Improving Learners’ Metacognitive Skills with Self-Regulated Learning based Problem-Solving

Winarti, Winarti; Ambaryani, Santi Eka; Putranta, Himawan

doi:10.29333/iji.2022.1528a

Cited by 22 publications

(16 citation statements)

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“…Another possible explanation for this result is that the global health challenge might have additionally motivated learning and facilitated a higher level of concentration among the MOOC users. Similarly, this health challenge could have transformed them into autonomous learners by allowing them to build upon their achievements and acquire key skills, resulting from their self-learning pathways when moving towards facilitating learning (Winarti et al, 2022). These results are in line with the ideas of Siemens and Downes (2008), who argued that MOOCs require learners to be autonomous given the fact that they promote remote and independent learning.…”

Section: Discussionsupporting

confidence: 69%

“…Therefore, an area of increasing importance over recent years has been the concept of learner autonomy, which requires learners to manage their own learning with selfdiscipline (Ginting et al, 2020). Winarti et al (2022) also indicated that raising their awareness of the benefits of autonomous learning can help learners achieve their specific instructional goals, boost their self-esteem and promote lifelong learning. Given the major importance of self-directed learning (SDL) for online learners with its role in helping individuals to master the necessary skills to work autonomously and use all the opportunities of new technologies, many educators have given priority to and underlined the importance of Massive Open Online Courses (MOOCs), arguing that they have significantly expanded the SDL opportunities to all individuals only with an Internet access (Zhang et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating Learner Autonomy during the Covid‐19: An Examination of Student Teachers’ Self-Directed Learning Readiness for MOOCs

Yaşar¹,

Atay²

2023

INT J INSTRUCTION

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In March 2020, the covid-19 pandemic outbreak forced universities in Turkey to move their educational activities onto online platforms. Massive Open Online Courses (MOOCs) thereupon have gained urgent attention from higher education institutions thanks to their capacity to make educational opportunities accessible to the masses. Similarly, an area of increasing importance recently has been the concept of self-directed learning (SDL) for online learners. The purpose of this study is to find out student teachers' readiness for MOOCs and their learner autonomy development in a MOOC learning environment based on the theoretical models of SDL. Thus, to expand the capacity for teacher professional autonomy, the present research has focused more on autonomy in distance learning. The study is likely to offer valuable insights into the views of teacher educators on being in a better position to assess the concept of learner autonomy in MOOCs for post-covid educational practices.

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Section: Discussionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Evaluating Learner Autonomy during the Covid‐19: An Examination of Student Teachers’ Self-Directed Learning Readiness for MOOCs

Yaşar¹,

Atay²

2023

INT J INSTRUCTION

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“…This insight allows them to modify their learning techniques and adapt their approach accordingly. Winarti et al (2022) revealed that the utilisation of SRL strategies enabled students to solve the problem independently by allowing them to monitor and rectify their own learning process.…”

Section: Teaching and Learning Activities Of Ormmentioning

confidence: 99%

Teaching and Learning Strategies of Organic Reaction Mechanism in Pre-University Chemistry: A Scoping Review

Nik Hassan,

Talib,

Muhamad

et al. 2024

ASMScJ

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Teaching Organic Chemistry has always been viewed as difficult to teach, where learners are frequently repelled by the topic's high level of complexity, which appears to discriminate against the subject. Over the years, changes have been made from textbook-driven curriculum to activity-based learning for continuing meaningful learning provided in the Organic Chemistry classroom. This study aims to map the literature on teaching and learning strategies of Organic Reaction Mechanism (ORM) to be incorporated into a proposed module (ORM Module) between the year 2012 up to 2021. A computer-assisted literature search using Scopus, Google Scholar, EBSCOhost, and ProQuest was performed. Additionally, Arksey and O'Malley's (2005) five-stage framework guided the scoping review approach. The data extracted were respected to study characteristics, inclusion, and exclusion criteria of “organic reaction mechanisms” OR “mechanisms of reactions” keywords. Out of 784 records found in four databases, only 55 were suitable for full-text review, and 17 studies were finally included. Five key strategies for teaching ORM were identified: electron-pushing formalism (EPF), patterns of reactivity, technology integration, problem-solving, and self-regulated learning (SRL), along with six related teaching and learning activities. The findings of this study can be utilised for future development of the ORM Module. Further studies are recommended to investigate the interconnectedness of Organic Chemistry and other research areas.

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“…Problem-solving abilities have a significant role for students to deal with problems [14,15], and they affect emotional, cognitive, and psychomotor processes. Problem-solving is also a crucial component of scientific thinking [9,16,17]. Therefore, the ability to solve problems is an important thing that must be emphasized in physics learning.…”

Section: Introductionmentioning

confidence: 99%

A Profile of Senior High School Students’ Problem-solving Skills on Dynamic Fluid Materials

Qotrunnada,

Prahani,

Marianus

et al. 2023

J. Phys.: Conf. Ser.

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Physics learning requires problem-solving in the learning process. This research is a pre-experimental study with random samples. This research aims to find out the initial profile of high school students’ problem-solving on dynamic fluid material. The subjects of this study were 108 students of grade XI in senior high school. The problem-solving indicator used ACCES, which consists of 5 indicators. The result shows that the problem-solving abilities of high school students in dynamic fluid material still need to be improved because of several factors. Earning models and media need to be more relevant in supporting students’ problem-solving abilities. This research can be used as empirical evidence that students’ problem-solving skill in dynamic fluid material needs to be improved.

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Improving Learners’ Metacognitive Skills with Self-Regulated Learning based Problem-Solving

Cited by 22 publications

References 0 publications

Evaluating Learner Autonomy during the Covid‐19: An Examination of Student Teachers’ Self-Directed Learning Readiness for MOOCs

Evaluating Learner Autonomy during the Covid‐19: An Examination of Student Teachers’ Self-Directed Learning Readiness for MOOCs

Teaching and Learning Strategies of Organic Reaction Mechanism in Pre-University Chemistry: A Scoping Review

A Profile of Senior High School Students’ Problem-solving Skills on Dynamic Fluid Materials

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