Learning Strategies Of Students Research Articles

Remote Learning Strategies for Students With Emotional and Behavioral Disorders

There is a growing concern among teachers and parents regarding how best to teach children with emotional and behavioral disorders (EBD) in a remote learning format. Students with EBD may have specific needs that present as unique and challenging for teachers to address and when engaging in remote learning. We will discuss research-informed, adapted virtual methods, including strategies to make students feel comfortable socially and academically.

Learning Strategies of ELT Students for IELTS Test Preparation to Meet English Learning Outcomes

The present research aimed to examine the learning strategies for the IELTS test preparation to meet the English learning outcomes (ELOs) used by students majoring in English Language Teaching (ELT) in Vietnamese universities, especially at the University of Foreign Language Studies – the University of Da Nang (UFLS-UD) and provided solutions to improve their IELTS test preparation efficiency. Data were collected from the questionnaires completed by 120 English language teaching (ELT) students, the in-depth interviews with 10 student informants, 5 experts in English teaching, and 10 students who have taken the IETLS test to meet the ELOs. The findings showed that most student informants chose the IELTS test to meet the ELOs requirements and did some preparation for the test. Regarding the learning strategies, practicing English pronunciation and communication skills were used for speaking, listening to the audio, watching English videos for listening, reading the IELTS writing samples, and learning grammar for writing. To overcome problems faced by informants, some suggested solutions were proposed, such as employing self-study strategies, practicing the IELTS sample test, attending IELTS courses, sitting for the IELTS mocks, and finding support from lecturers.

Learning expectations, challenges, and strategies of university students on English-medium instruction

Despite its wide application at tertiary education, English-medium instruction (EMI) poses complexities in practices. This study investigated EMI students’ expectations, challenges, and coping strategies based on prior learning and language backgrounds and explored EMI policy implementation at a university in Indonesia. The qualitative data were obtained from open-ended questionnaires, a focus group interview, with participants selected using purposive sampling for maximum variation, and EMI policy documents from a faculty of economics and business at an Indonesian university. The data were analyzed inductively by looking at the recurring themes and were used for triangulation. The students’ different backgrounds: mainstream, mainstream with English courses, and bilingual or international classes brought some differences in their EMI learning. Students had high language, career, academic, relational, and intercultural expectations. Those from mainstream classes faced considerably more challenges compared to those from the other groups with stronger English backgrounds, regarding inadequate English proficiency, unfamiliarity with academic and disciplinary terms, and struggling in following lectures. The students’ learning strategies relied on cognitive and rote learning with the assistance of digital technology. Finally, a gap was observed between meso and micro policy and practice. More institutional supports thus were recommended for better achieving the EMI program vision.

EFL UNDERGRADUATE STUDENTS’ ONLINE SELF-REGULATED LEARNING STRATEGIES DURING COVID-19 PANDEMIC

This research aims to identify online self-regulated learning strategies of EFL undergraduate students during the COVID-19 pandemic. This research involved 81 EFL undergraduate students batch 2020 majoring in English Language Education in a private university in Indonesia. The Online Self-Regulated English Learning (OSEL) questionnaire adapted from (Zheng et al., 2016) was chosen as the instrument of this research. The questionnaire consists of 21 items. The findings reveal that EFL undergraduate students’ online self-regulated learning strategies employ five domains, namely (1) goal setting (M= 3.800, SD= 0.890), (2) environment structuring (M= 4.015, SD= 1.033), (3) task strategies and time management (M= 3.365, SD= 1.062), (4) help-seeking (M= 3.827, SD= 1.081), and (5) self-evaluation (M= 3.784, SD= 0.968). EFL undergraduate students also perform high self-regulated learning strategies in the domain of environment structuring, particularly in arranging and determining the right place that supports learning English. However, they have low self-regulated learning strategies in task strategies and time management domains, particularly in preparing questions when learning English. Further researchers are recommended to look into the relationship between the amount of time undergraduate students spend learning English and their self-regulated learning strategies.

