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Journal articles on the topic 'Learning strategies'

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Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Sulistiyani, Rina. "IMITATION STRATEGIES FOR SME’S LEARNING PROCESS TOWARDS INNOVATION STRATEGIES." Asia Pacific Management and Business Application 1, no. 2 (December 30, 2012): 141–55. http://dx.doi.org/10.21776/ub.apmba.2012.001.02.4.

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2

Voloshchuk, Ivan, and Yaroslav Rudyk. "Learning Strategies for the Gifted." Education and Development of Gifted Personality, no. 1(84) (2022): 6–13. http://dx.doi.org/10.32405/2309-3935-2022-1(84)-6-13.

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3

Claxton, Guy, J. Nisbet, and J. Shucksmith. "Learning Strategies." British Journal of Educational Studies 35, no. 2 (June 1987): 184. http://dx.doi.org/10.2307/3121453.

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4

SHINOGAYA, KEITA. "Learning Strategies :." Japanese Journal of Educational Psychology 60, no. 1 (2012): 92–105. http://dx.doi.org/10.5926/jjep.60.92.

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5

Drace, Kevin. "Learning Strategies." American Biology Teacher 79, no. 1 (January 1, 2017): 71–72. http://dx.doi.org/10.1525/abt.2017.79.1.71b.

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Hanaki, Nobuyuki, Rajiv Sethi, Ido Erev, and Alexander Peterhansl. "Learning strategies." Journal of Economic Behavior & Organization 56, no. 4 (April 2005): 523–42. http://dx.doi.org/10.1016/j.jebo.2003.12.004.

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7

Yucedal, Hur Mustafa. "Learning Strategies in Lifelong Learning." International Journal of Social Science Research and Review 5, no. 9 (October 3, 2022): 559–65. http://dx.doi.org/10.47814/ijssrr.v5i9.445.

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The individual's interest in reading, thinking and analyzing to gain information for personal or professional reasons can be called lifelong learning. Learning for an individual begins in the family, develops in school, and continues throughout life. That is why learning is sustainable. To succeed in life, it is essential to be educated. To obtain new information, the individual must have a learning style and develop himself with strategies. In this article, the writer emphasizes the teachers' mission on teaching strategies and why learners need learning strategies in lifelong learning.

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8

Locastro, Virginia. "Learning Strategies and Learning Environments." TESOL Quarterly 28, no. 2 (1994): 409. http://dx.doi.org/10.2307/3587445.

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9

Wright, Anthony A. "Concept Learning and Learning Strategies." Psychological Science 8, no. 2 (March 1997): 119–23. http://dx.doi.org/10.1111/j.1467-9280.1997.tb00693.x.

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Concept learning and learning strategies of pigeons were manipulated in a matching-to-sample task. Groups of 4 pigeons responded either 0, 1, 10, or 20 times to a sample stimulus, and then chose between a matching comparison stimulus and a nonmatching comparison stimulus. Tests with unfamiliar arrangements of the three training stimuli showed that learning was not by if-then rules. Tests with novel stimuli showed that as the number of sample responses increased, learning about the configural pattern of each display gave way to more learning about the sample-comparison relationship and more concept learning. Pigeons making the most sample responses showed complete concept learning.

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10

Shin, Hong-Im. "Learning strategies and deep learning." Korean Medical Education Review 11, no. 1 (June 30, 2009): 35–43. http://dx.doi.org/10.17496/kmer.2009.11.1.35.

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Learning strategies are defined as behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner’s encoding process. Today, demands for teaching how to learn increase, because there is a lot of complex material which is delivered to students. But learning strategies shouldn be identified as tricks of students for achieving high scores in exams. Cognitive researchers and theorists assume that learning strategies are related to two types of learning processing, which are described as ‘surface learning’ and ‘deep learning’. In addition learning strategies are associated with learning motivation. Students with ‘meaning orientation’ who struggle for deep learning, are intrinsically motivated, whereas students with ‘reproduction orientation’ or ‘achieving orientation’ are extrinsically motivated. Therefore, to foster active learning and intrinsic motivation of students, it isn’t enough to just teach how to learn. Changes of curriculum and assessment methods, that stimulate deep learning and curiosity of students are needed with educators and learners working cooperatively

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11

Olgren, Christine H. "Learning Strategies for Learning Technologies." New Directions for Adult and Continuing Education 2000, no. 88 (2000): 7–16. http://dx.doi.org/10.1002/ace.8801.

