Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 7

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  self-regulated learning
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Online studying instructional measures at the International Relations Department of the National University of Ostroh Academy

100%
Avhustiuk M., Tymeichuk I., Konopka N., Sakhniuk O., Balashov E.
Journal of Education Culture and Society
|
2021
|
vol. 12
|
issue 1
322-334
EN
Aim. The paper’s aim is to present some current specific online studying instructional measures at the International Relations Department of the National University of Ostroh Academy in Ukraine.Methods. The study is devoted to the observation of some theoretical and methodological aspects of the peculiarities of online studying measures at the International Relations Department. The theoretical and comparative methods of analysing the peculiarities of online studying have been taken into account. In order to summarise the currentonline studying experiences at the International Relations Department, some specific instructional measures for both students and teachers are presented, for example: how to handle the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers.. The necessity of studying the above-mentionedaspects has been caused by their impact on students’ learning activity, especially in the times of COVID-19 pandemic.Results and conclusions. The focal point of this research is to provide an insight into the background of online studying peculiarities through the prism of Ukrainian teachers and students. The analysis is focused on online studying of foreign languages, as well as the possible online teaching methods of professional disciplines (History of International Relations; Foreign Policy of the Countries of Asia, Africa, and Latin America; International Conflicts; Current Problems of International Relations in the Middle East) at the International Relations Department. What is more, the authors outline how to help students deal with the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers. The authors also highlight possible challenges for the faculty and suggest ways to overcome those difficulties. Moreover, some major prerequisites of students’ self-regulatory online learning are described. Contribution. The results of the study are instrumental in mastering the peculiarities of online studying through the prism of learning at the International Relations Department of the National University of Ostroh Academy (Ukraine). The findings of this study may be considered important and contribute to future research.
2
Publication available in full text mode
Content available

HANNA – a gamified digital supplementary course material developed to help socially disadvantaged pupils learn English

100%
Szabó F., Abari K., Balajthy D., Polonyi T.
Teaching English with Technology
|
2022
|
vol. 22
|
issue 2
51-68
EN
When it comes to language learning and teaching, one of the major issues that needs to be tackled is the large differences between students in terms of school performance, especially socially disadvantaged children who tend to lag behind their peers. Research on language teaching tends to focus on the average learner, thus leaving little room for students living and learning in low socio-economic regions (low SES). Central Europe, and particularly Hungary, displays one of the most considerate gaps in education, where disadvantaged regions and schools often underperform on the national curriculum tests. Innovation, alternative pedagogical methodologies and different mindset in teaching can bring about enhanced motivation, especially by employing digital devices and the elements of gamification. The purpose of our study is to introduce a new, tablet-based digital language course programme (HANNA), developed specifically for socially disadvantaged pupils in grades 5-7, which draws upon the teacher’s role as a facilitator. The paper explains and describes the factors that contributed to designing the structure of HANNA, along with the organisation of the programme and the gamified elements that are meant to motivate students, thus providing an insight into material development specifically for disadvantaged pupils.
3
Publication available in full text mode
Content available

Methodological and Contextual Foundations of Metacognitive Monitoring Training Program in Student Self-Regulated Learning

