Self-motivated Learning Research Articles

Harmonizing the BCG model with logic of curriculum and maxims of teaching for maximizing effective teaching-learning

The Bio-Circular Green Economy Model introduced by Thailand aims to create a sustainable, inclusive society, economy and environment, through application of science, technology and innovation, using Thailand’s comparative advantage in biological and cultural diversity into competitive advantage. The importance of BCG model encompasses every country that aims to thrive through a culture of equity, inclusion and sustainability. India being one such country which does have a comparative advantage of cultural and environmental diversity, there lies need to promote equity, inclusion, innovation, economic and cultural responsiveness in its society. Educational scenario in India had showcased teachers as entities who tend to control the students and pour knowledge into them. The primary goal of every teaching learning process is maximum outcome of learning which includes behaviour modification, and therefore the maxims of teaching are the general principles which guides every teacher to manage their classroom effectively, with maximum participation of learners, invocation of sustainability and inclusiveness, as well as self-motivated learning taking place. An effective teacher is a facilitator, who uses the maxims to maximize the learning outcome keeping the outcome in congruence with the BCG Model. National Education Policy 2020 has laid down various pedagogical strategies that suits the logic of the curriculum structure. The logic is based on psychological aspects of growth and development. Hence, this study aims at seeking a relation between BCG Model and logic of Curriculum Instruction to intensify the learning outcome through application of Maxims of Teaching within the classroom by adopting thematic analysis.

Digital game-playing to enhance English vocabulary and content learning among anxious foreign language students

This study aimed to investigate how game-playing affected low- and high-anxiety students’ English vocabulary and content learning in a digital game-based learning (DGBL) environment. The participants were 132 fifth-grade English as a Foreign Language (EFL) students, divided into an experimental group using DGBL instruction (n = 68) and a control group using traditional instruction (n = 64). They were defined as low- and high-anxiety students based on the Foreign Language Classroom Anxiety Scale (FLCAS), with 38 low- and 30 high-anxiety students in the experimental group and 34 low- and 30 high-anxiety students in the control group. Data was collected from FLCAS, game-playing logs, pre- and post-tests, and an open-ended questionnaire. The results found that both low- and high-anxiety students benefited from a DGBL environment designed with game mechanics (game challenges, points, and comments) to improve their English vocabulary and content learning performance, with high-anxiety students making greater progress. In the DGBL environment, the game challenges for entertainment purposes motivated the high-anxiety students to engage in learning. The high-anxiety students’ confidence in learning was then enhanced through the points and positively encouraging comments, leading to active and repeated engagement in game-playing. This self-motivated learning facilitated the high-anxiety students’ English vocabulary and content learning performance. This study suggests that the gap between low- and high-anxiety students’ English vocabulary and content learning performance could be narrowed in a DGBL environment with game mechanics.

Exploring Meta-Learning: Unveiling Progress and Obstacles - A Comprehensive Examination

Educational international organizations have forecasted a radical transformation in how students learn, the content they learn, and the requisite skills in the near future. The advent of smart technologies is poised to revolutionize learning conditions, ushering in opportunities for transformative learning experiences and fostering more conscious, self-directed, and self-motivated learning endeavors. Meta-learning encompasses a suite of cognitive meta-processes through which learners consciously construct and manage personal learning models. It involves a progression of meta-skills that evolve hierarchically, facilitating the attainment of advanced levels of comprehension termed meta-comprehension. This article delves into the concept of meta-learning and delineates the meta-levels of learning through the lens of metacognition. Additionally, it explores the potential of smart technologies to serve as fertile ground for implementing meta-learning training strategies. The findings of this study contribute to a novel theoretical framework for meta-learning, bolstered by smart devices capable of supporting future meta-learners, or more aptly, meta-thinkers, in transcending conventional realms of knowledge and ascending to higher meta-levels of human intelligence.

