Learning Strategies Of Students Research Articles

Many roads to Rome? Cultivating physically active learning

ABSTRACT To cultivate professional learning communities (PLC) has become a widely recognised strategy for school development and student learning. This case study employed multimethod qualitative data collection (focus groups, individual interviews, and document analysis) to provide insight into how PLC within two primary schools cultivated physically active learning (PAL) in Norway. Findings illustrate how PAL can be cultivated in different ways and that the process is contingent on school leadership, irrespective of participation in continuing professional development programmes. Drawing on Robinson’s student-centered leadership, we suggest that school leaders, teachers, and other staff members practice this when cultivating PAL to build capacity and ownership among staff. The study concludes that PLC could be a strategy for cultivating PAL when combined with internal and/or external PAL expertise.

대학생의 학습양식 기반 학습전략 향상 모바일 앱 프로토타입 개발

Objectives This study aimed to develop a prototype of a mobile application to support the improvement of learning strategies for college students based on their learning styles. Methods With reference to a literature review of learning strategies and styles, strategies were extracted to inform the design of a mobile application aimed at supporting the use of learning strategies based on learning styles. Experts validated the extracted strategies, and the prototype was initially developed accordingly. A usability test was performed with students from University A, and based on the test results, the initial prototype was revised until an evolved version was finalized and presented. Results The strategies were extracted and divided into groups considering such factors as the characteristics of college student users, the connection between learning strategies and academic performance, and the characteristics of mobile applications, respectively. Expert validation of the design strategies indicated that both CVI and IRA were 1.00, securing validity and reliability. The mobile app prototype developed based on the extracted strategies featured menus such as learning style diagnosis, learning strategy recommendation, learning strategy application, learning management, sharing for collaborative learning, and gamification for facilitating learning. The usability test results for the prototype showed that the mean values for all items were 4.25 or higher, signifying positive results. Conclusions The significance of the mobile app prototype presented in this paper lies in its consideration of users’ learning styles, which are among the relevant user characteristics, to recommend appropriate learning strategies and support users as they apply those learning strategies in reality. The study results indicate that utilizing learning styles and gamification could positively influence college students by motivating them to enhance their understanding of learning strategies while also improving their ability to utilize those learning strategies.

WEKA: A Tool for Shaping Effective Student Learning Strategies for College School Leavers

As college school leavers transition into higher education or the workforce, they face numerous challenges in adapting to new learning environments and expectations. Effective learning strategies are crucial to ensuring their success in these new settings. This paper explores how WEKA, a powerful data mining tool, can be leveraged to shape and enhance student learning strategies for college school leavers. By analysing educational data, WEKA can provide insights into the most effective learning methods, helping educators tailor their approaches to meet the specific needs of these students. The paper discusses the application of WEKA in educational data mining, highlights its capabilities, and presents case studies demonstrating its effectiveness in shaping learning strategies.

Language Learning Strategies of Maritime Students

Language learning strategies for maritime students might differ depending on their individual requirements and programs. In this premise, this study aimed to determine the extent of Language Learning Strategies by Maritime Students in a private school in a highly urbanized city in the central Philippines during the first semester of the School Year 2023-2024 as the basis for the language mastery program. The data needed for this descriptive research framework, coupled with statistical analysis to investigate the language learning strategies, was collected from 438 first-year maritime students using a standardized questionnaire. The results indicate that most parents hold graduate-level education, influencing academic environments. Most students are enrolled in a Bachelor of Science in Marine Transportation, with a balanced distribution of private and public school backgrounds. The study examines language learning strategies used by maritime students, finding moderate utilization in both direct and indirect dimensions. The study highlights the importance of tailored language learning support in marine education, enhancing language learning practices and promoting practical communication skills for professional endeavors. Moreover, it reveals notable language learning strategy employment variations among BSMT and BSMarE students. BSMT students showed slightly higher engagement in metacognitive aspects, while BSMarE students showed moderate engagement in affective and social strategies. The overall mean suggests areas for improvement in language learning behaviors. The study compares language learning strategies among maritime students and reveals significant differences based on a program of study. Bachelor of Science in Marine Transportation students show higher engagement; in contrast, BSMarE students show no significant difference. The findings suggest tailoring specific language learning strategies to enhance students’ proficiency and academic success. Specialized support programs tailored to academic specializations and collaborative efforts among language teachers and faculty across programs are essential to enhancing language learning in maritime education. Keywords: Education, language learning, maritime, strategies, private school, central Philippines