100%
Balashov E., Pasichnyk I., Kalamazh R.
Journal of Education Culture and Society
|
2022
|
vol. 13
|
issue 1
77-92
EN
Aim. This manuscript aims to present the theoretical and contextual characteristics of the developed training program focused on identifying the components of students’ self-regulated learning activities with the use of metacognitive monitoring as well as improving the effectiveness of the students’ learning activities at the individual-personal, motivational-volitional, cognitive and metacognitive levels. To do this, we sought to analyze these phenomena in scientific literature and develop a training program aimed to develop students’ reflexivity, internal learning motivation, and metacognitive skills; to inform students about the features of metacognitive monitoring and metacognitive control of self-regulated learning activities, their awareness of the characteristics of their own processes of understanding, evaluating and reproducing information; to form comprehension and task analysis skills, as well as understanding of the specifics of performed tasks. Methods. A system of general scientific methods was used: analysis and synthesis of the main characteristics of the concepts of self-regulated learning and metacognitive monitoring as a complex multidimensional formation, comprehension of the psychological foundations of self-regulated learning, systematization and generalization of scientific provisions of metacognitive monitoring in student self-regulated learning. This study focused on the design and development of the training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning. Results. The presented manuscript has analyzed the theoretical aspects of the concepts of metacognitive monitoring and self-regulated learning of HEI students. The theoretical essence of the methodological and contextual characteristics of the above mentioned phenomena has been studied. The role and importance of metacognitive monitoring and its components in the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that metacognitive monitoring as a metacognitive characteristic of personality determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity, namely the student. The training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning has been developed and presented. Conclusions. The program was designed to help students consciously approach the independent planning and setting of learning goals, control intellectual and metacognitive activities, and use cognitive and metacognitive strategies in learning, monitoring, controlling and correcting their learning activities. Since these processes provide students with cognitive understanding of their own cognitive processes, the use of this type of training program will help students optimize their learning outcomes through metacognitive monitoring in the process of self-regulated learning activities.
4
Publication available in full text mode
Content available

The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis

88%
Lee J. H., Ahn J. J., Lee H.
Studies in Second Language Learning and Teaching
|
2022
|
vol. 12
|
issue 3
435-458
EN
This study explores the complex relationships between language learning motivation, vocabulary learning strategies, and two components of second language vocabulary knowledge (i.e., vocabulary size and depth), within the framework of self-regulated learning. Responses to questionnaires were gathered from 185 secondary-level Korean adolescent learners of English as a foreign language, regarding their motivation and vocabulary learning strategy use; additionally, the results of their vocabulary size and depth tests were collected. We adopted structural equation modeling for analysis, with vocabulary learning strategies consisting of memory, cognitive, and metacognitive categories, and vocabulary knowledge consisting of vocabulary size and depth. The results showed that motivation directly predicted vocabulary learning strategies and vocabulary knowledge, and indirectly predicted vocabulary knowledge via vocabulary learning strategies. When further classified, intrinsic motivation was found to have a stronger influence on the use of vocabulary learning strategies and vocabulary knowledge than extrinsic motivation. We discuss the implications of increasing learners’ motivation and repertoire of strategies for improving vocabulary size and depth.
5

Reinvestigating the Determinants of Lifelong Learning: Can Pedagogy for Critical Thinking Contribute to Developing Lifelong Learners?

88%
Homayounzadeh M.
Signum Temporis
|
2015
|
vol. 7
|
issue 1
1-14
EN
The aim of the current study is to investigate practically the determining factor(s) affecting the students’ inclination to become lifelong learners and further to verify the potential effect of pedagogy for critical thinking to play a significant role in this respect. Participants in the study were 80 freshman English majors, found mostly through the Intrinsic Motivation Inventory (IMI) questionnaire to be amotivated as learners. Primarily, significant variables, identified in the literature to affect the students’ inclination to grow as lifelong learners, were specified. The criteria were applied in practice to investigate their relative contribution in making a group of amotivated freshman English majors motivated as lifelong learners. Various instruments and materials from questionnaires to student writings were used to collect data concerning the identified variables so as to identify through both quantitative and qualitative analyses the most determining one(s) in educating lifelong learners. The results suggested critical thinking as the most consequential variable involved. Implications of the study for pedagogy in higher education were discussed and questions were raised for future studies to take into account.
6
Publication available in full text mode
Content available

Teachers as learners: Learning to learn through strategy training. Part II. ‘Strategic’ teacher competences

