Awareness of Independent Learning Inventory--English Version

Elshout-Mohr, M.; Daalen-Kapteijns, M. van; Meijer, Joost

doi:10.1037/t26603-000

Cited by 4 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It allows teachers to identify students' learning strategies and their learning goals. Therefore, metacognitive knowledge of teaching and learning can be differentiated into teaching tasks, the teachers' knowledge of students, and the students' learning strategies, (ELSHOUT-MOHR, DAALEN-KAPTEIJNS & MEIJER, 2004;FLAVELL, 1979). Hence, the knowledge of students includes theoretical knowledge regarding the teaching and learning processes, and the goals, as well as the knowledge of the behaviour needed to accomplish learning tasks.…”

Section: Metacognitive Knowledge About Teaching and Learningmentioning

confidence: 99%

“…Knowledge concerning students' learning strategies focuses on interdisciplinary knowledge of learning and problem solving strategies. Finally, knowledge regarding the contents, structure, and quality of teaching tasks is an aspect of teaching knowledge as well (ELSHOUT-MOHR et al, 2004). Teachers with a high level of metacognitive knowledge of teaching and learning are aware of these different teaching components; for example they are able to assess whether or not students will have difficulty in understanding a text, or whether a teaching task corresponds to the students' learning goals.…”

Section: Metacognitive Knowledge About Teaching and Learningmentioning

confidence: 99%

“…The questionnaire consisted of 62 Items, including information concerning age, gender, and the type of employment. For measuring teaching knowledge, we adapted a version of the Awareness of Independent Learning Inventory (AILI) (ELSHOUT-MOHR et al, 2004). It consists of three scales, each including five items: Knowledge about students (α = .54), e.g.…”

Section: Inventorymentioning

confidence: 99%

See 2 more Smart Citations

Lehrerfahrung und der „Shift from teaching to learning“

Fendler¹,

Glaeser-Zikuda

2013

ZFHE

View full text Add to dashboard Cite

The "Shift from teaching to learning" emphasizes supporting self-regulated student learning. Metacognitive knowledge of teaching, a student-centered teaching approach, high self-efficacy, and the teacher's own learning strategies are crucial. Currently, little is known about the relevance of teaching experience in this context. To address this knowledge gap, 81 university teachers at one institution were interviewed. The results show that longer teaching experience correlated more with high self-efficacy and a teacher-centered approach, and less with learning strategies. The results are discussed here in terms of the aims of a more studentoriented understanding of teaching and the necessity of qualification for teaching in higher education.

show abstract

Section: Metacognitive Knowledge About Teaching and Learningmentioning

confidence: 99%

Section: Metacognitive Knowledge About Teaching and Learningmentioning

confidence: 99%

Section: Inventorymentioning

confidence: 99%

See 1 more Smart Citation

Lehrerfahrung und der „Shift from teaching to learning“

Fendler¹,

Glaeser-Zikuda

2013

ZFHE

View full text Add to dashboard Cite

show abstract

“…The sample of subjects involved in this study is comprised of students in pre-service teacher education (N=212), which are studying the program for teacher training (I-st year). To measure independent learning we used the shortened version of the AILI questionnaire (Elshout-Mohr, Van Daalen-Kapteijns, & Meijer, 2004). On the other hand, reflective thinking was measured by QRT questionnaire (Questionnaire for reflective thinking, Kember et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

Independent Learning And Reflective Thinking Of The Future Teachers

Peculea¹,

Andronache²,

Bocoș³

2017

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The paper aims to achieving an exploratory and correlational study between independent learning and reflective thinking of the future teachers. For the substantiation of this study, analysis of the specialized literature were made. The independent learning involves a high level of self-awareness, the development of cognitive and metacognitive abilities and, in the same time, it involves the self-regulating personal effort to learn (Ștefan, 2010). Reflective thinking, on the other hand, has benefits for learning as it assists in integrating theory with practice, promotes intellectual growth because it is cyclical rather than linear, develops skills that makes students more confident, more independent and fosters responsibility and accountability (Kuiper and Pesut, 2004). Thus, basing on the theoretical data as mentioned above, the aim of this study is to identify the level of the development of independent learning and of the reflective thinking of students, as future teachers. Also, we identify existing correlations between independent learning and reflective thinking. The sample of subjects involved in this study is comprised of students in pre-service teacher education (N=212), which are studying the program for teacher training (I-st year). To measure independent learning we used the shortened version of the AILI questionnaire (Elshout-Mohr, Van Daalen-Kapteijns, & Meijer, 2004). On the other hand, reflective thinking was measured by QRT questionnaire (Questionnaire for reflective thinking, Kember et al., 2000). Data obtained were statistically descriptive analyzed by calculating means, and Pearson r correlation coefficient.

