Student Self-learning Research Articles

Development of Flipbook-Based E-Module Integrated with External Features to Facilitate Student Self-Learning

This study aims to develop a flipbook-based E-Module integrated with external features to facilitate student self-learning. This research uses a Research and Development (R&D) method with an ADDIE model, which consists of five stages, i.e., analyze, design, develop, implement, and evaluate. The needs analysis of teaching material development was conducted through surveys, interviews, and observations. The validity test used a validation instrument filled out by three experts. Practicality was measured using the results of a questionnaire filled out by students as respondents. The data collected were then analyzed quantitatively. The results showed that the flipbook-based E-Module integrated with external features was categorized as very valid with a percentage of 91.09% and very practical with a score of 90.14%. Flipbook-based E-Module facilitated student self-learning in accordance with its character, namely self-instructional, self-contained, stand-alone, adaptive, and user-friendly characteristics.

ШЛЯХИ ОПТИМІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ В ПРОЦЕСІОВОЛОДІННЯ ІНОЗЕМНОЮ МОВОЮ У ВИЩІЙ ШКОЛІ

The article is devoted to the organisation of students' independent work in higher education in the process of learning a foreign language. Students' independent work is identified as a key factor in the formation of self-education skills and the ability to learn throughout life. In the course of the study, three independent but interrelated parties involved in the process of self-learning of students were identified: student(s)-teacher-information technologies. It is defined that properly organized independent work of students allows them to process large amounts of information, in particular, to work with authentic foreign language sources in the process of mastering foreign language competence. It is proved that the prerequisites for high-quality independent work can and should be formed in the process of classroom work, which in its turn distinguishes a separate function of classroom teaching: preparation for independent work of students. It is stated that students' independent work cannot be separated from classroom work, since it is in the classroom that the teacher uses pedagogical tools to influence the student in order to increase his or her level of confidence and encourage independence. It is emphasised that the task of face-to-face learning is to form basic knowledge and skills, as well as the necessary potential for independent work of the student in future, while having independent learning. The course “Foreign Language for Professional Purposes” chosen for the study is the basic course in learning a foreign language (English) for students of the Vinnytsia Institute of Trade and Economics of the State University of Trade and Economics, therefore, it has been chosen for our study. Based on the results of a preliminary survey of students, we tested the latest technology for organizing students' independent work called “Puzzles”, which accumulates and presents information on English-speaking countries in various fields. Moreover, the areas of work can be selected from a list or suggested by the student and included in the list. Thus, independent work can coincide with the realisation of students' wishes and interests, which in its turn became a driving emotional factor in student motivation.

Субъектное обучение — глубинный постулат современной концепции высшего (университетского) образования

The phenomenon of subjective learning, discovered by Russian psychology and pedagogy as a higher educational technology of universities, has not, however, been actively developed and introduced into the system of higher professional education. The instinctive (instrumental) acquisition of types of activity experience is similar to the results of animal training. But a person masters all the wealth of socio-historical experience of the activities of previous generations of people, clothed in a word, thought, image. The appropriation of functional and operational mechanisms of a lifetime kind of socio-historical experience of human activity by an individual can be realized only in subjective learning in the form of individual self-study teaching actions and activities in general and cognitive self-assimilation of the conceptual provisions of science. Subjective learning will not take place in full without the student’s self-study in a scientific discipline and the active participation of the teacher as a mentor and supervisor. In the conducted exclusive pedagogical experiment, the search was carried out for the forms of the fundamentally new initiative type of educational practice being discussed — the subject-activity personalized self-learning of students to the conceptual appropriation of knowledge in dialogue with the teacher.

The Role of Learning Resource Centres in Enhancing Self-Learning of Senior Secondary Students

