Assessment of learning strategies: self-report questionnaire or learning task

Kikas, Eve; Jõgi, Anna-Liisa

doi:10.1007/s10212-015-0276-3

Cited by 20 publications

(39 citation statements)

References 33 publications

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“…-dvs. også de teknologiske, de rummelige og de sociale kontekster, som er blevet skrevet ud i den såkaldte evidensbaserede forskning i laeringsstrategier (Hattie & Donoghue, 2016;Kikas & Jõgi, 2016). Ressourceøkologier (EoR) forstås som de netvaerksorganiserede "ressources for practice", som eleven -afhaengigt af motivation og hidtidige laeringserfaringer -bruger i bestraebelserne på at realisere sine idealiserede forestillinger om den gode laereproces.…”

Section: Problematisering Af Laeringsstrategier Som Didaktisk Forskniunclassified

“…(Knox et al, 2020, s. 1) I modsaetning til den såkaldt evidensbaserede forskning i laeringsstrategier (bl.a. Cano, 2006;Hattie & Donoghue, 2016;Kikas & Jõgi, 2016;Rigney, 1978;Vermunt & Donche, 2017) finder jeg, at laeringsstrategier bør undersøges og forstås på måder, der synliggør elevernes roller som med-designere af både den formelle undervisning og de mere uformelle laereprocesser. Gennem samtalerne med eleverne og observation af mange timers undervisning, er det blevet tydeligt, at mange oplever underviserne og laeremidlerne som guidende -ikke instruerende eller testende.…”

Section: Fremtidig Forskningunclassified

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Læringsstrategier på ungdomsuddannelserne

Bülow¹

2020

LOM

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Formålet med denne artikel er at identificere mønstre i gymnasieelevers gengivelser af egne læringsstrategier. Situation i sensommeren og efteråret 2020 tilbød muligheder for at undersøge elevernes oplevelser af forløb, der vekslede mellem blended learning, virtuel undervisning og hybride formater. Det viste sig, at eleverne beskrev deres håndtering af udfordringerne og mulighederne meget forskelligt - og at beskrivelserne afspejler strategiske handlemønstre. Med udgangspunkt i et teoretisk rammeværk, der muliggør undersøgelse af læringsstrategier i et økologisk perspektiv, opstilles to forskningsspørgsmål: 1) Hvilke dimensioner anvender eleverne i deres selvfremstilling af egne læringsstrategier? Og 2) Hvilke læringsstrategiske mønstre kan identificeres? Artiklens metode udgøres af abduktive sekvenser, der veksler mellem teoretisk rammesætning, tematiske analyser af elevernes selvfortællinger samt ’kontrol-interviews’, der validerer de identificerede dimensioner og mønstre. Undersøgelsen afslører, hvordan eleverne fremstiller de forskellige – digitale og ikke-digitale – ressourcedimensioner i håndteringen af hybride uddannelseskontekster. Afslutningsvis opsummeres de studerendes læringsstrategiske selvforståelser i fem sammenhængende mønstre af læringsstrategier.

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Section: Problematisering Af Laeringsstrategier Som Didaktisk Forskniunclassified

Section: Fremtidig Forskningunclassified

Læringsstrategier på ungdomsuddannelserne

Bülow¹

2020

LOM

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“…Among the various learning strategies, Kikas and Jogi (2015) assert that the most basic learning strategy is cognitive rehearsal which focuses on repeating information in order to memorize the item without transforming or moving beyond what is being taught and they (2015) further concede that the most complex learning strategies are elaboration and organization. In elaboration, learners build connections between information being taught and the information located in other sources along with summarizing and paraphrasing them.…”

Section: Benefits Of Learning Strategiesmentioning

confidence: 99%

Learning Strategies Employed in English Language: Perceptions and Practices

Paudel

2019

Jnl. NELTA Gandaki

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Learning strategies are the key tools to determine the approach for achieving the learning goal. They are included in different phases of teaching learning process. They are usually tied to the needs and interests of students to enhance their learning efficiency. This article aims at exploring perspectives and practices of learning strategies in learning English language. For this, phenomenological descriptive qualitative research was conducted with a class of 48 students of Bachelor in education at a constituent campus, under Tribhuvan University, Nepal. Both the class of the students and campus were selected purposively to meet the requirement of phenomenological study. Thirty classes were observed as a participant as well as teacher and from the same group of the students only ten students were interviewed. Then, the data from both the sources were triangulated, interpreted and analyzed descriptively. From this study, it was interpreted that students employed various strategies to learn different language skills and aspects. The study revealed that students felt difficulty in selecting proper learning strategy for learning grammatical rules due to many exceptional cases and listening skill due to their less time devotion on it while the felt ease to select and employ proper strategies in learning vocabulary.