show abstract

“…Accounts of word learning suggest that word learning occurs in incremental fashion (Fukkink et al, 2001;Nagy et al, 1985;Jenkins et al, 1984). Early experiences with novel words in context tend to result in meaning knowledge that is "fragile" (Elshout-Mohr & van Daalen-Kapteijns, 1987;van Daalen-Kapteijns & Elshout-Mohr, 1981). In other words, the knowledge gained by encountering words in context is rarely complete, but rather partial.…”

Section: Context Variabilitymentioning

confidence: 99%

Contextual Learning of New Meanings for Familiar Word Forms from Reading and Listening to Stories

Jelani¹

View full text Add to dashboard Cite

Both first (L1) and second (L2) language speakers learn new meanings of known words through reading and listening. This learning results in changes in the mental lexicon, including adjustments to how existing (old) meanings are accessed. To investigate how the lexical-semantic space changes as a result of learning new meanings through encountering them multiple times in context, two studies were conducted. Study 1 was a conceptual replication and extension of Hulme et al. (2018). Fifty-two native English speakers read four short stories which contained critical words with invented secondary meanings (e.g., cake was given a new meaning a tribal headdress). The number of exposures to the critical words was manipulated (i.e., 2,4,6,8) within items and within participants. Explicit knowledge was assessed through a cued recall test of meaning and cued recall of form. The effect of acquisition of new unrelated meanings on the processing of the old meanings was operationalised using a semantic relatedness judgement (SRJ) task. The results of the immediate recall tests of form and meaning corroborated Hulme et al.’s findings: multiple encounters with the secondary meanings produced substantial explicit knowledge, and more explicit knowledge of the meaning was produced with more exposures. An inhibitory effect in the SRJ task was found for the trained (but not the untrained) targets, suggesting competition between newly acquired and well-established meanings. A stronger inhibitory effect was found when the exposures were lower (2 and 4) than when the exposures were higher (6 and 8), indicating that number of exposures modulates the degree of competition. Study 2 investigated how secondary meanings of known words are learned from listening. L1 and L2 adult English speakers (56 participants in each group) listened to recorded stories in which context variability (i.e., varied or repeated contexts) was manipulated. The measures of learning were the same as in Study 1, but a cross-modal version of the SRJ task (where critical words were presented auditorily and meaning probes visually) was used. Both L1 and L2 participants learned the new meanings through listening to the short stories, regardless of context variability conditions. L1 participants performed significantly better than their L2 counterparts, and participants who scored higher on a comprehension test scored significantly better on both tasks. Results from the SRJ task showed that encountering new (unrelated) meanings of known words during listening created a perturbation effect ( on the processing of previously known meanings. This effect was observed on both response accuracy and reaction times measures. Overall, the results suggest that changes were taking place in the lexical-semantic space: semantic competition between the old and new unrelated meanings slowed down the recognition of old meanings and created more errors when judging the old meanings. This research builds a more detailed picture of changes in the mental lexicon resulting from contextual learning of new unrelated meanings, and whether these changes are affected by number of exposures, context variability, comprehension, and language group.

show abstract

Awareness of Independent Learning Inventory--English Version

Cited by 4 publications

References 0 publications

Lehrerfahrung und der „Shift from teaching to learning“

Lehrerfahrung und der „Shift from teaching to learning“

Independent Learning And Reflective Thinking Of The Future Teachers

Contextual Learning of New Meanings for Familiar Word Forms from Reading and Listening to Stories

Contact Info

Product

Resources

About