The School Learning Resource Centre is staple of the co-curricular activities and a way to encourage self-learning of students which makes the best contribution to stimulate the interest of students in general knowledge development and knowledge seeking. Learning resource centres play a major role in making students use their free time and improve their reading habits. Through this, students’ curricular and co-curricular activities are improved. However, in recent times, it has been pointed out that the number of students visiting learning resource centres and using the learning resources there is decreasing. This situation has had a negative impact on their academic achievement. It is in this background that the research has been carried out regarding the role of learning resource centres in enhancing the self-learning of students in Akkaraipattu education division. Among the activities undertaken through the learning resource centre to promote self-learning of students. The objectives of this research are to identify the contributions made directly. The objectives of this research are to identify the contributions made by the subject teachers and the contributions made by the school management and to analyze the relationship between these contributions and the self-learning of the students and to identify the challenges in effectively carrying out the activities of the learning resource centre to enhance the self-learning of the students. This research has also been carried out in the design of a descriptive survey research under the mixed research approach and 5 schools in the Akkaraipattu education division have been selected and their learning resource centre in-charges, subject teachers, school management committee members were taken as the population of the research and 60 people were selected samples using purposive sampling method. Quantitative and qualitative data collected through questionnaire, interview and observation tools have been analyzed using percentage survey and correlation coefficient. The following have been identified through this. The contribution of the learning resource Centre and the contribution of the school management in enhancing the self-learning of the students are at a high level. However, the contribution of subject teachers is at a low level. Meanwhile, there is a low positive correlation between learning research centre subject teachers’ contributions and students’ achievement. On the contrary, there is a high positive correlation between the contributions of school management and student achievement. Therefore, the contribution of the teachers who have the most influence in enhancing the self-learning of the students is less and it has had a less impact on the achievement of the students. Similarly, although the direct contribution of the learning resource Centre, which is highly influential in enhancing self-learning of students have been high, it has had a low impact on student achievement. Therefore, learning resource centre in-charges, subject teachers, school management and other school community should work together to carry out proper planning and effectively carry out the activities of the learning resource centre in a manner is suitable for implementing a blended learning approach can enhance self – learning of students.

Teacher–student complementary sample contrastive distillation

Knowledge distillation (KD) is a widely adopted model compression technique for improving the performance of compact student models, by utilizing the “dark knowledge” of a large teacher model. However, previous studies have not adequately investigated the effectiveness of supervision from the teacher model, and overconfident predictions in the student model may degrade its performance. In this work, we propose a novel framework, Teacher–Student Complementary Sample Contrastive Distillation (TSCSCD), that alleviate these challenges. TSCSCD consists of three key components: Contrastive Sample Hardness (CSH), Supervision Signal Correction (SSC), and Student Self-Learning (SSL). Specifically, CSH evaluates the teacher’s supervision for each sample by comparing the predictions of two compact models, one distilled from the teacher and the other trained from scratch. SSC corrects weak supervision according to CSH, while SSL employs integrated learning among multi-classifiers to regularize overconfident predictions. Extensive experiments on four real-world datasets demonstrate that TSCSCD outperforms recent state-of-the-art knowledge distillation techniques.

Assessing ChatGPT’s Educational Capabilities and Application Potential

Purpose ChatGPT is a generative artificial intelligence (AI) technology that can solve multiple complex tasks. ChatGPT-4 can facilitate educational empowerment in China through technology to understand and generate Chinese text. Although ChatGPT's benefits have been widely discussed, its educational capabilities have not been systematically assessed. This study provides evidence of and insights into the educational applications of AI tools in China. Design/Approach/Methods This study uses various tests to systematically assess the latest iteration of the AI chatbot ChatGPT-4, including the Watson-Glaser Critical Thinking Appraisal (WGCTA), Five Core Competencies Questionnaire, and written test of China's 2022 National Teacher Certificate Examination (NTCE). Findings The WGCTA results suggest that ChatGPT requires strong critical thinking. Compared with the other four competencies, the tool showed a lower aptitude for creativity. Regarding its educational applications, ChatGPT performed well on the 2022 NTCE written test. As technology enhances, ChatGPT and similar AI tools have potential applications in China for lesson planning, student self-learning, classroom interaction, and checking assignments. Originality/Value This study systematically tested ChatGPT at a logical level and assessed its core competencies and educational applications. The study innovatively used 2022 NTCE data to test ChatGPT, with results providing support for the application of generative AI in future curricula and instruction in China.