Is blended learning the future of education? Students perspective using discrete choice experiment analysis

This is the first study to use discrete choice experiment in exploring the stated choice preference of blended learning preference among the university students in the context of Bangladesh. As a pre-requisite in developing student engagement learning strategies, we investigate the choice preference of university students towards different types of blended learning to explore relevant concerns and challenges in order to plan for successful implementation of this option. Around 306 responses from the students belonging to Bangladesh University of Professionals (BUP) and North South University (NSU) are considered representing both public and private universities in Bangladesh. Conditional logit model is used to explore the choice preference of the respondents based on the attributes. We find that university students explicitly dislike recorded videos as the primary mode of instruction as there is minimum human interaction using this method. Students with mobile internet also prefer offline classes to online classes, whereas students with broadband internet prefer the opposite choices. The policy implications of these findings hold global relevance in devising student engagement strategies towards blended learning such as for other developing economies in South Asia which were forced to transition to online learning as an adaptation response to the COVID-19 pandemic.

A Comparative Study of Motivation and Learning Strategies: Student Motivation Can Influence Student Learning Strategies in Bangladesh

A Comparative Study of Motivation and Learning Strategies: Student Motivation Can Influence Student Learning Strategies in Bangladesh

Pengembangan Booklet Learning How To Learn sebagai Layanan Informasi Mengenai Strategi Belajar Kognitif bagi Siswa SMA

This study aims to develop a learning how to learn booklet as an information service regarding cognitive learning strategies for high school students. The type of research used is research and development with research and development (R & D) Borg & Gall methods simplified by the Puslitjaknov Team (2008) which consists of conducting product analysis to be developed, developing initial products, expert validation and revision, trial small-scale field trials and revisions, large-scale field trials and final products. The sampling technique used was non-probability sampling by using quota sampling. The number of samples that will be involved in this study are 20 high school students (SMA) in Banten Province. This research is about product development in the form of a booklet that contains information on cognitive learning strategies that have aspects of 1) Repeating, 2) Elaborating, 3) Organization. To evaluate the product to be made, the researcher uses an evaluation model of alpha test and beta test. By asking material and media experts to assess the feasibility of the product as a way to evaluate, this is called an alpha test. The beta test is a form of product feasibility test based on the prospective user's assessment of the product being developed. After the product was tested for feasibility by material and media experts, then after being tested by students, whether the product developed was feasible or not, to get the results the researcher analyzed the data that had been obtained using the eligibility criteria according to Arikuntio (2009). In the product feasibility test, it was found that the results of the material expert test were 80%, the media expert test results were 87.05% and the user response test results were 84.26%. So from the results of the feasibility test and the respondent's trial, it was found that the product that the researcher developed in the form of a learning how to learn booklet was considered "very feasible".

Gender, Achievement, and Language Learning Strategies of Tertiary Students

The paper aimed to determine the predominant strategies in language learning of tertiary students. It also examined the relationships between the students’ gender and their language learning strategies, the students’ achievement and the language learning strategies used according to their gender, and students’ achievement according to their gender. The researchers adopted a questionnaire which was floated to 300 first year students to gather data. The findings showed that students who were bisexuals often used metacognitive and cognitive strategies in learning English. Lesbians, on the other hand, frequently used social and compensation strategies to learn English while gays commonly employed social and meta-cognitive strategies. Male students regularly used social and memory strategies while female students often employed social and meta-cognitive strategies. It also appeared that there was significant relationship between language learning strategies used and students’ gender when it came to gay respondents only. Moreover, the study showed that language learning strategies used by the students did not influence their achievement in English. Lastly, findings revealed that the result of the mean grades of the students in their academic achievement was different from each gender. Therefore, students’ achievement in English varies according to gender.

A Causal Relationship Model of English Language Learning Strategies and Achievement Motivation among Physical Education Students at Thailand National Sports University

The objectives of this research were 1) to study the level of English language learning strategies, 2) to study the level of English language learning achievement motivation, and 3) to establish and validate a causal relationship model of English language learning strategies and achievement motivation with empirical data. The population of this study was 1,597 second-year physical education students from 17 campuses of Thailand National Sports University. The sample size was determined for 20 people per 1 observed variable (Hair, et al., 2010), in which there were 22 observed variables in this research. The sample size was calculated to be 440 people (20 x 22) and the sample proportion was determined according to the population of each campus. The questionnaire used in the research was a 5-rating scale questionnaire with a content validity ranged between 0.67-1.00 and the reliability value of the English learning strategy questionnaire, the reliability value of the English language learning achievement motivation questionnaire and the reliability value of the whole questionnaire were 0.936, 0.958 and 0.967, respectively. The results of this research indicated that 1) The English language learning strategies of physical education students at Thailand National Sports University were at a moderate level in both overall and individual strategies. 2) The level of English language learning achievement motivation of physical education students at Thailand National Sports University was at a high level and 3) the causal relationship model of English language learning strategies and achievement motivation among physical education students at Thailand National Sports University was consistent with empirical data.