Model Pembelajaran PBL untuk Meningkatkan Hasil Belajar Peserta Didik pada Materi Kemampuan dan Keterbatasanku di Kelas VII SMPN 10 Singkawang

This research aims about the lower of study result in Religion Education of 7th grade in SMPN 10 Singkawang about My ability and limitless. This case causes of the ability of religion teacher could not stimulus the manner of students studying in the classroom until they can not develop their creativity and critical thinking of them. Beside that, it still use speech and simple discussion that make the lesson progress useless. This result implies bad result of their achievement of learning. In the other words, their results become lower and does not fit with their target. This research aims is to know the result of students learning achievement about Religion Education of 7th grade in SMPN 10 Singkawang. The methods of this research about Problem Based Learning and to develop learning strategy of students. This research instrument using Class researching that had done into 2 steps. The data resources from students study result and students exam paper. In this research had done before using Problem Based Learning, from the 9 students, we can find the weakness result of study progress about 67%, the result of pass for this material is about 33%. After the hypothesis and evaluation of the first period using problem based learning, the number of students who could pass the evaluation is 78% and 22 % get fail of this evaluation. The high increase could be found in the 2nd period, that both of this period about 100%. In this case, we can conclude that there are progressing begin from the 1st and the 2nd periods. It is cause of problem Based Learning methods in the classroom.

Overcoming Academic Writing Challenges: English Language Learning Strategies for Chinese International High School Students in Blended Learning Environments

With the increasing globalisation and the integration of blended learning models, academic English writing has become a critical skill introduced at the high school level. This study investigates how Chinese international high school students develop and apply effective English language learning strategies to address the specific challenges of academic English writing in a blended learning environment that combines offline EFL (English as a Foreign Language) and online ESL (English as a Second Language) instruction. Utilising a qualitative research design, three participants in this special blended learning environment are selected as specific cases. Data were collected through semi-structured interviews, student learning logs, and classroom observations. Findings reveal that students employ a combination of cognitive, metacognitive, and social strategies to address issues in this special blended learning environment. The study underscores the importance of integrating technology with traditional teaching methods, highlighting the effectiveness of blended learning in supporting students' academic writing. These insights offer valuable guidance for educators in enhancing teaching practices and for policymakers in designing supportive educational frameworks.

Using distance learning strategy in students’ acquisition of conceptual and procedural knowledge in mathematics

The study investigates the effect of using Distance learning (DL) on students’ acquisition of conceptual and procedural knowledge in mathematics. The study used the quasi-experimental approach, where the study was applied by two groups of ninth grade students (experimental, 25 students, and control, 26 students), the experimental group was taught by using Distance learning, and the control group was taught in the usual way, after verifying the validity coefficients. And reliability for testing conceptual and procedural knowledge. The results demonstrated statistically significant differences favoring the experimental group, suggesting that Distance learning has a beneficial impact on mathematics instruction. The study included recommendations on the necessity of promoting Distance learning usage among students and teachers additionally the function of educational technology in the process of teaching and learning mathematics.

Evaluation of Self-Directed Learning Readiness Among Medical Students in Sharjah, the United Arab Emirates.