ОСОБЕННОСТИ ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ ТЕХНИЧЕСКИХ НАПРАВЛЕНИЙ ПОДГОТОВКИ В УСЛОВИЯХ ЭЛЕКТРОННОГО ОБУЧЕНИЯ МАТЕМАТИКЕ

Statement of the problem. In modern conditions, a person’s readiness for independent activity is necessary in the educational, professional and personal fields, and scientific and technological progress and the industrial sector require highly qualified engineering personnel. In this connection, it is important to solve, at a new level, the issues of planning and organizing independent work in mathematics by students (future engineers). Focusing on the personality of the student in the learning process helps to increase motivation to perform independent work, and the potential of an electronic educational resource in mathematics provides additional opportunities for its planning and implementation. The purpose of the article is to identify the features of the implementation of a differentiated approach to organizing independent work in mathematics for students of technical areas of training in the context of using e-learning. Methodology is based on the requirements and recommendations of federal laws, the provisions of the activity, personality-oriented, differentiated, systemic and informational approaches. It is based on classical and innovative views on the organization of independent work and the definition of its concept. Research results. Approaches to planning and organization of independent work of students (future engineers) are determined. The idea of compiling guidelines for independent work in mathematics for students of various levels of training is proposed. Methods and tasks focused on self-learning of students using a distance course are described. Conclusion. Planning and organizing independent work in mathematics for engineering students within the framework of a distance course allows creating conditions on the subject and professionally oriented content for self-educational activities of students, taking into account their capabilities and needs. This approach makes it possible to increase the motivation for independent work in mathematics and improve the quality of professional training of future graduates.

FORMS AND METHODS IN MODERN APPROACHES TO STUDENT SELF LEARNING

FORMS AND METHODS IN MODERN APPROACHES TO STUDENT SELF LEARNING

An Experience of Project-Based Learning in a Techincal Hig School

The grade course of electrical technical of IFCE Juazeiro do Norte-CE has technical and propaedeutic subjects. In the classroom, many students lack commitment to technical subjects is perceived, resulting in a low level of learning, and a high dropout or retention rate. Some causes of these problems can be attributed to several factors, such as the immaturity of many of these students, and the lack of knowledge of the desired course for their professional life. The paper aims to investigate an experience report during the intervention of activities carried out with the 2nd grade of the electrical technical course. The active Project-Based Learning (PBL) methodology was applied in projects for a science fair. The PBL method aims to stimulate the student's self-learning and curiosity, and the teacher is the facilitator of this process. The research is a qualitative type with exploratory and descriptive aspects based on an experience report. The research was implemented in a classroom of 38 students. Some group dynamics techniques were used to choose experiments from the science fair. During the process of project development, it was possible to see the great interest in research by students. Also, the students demonstrated resourcefulness in the oral presentation of the projects. The commitment to the quality of the presentations and the level of technical knowledge of the teams were some good points. We can say that the PBL method is effective for stimulating the learning and creativity of these students.

HUMANISTIC AND AXIOLOGICAL APPROACH AS METHODOLOGICAL REFERENCES FOR STUDYING TUTORING

The article, based on studying, analysing and generalizing scientific, pedagogical and philosophical literature, clarifies and theoretically substantiates the methodological foundations of the research of tutoring methods. The author describes the basic principles of tutoring as an educational method capable of individualization and personalization of modern education, namely: development of personality and character of the student, directing them to independent activity, focusing on individual characteristics of the student, building trusting relationships. The basic concepts of research are characterized, namely “approach”, “methodological approach”, “tutoring”, “humanistic approach”, “axiological approach”, “values” and so on. The author analyzes the humanistic and axiological approaches in the process of studying the theoretical and methodological foundations of tutoring. The article presents the statements of researchers about the defining principles of modern humanism, namely: the harmonious development of positive human abilities, which are manifested in productive subjective activity and constructive dialogic interaction of subjects, and dialogue is given a key place. The article presents the opinion that the humanistic approach involves taking into account the individual characteristics of each student, their interests, abilities, talents, temperament and character traits, which is the basis of tutoring methods. The author emphasizes that the humanistic approach is interrelated with the axiological one, because the very concept of “humanism” means the acceptance of universal values. The author gives the opinion of many researchers who agree that the essential features of the axiological approach are teaching and educating the individual with the maximum possible individualization, creating conditions for self-development and self-learning of students, meaningful definition of their capabilities and life goals. At the end of the article the author concludes that humanistic and axiological approaches are the basis on which to determine specific methods, tools, technologies, techniques for modeling the tutoring activities of the teacher.

