Learning Profile Of Students Research Articles

Self-regulation and Other Learning Dimensions in Hybrid Courses: Which Characteristics Matter in Academic Performance?

Hybrid education has been referred to as the 'third generation' of distance education. An increasing number of universities are including hybrid courses within their academic offer, especially due to the worldwide pandemic that COVID-19 has caused. Therefore, it is very important to understand how students deal with the hybrid experience. Previous studies have been focused mainly in 100% online courses, but little research has been done in hybrid education. It is important to understand how self-regulation and student learning profiles can affect in a positive or in a negative way their academic performance during the course. The data was collected on hybrid courses offered by the Tecnologico de Monterrey in Mexico, through the CEVEAPEU questionnaire to 4,857 students of different careers programs of the 26 different campuses around the country. An exploratory data analysis was performed, as well as a statistical correlation analysis of Pearson and Spearman. Our findings show that the factors that affect the final academic performance of a student more significantly, although with a weak correlation, are intrinsic/extrinsic motivation, anxiety, self-regulation, and information processing. Therefore, we can conclude that, although self-regulation is a dimension that affects performance in hybrid courses, it is not the only dimension, nor it is a determining factor in the final grade on whether a student will pass or fail a course.

Perspectives on the implementation of differentiated teaching (on the example of teaching mathematics at the elementary level)

Student-centered learning is unimaginable without the implementation of differentiated approaches. We can find out a number of publications and articles about this subject. The American professor Carol Ann Tomlinson has quite important articles on differentiated teaching from contemporaries. In his work, Tomlinson discusses in detail and in depth the essence of differentiated teaching as one of the effective approaches and the principles of its implementation. However, a number of issues (why is differentiated learning so important and relevant? What makes it relevant?) Still require a good understanding in order to successfully implement this approach when teaching a particular subject. These issues are discussed in the article on the example of teaching elementary school mathematics and clarifies the perspectives of using a differentiated approach in these areas. Differentiated learning is fully suited to student-centered learning, as it implements a learning process focused on the needs, skills and abilities of each student (group of students). According to Tomlinson, differentiated learning is constructed and implemented to take into account the readiness, interests and learning profile of students to create optimal conditions for development for each of them. This is one of the best ways to implement an individual approach to students.Providing a learning process tailored to the needs of the students and teacher feedback on the needs of the students include teacher activities in a number of areas. Tonlimson and Mooney consider new opportunities for students, a sense of partnership, expectations, and training for quality learning significantly; Which contributes to class success and student growth. The condition for facilitating is the active involvement of students in the learning process, their cooperation;The essence of the issue is clarified in the article on the example of a mathematics course, how we can apply this approach in the teaching-learning process and why it is extremely valuable to implement differentiated teaching from the elementary level. This need is explained in relation to the specifics of teaching mathematics as a school subject. The "technology" of differentiated teaching, the essence of differentiation based on student readiness, as well as what the subject of differentiation includes are discussed in detail. Differentiation of each component according to the individual components of the curriculum (content, process, product) is discussed with specific examples. With the help of different types of tasks it is possible to use the possibilities and perspectives of differentiation in teaching mathematics at the elementary level. Some recommendations in this regard are offered. The issue discussed in the article concludes that the purposeful use of differentiation from the elementary level gives a great chance for the multifaceted development of students, which is accompanied by the results of successful teaching in mathematics.

Detecting the Variability in Student Learning in Different Disciplines—A Person-Oriented Approach

ABSTRACT This paper examines disciplinary differences in the combinations of approaches to learning (i.e., learning profiles) among students, and how those combinations are related to academic achievement. In addition, the study focuses on how different learning profiles are related to students’ self-efficacy beliefs in different disciplines. Data consist of HowULearn survey responses from 4,294 full-time students from six different disciplines. We used a person-oriented approach; that is, the latent profile analysis (LPA) with various functions. The results showed that it is possible to detect different learning profiles of students in different disciplines. The study highlights that students who struggle in almost every discipline have a dissonant learning profile or the deep unorganised profile. Therefore, special attention should be paid to identifying the students with dissonant learning profiles and to support them in recognising their own learning processes. Moreover, students’ time and effort management skills should be fostered during university studies.