Self-directed learning (SDL) has become an essential learning principle in medical curricula and a requirement of the professional accreditation standards. It has been advocated that SDL is an effective learning strategy for medical students to develop competence in knowledge acquisition and in promoting life-long learning. Although it has been presumed that problem-based learning (PBL) improves the learner's SDL readiness (SDLR), its effects arestill debatable. This study aimed to investigate the readiness for self-directed learning readiness (SDLR) among undergraduate medical students in problem-based learning (PBL) and non-PBL programs, examining the influence of gender, academic performance, and program year level. This cross-sectional study used a validated instrument, the SDLR instrument (SDLRI), to assess self-directed learning readiness. It consists of 20 items classified into the following four domains: learning motivation (six items), planning and implementation (six items), self-monitoring (four items), and interpersonal communication (four items) based upon a five-point Likert scale. Additionally, demographic data like academic year level, gender, and the student's final grade from the previous semester were collected. Questionnaires were administered to students in their first, third, and fifth (final) academic year across three different medical colleges in the United Arab Emirates (UAE). One of these colleges adopts a hybrid problem-based learning (PBL) approach, while the other two follow non-PBL programs. A total of 386 responses were collected, with 200 students (51.8%) from the hybrid PBL program and 186 students (48.2%) from the non-PBL programs. The overall mean SDLR score was 59.0±18.2. In both programs, the high-achieving students scored SDLR of 64.7±18.0 (n=112), which was statistically significantly higher than the eight medium- and low-achieving students, 57.8±17.2 (n=224). However, the overall SDLR score showed no significant difference in gender or between PBL and non-PBL programs. Although the SDLR increased as PBL students advanced in the program, it decreased in the non-PBL curricula. However, this difference was not statistically significant. The high-achieving students displayed a higher level of SDLR than 10 of the medium- or low-achieving students, regardless of the educational program. This highlights the essential effect of the intrinsic factor for undertaking SDL and implies that students should initiate the process. Moreover, enhancing personal development and SDL educational practices might be effective in improving SDLR if partly implemented in medical programs.

Use of Recitation Input to Improve Students Writing

In learning English, English writing is an important way to cultivate students' innovative thinking and pragmatic ability, and it is also one of the ways to test the results of English teaching. Recitation is not only an important way of language input, but also the basis and premise of language learning. Writing is a comprehensive language output activity, which is based on recitation and can be regarded as an effective language learning strategy for students to develop basic writing skills. Therefore, in English teaching, text recitation input can be used as the basis to help students develop basic writing skills, increase students' interest in English learning, and improve their English level. This paper briefly summarizes the theoretical basis of recitation input and its role in English writing. Based on this, it discusses the effective strategies for its specific application in order to improve the effectiveness of English writing teaching.

An Exploration of Spoken English Strategies in Secondary Vocational Schools from the Perspective of Core Literacy

The core literacy of student development is an important content of promoting education reform and has an important effect on adapting the strategy of developing English talents in the future in our country. The cultivation of English core literacy depends on the innovation of teaching methods, the improvement of teachers' professional ability and the application of information technology, which is integrated into the training of listening, speaking, reading and writing skills. At present, the emphasis of English teaching is mainly placed on reading and writing, ignoring the cultivation of students' oral English, and students' awareness of oral communication is very weak, which is not conducive to the comprehensive development of students' core English literacy. English teachers should start from the concept of core literacy, develop targeted oral learning strategies for students, broaden the learning channels for students, and promote the improvement of students' oral English ability. This paper analyzes the present situation of oral English teaching and discusses the strategies to improve the oral English of secondary vocational students under the concept of core literacy.

Perceived Enablers of and Barriers to Serious Game as Oral Histology Learning Strategy for Undergraduate Dental Students.

Previously, we reported the serious game HistoRM as an innovative learning approach for an oral histology course. This study aimed to examine the impact of HistoRM on summative assessment and the enablers and barriers factors affecting HistoRM as an interactive learning strategy in an oral histology course. A crossover randomized controlled trial was performed. Study participants were first-year dental students at the Universitas Indonesia. The average final grades of students who participated in HistoRM serious game were significantly higher than those of students who did not participate in this trial (p < 0.001). Positive responses of HistoRM were observed in the learning content, games and learning experience domains. The enabler factors most recognized by the students were the game method, which helped students to understand the learning materials; the immediate feedback provided following each gameplay; as well as the fun and interesting gameplay. The barrier factors most recognized by the students were some challenges of the gameplay, which resulted in a longer time needed to study. While the HistoRM serious game can stimulate student motivation and engagement in learning oral histology, overcoming the barriers is essential for the implementation of serious games as a complementary learning approach in the dental curriculum.

Self-Reported Learning Strategies and Preferences in Health Informatics.

