The formation of students’ self-organisation and self-assessment skills in a competitive foreign learning environment: Case study

Abramova, Irina E.; Shishmolina, Elena

doi:10.17853/1994-5639-2020-10-161-185

Cited by 8 publications

(5 citation statements)

References 22 publications

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“…This can limit the potential for group learning and teamwork, which are critical skills for success in the real world. By creating a competitive learning environment, educators may inadvertently reinforce a culture of individualism (Abramova & Shishmolina, 2020). Abramova and Shishmolina (2020) note that a competitive learning environment may not be ideal for promoting collaborative and interdisciplinary learning.…”

Section: Competitive Culturementioning

confidence: 99%

“…By creating a competitive learning environment, educators may inadvertently reinforce a culture of individualism (Abramova & Shishmolina, 2020). Abramova and Shishmolina (2020) note that a competitive learning environment may not be ideal for promoting collaborative and interdisciplinary learning. To avoid reinforcing a culture of competition in gamification, educators should design game elements that promote collaboration and teamwork (Ariffin et al, 2022).…”

Section: Competitive Culturementioning

confidence: 99%

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Challenges with Gamification in Higher Education: A Narrative Review with Implications for Educators and Policymakers

Fuchs

2023

IJCE

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This narrative review critically examines the application of gamification in higher education. Gamification, the integration of game elements into learning, is increasingly used to enhance student engagement and motivation. However, the effectiveness of gamification depends on its alignment with learning objectives. Superficial use of game elements, such as irrelevant badges, can hinder meaningful learning outcomes. Moreover, over-reliance on extrinsic rewards can lead to short-term motivation but may compromise deep learning. Additionally, a competitive culture fostered by gamification might hinder collaboration and stress individual achievement. To harness gamification's benefits, educators must carefully design game mechanics to promote collaboration, select suitable activities, and consider diverse learning styles. This review underscores the need for thoughtful integration of gamification and the importance of evaluating its impact on pedagogical goals in higher education. The article concludes by providing implications for research and practice.

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Section: Competitive Culturementioning

confidence: 99%

Section: Competitive Culturementioning

confidence: 99%

Challenges with Gamification in Higher Education: A Narrative Review with Implications for Educators and Policymakers

Fuchs

2023

IJCE

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“…There has been little investigation of self-reflection as a pedagogical concept, and there is an almost complete absence of qualitative research into it. There is currently a tendency to undertake quantitative research and make use of selfassessment questionnaires (Abramova & Shishmolina, 2020;Nejad & Mahfoodh, 2019;Öhrstedt & Lindfors, 2019;Yamamoto & Kinoshita, 2019). A quantitative approach in the research of student self-assessment has a long tradition.…”

Section: Literature Reviewmentioning

confidence: 99%

Pedagogical Concept of Self-reflection of Students of Social Education: Qualitative Study of Self-reflection Determinants

Martincová¹,

Trubáková²,

Fröhlichová³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">The main topic of the presented article is the pedagogical concept of self-reflection of students of Social Education. The authors understand the pedagogical concept as primarily educational determinants that influence and shape students’ self-reflection. To identify this aim, the authors formulate the main research question: How do social education students reflect on themselves as students, and what are the determinants of study self-reflection for social pedagogy students? The authors used the qualitative research strategy, specifically The Grounded Theory, through which sixty self-reflecting essays were analysed. These written self-reflections were further complemented with six in-depth interviews in which we acquired clarifying information on self-reflection and self-assessment of social education students. It was ascertained that students’ self-reflection is shaped through an awareness of internal and external study factors, which subsequently influence the overall concept of their study, motivation to perform, study style, and self-assessment.</p>

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“…In Indonesia today, educational problems are emerging due to changes that occur, and it is hoped that these problems will not affect the quality of education in Indonesia. Among these problems is learning loss, which means that there is a possibility of decreasing student competence (Abramova, 2021) as a result of the implementation of the teaching and learning process from home. Although sometimes many assignments are given, educators still have to make sure whether the grades achieved really reflect the competence of students, do not let students follow the teaching and learning process, but do not really study.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Telegram as an Online Learning Media

Amran,

Cale,

Jonathan

2024

J. Int. Lingua Tech

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Learning media is the main supporting factor that is needed to support the learning process, especially at this time which requires educators to design learning media as an innovation using online media. This study aims to determine the effectiveness of telegram as an online learning media and how important the telegram application is as an online learning media tool. Therefore, the teaching and learning process at this time really needs learning media in order to achieve good learning objectives and for the birth of a new generation that is more innovative and creative. Learning media at this time is very much including the telegram application, this telegram application is a technology application in the form of a chat feature that can be used as a learning media in online learning that can be used either via smartphone or desktop. This type of research is descriptive qualitative research with a literature approach related to the topic discussed. The results of this study explain how the effectiveness of the telegram application as an online learning media.

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The formation of students’ self-organisation and self-assessment skills in a competitive foreign learning environment: Case study

Cited by 8 publications

References 22 publications

Challenges with Gamification in Higher Education: A Narrative Review with Implications for Educators and Policymakers

Challenges with Gamification in Higher Education: A Narrative Review with Implications for Educators and Policymakers

Pedagogical Concept of Self-reflection of Students of Social Education: Qualitative Study of Self-reflection Determinants

The Effectiveness of Telegram as an Online Learning Media

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