SOSIALISASI PENGISIAN PROFIL BELAJAR SISWA INKLUSIF DI SDN 1 DAN MI AL-FATHIYAH LENDANG ARA KOPANG LOMBOK TENGAH

Student learning profile is an instrument that can help teachers to identify learning difficulties experienced by students, especially those with functional barriers. Therefore, this activity aims to improve the ability of teachers in filling out student learning profiles to teachers at SDN Lendang Ara and SDN Jurit with a total of 20 participants. This activity was carried out using presentation, discussion, question and answer methods and group work. Through presentations and question and answer sessions the team provided a conceptual understanding of the nature of inclusive education in primary schools, the goals and benefits of inclusive education. The socialization of filling in the student learning profile instruments was guided through presentations and discussions between the team and the teacher. Teachers in groups accompanied by teams fill out student learning profile instruments to identify learning barriers experienced by students. This community service activity recommends that universities and the government be more intense in socializing inclusive education programs and holding capacity training for teachers to be able to present solutions for the learning of children with functional barriers

Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios

Virtual courses are increasingly being offered in Brazil, making it imperative to develop technological resources and research to help in the teaching and learning processes in this modality. One approach is to analyze student's socio-affective profile in Virtual Learning Environments (VLE). The co-operative learning network (ROODA) VLE has two features called the Social Map (SM) and Affective Map (AM), which can both contribute to the visualization of data regarding social interaction indicators and students' moods in the environment. The SM presents the social relations formed through indicators, which are the absence; collaboration; the distance from the class; evasion; informal groups and popularity, enabling the identification of the participating subjects in the form of sociograms. The AM identifies students' moods graphically through indicators, which are excitement, discouragement, satisfaction, and dissatisfaction. Thus, this article aims to map the possible recurrent socio-affective scenarios in a VLE using Learning Analytics (LA). LA is defined as measurement, collection, analysis, and reporting of data about students and their contexts to understand as well as optimize learning and the environments in which it occurs. It can also contribute to the understanding of student's learning profile, based on social and affective aspects, thus allowing the teacher to develop pedagogical strategies consistent with the needs of each subject. The importance of integrating the possible social and affective scenarios was verified using LA, making it possible to deepen the comprehension of the subjective and qualitative questions regarding the students' interactions in the VLE. In this study, the scenarios are understood as the intersection between the Affective Map and Social Map indicators identified in a VLE. It has both a qualitative and quantitative approach. The choice is qualitatively justified because the research object involves social and affective phenomena that were subjectively expressed in texts and social interactions manifested in the ROODA VLE. It is quantitatively justified by the need to measure the mapping of socio-affective indicators through social parameters and moods applying LA. The subjects were undergraduate students who participated in distance learning courses at a Brazilian public university that used the ROODA VLE in the second semester of 2019. Data were collected from social and affective maps to identify if there was a relationship between them. As a result, based on the existing indicators of social interactions and moods, the socio-affective indicators were created using LA in order to analyze the students’ behavior in relation to the forms of interaction and communication that occur in the ROODA VLE.