Despite the proliferation of educational programmes in Health Informatics (HI) worldwide, there is limited knowledge regarding students' preferences and learning strategies in HI courses. To address this gap, we conducted a study to gather and analyse data from three HI courses. Employing the Motivated Strategies for Learning Questionnaire (MSLQ) and theories of deep and surface learning, we designed a questionnaire to collect data. The analysis of students' responses indicates that machine learning emerges as one of the most interesting topics, while certain topics such as data wrangling of genomics data were more challenging for students. Students expressed a preference for sequential learning. They exhibited multimodal tendencies regarding the type of learning resources, with tendency to prefer learning resources that have more visual contents. In all three courses, learners reported using deep learning strategy rather than surface learning, yet they appear to struggle with employing organisation, elaboration, and peer learning tactics. This study provides valuable insights into HI education, offering recommendations for educators, learners, and researchers to enhance HI education.

Self-reported online science learning strategies of non-traditional students studying a university preparation science course

Student awareness and selection of learning strategies are predictors of academic success. Yet, little is known about learning strategies of students in university preparation science courses, who are frequently mature-aged or underrepresented students. This lack of knowledge potentially hinders tailoring reflective learning experiences, specific to science contexts, supporting novice science students adopting effective learning strategies. A mixed-methods study examined self-reported learning strategies of 88 students in an online university preparation science course, analysed using a convergent parallel research approach and interpreted through a passive–active–interactive framework. The study found preferences for passive learning strategies with considerably less active and interactive strategies reported. The findings suggest, despite the strengths these students bring to their studies, a tendency for naïve and unexamined concepts of science learning, from time-poor students with little experience in collaborative learning. The study recommends embedding science-specific learning strategies in university preparation science courses and building capacity with interactive strategies.

Identifying Learning Preferences and Strategies in Health Data Science Courses: Systematic Review.

Learning and teaching interdisciplinary health data science (HDS) is highly challenging, and despite the growing interest in HDS education, little is known about the learning experiences and preferences of HDS students. We conducted a systematic review to identify learning preferences and strategies in the HDS discipline. We searched 10 bibliographic databases (PubMed, ACM Digital Library, Web of Science, Cochrane Library, Wiley Online Library, ScienceDirect, SpringerLink, EBSCOhost, ERIC, and IEEE Xplore) from the date of inception until June 2023. We followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and included primary studies written in English that investigated the learning preferences or strategies of students in HDS-related disciplines, such as bioinformatics, at any academic level. Risk of bias was independently assessed by 2 screeners using the Mixed Methods Appraisal Tool, and we used narrative data synthesis to present the study results. After abstract screening and full-text reviewing of the 849 papers retrieved from the databases, 8 (0.9%) studies, published between 2009 and 2021, were selected for narrative synthesis. The majority of these papers (7/8, 88%) investigated learning preferences, while only 1 (12%) paper studied learning strategies in HDS courses. The systematic review revealed that most HDS learners prefer visual presentations as their primary learning input. In terms of learning process and organization, they mostly tend to follow logical, linear, and sequential steps. Moreover, they focus more on abstract information, rather than detailed and concrete information. Regarding collaboration, HDS students sometimes prefer teamwork, and sometimes they prefer to work alone. The studies' quality, assessed using the Mixed Methods Appraisal Tool, ranged between 73% and 100%, indicating excellent quality overall. However, the number of studies in this area is small, and the results of all studies are based on self-reported data. Therefore, more research needs to be conducted to provide insight into HDS education. We provide some suggestions, such as using learning analytics and educational data mining methods, for conducting future research to address gaps in the literature. We also discuss implications for HDS educators, and we make recommendations for HDS course design; for example, we recommend including visual materials, such as diagrams and videos, and offering step-by-step instructions for students.

Research on the Cultivation of English Learning Strategies for Senior High School Students in Minority Areas

This paper brings up some suggestions and methods for cultivating English learning strategies for senior high school students in minority areas by summarizing the relevant English learning strategies by domestic and foreign scholars, and analyzing the survey of English learning strategies of senior high school students in minority areas.