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“…Mengingat dan menghafal masih diperlukan dalam belajar (Kikas & Jõgi, 2015). Menghafal dan pemahaman tidak dapat dipisahkan bahkan termasuk dalam pelajaran matematika (Cai & Wang, 2009).…”

Section: Cara Mengatasi Permasalahan Dalam Belajar Spbunclassified

Obstacles of Biology Student Teachers during the Course of Biology Learning Strategies and Its Solution

et al. 2016

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Biology Learning Strategy (BLS) is an important course that constitutes the competence of biology student teachers, especially pedagogy competence. This study aims to describe the learning strategy of the biology teacher candidates, problems they encountered, and the chosen learning solution in BLS course. This explorative survey was conducted in March-April 2016. The study involved 176 participants. The participants were students of 4 th semester biology student teachers who took BLS course. The data were collected by using a semi-open and open questionnaire. The analysis of the data was qualitative data analysis model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions and verification. The study concludes that the percentage of the way the students learned BLS by understanding is 53.4%, memorizing and understanding is 36.9%, memorizing only is 5.7%, and the other is 7%. Problems experienced by the students in learning BLS include discomfort during a rowdy class, lack of ability to understand, lack of confidence to perform, lack of ability to choose a strategy or apply the materials in the practice, as well as the difficulty to memorize. The way to overcome the problems in learning BLS is quite various and it can be classified into four categories namely changing learning strategies, increasing the intensity of learning, improving motivation, and increasing the frequency of exercise.Keywords: biology learning strategy subject, learning strategy, learning problems, learning solution LATAR BELAKANGMahasiswa calon guru biologi dipersiapkan untuk menjadi guru biologi yang profesional. Profesionalisme calon guru biologi dibangun melalui empat macam kompetensi, yaitu kompetensi profesional, kompetensi paedagogik, kompetensi sosial, dan kompetensi kepribadian. Secara simultan, keempat kompetensi ini dibangun selama proses perkuliahan sesuai dengan kurikulum yang berlaku di pendidikan biologi.Salah satu sajian pada kurikulum pendidikan biologi adalah mata kuliah Strategi Pembelajaran Biologi (SPB). Mata kuliah SPB merupakan mata kuliah strategis untuk membangun kompetensi profesional dan kompetensi paedagogik melalui pengetahuan dan keterampilan membelajarkan biologi. Beragam pendekatan, strategi, metode, dan model pembelajaran yang relevan dengan kebutuhan untuk membelajarkan biologi merupakan materi penting dari mata kuliah SPB.Sejalan dengan hal ini, optimalisasi pengembangan kompetensi mahasiswa seharusnya diiringi dengan upaya maksimal dalam mempelajari SPB. SPB penting untuk landasan mengembangkan Pedagogical Content Knowledge (PCK) calon guru biologi. PCK merupakan pengetahuan guru yang dikembangkan atas dasar pengalaman membelajarkan oleh guru itu sendiri (Halim, Abdullah, & Meerah, 2013). Oleh karea itu, pengalaman membelajarkan materi biologi menjadi pilar yang kuat dalam mengembangkan kompetensi dalam mata kuliah SPB.Guna mengoptimalkan dalam pengembangan kompetensi calon guru biologi melalui mata kuliah SPB, perlu dikaji bagaimanakah selama ini mahasiswa ...

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Assessment of learning strategies: self-report questionnaire or learning task

Cited by 20 publications

References 33 publications

Læringsstrategier på ungdomsuddannelserne

Læringsstrategier på ungdomsuddannelserne

Learning Strategies Employed in English Language: Perceptions and Practices

Obstacles of Biology Student Teachers during the Course of Biology Learning Strategies and Its Solution

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