on Student Autonomous Learning with U-MOOCS: A Case Study of Business English and Communication

Promoting Students' Autonomous Learning Using Portfolio Assessment in EFL Writing Class

This study attempts to present the implementation of portfolio assessment to promote students’ autonomous learning in one of reputable universities in Indonesia. The participants were 30 students enrolled Essay Writing Class. A collection of students’ work during the course in the form of ‘Essay Writing Module’ was used to provide authentic evidence of the implementation of portfolio assessment and observation checklists of students’ work was used to present the completeness of portfolio assessment of each student. To know students’ autonomous learning, semi-structured interview was carried out. The results prove that portfolio assessment can promote students autonomous learning since it provides some benefits for students such as motivate them to do self-evaluation and reflection, encourage them to be actively involved in peer review session, and also enhance their awareness of their weaknesses.
 HIGHLIGHTS:
 
 Portfolio assessment promotes students’ autonomous learning by providing some benefits for students such as provide a guide for self-evaluation, reflection, and peer review.
 Each element in portfolio encourages students’ engagement during the writing activities both inside and outside the classroom.
 An insightful idea of specific criteria motivates students to set goals in improving their writing competence and performance.

Autonomous Learning of Elementary Students at Home During the COVID-19 Epidemic: A Case Study of the Second Elementary School in Daxie, Ningbo, Zhejiang Province, China

Autonomous learning is a topic of common concern in the education community. Various effective attempts and researches have been made around autonomous learning. However, autonomous learning is carried out more in the context of normal teaching, and lacks the exploration of elementary student autonomous learning outside the normal teaching scene. During the COVID-19 epidemic, the Second Elementary School in Daxie, Ningbo City, Zhejiang Province adopted an online education model to carry out distance education activities and student academic counseling, and actively developed teaching practices for students’ independent learning at home. We discuss the teaching practice of home study for students during the school epidemic.

Autonomous Learning of Elementary Students at Home During the COVID-19 Epidemic: A Case Study of the Second Elementary School in Daxie, Ningbo, Zhejiang Province, China

Autonomous learning is a topic of common concern in the education community. Various effective attempts and researches have been made around autonomous learning. However, autonomous learning is carried out more in the context of normal teaching, and lacks the exploration of elementary student autonomous learning outside the normal teaching scene. During the COVID-19 epidemic, the Second Elementary School in Daxie, Ningbo City, Zhejiang Province adopted an online education model to carry out distance education activities and student academic counseling, and actively developed teaching practices for students’ independent learning at home. We discuss the teaching practice of home study for students during the school epidemic.