Perspectives of 2022 Islamic Education Students on the Utilization of Canva as a Multimedia Presentation-Based Learning Media

This research aims to explore and depict the perspectives of students from the Islamic Education Program (PAI) Class of 2022 regarding the utilization of Canva as a multimedia presentation-based learning tool. In this study, a narrative inquiry method is employed as a qualitative approach to delve into the stories and experiences of students using Canva. The data collection process involves discussions and interviews, which are then analyzed through a narrative analysis approach. The research findings provide significant insights into how students perceive Canva as a multimedia presentation learning tool and to what extent this can enhance the quality of learning in the PAI environment. The implications of the findings support the use of Canva as a potential tool to improve the effectiveness of learning in the digital era. It is expected that this research will make a positive contribution to the development of innovative and engaging learning strategies for students in the PAI Class of 2022.

The Relationship Between Thinking Styles and Learning Strategies of Students Studying in the Field of Music

The Relationship Between Thinking Styles and Learning Strategies of Students Studying in the Field of Music

Study on the Learning Strategies of Chinese High School Students Using English as a Second Language

By analyzing the theory of second language learning strategies, this paper discusses the common mistakes of senior high school students in the process of English learning, and puts forward the problems that should be paid attention to in the application of second language learning strategies in senior high school teaching.

Identifying Pertinent Digital Health Topics to Incorporate into Self-Care Pharmacy Education.

The ever-evolving landscape of digital health technology has dramatically enhanced patients' ability to manage their health through self-care effectively. These advancements have created various categories of self-care products, including medication management, health tracking, and wellness. There is no published research regarding integrating digital health into pharmacy self-care courses. This study aims to identify pertinent digital health devices and applications to incorporate into self-care course education. Digital health limitations, challenges incorporating digital health in self-care pharmacy education, and potential solutions are also reviewed. In conducting this research, many resources, including PubMed, APhA, ASHP, fda.gov, and digital.health, were reviewed in March 2024 to gather information on digital health devices and applications. To supplement this, targeted keyword searches were conducted on topics such as "digital health", "devices", "applications", "technology", and "self-care" across various online platforms. We identified digital health devices and applications suitable for self-care education across eight topics, as follows: screening, insomnia, reproductive disorders, eye disorders, home medical equipment, GI disorders, pediatrics, and respiratory disorders. Among these topics, wellness screening had the most digital health products available. For all other topics, at least three or more products were identified as relevant to self-care curriculum. By equipping students with digital health knowledge, they can effectively apply it in patient care throughout their rotations and future practice. Many digital health products, including telemedicine, electronic health records, mobile health applications, and wearable devices, are ideal for inclusion in pharmacy curriculum as future educational material. Future research is needed to develop the best strategies for incorporating relevant digital health into self-care education and defining the best student-learning strategies.

Digitalisation of Educational Process in the Context of Information Society Realities

The purpose of the research is to explore the problems and outline the prospects for the digital transformation of education in the context of the realities of the information society, which is guided by the principles and values of the post-industrial era. Research methods. The main methods of the research were analysis and synthesis, generalisation, systematisation, and a dialectical approach, which helped to determine the ratio of the effectiveness of traditional and distance education, analyse the main means and advantages of distance learning and distance education, and identify the features of the digital culture of modern society in the context of its impact on the modernisation of education. Research scientific novelty. The examination of the issue of educational technologisation, in particular its impact on the learning environment, has shown that the active spread of digital technologies will transform the organisation of the educational process into cooperation and productive learning activities of higher education students and teachers. Conclusions. Today, we are at the initial stage of introducing innovative technologies into the educational process, which can improve the overall level of education and literacy of the population and society as a whole. However, despite the fact that the digitalisation of the educational process has become significant at the current stage of development, it needs to be refined, changed, and involve new and additional elements and functions, and attention should be paid to revising the regulatory framework of modern legislation. It is determined that the digitalisation of the educational process involves the transformation and integration of educational technologies into all stages of the educational process: training, education, methodological integration, and career guidance. It is emphasised that the form of organising distance learning contributes to the development of independent work skills, and the range of innovative and attractive learning strategies for higher education students is growing.