Malaysian Non-native Chinese Students' Challenges and Learning Strategies in Chinese Characters Learning

This study investigates the challenges faced by non-native Chinese learners in learning Chinese characters and their learning strategies. This research applied quantitative research, where the questionnaire was delivered at the end of the semester to 370 students of Mandarin level two, selected through convenience sampling. The descriptive analysis showed that most of the students stated that being literate in Chinese characters and learning many Chinese characters was the most challenging act while corresponding between characters and their pronunciations was the least challenging. Next, the students listed repetitively memorising Chinese characters as the preferred learning strategy, followed by imitating each stroke of a Chinese character and picturing what Chinese characters look like in their minds. The finding of this study contradicts other research studies since the students in this study did not perceive the "lack of correspondence between characters and their pronunciation in Chinese character learning" as the main challenge since they only learned 105 Chinese characters for two semesters. Nonetheless, this study also supports similar research on learning strategies in that students have difficulty learning Chinese characters as there are too many characters, too many pronunciations, and too many strokes. Hence, they repeatedly imitate and memorise the characters as learning strategies. Thus, memory strategies and graphic strategies are the main learning strategies to help learners cope with learning Chinese characters. For future study, it is recommended to find out whether there is any correlation between the challenges for non-native Chinese learners and the learning strategies they apply, which will give teachers an idea of how to improve their teaching to support learners’ learning strategies to boost their Chinese character learning.

Self-regulation and Learning Strategies of Beginner and Advanced University Students

The authors analyze the self-regulation learning processes of university students from a degree in the area of computer systems in a private University in Uruguay. An analysis is made of the main features that characterize self-regulation processes drawn from a quant-qual investigation based on a pre-existing questionnaire adapted to this particular context. Such is the Motivated Strategies for Learning Questionnaire (MSLQ), which was administered to 187 students; semi-structured interviews were also carried out to 10 students. Among the most important results of the study, it is worth emphasizing the high level of intrinsic and extrinsic motivation and the diversity in the self-regulation learning strategies used by beginner and advanced students. Concerning the cognitive strategies, students mainly use deep information-processing strategies. Some of the self-regulation processes are developed in keeping with the beginner and advanced students' academic progress.

The Use of SILL Oxford on Understanding the Speaking Learning Strategies

Language learning strategies are activities consciously chosen by learners for the purpose of regulating their own language learning, and it has a strong relationship with learning success. On the other hand, employing effective language learning will improve students' achievements. Effective learning strategies are not the preserve of highly capable individuals but could be learned by others who had not discovered them on their own. Speaking skills as one of the majors in learning a language is expected to be mastered by Indonesian students in the globalization era. SILL questionnaire has been used in many countries around the world to investigate strategy use among groups of students of English as a Second or Foreign language. Therefore, this paper showed the relation between the use of SILL Oxford and the speaking learning strategies. The mixed-method approach was employed, and 183 Indonesian students participated in this research. The SILL Oxford questionnaire was adapted in this research in order to find the speaking learning strategies employed by the students. The interviews were conducted to get the students’ reasons as well as confirm the students' strategies and SILL Oxford. The finding showed that most successful Indonesian students employed metacognitive strategies with percentage responses of 72.7% and the affective as the least with a percentage of 56.8%. It was also found that most of them used paying attention, using resources for receiving strategy sending messages, and self-monitoring strategy strategies. The interviews resulted showed that the SILL Oxford result was the same as the students learning strategies. And their reason for choosing the strategies was their awareness of learning asn the importance of English. Therefore, it can be the basis for the students improving their speaking proficiency by applying successful student learning strategies.

JCIHE Volume 14(2) Introduction

I am pleased to share Volume 14, Issue 2, 2022 of the Journal of Comparative and International Higher Education (JCIHE). In this current issue JCIHE is honored to publish articles of higher education on the following countries: Azerbaijan, Barbados, Canada, China, Hungary, Iraq, Tajikistan, Taiwan, United Kingdom, and United States.
 JCIHE publishes new and emerging topics in comparative and international higher educational whose themes represent scholarship from authors from around the world. Two broad themes are represented in the articles in the 14(2) Issue: Student Learning Strategies and Institutional Context. For this issue, the Editorial Board invited two high-profile internationalists: Allan Goodman, of the Institute of International Education and Mirka Martel of the Institute of International Education to write a reflective essay about the effects of COVID-19, on student mobility. They focus on changes between the different waves of COVID-19 and projections for the future. We conclude this issue with a Book Review by Sneha Bhasin.

