Learning Strategies in Higher Education

Juste, Margarita R. Pino; López, Beatriz Rodríguez

doi:10.18848/1447-9494/cgp/v17i01/46813

Cited by 4 publications

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“…These strategies include skills/techniques for studying, concentrating, selecting and structuring information, collecting data, understanding and discriminating concepts/information, retaining and memorizing information, and applying the knowledge. 59 The learning forms include instrumental learning (verify an assertion through empirical analysis), communicative learning (reach a conclusion about what is true through communication), emancipatory learning (critical analysis of processes and the premise for a particular norm) 60 experiential learning (learn through lived experience), active learning (learn by doing something and thinking about it), and cooperative learning (active learning through peer-to-peer interaction to maximize personal learning and share with group members, which may improve social cohesion). 61 The learning cycle also has to be understood by teachers to assist students at different stages effectively.…”

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Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

Ngene

2023

AMEP

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Background: Teaching philosophy defines the beliefs and ideas that guide practices in teaching and learning. Writing teaching philosophy statements for promotion or employment is daunting for inexperienced new faculty members. Aim: This article aims to discuss the principles of relevant educational domains that academics need to know to be well informed when writing their teaching philosophy. It also provides a new perspective on how to write the personal statements. Methods: Journal articles published in English language between 2018 and 2023 (as well as important older ones) in electronic databases (Google Scholar, MEDLINE, PubMed, and SCOPUS) were searched, sifted, reviewed and used for this narrative literature review. Additionally, the websites of educational organisations such as higher education institutions were selected using convenience sampling method and searched to ascertain practices. Results: Educators need to link teaching philosophy statements to the literature about teaching. However, there is a scarcity of literature that provides a comprehensive overview of the required domain knowledge. These domains are Supervision, Curriculum development, Assessment, Mentorship, Pedagogy, and Scholarship of teaching and learning (S-CAMPS domains). Conclusion: Using various teaching practices and models to achieve the best quality learning and valued transformation is crucial in achieving a comprehensive Scholarship of Teaching and Learning. Therefore, developing a personal philosophy provides the opportunity for reflection on utilizing the theory-practice-philosophy perspective best to serve the students, academic institution, and society.

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confidence: 99%

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

Ngene

2023

AMEP

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The impact of learning strategies on the academic achievement of university students in Saudi Arabia

Almoslamani

2022

LTHE

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PurposeThis study aimed to investigate the learning strategies adopted by Saudi university students and explore the differences in the use of learning strategies due to gender and academic achievement.Design/methodology/approachThe study utilized a cross-sectional descriptive analytic approach and adopted the brief “ACRA-C” learning strategies scale. The study sample consisted of 365 students enrolled at a Saudi university selected using the random clustering technique.FindingsThe study revealed that microstrategies and study habits are the most preferred strategies by Saudi university students. Statistically significant differences in the use of learning strategies were found between male and female students in favor of the female students. The study also found that learning strategies are a significant predictor of students' academic achievement.Research limitations/implicationsThe study was limited to one college in one Saudi university. Future studies should use larger samples from different colleges and universities in Saudi Arabia and incorporate a variety of measures of academic achievement, such as students' grades in specific courses rather than the overall grade average.Originality/valueWhile there are a number of studies that investigated the use of learning strategies by students, there is a lack of such research in the higher education context of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by looking at the use of learning strategies by university students in Saudi Arabia and the relationship between strategy use, gender and academic achievement.

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Studying the Procedure Component of Learning Motives of Students With Different Gpa

Keloyan

2020

miopap

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The article focuses on the study of the procedural component of students' learning motives from the faculties of humanities of ASPU. As an academic task has been taken reading comprehension, and reading comprehension actions have been considered as procedural components of learning motives. The focus group method was chosen as an effective method for studying the above-mentioned issue. The results of the focus group study, that's the variety of reading comprehension actions of students with different GPA (Grade Point Average) were revealed and grouped. The actions or strategies of medium and especially low GPA students are poor for ensuring deep comprehension of academic texts, which in its turn decreases learning motivation, while students with high-GPA mainly perform mental actions of different complexity levels for ensuring text comprehension which in turn increases intrinsic learning motivation.

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Learning Strategies in Higher Education

Cited by 4 publications

References 0 publications

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

The impact of learning strategies on the academic achievement of university students in Saudi Arabia

Studying the Procedure Component of Learning Motives of Students With Different Gpa

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