Análise do perfil da autorregulação da aprendizagem de alunos de pedagogia EaD

A Educação a Distância (EaD) é uma modalidade de ensino que exige maior responsabilidade e comprometimento por parte do aluno, que necessita ter grande autonomia sobre seu processo de aprendizagem. Tais aspectos suscitam reflexões e questionamentos acerca do perfil do aluno matriculado na EaD e, portanto, a presente pesquisa analisou o perfil de aprendizagem autorregulada dos alunos matriculados em um curso de Pedagogia a distância de uma universidade privada. Trata-se de uma pesquisa de campo, descritiva, com abordagem quantitativa. Participaram da pesquisa 1.434 alunos, que responderam a escala Questionário de Aprendizagem Autorregulada Online desenvolvida por Barnard-Brak, Lan e Paton (2010). Os participantes apresentaram um perfil alto de autorregulação, nos fatores estabelecimento de metas e estruturação do ambiente, e moderado nos fatores estratégias para as tarefas, gerenciamento do tempo, procura por ajuda e autoavaliação. Quanto maior a faixa etária mais autorregulado se apresentou o aluno. Pretende-se dessa forma auxiliar o corpo docente e os tutores do curso pesquisado a reconhecerem o perfil dos seus alunos nos aspectos relacionados à autorregulação da aprendizagem, podendo dessa maneira orientá-los em qual direção seguir para melhoria de sua prática pedagógica, bem como contribuir para uma melhor articulação dos projetos pedagógicos aos processos educacionais de aprendizagem no contexto de cursos a distância.

KNEWTON ANALYTICAL REVIEW AS A PLATFORM FOR PERSONALIZATION OF LEARNING CONTENT

The article analyzes the theoretical basis of the adaptive learning platform Knewton, identifies the benefits and prospects for its use in the educational process. The Knewton platform, developed by the company of the same name (USA), became one of the first adaptive learning platforms in the world and is now the undisputed world leader in this context. It provides continuous adaptability, constantly accumulating data about each pupil / student and properly building an individual learning trajectory, forming appropriate recommendations in real time. Knewton itself does not develop ready-made courses, but provides the platform, which offers developers certain algorithms for adapting educational content. The theoretical basis of the Knewton platform is a number of models and approaches, including: theory of test problems (item response theory), probabilistic graph models (probabilistic graphical models), hierarchical agglomerative clustering. Among the Knewton tools that provide personalization of learning, we consider such as knowledge graph (knowledge graph), continuous reinforcement, learning curves (learning curves), student learning profile (student learning profile), network effects. The main advantages of Knewton for pupils / students include: instant "feedback", collaboration, gamification. The advantages for teachers are meeting the various needs of pupils / students, monitoring the progress of the whole class, monitoring the progress of an individual student, improving the content of educational programs. General recommendations for the development of an adaptive course based on Knewton (on the example of the Alta program) are given. Models of potential application of the Knewton platform are characterized: "face-to-face", "rotation", "flex", "online laboratory", "self-blend", "online user". Given that the practical experience of using adaptive learning systems, both in Ukraine and in the world as a whole, is quite insignificant, we believe that it is important to consider the theoretical foundations of these technologies, a critical assessment of their advantages and disadvantages, as well as prospects for implementation and use. In the future, we plan to develop recommendations for domestic teachers to create training courses based on the Knewton platform.

DIFFERENTIATED INSTRUCTION: PRODUCTIVE SKILLS DEVELOPMENT WITH HIGH SCHOOL AND UNIVERSITY STUDENTS

The Differentiated Instruction (DI) approach addresses individual learner`s needs in a mixed ability class by focusing instruction on student learning profiles. The purpose of this study was to describe the effects of the implementation of four DI strategies suggested by Herrera (2011) in order to analyze their impact on students’ productive skills within two different educational settings: the high school and university. A total of 105 students and two English teachers participated in this study. An online survey assessed learners’ perceptions of the DI strategies. The results confirmed that the 4 DI strategies implemented in both settings had a positive effect on the development of students’ writing and speaking skills. This study concluded that there is not a universal, one-size-fits-all strategy for teaching that includes all students. In-depth knowledge of students’ needs, and interests is a starting point for addressing instruction in a more effective way. Finally, the DI approach is starting to emerge in Ecuadorian EFL classrooms, and teachers are showing interest in applying the corresponding strategies as an aid to student learning.