Effectiveness of Organizing Students’ Self – Education with the Facilities of Media Resources in Educational Media Environment

New information communication technologies and digital media are changing our world and the way we learn. Therefore, the introduction of ICT in the professional activities of teachers in our time is inevitable. Information technologies open up new opportunities for improving the educational process, activate the cognitive activity of students and allow organizing the independent and joint work of students and teachers at a higher - creative level. With countless educational resources, ICT can help improve teaching and learning process. Teachers can use various of educational digital resources, among them, media resources contribute to increasing student engagement thus improving traditional teaching methods. The increasing use of ICT and digital technologies is stimulates a growing demand for new professional competencies. New requirements are being put forward for the professional competence of teachers in the context of the digitalization of the education system. In this context, it is about ICT, digital and media competencies of future teachers. This article reveals the methods for the development of these competencies through the organization of self-education of students in educational media environment. In educational media environment, which is offered by us, media resources introduced as open educational digital resources for self-learning modular short courses under the subject "Information Technologies in Education". The study showed that, media resources serve to enrich the educational process with visual materials and to increase the efficiency of student self-learning.

SELF-REGULATION IN THE TRAINING OF STUDENTS WITH DEVELOPMENTAL DELAYS

The article presents the concept of self-regulation which is based on social cognitive theory of self and identity. The study involves the self-integration and specialization of psychological knowledge of subject-activity theory, structural and functional specificity of self-learning of students with developmental delays, improvement of self-interpretation of mental activity of a student in the learning process. In given conditions teaching self-regulation to students with developmental delays is considered as an act of “trial and error” analysis of conditions, the task of understanding the existing knowledge assumptions (hypotheses), thinking and planning meaningful actions and focused management of substantive actions within integrated system of effective actions and operations, including cognitive processes.

La formulación de preguntas como estrategia didáctica para motivar la reflexión en el aula

Las diversas estrategias que los docentes implementan en el aula tienen como propósito fundamental el aprendizaje significativo de sus estudiantes. Una de ellas es la formulación de preguntas, una estrategia pedagógica que permite no solamente el aprendizaje de contenidos sino la reflexión en el aula. Dicha reflexión surge en los primeros años de formación docente. En este contexto, el presente artículo da cuenta de un estudio empírico en el que participaron 40 estudiantes de pedagogía en lenguaje de una Universidad de la Región del Biobío, Chile. El objetivo general fue analizar la importancia de la pregunta como estrategia didáctica y de reflexión para profesores en formación, a través de un cuestionario de preguntas abiertas y cerradas. La metodología empleada consideró tanto un análisis cualitativo como cuantitativo, bajo un enfoque descriptivo. Los resultados muestran que las preguntas potencian en los profesores en formación las habilidades de argumentar y de explicar, habilidades esenciales en las prácticas docentes. A su vez, la pregunta se manifiesta como una estrategia basada en una relación bidireccional, asociada directamente con la reflexión sistemática y con la adquisición de nuevos aprendizajes significativos para la formación académica. El empleo de esta estrategia en el aula potencia una actitud crítica y fomenta el autoaprendizaje del alumnado, aspectos fundamentales para el asentamiento de saberes permanentes en el tiempo.

Development of guided discovery learning to improve students reflective thinking ability and self learning

The efforts to improve student’s reflective thinking and self-learning can be done through a learning process by providing contextual problems that generate curiosity, recognize what is known and what is needed from the problem, and provide opportunities for students to work, and draw conclusions from the problem. One learning model that can facilitate these activities is guided discovery learning. This developmental research aims to: 1) Design and develop guided discovery learning models to improve reflective thinking ability and student self-learning, 2) Analyze the effectiveness of model and learning tools that are developed towards improving reflective thinking ability and student self-learning. The population subjects in this study were all eighth-grade students of the State Junior High School in Bandar Lampung City. Each one of the sample schools was randomly selected from the high-rank and middle-rank schools. In each school, the sample was taken randomly in two classes. One class as an experimental class applied guided discovery learning, one class as a control class, which is applied to conventional learning. The instrument used is a test of reflective thinking ability and student self-learning scale, interview guidelines, observation sheets, and questionnaires. Based on the study it was concluded that: 1) The guided discovery model that was developed has met valid and practical criteria, 2) The guided discovery model that was developed effectively to improve students’ reflective thinking ability and student’s self-learning both in high-rank school and middle-rank school.