Can microlearning strategy assist students’ online learning?

The development of information and communication technology leads to the need for learning concepts and strategies following current conditions. In the higher education system, it is essential that educators must carefully consider the learning strategies of students' learning styles and cognitive loads. This study explores how microlearning strategies are applied to online learning to minimize students' cognitive load. It applies a qualitative approach by involving 45 students in the student mobility program who volunteered to participate in the research process. The data were collected through questionnaires, interviews, and document analysis of student learning outcomes. They were then validated by triangulation and analyzed by following an interactive data analysis model on applying microlearning strategies in online learning. The results showed that microlearning is an effective strategy to minimize students' cognitive load in online learning, including intrinsic, extraneous, and germane ones. The implementation of microlearning strategies in online learning eases students to understand the material; students are more flexible in learning because its strategy allows students to decide their readiness to learn. This strategy enables students to manage the unproductive cognitive load and stimulate the germane cognitive load. Hence, their learning outcomes fall into the nearly excellent category.

Islamic Religious Education Learning Strategies for Special Need Students in State Special Need Schools Indonesia

Islamic Religious Education Learning Strategies for Special Need Students in State Special Need Schools Indonesia

Islamic Religious Education Learning Strategies for Special Need Students in State Special Need Schools Indonesia

This paper aims to investigate the strategy of Islamic religious education teaching to special needs students at a state special needs school in Indonesia. This study uses a qualitative approach to understanding the teaching strategies and their impact on special needs students with most of them being deaf, blind, and mentally retarded. Data were collected through observation, in-depth interviews, and written material. Data analysis was carried out using a thematic process through a reduction process, data presentation, and data verification of the validity of the data. The results of the study show that the implementation of Islamic religious education learning for disabled students has been carried out with innovative strategies such as using practicum and role model strategies. The teachers also use interesting media to make the disabled students interesting in learning Islamic religious education. As a result, disabled students are improved in cognitive, affective, and psychometric aspects relating to Islamic education. This study contributes to academic and to practice that might be implemented in other special needs school contexts.

Influence Of External Examination On The Teaching And Learning Of Mathematics At The Secondary Education In Pakistan

This study explores the influence of external examination on teaching and learning of Mathematics at the secondary schools affiliated with provincial and private examination boards in Pakistan. By employing the explanatory sequential mixed-method approach, this study was conducted in two phases. In the first phase, the Mathematics examination papers of last five years from both provincial and private examination boards were reviewed and analyzed to understand (1) the cognitive complexities required from the learners to solve the questions, (2) the frequency and variety in which the questions were repeated and (3) the chapters of prescribed books from which the questions are selected in the examination of last five years. In the second phase, semi-structured interviews with teachers and students were conducted, along with participatory observation to understand how the examination patterns shape their teaching and learning. The findings revealed that the external examination directly influences teachers’ teaching, and indirectly students’ learning. Both the positive and negative effects of the external examination were found on the teaching and learning strategies of teachers and students, respectively.

Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review protocol

Background: Education is recognised as a constitutional right, however, access to and participation in higher education can be challenging for some students. This has led to the development of various international and local initiatives promoting inclusion, which has increased student representation from marginalised groups. In order to support growing student diversity, teaching and learning (T&L) strategies must encompass inclusive pedagogical principles. Technological advancements have improved opportunities for online T&L strategies and these are becoming an integral component of curricula in undergraduate nursing programmes. Online simulation-based learning (SBL) has gathered momentum in nursing education over the past twenty years. However, it is unclear from the evidence-base how inclusive this educational approach is, and how it can best support the growing diversity among nursing students. This paper outlines the protocol for a scoping review that aims to systematically and comprehensively map the available published and unpublished literature on inclusive pedagogy in online SBL in undergraduate nursing education. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-analyses Extension for systematic review protocols (PRISMA-P) guided this protocol. Arksey and O'Malley (2015) six-stage methodology framework, the Joanna Briggs Institute (JBI) guidelines (2005) and the PRISMA extension for scoping reviews (PRISMA-ScR) will guide the proposed scoping review. Conclusion: It is envisaged that this scoping review will give a broad overview of the evidence for inclusive pedagogy in online SBL at this point. The findings of this review will be used to inform future policy and the pedagogical and technological design of online SBL activities and assist nurse educators to meet the current requirement of inclusive practice.

