Assessment and Training of Student Learning Strategies

Weinstein, Claire E.

doi:10.1007/978-1-4899-2118-5_11

Cited by 76 publications

(66 citation statements)

References 18 publications

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“…The specific learning strategies students use when attempting to learn new information affects their ability to use and remember that information later. Teaching students about learning strategies helps them to become aware of how they process new information, improve the strategies that they use, learn new strategies, and develop systematic ways to approach studying and learning (Weinstein, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…While memorization may be a usell learning strategy in some situations, students need to become aware of the many and varied ways they can process information. They need to learn how to evaluate the effectiveness of different strategies for different learning tasks (Weinstein & Hume, 1998;Weinstein, 1998). Other types of strategies, such as elaboration or organizational, may be more useful in some of these learning situations.…”

Section: Discussionmentioning

confidence: 99%

“…Comprehension monitoring includes having knowledge about ones own learning strengths and weaknesses, knowledge about the nature and desired outcome of the learning task, and knowledge of strategies that can be used to assist learning or that can be utilized when a comprehension problem is encountered (Weinstein & Hume, 1998). Strategic learners know how to balance effectiveness and efficiency in using strategies to meet their learning goals (Weinstein, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…Through self-monitoring, learners track their progress toward their goals and change their learning strategies or modify their goals if necessary. Self-monitoring includes comprehension monitoring where students check to make sure they understand what they are reading or hearing (Onnrod, 2000; Weinstein, 1998).…”

Section: )mentioning

confidence: 99%

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Student Approaches to Learning in Aviation Contexts

Niemczyk¹

2008

JAAER

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Self-regulated learning is an important element of student performance and has been found to be linked with content domains. Aviation courses are complex yet serve as the foundation for student success in the flight environment. Since it is critical that students master the content, it is important to determine how students approach learning in these courses. Participants in this study completed a survey consisting of course-related selected-response questions, and open-ended questions focusing on their study habits. Results of the study portray an interesting insight into the learning strategies used by collegiate aviation students. Analyses appear to indicate that learning techniques may need to be improved to promote more successful learning in these types of courses. Improving Learning in Aviation ContextsStudents entering collegiate aviation programs with the dream of becoming an airline pilot face unique educational challenges. Learning to operate sophisticated modern aircraft equipped with advanced technologies in the flight environment places intense academic requirements on students. The thrill of flight alone does not necessarily carry students through difficult scientific and technical content.Traditional aviation curricula are comprised ofboth classroom and flight components. Before students can perform effectively in the flight environment, it is imperative that they have a thorough understanding of the various aspects of flight. In general, the classroom component is designed to provide students with the principles underlying the application oftechnicalknowledge as well as information regarding meteorology, physics, governmental regulations, air traffic control and operations within the national airspace. Because of the depth and complexity of the subject matter, students need to use learning and comprehension monitoring strategies that will enable them to become cognitively engaged. They need to invest effort to make connections, elaborate, translate, organize and reorganize in order to think and process deeply. For many, the subject matter covered is unfamiliar, and unlike any topics they may have encountered during their high-school years. The classroom component, however, plays a critical role in providing the student with a strong foundation of knowledge. To be effective, aviation academic programs must ensure that the educational process involves an in-depth, effective transfer of knowledge across a broad spectrum of aviation subjects (Karp, Turney, Green, Sitler, Bishop, & Niemczyk, 2002).As in most collegiate classrooms, aviation classrooms consist of a variety of learners -some struggling, some strategic and some exhibiting characteristics of either fiom time to time. Students that struggle have difficulty learning and remembering; much that they encounter is perplexing and fiustmtiug. If they do not perform successfully on a task, they may experience feelings of defeat, discouragement, and even apathy. On the other hand, students that are strategic seem to learn rapidly and with a...