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12

Kafadar, Tugba, and Bayram Tay. "Learning strategies and learning styles used by students in social studies." International Journal of Academic Research 6, no. 2 (March 30, 2014): 259–67. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.39.

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13

D’Silva, Icy, J. Christopher Hall, and Yoshinori Mine. "Active Learning Strategies." Journal of the World Universities Forum 2, no. 3 (2009): 67–76. http://dx.doi.org/10.18848/1835-2030/cgp/v02i03/56590.

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Laland, Kevin N. "Social learning strategies." Animal Learning & Behavior 32, no. 1 (February 2004): 4–14. http://dx.doi.org/10.3758/bf03196002.

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15

Edmunds, Alan L. "Acquiring Learning Strategies." TEACHING Exceptional Children 31, no. 4 (March 1999): 68–73. http://dx.doi.org/10.1177/004005999903100412.

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16

McKeachie, Wilbert J., Paul R. Pintrich, and Yi-Guang Lin. "Teaching Learning Strategies." Educational Psychologist 20, no. 3 (June 1985): 153–60. http://dx.doi.org/10.1207/s15326985ep2003_5.

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Slotnick, H. B. "Physicians' Learning Strategies." Chest 118, no. 2 (August 2000): 18S—23S. http://dx.doi.org/10.1378/chest.118.2_suppl.18s.

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18

Goodfellow, Linda M. "Cooperative Learning Strategies." Nurse Educator 20, no. 4 (July 1995): 26–29. http://dx.doi.org/10.1097/00006223-199507000-00010.

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19

Hermann-Brennecke, Gisela. "Language learning strategies." System 19, no. 3 (January 1991): 323–25. http://dx.doi.org/10.1016/0346-251x(91)90057-v.

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20

Curtis, Mary P., and Martha Hoffman. "Integrative Learning Strategies." Journal of Continuing Education in Nursing 41, no. 7 (July 1, 2010): 296–97. http://dx.doi.org/10.3928/00220124-20100624-04.

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21

Hariri, Hasan. "Motivation and Learning Strategies: Student Motivation Affects Student Learning Strategies." European Journal of Educational Research 10, no. 1 (January 15, 2021): 39–49. http://dx.doi.org/10.12973/eu-jer.10.1.39.

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Rojas, Jaime Guevara, Doris Fuster-Guillen, Silvia Patricia Arias Diaz, Angelica Sanchez Castro, and Yuri Anselmo Maita Cruz. "Constructivist Strategies to Strengthen Learning in Physiotherapy." NeuroQuantology 20, no. 5 (May 18, 2022): 582–98. http://dx.doi.org/10.14704/nq.2022.20.5.nq22212.

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The constructivist strategy is the teacher's conscious decision-making to develop the skills of their students; The objective of this research is to explain the constructivist strategies for learning physiotherapy. Based on a bibliographic review in the EBSCO, Google Scholar, Dialnet, SciELO, Redalyc, BMC Medicine databases, among others, published from 2009 to 2021, with open access, with a search strategy by keyword, theme, tricks of search and author bibliographic references, the 105 documents found were subjected to a process of validity, reliability and relevance, leaving 67 articles. Learning concepts were addressed as an active process of acquiring abilities, skills and knowledge through experience, observation or study. The active methodologies used in physiotherapy such as problem-based learning, team-based learning and simulation-based learning. The flipped classroom combines asynchronous and synchronous learning, respects learning styles. The use of constructivist strategies in physiotherapy is still insufficient, it is suggested for future studies to deepen and expand the application step by step by inserting methodologies, tools of concrete use in detail in the educational context in this field.

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Ektem, Işıl Sönmez, and Sayime Erben Keçici. "Metacognitive learning strategies of the teacher candidates." International Journal of Academic Research 6, no. 1 (January 30, 2014): 221–26. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.31.

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Fathima, Dr M. Parimala, and Dr A. R. Saravanakumar Dr. A R. Saravanakumar. "Reflection on Metacognitive Strategies – Teaching Learning Perspective." International Journal of Scientific Research 1, no. 5 (June 1, 2012): 35–37. http://dx.doi.org/10.15373/22778179/oct2012/13.

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TEZCI, Erdogan, Fahri SEZER, Sumer AKTAN, and Ugur GURGAN. "Do Lifestyles Shape Self-Regulated Learning Strategies?" Eurasian Journal of Educational Research 16, no. 65 (October 6, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.14.