Aktivitasi Belajar Siswa Dengan Penggunaan Strategi Belajar Mind Map

This study aims to produce an increase in student learning activities through the use of mind map learning strategies for class IX-4 students of SMP Negeri 8 Padangsidimpuan in the 2021-2022 academic year. The subjects of this study were students of class IX-4 SMP Negeri 8 Padangsidimpuan, totaling 30 people. This type of research is classroom action research (CAR) with the application of a Mind Map. The parameters observed were limited to: student activities during learning, the results of students' psychomotor abilities in making mind maps and student responses to mind map learning activities obtained after learning activities. The data obtained were analyzed by the percentage of value acquisition with descriptive and qualitative descriptive techniques. The results showed that in the first cycle the percentage of all activities was 51.79%, while in the second cycle the percentage of all activities was 72.07%, an increase of 20.28%. The results of the Mind Map assessment in the first cycle showed a percentage value of 69.3% or sufficient. Meanwhile, in Cycle II, the percentage value of 80.3% or good increased by 11% from Cycle I. Student responses to learning with the mind map learning strategy were very positive. Based on the results of the research above, it can be concluded that learning using mind map learning strategies on ecosystem materials in class IX-4 has increased from cycle I to cycle II.

An Exploration of Metacognitive Practices in Gross Anatomy Educators

INTRODUCTIONMetacognition, the ability to monitor and regulate one’s thought processes, has been shown to benefit instructors by improving their effectiveness as teachers. Particularly with dissection‐based gross anatomy, instructors are dynamically using metacognitive processes to monitor student learning and adapt teaching strategies at table‐side. Therefore, the purpose of this study was to explore the metacognitive processes of gross anatomy instructors as they taught in an anatomy course for allied health students.METHODSAll instructors in a doctoral‐level dissection‐based gross anatomy course, including faculty, associate instructors (AIs), and near‐peer teaching assistants (TAs), were invited to participate in this IRB‐approved study. All instructors participated in facilitating lab dissections. At the start and end of the course, instructors were invited to complete pre‐ and post‐questionnaires which included the Teacher Metacognition Inventory (TMI), a 28‐item survey that assesses metacognition as it relates to teaching. Pre‐ and post‐TMI scores were analyzed using Wilcoxon Signed Rank and Kruskal‐Wallis H tests. After the dissection labs, instructors who were in attendance were asked to complete reflective journals to provide deeper insight into their metacognitive processes. Topics included self‐evaluations of teaching, emotions associated with teaching, and plans for future teaching sessions. Reflective journals were thematically analyzed using both deductive and inductive coding.RESULTSAll seven female instructors participated in this study, including two faculty, one AI, and four TAs (54% of instructors in the course). Due to the small number of participants, statistical significance could not be calculated for all tests. Between the start and end of the course, total TMI score increased from 106.9 to 114.0. TAs exhibited the greatest increase in total TMI score (Δmean=13.3) followed by the AI (Δmean=3.5) and faculty (Δmean=2.5). In the pre‐questionnaire, TAs, AIs, and faculty exhibited the greatest difference in Metacognitive Knowledge of Self. However, this difference was reduced in the post‐questionnaire, indicating that TAs demonstrated the greatest increase in this parameter. Several specific themes were identified through thematic analysis. For example, TAs were more internally‐focused on personal traits and content mastery whereas faculty were externally‐focused on interpersonal factors (e.g. student names, inclusive language, etc.).CONCLUSIONOverall, gross anatomy instructors improved their metacognition, particularly in relation to the metacognitive knowledge of their own strengths and weaknesses. TAs exhibited the most metacognitive growth while faculty remained consistent, possibly due to a ceiling effect. Upon reflection, TAs tended to focus on personal aspects while faculty focused on interpersonal aspects of teaching.SIGNIFICANCEThese insights into the metacognitive processes and educational priorities of anatomy instructors can inform how to best support their professional development at different stages in their careers. Novices may benefit more from content reviews while experienced instructors may benefit from pedagogical or communications training.