Exploring Meta-Learning: Unveiling Progress and Obstacles - A Comprehensive Examination

Educational international organizations have forecasted a radical transformation in how students learn, the content they learn, and the requisite skills in the near future. The advent of smart technologies is poised to revolutionize learning conditions, ushering in opportunities for transformative learning experiences and fostering more conscious, self-directed, and self-motivated learning endeavors. Meta-learning encompasses a suite of cognitive meta-processes through which learners consciously construct and manage personal learning models. It involves a progression of meta-skills that evolve hierarchically, facilitating the attainment of advanced levels of comprehension termed meta-comprehension. This article delves into the concept of meta-learning and delineates the meta-levels of learning through the lens of metacognition. Additionally, it explores the potential of smart technologies to serve as fertile ground for implementing meta-learning training strategies. The findings of this study contribute to a novel theoretical framework for meta-learning, bolstered by smart devices capable of supporting future meta-learners, or more aptly, meta-thinkers, in transcending conventional realms of knowledge and ascending to higher meta-levels of human intelligence.

The Role of Artificial Intelligence Autonomy in Higher Education: A Uses and Gratification Perspective

With the rapid development of artificial intelligence (AI) technology, AI educators have become a reality. The advancement and increasing applications of AI technology in higher education not only provide more efficient tools for teachers in long-term and focused teaching, but also provide new active and independent spaces for sustainable self-motivated learning for college students. It is of great importance that the effects of AI educator design are understood to ensure the sustainable development and deployment of AI-driven courses at universities. This paper investigates the influences of AI educators’ autonomy design on students’ usage intentions by delving into how the artificial autonomy of AI educators satisfies students’ needs. Drawing on the uses and gratification (U&G) framework, we theoretically elaborate on how AI educator autonomy (i.e., sensing autonomy, thought autonomy, and action autonomy) influences students’ intentions to use an AI educator through the mediating effects of U&G benefits (i.e., information-seeking gratification, social interaction gratification, and entertainment gratification). By conducting an online survey (N = 673) on college students, we found that the sensing autonomy of AI educators is positively associated with usage intention due to the mediating effects of social interaction and entertainment gratifications; the thought autonomy of AI educators is positively related to usage intention, mediated by information-seeking and social interaction gratifications, and the action autonomy of AI educators is positively linked with usage intention through the paths of information-seeking and entertainment gratifications. Our findings provide both theoretical contributions and practical implications.

Self-motivated Learning Analysis: Study of Comparative Learning in Students Study Program Guidance for Islamic Counseling of UIN Suska Riau and UIN Imam Bonjol

This study has the potential to contribute significantly to understanding motivation in both institutions through a better understanding of self-motivated learning among students of the Islamic Counseling Guidance Study Program. Previous studies have explored the concept of self-motivated learning, but there are still research gaps that require further investigation by conducting comparative studies in two institutions. The purpose of this study is to answer how self-motivated learning is for students in the two institutions in the Islamic counseling guidance study program. Research methods use descriptive and qualitative methods. Analysis of data using Nvivo software The sample in this study was 22 people, including 2 lecturers and 20 other students from Uin Imam Bonjol and Uin Sultan Syarif Kasim. The research findings indicate that there is a shared comprehension among high-achieving students originating from renowned colleges in West Sumatra and Riau. The choice of counselling advice majors typically stems from parental influence, input from school teachers, or familial considerations. When it comes to developing self-motivation in learning, several factors should be taken into consideration. These include having well-defined objectives, being in a supportive atmosphere, following structured learning strategies, utilising effective learning techniques, ensuring adequate rest, fostering internal drive, maintaining a balance between different aspects of life, and seeking social support.

Professional learning activities in the higher education institution of Ethiopia

Ample studies have evidenced that the professional development of teachers significantly increases the quality of teaching and improves educational institutions. Nevertheless, adequate studies have not been carried out on the professional development of higher education teachers. Most studies focus on school teachers. Hence, this study investigated the professional learning activities of university teachers in Ethiopia. A case study design was used in which twenty-four teachers participated in the study. A semi-structured interview was used to explore the learning activities used by the participants. The findings demonstrate that various learning activities are utilised, each driven by a different form of inspiration. The learning motives largely depend on incentives and are motivated by outside factors. University instructors' professional learning practices seem to require more advanced learning methodologies to maintain their learning that is underpinned by self-motivated learning.