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: )mentioning

confidence: 99%

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Student Approaches to Learning in Aviation Contexts

Niemczyk¹

2008

JAAER

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“…Plusieurs chercheurs ont discuté des approches à adopter, que ce soit par la formation de groupes homogènes (De Landsheere, 1992), par l'identification des styles d'apprentissage au moyen de tests (Weinstein, 1988) ou par la modélisation de l'apprenant à l'intérieur des systèmes tutoriels intelligents (Frasson et Kaltenbach, 1992;Katz, Lesgold, Eggan et Gordin, 1992;Park, Woolf et Murray, 1992;Wenger, 1987). Toutes ces approches se sont intéressées à l'hétérogénéité des apprenants à une étape du processus d'apprentissage.…”

Section: La Typologie Des Approches De Modélisationunclassified

Modélisation de l’apprenant et interactivité

Giardina¹,

Laurier²

2007

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Cet article présente les différents courants qui ont trait à la modélisation de l'apprenant dans le cadre de systèmes d'apprentissage informatisés. Parce qu'il concerne les caractéristiques de l'apprenant, le concept d'interactivité est directement relié à la modélisation. On peut distinguer diverses approches de la modélisation qui se basent tantôt sur les réseaux sémantiques, tantôt sur les représentations d'experts, tantôt sur la progression du modèle mental. On voit aussi se développer l'approche diagnostique et des approches centrées sur la mesure. Toutes ces approches apportent des éléments de solution au problème que pose l'individualisation de l'intervention pédagogique.This article presents various approaches within the frame of computerbased learning systems which relate to student modeling. The concept of interactivity is directly related to modeling since it involves learner characteristics. The authors distinguish between various modeling approaches based on either semantic networks, or expert representations, or mental model progression. A diagnostic approach is developped as well as approaches centred on measurement. All these approaches bring some elements to solving the problem of individualizing pedagogical intervention.Este articulo présenta diferentes corrientes relacionadas con la modelizacion del alumno dentro del marco de los sistemes de aprendizaje informatizado. Segun los autores, el concepto de interactividad esta directamente relacionado con la modelizaciôn, puesto que el mismo debe tener en cuenta las caractéristicas del alumno. De esta forma, se pueden distinguir diversos enfoques de la modelizacion basados ya sea sobre redes semànticas, sobre representaciones de expertos o sobre la progresion del modelo mental. Se ha podido ver también un desarrollo del enfoque diagnostico y de aquellos centrados en la medicion. Todos estos enfoques aportan elementos de solucion al problema de la individualizacion de la intervenciôn pedagogica.Dieser Artikel beschreibt die verschiedenen Versuche, ein Modell des innerhalb von computerisierten Lernsystemen Lernenden aufzustellen. Da sich der Begriff der Interaktivitàt auf die Eigenschaften des Lernenden bezieht, steht er mit dem Aufstellen eines Modells in direktem Zusammenhang. Es gibt verschiedene Methoden, Modelle aufzustellen, wobei man von den semantischen Strukturen, von den Mustermodellen der Sachverstândigen oder von der Entwicklung des geistigen Modells ausgehen kann. Seit einiger Zeit kommen noch die diagnostische Méthode und Methoden, bei denen das Messen im Vordergrund liegt, dazu. Aile dièse Methoden tragen dazu bei, fur das Problem der Indivi dualisierung des pâdogogischen Aktes eine Losung zu finden

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Metacognitive Experiences in Problem Solving

Efklides

Trends and Prospects in Motivation Research

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INTRODUCTIONThis chapter focuses on metacognition and one particular aspect of it, namely, metacognitive experiences (ME). A question that immediately comes to mind is why metacognition, which is a cognitive phenomenon, is included in a book on motivation. First of all, the functional approach to motivation, which is basic in this book, requires the study of the interaction of motivation with cognition. Sorrentino and Higgins (1986) were pioneers in this approach, which gave significant insights in motivational research. However, cognition may take various forms and cannot be fully understood unless metacognition is taken into consideration. Metacognition has to do with awareness of cognition, that is, what we know about cognition, and is closely tied to consciousness and self-regulation. The question is if metacognition forms part of the mechanism that explains the operation of motivation and selfregulation, and if yes, what it accomplishes.One way of introducing metacognition into motivational research and theory is to ask if metacognition, as a dependent variable, is affected by motivational variables besides the cognitive ones, and, secondly, if metacognition, as independent variable, effects behavior and even one's affect. In the latter case, metacognition assumes motivational and/or self-regulatory power. In what follows, we shall provide evidence to support this double nature of metacognition, based on studies carried out in the School of Psychology at the Aristotle University of Thessaloniki, Greece. We shall argue that metacognition, in the form of metacognitive experi- 297A.

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Assessment and Training of Student Learning Strategies

Cited by 76 publications

References 18 publications

Student Approaches to Learning in Aviation Contexts

Student Approaches to Learning in Aviation Contexts

Modélisation de l’apprenant et interactivité

Metacognitive Experiences in Problem Solving

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