Profile of life-long learning of prospective teacher in learning biology

Instead of constructing knowledge, learning also debriefs the student’s skills to be survive in life. Especially in biology learning which has a conceptual structure about life, it is relevant to address the program toward life-long learning orientation. Therefore, debriefing life-long learning is important. As preliminary study, the focus of this article is to investigate the profile of student life-long learning in biology instruction. A number of 22 students in Plant Physiology course from Biology education department in one teacher college in Central Java was involved as participants. Data were collected by using questionnaire with 30 statements representing five standard life-long learning (complex thinking, information processing, effective communication, collaboration, and habits of mind standards). Research result shows that overall, the average score of life-long learning student profile is 2.91 from a maximum score of 4.00. From each standard, the average scores of complex thinking standard (3.14), information processing standard (2.77), effective communication standard (2.89), collaboration standard (3.08), and habits of mind standard (2.69). Based on the data collected, life-long learning profile of students is still quite low especially for habits of mind, information processing, and effective communication. Thus, it is very urgent to develop a program of debriefing life-long learning for next biology courses (Plant Biodiversity and horticulture) for them in near future.

Individual Book Reports: An Application of Differentiated Instruction in Two Public Health College Courses

As an anecdote to the one-size-fits-all curriculum, differentiation presents a pedagogical opportunity to accommodate learner variance. Differentiated instruction typically aims to address variance in at least one of the following areas: 1) student readiness; 2) student learning profiles; and 3) student interests. While each aim is fundamentally important to effectively differentiating instruction, the purpose of this descriptive best practice paper was to present a simple approach for addressing variance in individual student interest in a university setting. Participants in this teaching activity included 175 students enrolled in one of two undergraduate-level courses in the Department of Public Health at a large private university in the United States. Each participant was asked to select a book related to his or her chosen career path and that aligned with a topic covered in the course. Students selected the book of their choice and submitted the title to the principle investigator who reviewed each selection. Students were given approximately six weeks to read their selected books and write a brief book report. Participants completed a brief online survey assessing the value of this teaching approach. Descriptive analyses indicate this teaching activity was widely considered to be meaningful and beneficial, supporting the inclusion of differentiated instructional approaches at the university level.

Estratégia metacognitiva de aprendizagem autorregulada, percepção docente sobre a aprendizagem e métodos educacionais em contabilidade

O objetivo geral desta investigação foi analisar a relação entre o perfil autorregulado de aprendizagem dos discentes aos métodos educacionais de ensino e a percepção docente sobre a aprendizagem no curso de Ciências Contábeis na Universidade Regional de Blumenau (FURB). A investigação utilizou como estratégia de pesquisa o estudo de caso único. A amostra foi composta por 202 discentes e 16 professores do Centro de Ciências Sociais e Aplicadas da instituição, que responderam aos instrumentos de pesquisa. O instrumento de levantamento de dados que foi aplicado aos discentes, sobre o uso das estratégias metacognitivas, foi proposto por Zimerman e Martinez-Ponz (1986) e o aplicado aos docentes foi proposto por Silva (2016). Para análise dos dados, identificaram-se as estratégias de aprendizagem autorregulada, através da estatística descritiva, a análise fatorial e o uso de testes paramétricos de comparação de médias (teste t); a percepção docente sobre a aprendizagem e os métodos de ensino foram alcançados pela análise descritiva dos dados. Por fim, relacionaram-se o perfil do discente quanto à utilização da estratégia metacognitiva de aprendizagem autorregulada, os métodos educacionais de ensino e a percepção docente sobre a aprendizagem. Conclui-se que o ensino tem a consecução de aproximar o conteúdo teórico com o conteúdo prático da contabilidade. Entretanto, ao serem utilizados diferentes métodos de ensino, mesclam-se métodos ativos e passivos de aprendizagem, o que pode ter contribuído no desenvolvimento de nível maior de estratégias metacognitivas de aprendizagem autorregulada. Tem-se como implicação a percepção docente sobre aprendizagem que enfatiza à formação de um profissional com concepções técnicas, o que se limita às regras e desempenho de tarefas rotineiras de contabilidade.

