Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support

Räisänen, Milla; Postareff, Liisa; Mattsson, Markus; Lindblom‐Ylänne, Sari

doi:10.1177/1469787418798517

Cited by 40 publications

(34 citation statements)

References 45 publications

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“…In the obtained results, it is striking that students do not use closeness with peers and teachers as the main strategy to access information, making little use of peer learning [120,121].…”

Section: Discussionmentioning

confidence: 96%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

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This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

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Section: Discussionmentioning

confidence: 96%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

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“…Individuals tend to learn more when they learn with others than when they learn alone (Michael, 2006). According to Räisänen et al (2020), in peer learning, students learn through the interaction with each other. In several studies, groupwork has been found to augment academic achievement (Gull & Shehzad, 2015;McMaster & Fuchs, 2002;Nichols, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…An increasing range of courses offered to students with diverse backgrounds and levels of preparedness has resulted in intense teaching challenges at institutions of higher learning (Northedge, 2003). For the majority of students, including those who are successful, the transition to university can be both a great and difficult encounter (Räisänen et al, 2020). In addition to the incorporation of remedial support to struggling students within institutions and teaching programs to address the above-mentioned challenges, there has been a call for a radical shift from the teacher-centered approach of teaching to the student-centered teaching approach (Dema & Tshering, 2020).…”

Section: Introductionmentioning

confidence: 99%

Incorporation of Small-Group Learning Activities into Biology Lectures to Enhance Learning at a University in Pretoria, South Africa

Mugivhisa

Olowoyo

2021

IJLTER

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There have been intense teaching challenges at institutions of higher learning as a result of an increasing range of courses offered to students with diverse backgrounds and levels of preparedness. Lecturers are also faced with a high failure rate and increased retention rates. Student achievement is crucial, and efforts have to be made to adapt and change to methods of teaching that contribute to the better performance of students. Hence, calls have been made for a radical shift from teaching which is teacher-centered to student-centered teaching approaches. The study assessed students’ perceptions on the incorporation of active learning in small groups and the impact of the incorporation of small-group learning activities into Biology lectures on the performance of the students. Participants showed a preference for small-group learning activities and indicated that incorporating small-group learning activities into lectures should be compulsory. The average mean test marks of 72 Biology students before and after the incorporation of small-group learning activities were compared. Results showed that the mean test mark (52.7±15.7) of the participants was significantly higher after incorporation of small-group learning activities compared to before incorporation (38.9±16.4), indicating a positive effect (p<0.05) of small-group learning activities on student performance. The participants also showed a preference for the incorporation of small-group learning activities into lectures. It is recommended that other factors such as the preparedness of students before assessments be investigated in future studies.

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“…We are often not aware of the individual backgrounds of the students we are teaching as to their independence and skill set with regard to learning and studying. Räisänen et al (2018) notes that the transition to university is challenging for many students. There is evidence that the first year is a crucial time for the students.…”

Section: Emergent Srlmentioning

confidence: 99%

The Importance of Autonomous, Self-Regulated Learning in Primary Initial Teacher Training

Oates

2019

Front. Educ.

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This article grew from the author's doctoral study into the development of self-regulated learning (SRL) at the end of the primary school. A brief outline of SRL is included to provide the context for this article. The focus of learning in schools is seen as shifting from a knowledge-based focus to a skills-based curriculum as the role of the teacher adapts to the changing nature of education. Work on collaborative enquiry learning and the inclusion of learner voice are also factors in this paradigm shift in teaching. Much of the previous research in the area of self-regulation has focused on older learners. However, interest in developing SRL throughout the primary years of schooling is growing. Initially the study focused on considering the curriculum as the driver of the development of self-regulated learning. However, when analyzing the learner and teacher questionnaire results from a variety of schools it became apparent that the teacher-learner relationship was central to the initiation and support of autonomous learning irrespective of the curricula background of the school. The teacher's role is viewed as paramount in the development of self-regulated learning. This article moves to focus on the preparation teachers receive in their training to support them through facilitating learners to become self-regulated. Teacher education is seen as requiring the explicit teaching of self-regulation, autonomy, and the notion of lifelong learning at the heart of the courses offered to student teachers. Student teachers should be viewed as learning about self-regulation as lifelong learners themselves and teacher higher education practices need to change to reflect a more active and collaborative pedagogy. There is discussion of the more constructivist approaches teacher educators can utilize to engage their students, which includes instructing their teaching students in ways that reflect the strategies required for the students to employ with their classes.

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Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support

Cited by 40 publications

References 45 publications

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

Incorporation of Small-Group Learning Activities into Biology Lectures to Enhance Learning at a University in Pretoria, South Africa

The Importance of Autonomous, Self-Regulated Learning in Primary Initial Teacher Training

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