Meta-Learning: A Nine-Layer Model Based on Metacognition and Smart Technologies

The international organizations of education have already pointed out that the way students learn, what they learn, and the skills needed, will be radically transformed in the coming years. Smart technologies are ready to come into play, changing the conditions of learning, providing opportunities for transformative learning experiences, and promising more conscious, self-directed and self-motivated learning. Meta-learning refers to a set of mental meta-processes by which learners consciously create and manage personal models of learning. Meta-learning entails a cluster of meta-skills that are progressively and hierarchically transformed, ensuring the transition to the highest levels of understanding termed meta-comprehension. The current article aims to investigate the concept of meta-learning and describe the meta-levels of learning through the lens of metacognition. In addition, the potential of smart technologies to provide fertile ground for the implementation of meta-learning training strategies is examined. The results of this article provide a new meta-learning theoretical framework supported by smart devices capable of supporting future meta-learners or, more accurately, meta-thinkers, to transcend the usual states of knowing and move to the next meta-levels of human intelligence.

Dynamic Resource Allocation Using an Adaptive Multi-Objective Teaching-Learning Based Optimization Algorithm in Cloud

Resource allocation is a non-polynomial complete problem in the cloud data center that selects the proper resources to execute many fine computational granularity tasks. Customer requirements and capacity of applications change frequently. To bridge the gap between frequently changing customer requirement and available infrastructure for the services, we propose a dynamic resource allocation strategy using an adaptive multi-objective teaching-learning based optimization (AMO-TLBO) algorithm in Cloud computing. To improve the exploration and exploitation capacities, AMO-TLBO introduces the concept of number of teachers, adaptive teaching factor, tutorial training and self-motivated learning. Moreover, a grid-based approach to adaptively assess the non-dominated solutions maintained in an external archive is used. The objectives of AMO-TLBO include minimizing makespan, cost and maximizing utilization using well-balanced load across virtual machines. The evaluation results show that the proposed algorithm outperforms TLBO, MOPSO and NSGA-II algorithms in terms of different performance metrics.

Technology-assisted coaching can increase engagement with learning technology at home and caregivers’ awareness of it

While digital technologies are typically used to support established educational roles, they can also enable new roles, providing guidance for learners at previously inaccessible points in the learning process (e.g., at home, on-the-go). This work presents one such role — a technology-assisted human coach — that relies on digital technology to offer a personally-tailored learning experience where children can engage in self-motivated, personally meaningful exploration at home using mobile literacy apps and coaches can scaffold children's learning asynchronously based on their play data. To investigate the feasibility and effectiveness of this virtual coaching role, we created two instantiations of a coaching system using open-ended literacy apps. We conducted a randomized controlled trial and a formative study. We found that it is feasible for a novel computer system to assist a human coach in analyzing and supporting children's learning and discussing progress with caregivers to help them co-engage. Our analysis shows that coaches successfully fulfilled their role as designed, and that the coaching system was effective in increasing caregivers' awareness of their children's in-app play and playtime with the literacy app, but not in increasing the variety of words children made. Furthermore, we found that for families with lower formal education levels, the effects of the coaching system were significantly stronger across almost all outcomes investigated. Considering these findings, we contribute guidance on how to create new roles in children's learning enabled by data-driven systems that can reach learners at a traditionally difficult-to-access part of the learning process and support self-motivated learning.

Fashion CAD education during the COVID-19 pandemic in South Korea: comparison of online and offline learning achievements

ABSTRACT The 2019 Coronavirus Infectious Disease-19 (COVID-19) pandemic has maximized interest in the need for and the effectiveness of e-learning classes as an alternative to face-to-face classes in schools. This study aimed to identify the factors that determine the successful implementation of e-learning classes. In this study, 99 fashion majors who attended the computer-aided design (CAD) programming classes held in the spring semesters of 2019 and 2020 participated. This study analyzed and evaluated the students’ achievement process to see how self-motivated learning and interactive learning affected the process in face-to-face classes and real-time online Zoom classes. The results demonstrated the potential of creating an efficient e-learning environment for fashion CAD education where students could learn concepts and achieve academic competence even in the absence of face-to-face introduction.

Curiosity-Based Interventions Increase Everyday Functioning Score But Not Serum BDNF Levels in a Cohort of Healthy Older Adults.