The Role of Student Learning Profiles in Sustaining Foreign Language Differentiated Teaching

The Role of Student Learning Profiles in Sustaining Foreign Language Differentiated Teaching

Differentiating Instruction in Physical Education: Personalization of Learning

Differentiated instruction (DI) is a complex conceptual model and philosophy that is implemented in many traditional classroom settings. The primary focus of DI is to personalize the learning process by taking into account individual differences among students' varied levels of readiness, interest and learning profile. Varied assessments are used to gain a deeper understanding of student readiness, while certain teaching strategies are used to capitalize on student interest. Student learning profiles are developed as teachers gain an understanding of individual learning styles, intelligence preferences, gender and culture. Each of these individual differences can have a profound effect on the way students learn and are important considerations for teachers. To date, the application of DI in physical education has been limited and has primarily been considered in its application to adapted physical education. The purpose of this article is to provide physical education teachers with an overview of DI and practical methods to incorporate traditional best teaching practices to differentiate instruction for diverse learners.

Exploring student learning profiles in algebra-based studio physics: A person-centered approach

As part of a project to explore successful strategies for using studio methods, such as SCALE-UP, we explore strategic self-regulatory and motivational characteristics of students in said courses at three universities with varying student populations and differing success in studio-mode courses. We survey students using compiled questions from several existing questionnaires designed to measure student characteristics such as attitudes toward and motivations for learning physics, organization of scientific knowledge, experiences outside the classroom, and demographics. Other studies have identified five distinct learning profiles across varying student populations. Using a person-centered approach, we utilize cluster analysis methods to group students into learning profiles to better understand the study strategies and motives of algebra-based studio physics students. We present results from first- semester and second-semester studio-mode introductory physics courses across three universities. We identify these five distinct learning profiles, found in previous studies, to be present within our student population.

Uncovering student learning profiles with a video annotation tool: reflective learning with and without instructional norms

This study explores the types of learning profiles that evolve from student use of video annotation software for reflective learning. The data traces from student use of the software were analysed across four undergraduate courses with differing instructional conditions. That is, the use of graded or non-graded self-reflective annotations. Using hierarchical cluster analysis, four profiles of students emerged: minimalists, task-oriented, disenchanted, and intensive users. Students enrolled in one of the courses where grading of the video annotation software was present, were exposed to either another graded course (annotations graded) or non-graded course (annotations not graded) in their following semester of study. Further analysis revealed that in the presence of external factors (i.e., grading), more students fell within the task-oriented and intensive clusters. However, when the external factor is removed, most students exhibited the disenchanted and minimalist learning behaviors. The findings provide insight into how students engage with the different features of a video annotation tool when there are graded or non-graded annotations and, most importantly, that having experience with one course where there are external factors influencing students’ use of the tool is not sufficient to sustain their learning behaviour in subsequent courses where the external factor is removed.

Differentiated Instruction for Special Needs in Inclusive Schools: A Preliminary Study

This study aims to develop the instruments used in implementation of differentiated instruction among students in inclusive schools. The method used in this study was integrating between theoretical consideration based on the literatures and empirical evidences from the interview with the teachers of inclusive schools in Yogyakarta. The result of the study showed the need of assessment in several dimensions, both teachers and students. In the teacher's context, the evaluation on the relevant competencies need to ensure the successful process of teaching and learning on special needs students in inclusive schools. The competencies evaluated among teachers contains three dimensions: (1) Readiness to operate the differentiated instruction (2) Understanding on large difference of student's interest; and (3) Decision on the learning method based on student's learning profile. The assessment needed among students was developed by observation form that will be used by teachers to evaluate their students. This form contained the evaluation of student's readiness to receive differentiated instruction in learning process, the evaluations of student's interests, and the evaluation of student's learning style based on Gardner's multiple intelligences theory.