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26

Hunt, Lynn Maud, and Glyn Jeffrey. "Matching Learning Strategies with Learning Tasks." International Journal of Learning: Annual Review 12, no. 1 (2006): 62–67. http://dx.doi.org/10.18848/1447-9494/cgp/v12i01/46547.

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27

Purwaningsih, Dewi Ismu. "LANGUAGE LEARNING STRATEGIES IN LEARNING SPEAKING." At-Turats 12, no. 1 (June 20, 2018): 3–14. http://dx.doi.org/10.24260/at-turats.v12i1.968.

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Abstract Strategi pembelajaran bahasa adalah alat untuk membantu mahasiswa dalam belajar bahasa Inggris. Strategi ini adalah salah satu cara untuk membantu mahasiswa dalam mengatasi permasalahan berbicara dalam bahasa Inggris. Mahasiswa sebaiknya mengetahui jenis strategi pembelajaran bahasa dalam berbicara bahasa Inggris untuk membantu mereka belajar bahasa dengan cara yang lebih baik. Masalah dalam penelitian ini yaitu “Strategi pembelajaran bahasa apa sajakah yang digunakan oleh mahasiswa Pendidikan Bahasa Inggris FKIP UNTAN semester 3 dalam belajar berbicara dalam bahasa Inggris?” dan “Bagaimana frekuensi penggunaan strategi pembelajaran bahasa yang digunakan oleh mahasiswa Pendidikan Bahasa Inggris FKIP UNTAN semester 3 dalam belajar berbicara dalam bahasa Inggris?” Penelitian ini memiliki dua tujuan yaitu untuk mengetahui strategi pembelajaran bahasa yang digunakan oleh mahasiswa Pendidikan Bahasa Inggris FKIP UNTAN semester 3 dalam belajar berbicara dalam bahasa Inggris, mengetahui frekuensi penggunaan strategi pembelajaran bahasa yang digunakan oleh mahasiswa Pendidikan Bahasa Inggris FKIP UNTAN semester 3 dalam belajar berbicara dalam bahasa Inggris, dan memberikan saran untuk meningkatkan penggunaan strategi pembelajaran bahasa kepada mahasiswa yang memiliki tingkat penggunaan strategi pembelajaran bahasa yang masih rendah. Objek penelitian ini berjumlah 50 orang mahasiswa semester tiga program studi Pendidikan Bahasa Inggris FKIP Untan Pontianak Tahun Akademik 2010/2011. Bentuk penelitian ini adalah penelitian deskriptif. Pengumpulan data yaitu melalui kuesioner untuk menentukan frekuensi penggunaan strategi pembelajaran bahasa. Sesuai dengan tujuan penelitian, penelitian ini menunjukkan bahwa penggunaan strategi pembelajaran bahasa Inggris oleh mahasiswa berada pada tingkat medium dengan skor rata-rata 3,05. Data menunjukkan bahwa dalam menggunakan strategi pembelajaran bahasa terdapat 10 mahasiswa yang memiliki frekuensi tinggi (20%), 31 mahasiswa dengan tingkat penggunaan strategi sedang (62%), dan 9 mahasiswa yang memiliki tingkat penggunaan strategi yang rendah (18%). Dari enam strategi pembelajaran bahasa, ditemukan bahwa strategi kognitif merupakan strategi dengan tingkat penggunaan paling tinggi dengan skor rata-rata 3,71. Selanjutnya, strategi kompensasi menduduki peringkat yang kedua dengan skor rata-rata 3,29. Ranking ketiga yaitu strategi afektif dengan skor rata-rata 3,18. Ranking keempat dan kelima secara berurutan yaitu strategi metakognitif dengan skor rata-rata 3,01 dan strategi mengingat dengan skor rata-rata 2,52. Terakhir, strategi terakhir dengan skor terendah yaitu 2,47 adalah strategi sosial. Kata kunci : strategi pembelajaran bahasa, strategi berbicara, pendidikan bahasa Inggris

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28

Useini, Arafat. "VOCABULARY LEARNING AND VOCABULARY LEARNING STRATEGIES." Vision International Refereed Scientific Journal 7, no. 2 (2022): 99–108. http://dx.doi.org/10.55843/ivisum2272099u.