An enriched environment is effective in stimulating learning and memory in animal models as well as in humans. Environmental enrichment increases brain-derived neurotrophic factor (BDNF) in aged rats and reduces levels of Alzheimer-related proteins in the blood, including amyloid-β (Aβ) peptides and misfolded toxic forms of tau. To address whether stimulation of curiosity, which is a form of enrichment, may provide a buffer against Alzheimer’s disease (AD), we measured levels of biomarkers associated with AD at baseline and after a 6-week intervention in older adults (>65 years of age) randomized to one of three different intervention conditions. Specifically, in this pilot study, we tested the effectiveness of a traditional, structured learning environment compared to a self-motivated learning environment designed to stimulate curiosity. There were no significant differences from baseline to post-intervention in any of the groups for Aβ42/Aβ40 ratio or t-tau (total-tau) plasma levels. Serum BDNF levels decreased significantly in the control group. Interestingly, individuals who had the lowest serum BDNF levels at baseline experienced significantly higher increases in BDNF over the course of the 6-week intervention compared to individuals with higher serum BDNF levels at baseline. As expected, older individuals had lower MoCA scores. Years of education correlated negatively with Aβ levels, suggesting a protective effect of education on levels of this toxic protein. ECog scores were negatively correlated with BDNF levels, suggesting that better performance on the ECog questionnaire was associated with higher BDNF levels. Collectively, these findings did not suggest that a 6-week cognitive training intervention focused on curiosity resulted in significant alterations in blood biomarkers but showed interesting correlations between cognitive scores and BDNF levels, further supporting the role of this trophic factor in brain health in older adults.

What We Talk about When We Talk about Rigor: Examining Conceptions of Academic Rigor

ABSTRACT Academic rigor has long been considered important for students’ learning and development in higher education. However, findings about students’ outcomes from previous studies of rigor are mixed, in part because of varying conceptions of what constitutes rigor. In quantitative research, rigor is often operationalized in one of two ways: through students’ workload in courses or through their instructors’ expectations for course learning in the form of cognitive challenge. This study employed data from a multi-institutional, longitudinal study of undergraduates in the United States to examine the relationship of both conceptions of rigor with students’ cognitive development, including their critical thinking skills and two measures of self-motivated learning (need for cognition and positive attitudes toward literacy). Workload was related to four-year growth in positive attitudes about reading and writing, while cognitive challenge was related to self-motivated learning in year one and all three aspects of cognitive development in year four. In particular, the amount of reading that students completed was the only measure of workload positively associated with outcomes, while both challenge in class and in exams and assignments played a role. These findings have implications for instructors, instructional developers, institutional leaders, and researchers in higher education.

Self-Regulated Learning in Undergraduate Science

Undergraduate science courses are particularly challenging for students transitioning into university. The departure from supportive high school environments can be difficult for students lacking self-directed and self-motivated learning skills. Many high-achieving school graduates entering higher education are surprised to discover they are ill-prepared to be accountable for their learning (Stanton et al., 2015). Over the past two decades, there has been a mounting interest in the pedagogical approaches aimed at equipping students with the capabilities of a lifelong learner (Australian Qualifications Framework, 2013; Oliver & Jorre de St Jorre, 2018; Boud & Dochy, 2010). Consequently, research efforts in higher education have attempted to identify the behavioural strategies and motivational states associated with academic success. Self-regulated learning (SRL) is an umbrella term encompassing the independent and self-directed strategies that allow students to recognise and regulate their learning (Dinsmore et al., 2008). In brief, self-regulation is what a lifelong learner does. In science disciplines, much attention has been directed towards curricula that facilitate the development of SRL in students, such that they become aware of, and maintain control over their learning of complex scientific concepts. This study reviews the current theoretical perspectives, methodological approaches, and emerging trends from research on SRL in higher education science.

Dissection of Learning Opportunities and Obstacles While Learning Through Video Conferencing Platform (VCP) - During Covid 19 Lockdown

