A Model for the Influential Factors of the Autonomous Learning Ability of Japanese Majors

Li, Yiping; Jin, Dongmei

doi:10.3991/ijet.v15i12.14531

Cited by 4 publications

(5 citation statements)

References 22 publications

(22 reference statements)

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“…Particular consideration in scientific research is given to studying factors influencing the students' learning outcomes [32,33]. It is indicated that web-based and mobile autonomous learning, grounded in humanism and constructivism ideas, has combined self-directed training and Internet/mobile technology and opened up a new learning path [34].…”

Section: Literature Reviewmentioning

confidence: 99%

The Intelligent Platform of Autonomous Learning in Post-Secondary Education

Samusenkov

Klyushin²,

Prasolov

et al. 2021

Int. J. Interact. Mob. Technol.

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The aim of the study was to develop and test the effectiveness of an autonomous learning intelligent platform in post-secondary education. It was conducted on the basis of the Institute of Dentistry named after E.V. Borovsky in I.M. Sechenov First Moscow State Medical University (Moscow, Russia) and Humanitarian and technical academy (Kokshetau, Kazakhstan). This research involved 59 teachers and 390 students, who comprised the total sample of 449 respondents. The experiment consisted of three stages – introductory, experimental, and final. The introductory stage included the distribution of enrolled students into the experimental and control groups. Besides, at the introductory stage, the development of questionnaires directed at identifying students’ and teachers’ readiness to implement autonomous learning was performed. Apart from this, the involved educators were required to fill the learning platform with predetermined training content. The considered intelligent learning platform was developed by programmers by prior agreement with educational institutions under study. The experimental stage was aimed at introducing the designed model of autonomous learning based on the created intelligent platform. The final stage implied surveying of all study participants according to the developed questionnaires. After the introduction of the created autonomous learning model, it was revealed that 51.5% of enrolled teachers were ready for self-directed education at a high level, 20.4% – at a satisfactory level, 18.4% – at a moderate level, and 9.7% – at a low level. Among the students of Sechenov University, 21% of respondents had a high level of readiness for autonomous learning based on intelligent platforms, 27% of students had a sufficient level, 35% – moderate, and 17% – low. Among the Humanitarian and technical academy students, 29% had a high readiness for autonomous learning, 30% were ready at a sufficient level, 25% at a moderate, and 16% at a low level. This study provided an opportunity to use the developed questionnaires and the model of autonomous learning in post-secondary education for further research on the implementation of self-directed training.

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Section: Literature Reviewmentioning

confidence: 99%

The Intelligent Platform of Autonomous Learning in Post-Secondary Education

Samusenkov

Klyushin²,

Prasolov

et al. 2021

Int. J. Interact. Mob. Technol.

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“…In the context of the flipped classroom, autonomous learning is promoted by providing students with the resources to investigate, discover, and understand concepts on their own (Li & Jin, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Self-monitoring involves managing time and overcoming psychological barriers to achieve academic goals (Li & Jin, 2020), and self-assessment implies that the students value their own learning and work (Kambourova, et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

Carrillo-Yalán,

Vargas-Trujillo,

García-Cuéllar

et al. 2024

Acad. J. Interdiscip. Stud.

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Introduction. The flipped classroom method represents an avant-garde approach to the learning process, in which students acquire the fundamental concepts of a subject outside the traditional classroom environment. In this work, Blum's modeling was used, based on discovery learning, where students are initially faced with problems or situations that require a solution, encouraging the search for information and the application of various strategies to solve them. This combination enhances learning autonomy by offering greater opportunities for practice and feedback. Objective. The research aims to determine the impact of the flipped classroom method as a tool to promote autonomous learning. Method. A mixed methodology was used, integrating elements of quasi-experimental and phenomenological design, with an explanatory scope. Results. The study revealed a 65% effectiveness in the development of autonomous learning among students who participated in the flipped classroom implementation. In addition, participants reported an increase in motivation, ability to set goals, identification of challenges and strengths, availability of resources and an environment conducive to learning, as well as selection of effective study strategies and increased reflection on the effects of their learning. In conclusion, the findings support the usefulness of flipped classroom as a valuable tool for fostering autonomous learning in university students. Received: 3 February 2024 / Accepted: 26 April 2024 / Published: 5 May 2024

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“…Japanese majors need good Japanese language skills to complete business or communication works in the future. Now, the school teaching time in colleges and universities is not enough to make students proficient in another language, and in such case, autonomous learning becomes particularly important [7,8]. Some scholars have proposed that autonomous learning can be divided into forethought phase, performance phase, and self-reflection phase, which are determined by the individual, environment and behavior, respectively [9].…”

Section: Introductionmentioning

confidence: 99%

Cultivation Model for Autonomous Learning Ability of Japanese Majors

Wei¹

2021

Int. J. Emerg. Technol. Learn.

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As an important ability of students, autonomous learning refers to the completion of learning tasks in an independent, active, and conscious manner. Many colleges are working hard to cultivate the autonomous learning ability of their students. Taking Japanese majors as research objects, this paper carefully examines the current cultivation model for their autonomous learning ability, identifies the problems in the cultivation model, and proposes countermeasures for self-regulation and improvement from the perspectives of external environment and individuals. The results show that: autonomous learning is affected by such factors as self-efficacy, metacognition, goal setting, learning strategy, learning environment, and teachers; most college students spend 3-4h in autonomous learning daily; female students have a longer daily autonomous learning time than their male counterparts in any grade. The research results lay the basis for improving the autonomous learning ability of college students.

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A Model for the Influential Factors of the Autonomous Learning Ability of Japanese Majors

Cited by 4 publications

References 22 publications

The Intelligent Platform of Autonomous Learning in Post-Secondary Education

The Intelligent Platform of Autonomous Learning in Post-Secondary Education

Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

Cultivation Model for Autonomous Learning Ability of Japanese Majors

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