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29

Rahmat, Yurike Nadiya, Andri Saputra, M. Arif Rahman Hakim, Eko Saputra, and Reko Serasi. "Learning L2 by Utilizing Dictionary Strategies: Learner Autonomy and Learning Strategies." Lingua Cultura 15, no. 2 (November 30, 2021): 175–81. http://dx.doi.org/10.21512/lc.v15i2.7339.

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The research aimed to discover what strategies learners employed in using dictionaries and examine the EFL learners’ perspectives in using dictionaries to learn English. Dictionaries were considered meaningful by EFL learners as they were central devices that assisted learning second-language vocabulary. However, not many researchers have investigated the use of these three dictionary strategies in the English for Foreign Language (EFL) context, especially in Indonesia. The data were collected using dictionary strategy questionnaires and semi-structured interviews. One hundred forty-eight students from an Indonesian higher education institution completed a questionnaire survey voluntarily, and then they were selected as samples regarding purposive sampling that typically represented the population. The questionnaire was divided into two parts. The first asked for participants’ personal information and provided several statements from Gu and Johnson about dictionary strategies. The second solicited their opinion about using a dictionary, translated in the Indonesian language. The results show that Indonesian students are aware of how to use dictionaries for comprehension, extended, looking-up strategies, and exploring their beliefs about applying dictionary strategies. These results can help language teachers have a deeper perspective on students’ dictionary strategies in learning so that educators can use those three main dictionary strategies. One such strategy is that teachers can introduce the approaches to their students either implicitly or explicitly by designing meaningful assignments and providing relevant activities and tasks for the students. Therefore, deciding to use a dictionary to overcome the issue is one of the best ways to deal with vocabulary acquisition as it offers more benefits.

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30

Pllana, Duli. "Combining Teaching Strategies, Learning Strategies, and Elements of Super Learning Principles." Advances in Social Sciences Research Journal 8, no. 6 (June 27, 2021): 288–301. http://dx.doi.org/10.14738/assrj.86.10366.

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Blending teaching strategies, learning strategies, and elements of super learning principles increase learning outcomes tremendously in any case, situation, or academic subject. Employing teaching and learning strategies adequately impact on an interactive session (academic subjects or any field) to a great degree, enhance learners’ motivation significantly, improve self confidence and self esteem of learners considerably, and soar learning outcomes substiantly. It is impossible to combine all learning and teaching strategies (there are many techniques, and a small space time to incorporate them in one lesson or an academic subject.) in an academic subject entirely. Accordingly, strategic teaching or learning establishes skills or techniques in addressing a lesson or digesting information from the lesson. Also, learning results depend on the quantity and quality of combining learning and teaching strategies, and components of super learning principles. The greater the participation of mixing techniques or skills in a lesson, the greater are the positive results in the learning outcomes. Teaching and learning strategies, and superlearning elements are in a close relationship with each other; teaching strategies imply learning strategies and elements of super learning. Combination of the three ingredients play a crucial part in any lesson, academic subject, or general knowledge; mixing all these three components together wisely maximizes learning outcomes enormously.

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Mukhtorkulovna, Eshankulova Dilsoz. "ENGAGEMENT STUDENTS' LEARNING IN ENGLISH AND TEACHING STRATEGIES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 260–63. http://dx.doi.org/10.55640/eijmrms-02-10-48.

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In this article we are going to explore important ways of developing engagement on students' learning in English and different teaching strategies that effectively help on this issue. Moreover, the article covers interactive methods that can be used by teachers to organize student- centred lessons.

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32

Wu, Jiali. "A Study on English Learning Motivation and Vocabulary Learning Strategies of Excellent English Graduates." International Journal of Languages, Literature and Linguistics 7, no. 4 (December 2021): 177–81. http://dx.doi.org/10.18178/ijlll.2021.7.4.308.

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Vocabulary is the basic building block of language, and the acquisition of a language relies on vocabulary. In acquiring vocabulary, the adoption of vocabulary learning strategies is an important affecting factor. The relationship between vocabulary learning strategy and vocabulary knowledge has been the focus of researchers. Motivation also has a significant impact on language learning. The paper aims to explore excellent English graduates’ English learning motivation and vocabulary strategies. Two separate questionnaires are used to investigate different motivations and vocabulary learning strategies of English majors. In designing the motivation questionnaire, Gao Yihong’s questionnaire is used as a reference and in designing the vocabulary learning questionnaire, the paper mainly follows O’Malley and Chamot’s study. Through analysis, the study reveals the following findings: Firstly, with the least mean value exceeded 2.4, all kinds of vocabulary learning strategies were adopted by excellent English majors while learning vocabulary. Meta-cognitive (M=3.614035088) strategies and cognitive (M=3.633684211) strategies were preferred. Secondly, for the situation of learning motivations, situational motivations (M=3.858695652) were the highest. With the mean value of 3.432065217, instrumental motivations were the lowest motivation among the three types of motivations. Especially achievement motivation, it was the least held motivation by excellent English majors.