Background- COVID 19 pandemic has influenced our lives in all the aspects, even the younger generationsare also not left untouched, specially their studies. Professional courses like nursing has integrated theorywith practical learning and due to the lock down situation both aspects of learning - theory as well asthe clinical learning are suffering. Though the teaching institutes have come up with the solutions likeonline lectures, using the video conferencing platform (VCP). This has expanded the horizon of traditionalclassroom. Though it is widely practiced in developed countries but in India it is still a new trend of learning.Purpose - of this study was to assess learner’s satisfaction level while learning through video conferencingplatform and various opportunities and obstacles learner’s faced were explored. Methods – nursing studentswere the participants and online self-reporting method was adopted for the data collection. Self-developedquestionnaire was completed by 138 participants and questionnaire had 36 items to respond on VideoConferencing Platform related to learner’s satisfaction, also opportunities & obstacles encountered whilelearning through VCP.Results – Majority (63%) of the participants were somewhat satisfied, learning through VCP and 26.1% werehighly satisfied. Observation of the opportunities were found to be better learning outcome – brainstormingstimulation, self-motivated learning, able to ask and clear doubts and lecture was reported to be captivating.Another opportunity reported was comfort while learning which included the learning in personal space,no compulsion of physical presence at teaching institute and freedom to choose which lecture to attend.Obstacles reported were related to the classroom environment where the chances avoiding questions andfooling the instructor was reported by majority participants, technical challenges like slow internet disturbedthe lecture and made it difficult to articulate lecture and also missed part of lecture. Other obstacles reportedwere decreased social interaction, participants found learning through VCP to be tiresome as compared totraditional classroom, connectivity issues disturbance create due to the surroundings. Association betweenthe course of study with satisfaction level, opportunities and obstacles were found to be significant, whereasthe association between the time spend on VCP was found to be significant only with obstacles.

Vocal imitation between mothers and infants

The aim of the present mixed cross-sectional and longitudinal study was to observe and describe some aspects of vocal imitation in natural mother-infant interaction. Specifically, maternal imitation of infant utterances was observed in relation to the imitative modeling, mirrored equivalence, and social guided learning models of infant speech development. Nine mother-infant dyads were audio-video recorded. Infants were recruited at different ages between 6 and 11 months and followed for 3 months, providing a quasi-longitudinal series of data from 6 through 14 months of age. It was observed that maternal imitation was more frequent than infant imitation even though vocal imitation was a rare maternal response. Importantly, mothers used a range of contingent and noncontingent vocal responses in interaction with their infants. Mothers responded to three-quarters of their infant's vocalizations, including speech-like and less mature vocalization types. The infants’ phonetic repertoire expanded with age. Overall, the findings are most consistent with the social guided learning approach. Infants rarely imitated their mothers, suggests a creative self-motivated learning mechanism that requires further investigation.

A new assessment on studentsʼ “attitude of autonomous and self-motivated learning”

A new assessment on studentsʼ “attitude of autonomous and self-motivated learning”

Strategies for Flipped Learning in the Health Professions Education in South Korea and Their Effects: A Systematic Review

This study aims to identify and synthesize recent literature on the effect and strategies of flipped learning in the health professions education. Participant–intervention-comparator-outcome (PICO) strategies were used to identify articles from published peer-reviewed papers from January 2017 to March 2020 in Korea Med, Korean Citation Index, National Digital Science Library, and Korean Studies Information Service System. Of the 83 screened articles, 10 published articles met all the inclusion criteria. Most of articles targeted nursing students and focused on practicum classes. The effects of flipped learning were measured based on satisfaction, self-motivated learning, information literacy, and critical thinking disposition. Further, pre-class, in-class, and post-class activities were analyzed. The findings revealed that flipped learning improved class performance, overall evaluation, self-motivated learning, self-efficacy, and problem-solving abilities. The study suggests implementing a tailored flipped learning design based on class characteristics and appropriate post-class activities for enhancing students’ learning abilities.

Learning in the presence of others: Using the body as a resource for teaching

Many great cultures of the world have recognised the impossibility of teaching. Governments in various colonial countries continue to spend huge sums of money on ‘closing the gap’ in Indigenous education, yet national assessment figures would support the claim that teaching is indeed an impossibility. This paper draws on some of Biesta’s recent theorisation to highlight the double impossibility of teaching in Indigenous education. While representation and miscommunication surely make teaching an impossible profession, I nevertheless return to the question, what is possible in education? I apply the more recent work of Butler to highlight how vulnerability can allow us to hear the story of others. Vulnerability allows us into the lives of others, and to recognise that they are already implicated in ours, noting that certain bonds are actually shaped through the reversibility of the story. I examine a presentation to teacher education students on the Stolen Generations as a means of understanding how the role of power in constituting body vulnerability can be leveraged in the curriculum beyond the discourse of independent and self-motivated learning.

The future of health professions education: Emerging trends in the United States.

The future of health professions education: Emerging trends in the United States.