63%
Dąbrowska Małgorzata D.
Rozprawy Społeczne
|
2016
|
vol. 10
|
issue 1
23-30
EN
This article is the second part of a series of three articles on the importance of implementing the learning to learn idea in pre-service teacher education and in the qualified teacher’s career. It aims to discuss the theoretical foundation of learning strategy instruction, present a number of practical strategy training schemes which can be used in the language classroom, and analyze essential roles and tasks modern second/foreign language teachers need to be able to perform in order to help learners learn to learn. Since successful teaching necessitates developing personalized skills and strategies necessary for further, continued or lifelong learning, the author emphasizes the need for educating ‘strategic’ language teachers prepared to foster learner self-regulated learning through direct, or fully informed, strategy training.
PL
Niniejszy artykuł jest drugą częścią cyklu trzech artykułów poświęconych znaczeniu aktywnej realizacji idei uczenia się jak się uczyć w kształceniu nauczycieli języków obcych oraz w rozwoju zawodowym wykwalifikowanego nauczyciela. Autorka przedstawia w nim teoretyczne podstawy treningu strategii uczenia się, omawia wybrane modele instrukcji strategicznej, które mogą być wykorzystane praktycznie w klasie szkolnej oraz analizuje role i zadania współczesnego nauczyciela języka obcego wynikające z realizacji postulatu integracji nauczania języka obcego i treningu strategii. Jako że skuteczne nauczanie oznacza konieczność ciągłego rozwijania umiejętności i strategii niezbędnych do uczenia się przez całe życie, autorka podkreśla potrzebę kształcenia tzw. „strategicznego” nauczyciela, przygotowanego do rozwijania u ucznia samoregulacji uczenia się poprzez bezpośredni trening strategii uczenia się.
7
Publication available in full text mode
Content available

Autonomia poznawcza dziecka w koncepcji Marii Montessori – współczesne (re)interpretacje

51%
Zdybel D.
Edukacja Elementarna w Teorii i Praktyce
|
2018
|
vol. 13
|
issue 1(47)
89-103
PL
Artykuł jest teoretyczną analizą montessoriańskiej koncepcji autonomii (samodzielności) poznawczej dziecka, rozumianej jako stopniowe zdobywanie kontroli nad własnym uczeniem się, budowanie zdolności do regulowania jego przebiegu i oceny efektów. Głównym celem jest ukazanie potencjału poznawczego zawartego w myśli pedagogicznej Marii Montessori, głębi jej koncepcji pedagogicznej, a zarazem zaskakującej aktualności założeń, które znajdują potwierdzenie w wynikach współczesnych badań nad uczeniem się. W pierwszej części tekstu ukazano uczenie się jako proces konstruktywistyczny, oparty na zdolności do samodyscypliny, wewnętrznego regulowania własnych impulsów, poddawania ich świadomej kontroli. W drugiej części artykułu ukazano współczesne interpretacje koncepcji M. Montessori, dokonywane przez badaczy i nauczycieli praktyków, pod wpływem najnowszych badań psychologicznych. Przedstawiona tu ewolucja poglądów nauczycieli charakteryzuje się z jednej strony dbałością o „czystość” montessoriańskiej idei, z drugiej zaś krytyczną refleksją nad własną praktyką edukacyjną i odkrywaniem w niej idei i problemów, które – choć nienazwane – tkwią głęboko zakorzenione w przygotowanym do samodzielnego uczenia się otoczeniu klasy Montessori.
EN
This text presents a theoretical analysis of Maria Montessori’s concept of cognitive autonomy, defined as a process of gaining power and control over one’s own thinking and learning, building the ability to regulate its course and evaluate the results of learning. The main aim of the article is to present the cognitive potential included in M. Montessori’s pedagogical thinking, the undiscovered dimensions of her concepts, and the unusual actuality confirmed by the latest research results. The first part of the article presents the constructive nature of the learning process based on self-discipline, the internal ability to regulate one’s own impulses, and control them consciously. The second part of the article presents contemporary interpretations of Maria Montessori’s concepts, provided by researchers and teachers- practitioners from the perspective of new psychological and pedagogical achievements. The evolution in the thinking of Montessori teachers is seen here as being a sensitive balance, with the “purity” of Montessori’s original ideas on the one hand, and a critical reflection over one’s own personal teaching practice, and discovering problems or phenomena, which – although unnamed – are deeply rooted in the Montessori classroom environment.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.