A learning log analysis of an English-reading e-book system combined with a guidance mechanism

Learning English by reading articles on multimedia e-book devices can assist students in improving their vocabulary and in understanding the associations among vocabulary, textual meaning, and paragraph composition. Adaptive integration of reading technologies and strategies not only strengthens their language ability and reading comprehension, but it also increases the effectiveness of their language learning. Therefore, this study developed an English-reading e-book system that integrated a guidance mechanism that analyses a student's learning profile and recommends articles according to article difficulty, relevance, and the learner's language ability. The frequency and pattern of learning behaviors as well as the system functions that students used were analyzed to evaluate the performance of the proposed system. The results indicate that the proposed reading guidance mechanism can improve students' reading comprehension and reduce their reliance on the system's translation functions.

GODeM: A Graphical Ontology Design Methodology

In this paper we present a simple and didactic methodology to design an ontology for educational purposes. This methodology considers and incorporates the steps of the most outstanding methodologies for ontology design. Some of the reported methodologies specialize on the analysis of the knowledge domain, others in the formality of some of the language used to define it, others in the evaluation and documentation. Graphical Design Methodology (GODeM) is based on the methodological principles reported by Noy & McGuiness, the OntoDesign Methontology, Entreprise Ontology, Toronto Virtual Enterprise and graphical notations. GODeM methodology is used for designing an ontological model which main objective is to personalize learning activities consistent with the student's learning profile.

Motivational and Self‐Regulated Learning Profiles of Students Taking a Foundational Engineering Course

AbstractBackgroundTechnical, nonengineering required courses taken at the onset of an engineering degree provide students a foundation for engineering coursework. Students who perform poorly in these foundational courses, even in those tailored to engineering, typically have limited success in engineering. A profile approach may explain why these courses are obstacles for engineering students. This approach examines the interaction among motivation and self‐regulation constructs.Purpose (Hypothesis)This project sought to determine what motivational and self‐regulated learning profiles engineering students adopt in foundational courses. We hypothesized that engineering students would adopt profiles associated with maladaptive motivational beliefs and self‐regulated learning behaviors. The effects of profile adoption on learning and differences associated with student major, minor, and gender were analyzed.Design/MethodFive hundred and thirty‐eight students, 332 of them engineering majors, were surveyed on motivation and self‐regulation variables. Data were analyzed from a learner‐centered profile approach using cluster analysis.ResultsWe obtained a five‐cluster learning profile solution. Approximately 83% of engineering students enrolled in an engineering‐tailored foundational computer science course adopted maladaptive profiles. These students learned less than those who adopted adaptive learning profiles. Profile adoption depended on whether a student was considering a major or minor in computer science or not.ConclusionsFindings indicate the motivational and self‐regulated learning profiles that engineering students adopt in foundational courses, why they do so, and what profile adoption means for learning. Our findings can guide instructors in providing motivational beliefs and self‐regulated learning scaffolds in the classroom.

Empowering underachieving adolescents: an emancipatory learning perspective on underachievement

The article reports on an empirical study into underachievement of 14-year-old students in four English schools by drawing upon learning power theory and practice. The study examined the characteristic learning power profiles of underachieving and overachieving adolescents, and then used student learning profiles diagnostically to support the learning needs of a selected sample of underachievers. This was followed by an impact study of the interventions on the development of student learning power and their academic achievement. The pre-intervention quantitative findings demonstrated a significant difference between the learning power dimensions of underachieving students and the rest of their cohort. Qualitative and narrative analysis provided greater depths in interpretation. Coaching conversations as a major intervention strategy were found to be successful in strengthening underachieving teenagers' learning power and enhancing their learning experiences rather than just raising their exam performance. The study concludes that in addressing the learning needs of underachieving adolescents, serious attention should be given to their learning subjectivities, enabling them to relate school learning to their personal values, attitudes, aspirations and identities.