Analyse des stratégies d’apprentissage dans une méthode d’apprentissage par problèmes : le cas d’étudiantes en soins infirmiers

Larue, Caroline; Hrimech, Mohamed

doi:10.4000/ripes.221

Cited by 8 publications

(2 citation statements)

References 15 publications

(17 reference statements)

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“…Other studies have shown that effective students are those who seek help when needed [32], manipulate their learning environments to meet their learning needs [33] and monitor their progress towards their goals [34,35]. All research in this area confirms that the use of a combination of cognitive and metacognitive strategies [36,37], affective strategies [38], elaboration and organization strategies [5,[39][40][41], with repetition strategies [37], optimise the revision process and the academic performance of the student. On the question of factors correlated with academic achievements, this study found that female students' academic grades in the baccalaureate and during university training are significantly higher than those of males.…”

Section: Discussionmentioning

confidence: 94%

Exam preparation strategies and concerns of university students: gender and open access vs regulated system effects

Zerdani¹,

Lotfi

2021

IJITAS

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The purpose of this study is to identify test preparation strategies and concerns of university students in the open and regulated education system. We surveyed 294 students (55.10% male, 44.90% female), 60.54% from the open access system, and 39. 46% from the regulated access system, four dimensions are measured: students' and parents' concerns about university education, constraints to effective academic performance, exam preparation strategies and factors affecting academic performance. The results show three main student concerns in both training systems: self-development, seeking new learning (84.35%) and graduation (73.13%). On the other hand, about half of the students (49.32%) feel that their parents are preoccupied with their studies and are stressed or bothered (31.29%) by their incessant advice. We have identified 15 types of difficulties that are sources of constraint on the efficiency of university student performance, grouped into three categories: cognitive difficulties (32.64%), teaching methods difficulties (30.57%) and organization difficulties of the training program (36.79%). One-fifth of students review every day, every course, and thus spend an average of half an hour to an hour (41%) per review day. However, female students spent significantly more time per day (+3 hours, p<.038) on course revision than their male colleagues. Analysis of students' exam preparation programs shows six preparation strategies, dominated by the reading method (28.90%) and course outlines (26.30%). In both training systems, half of the students were dissatisfied (52.38%) with their personal preparation methods, of which 71.22% were female students. These students also perceive that their exam review strategies are little or not effective (56.46%) of which 40.22% are female students significantly different from their male counterparts (p<.05). The majority of students (61.88%) in both training systems do not place importance on all training modules. This finding is more pronounced for males than females (40.51% vs 21.27%, p<.008, respectively), and higher in the OSA than in the RAS (46.41%, 15.47%, p<.008, respectively). The bivariate correlation analysis shows significantly positive coefficients between 1st and 2nd year university results year university (r = .428, p<, 000), and baccalaureate 's marks (r = .255, p<.019). We also identified five factors responsible for poor school grades. It is necessary to introduce cognitive and mental preparation approaches for students into the pedagogical system of university teaching and supervision in order to optimize the performance of students' results.

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Section: Discussionmentioning

confidence: 94%

Exam preparation strategies and concerns of university students: gender and open access vs regulated system effects

Zerdani¹,

Lotfi

2021

IJITAS

View full text Add to dashboard Cite

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“…Finally, an individual self-assessment, enabling each student to see how much he or she has learned and what gaps need to be filled. A number of studies have shown that the advantage of this method does not rely on the acquisition of knowledge, as for lectures, but rather in the acquisition of skills [8]. It is interesting to note that these skills can extend beyond the scope of the teaching module.…”

Section: Active Teaching/learning Approachesmentioning

confidence: 99%

French dual and practical training approaches

Merlo,

Millet,

Hernando-Gil

et al. 2023

Gradus

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French regulations for dual training represent a very structured and strong framework for high education institutions that implement dual programs. They define the roles of each stakeholder, High Education Institution (HEI), companies, learners, as well as the financial and educational rules that govern the construction, the implementation and the exploitation of a dual program. This paper describes main French regulations; how they have been managed by an engineering school to implement bachelor and master programs, and how dual partners are integrated into lectures and evaluation processes through some examples.

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Développer les compétences de l’ISP : l’enjeu du service formation médicale du Sdis

Messager,

Loewenhaupt,

Veyriere

et al. 2023

Soins

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Analyse des stratégies d’apprentissage dans une méthode d’apprentissage par problèmes : le cas d’étudiantes en soins infirmiers

Abstract: Analyse des stratégies d'apprentissage dans une méthode d'apprentissage par p... Revue internationale de pédagogie de l'enseignement supérieur, 25(2) | 2009

Cited by 8 publications

References 15 publications

Exam preparation strategies and concerns of university students: gender and open access vs regulated system effects

Exam preparation strategies and concerns of university students: gender and open access vs regulated system effects

French dual and practical training approaches

Développer les compétences de l’ISP : l’enjeu du service formation médicale du Sdis

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