Learning Strategies

Løkse, Mariann; Låg, Torstein; Solberg, Mariann; Andreassen, Helene N.; Stenersen, Mark

doi:10.1016/b978-0-08-100921-5.00004-7

Cited by 5 publications

(4 citation statements)

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“…The ease and fluency that arises when using some strategies (usually passive, such as highlighting or re-reading) can cause the illusions of memorization and learning and the difficulties that arise when using other strategies are often interpreted as signs that learning is not going as smoothly as it should. However, such difficulties can be called desirable, as they slow down the apparent speed of learning but increase its effectiveness (Løkse, Låg, Solberg, Andreassen & Stenersen, 2017). It is fair to say that most students are not very knowledgeable about what learning activities will help them in the learning process.…”

Section: Results Of the Studymentioning

confidence: 99%

Metacognitive Skills and Reflection as Essential Components of Self-Education

Belenkova¹

2021

MJESTP

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This paper presents an analysis of the metacognitive skills and reflection as important elements for ensuring the success of self-education process. The purpose of this study was to identify the specific conditions for the development of metacognitive skills and to determine the most efficient learning strategies. To achieve this, the theoretical aspects of metacognitive skills and reflection that effect the success of self-education have been analysed. This paper describes the pedagogical conditions of education necessary for the development of students' metacognitive skills and reflection. A knowledge monitoring assessment instrument was used to determine the level of students' reflection and metacognitive awareness. The results of the study showed that the metacognitive skills, the ability to reflect, and the metacognitive awareness among students were of low level. The results also emphasise the importance of metacognitive skills and reflection for successful strategy-based cognitive activity and self-education.

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Section: Results Of the Studymentioning

confidence: 99%

Metacognitive Skills and Reflection as Essential Components of Self-Education

Belenkova¹

2021

MJESTP

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“…The term "competence" has different interpretations, and its understanding largely depends on the national specifics. The generally accepted definition is as follows: the ability to achieve certain results in the work, individual abilities, personal qualities and professional skills necessary to perform any kind of work [5]. Integration and cost-effectiveness are the main characteristics of the Bologna System.…”

Section: Resultsmentioning

confidence: 99%

Implementation of the Bologna system in higher education in Russia: problems and results

Набилкина

Nikolaeva²,

Chelyukanova

2021

SHS Web Conf.

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The article is devoted to the analysis of the problems and prospects of Russia’s innvolement in a single European area of higher education, better known as the Bologna process, its purpose being to create an unlimited scientific environment in the field of education and scientific activity. The study aims to consider the features of Russia’s entry into the Bologna system, analyze the advantages and disadvantages of this process, and outline the importance of higher education in the formation of national identity and national mentality. The main research methods are system-analytical, comparative and axiological ones. Also, the study employs other methods relevant to the objectives of the work: the method of sociological observation, description, linguoculturological analysis. The problem of higher education integration is debated a lot in the pedagogical community. Our teachers, methodologists, culturologists also participate in scientific discussions. Despite a number of advantages, Russian education does not quite fit into the context of Western culture: the unification of the educational process leads to the destruction of scholarly traditions, the ideas of “educational tourism” and “double” diplomas cannot be fully implemented, especially in provincial universities, Russian universities fail to take their worthy place in international rankings. As a result, the authors of the article come to the reasonable conclusion that the task of the cultural and educational community is to preserve national identity, basic values, traditions of elite imperial education and their integration into European educational space. The main mission of university education is the formation of a universal educational idea based on the priority of the humanities. This is what scientists and educators should strive for, regardless of nationality and linguistic affiliation.

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“…Students developed three multiple-choice questions from each week’s course content to be used for review sessions prior to each exam. Developing review questions can be considered an effective learning strategy that uses the concept of elaborative interrogation and self-explanation which involves validating a particular fact/concept or relating new information to what is already known (Lokse, Lag, Solberg, Andreassen, & Stenersen, 2017).…”

Section: Discussionmentioning

confidence: 99%

Increasing Student Engagement Within the Core Nutritional Sciences Curriculum: A Gameful Learning Approach

Bridges

Hisamatsu

Anderson

2018

Pedagogy in Health Promotion

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Innovative learning strategies are constantly developed to increase student engagement and application of course content to improve learning outcomes. Gameful Learning pedagogy is one such strategy that builds students’ intrinsic motivation, confidence, and engagement to course material by allowing them to choose from a menu of optional assignments to earn points toward a grade. Little is known about student perceptions and outcomes from applying this pedagogy to dietetics and nutritional sciences graduate-level curricula. This article describes the implementation of Gameful Learning to an Accreditation Council for Education in Nutrition and Dietetics–accredited nutritional sciences graduate degree course and evaluates student perceptions and outcomes. Two student cohorts from 2016 (pre–Gameful Learning) and 2017 (implementation of Gameful Learning) who were enrolled in a nutritional sciences graduate-level course were compared. Student teaching evaluations were compared across cohorts. Specific items measuring student perceptions of fairness, knowledge gained, and workload were analyzed. Mann–Whitney nonparametric tests compared groups and Spearman’s rank correlation coefficient measured associations. There was a positive correlation between total points and optional points (Pearson’s r = 0.513, p = .0001). There was an overall increased perception toward the excellence of the course (3.82 to 4.13; 5-point Likert-type scale), improved sense of fairness (3.79 to 4.17; p = .036), and increased perception of workload (2.35 to 2.20; where 1 student indicated more work and 5 indicated less work). Although challenges in workload exist, Gameful Learning strategies aid in improving student outcomes and perceptions of course material by facilitating student autonomy and engagement with course content.

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Learning Strategies

Cited by 5 publications

References 0 publications

Metacognitive Skills and Reflection as Essential Components of Self-Education

Metacognitive Skills and Reflection as Essential Components of Self-Education

Implementation of the Bologna system in higher education in Russia: problems and results

Increasing Student Engagement Within the Core Nutritional Sciences Curriculum: A Gameful Learning Approach

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