Innovations in teaching Australian foreign policy: trust, simulations, and study tours

ABSTRACTMore than ever as the uncertainties of a digitalised world are upon us and where power shifts to and within the region disrupt the familiar patterns of engagement, the acquisition of the knowledge and competencies necessary for Australia to be a trusted international partner are pressing matters. So too, in the development of both personal and professional skills, our pedagogic remit to students guides us to assist them in learning more about themselves in the process. How, then, should we teach Australian foreign policy and in doing so grow the conjunctive tissue of student self-learning in order to prepare students for the world of diplomacy necessitated by Australia's international workspace? Here, experiential learning can have a powerful effect in the teaching of Australian foreign policy and in the development of students' life and professional skills. Both in-person simulations situated within the context of a thoughtful curriculum, and short-term international mobility study tours can contribute to an effective mix of learning experiences and assist us in moving closer toward effective practice in the current uncertainties and an era of digital transformation.

Students Self-Learning of Real-Life Problems Using Significant Learning Taxonomy

Highlights: 1. Fink’s taxonomy of significant learning can be incorporated through a learning activity. 2. All the six learning goals baring Human dimension and Caring are well understood by the students. 3. The learning activity promotes learning-centered approach compared to the traditional content-centered approach.

Validation of revisited self-directed learning readiness scale for nursing education among Iranian nursing and midwifery students.

BACKGROUND:Self-directed learning readiness scale for nursing education (SDLRSNE) was first edited in Fisher and King Learning, which was an alternative for self-directed learning readiness.OBJECTIVES:The present research aims at reinvestigating the subscale factor structure of this tool and present evidence regarding its validity and reliability.METHODS:In this cross-psychometric study, 379 students completed SDLRSNE, with 29 items and three subscales that were selected by conducting simple random sampling method, from among 1135 nursing and midwifery students at Islamic Azad University of Isfahan (Khorasgan), in 2015–2016 academic years. The data were analyzed using SPSS20 and Lisrel8.5 Software. The mentioned data were studied by utilizing descriptive standards and inferential tests such as Cronbach's alpha coefficients, Spearman–Brown, Gutmann, and confirmatory factor analysis (CFA).RESULTS:According to the proper fitness indicators, CFA of 29 items clearly distinguishes self-directing into three elements, including self-management, desire for learning, and self-control. Results demonstrated that all three scale elements have high internal consistency coefficients.CONCLUSION:Results exhibit that short-form scale for self-directed readiness in Fisher and King learning is a valid and reliable tool for identifying the capabilities of the nursing and midwifery student's self-learning.

Students Self-Learning of Real-Life Problems Using Significant Learning Taxonomy

Students Self-Learning of Real-Life Problems Using Significant Learning Taxonomy

Chemie im Kontext: The Students´ View on its Adaption in Spain and Argentina – Two Case Studies

One of the main problems in science education nowadays, and especially in chemical education, is that the students usually cannot perceive the relevance of what they learn in their classes. There have been some efforts to improve the student interest and motivation without diminishing the understanding of the chemistry concepts. The context-based methodologies allow the students to see the relevance and applicability of what they learn in the chemistry classes, connecting the canonical science with their lives, interests and previous knowledge. One of these methodologies, Chemie im Kontext (Chemistry in Context in German), was developed in Germany to improve chemistry teaching in secondary education. Its main features include the use of contexts throughout the whole teaching unit and the effort to foster student self-learning. At present, there is an ongoing project, supported by the German Academic Exchange Service (DAAD), to assess the use of a German context-based methodology, Chemie im Kontext (ChiK in the following) in four secondary schools in the Madrid region (Spain). Based on a collaboration with the University of Buenos Aires (Argentina) this case study has been accompanied by a secondone carried out in Buenos Aires during 2015 and 2016. The main goal of this project is to identify which changes students and teachers perceive when comparing a ChiK teaching unit to the traditional teaching approach. This article focuses on the students’ opinions concerning the use of a ChiK methodology in chemistry classes in Spain and Argentina and therefore allows a first insight into possible effects of this teaching approach.

Estrategia para la formación profesoral en el autoaprendizaje estudiantil

The planned and conscious self-learning is a process that contributes to the academic formation of university students, allowing to consolidate the contents and objectives of a professional career, for which teachers must influence from their pedagogical action. In this research, a system of actions aimed at training professors of the Software Engineering Department of the Faculty of Computer Science and Technology of the University of Information Sciences in student self-learning is identified.