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33

Pino, Barbara Gonzalez, and Sara M. Saz. "Strategies for Learning Spanish." Modern Language Journal 81, no. 1 (1997): 144. http://dx.doi.org/10.2307/329199.

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Little, Glenda L. "Exploring Language Learning Strategies." International Journal of Foreign Studies 1, no. 1 (July 31, 2008): 253. http://dx.doi.org/10.18327/ijfs.2008.07.1.253.

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Carr, Joanne, and Heather Coppard. "Strategies for quality learning." Nursing Standard 18, no. 28 (March 24, 2004): 31. http://dx.doi.org/10.7748/ns.18.28.31.s50.

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Simkova, Zuzana. "LEARNING STYLES AND STRATEGIES." Slavonic Pedagogical Studies Journal 4, no. 1 (2015): 82–88. http://dx.doi.org/10.18355/pg.2015.4.1.82-88.

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37

Ramírez Espinosa, Alexánder, and Fanny Hernández Gaviria. "Learning strategies in action." Revista Boletín Redipe 11, no. 04 (April 1, 2022): 67–83. http://dx.doi.org/10.36260/rbr.v11i04.1802.

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This paper reports the results of a study which aimed to investigate how an intervention for the development of learning strategies helps students to build self-regulation in learning and to learn English as a foreign language. The intervention was part of a first-year English course in a foreign language program that followed a task-based methodological orientation. The intervention was implemented in four phases: planning, presentation, instruction, and evaluation and engaged students in the development of two tasks, involving contextaware learning with the use of strategies: cognitive, metacognitive, memory, affective, and social. The evaluation of results demonstrated that students develop a positive attitude facing learning and raised awareness about the importance of using strategies. However, the strategies used by students were of direct type, related to linguistic aspects learning. This means that the intervention did not achieve to develop indirect strategies, particularly metacognitive, which demand reflection for making critical learning decisions. This shows that a shortterm intervention is not enough to promote self-regulation in learning and that a long-term intervention would be required.

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38

Fuchs, Douglas, and Lynn S. Fuchs. "Peer-Assisted Learning Strategies." Journal of Special Education 39, no. 1 (May 2005): 34–44. http://dx.doi.org/10.1177/00224669050390010401.

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Kilroy, Andrea E. "Classroom Interactive Learning Strategies." Nurse Educator 44, no. 6 (2019): 334. http://dx.doi.org/10.1097/nne.0000000000000691.

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Scott, Mary E. "Learning Strategies Can Help." TEACHING Exceptional Children 20, no. 3 (March 1988): 30–34. http://dx.doi.org/10.1177/004005998802000307.

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Marks, Jana Welch, Jana Van Laeys, William N. Bender, and Kristen S. Scott. "Teachers Create Learning Strategies." TEACHING Exceptional Children 28, no. 4 (July 1996): 34–38. http://dx.doi.org/10.1177/004005999602800407.

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Thornton, Stephanie. "Understanding effort LEARNING STRATEGIES." Five to Eleven 3, no. 3 (July 2003): 28–29. http://dx.doi.org/10.12968/ftoe.2003.3.3.28.

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Black, Steve, and James D. Allen. "Part 11: Learning Strategies." Reference Librarian 60, no. 4 (June 10, 2019): 288–303. http://dx.doi.org/10.1080/02763877.2019.1626317.

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Israel, Steven A., Philip Sallee, Franklin Tanner, Jonathan Goldstein, and Shane Zabel. "Applied Machine Learning Strategies." IEEE Potentials 39, no. 3 (May 2020): 38–42. http://dx.doi.org/10.1109/mpot.2019.2927899.

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Wood, Karen D. "Using Cooperative Learning Strategies." Middle School Journal 20, no. 5 (May 1989): 24–25. http://dx.doi.org/10.1080/00940771.1989.11495043.

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Glendon, Kellie, and Deborah Ulrich. "Using Cooperative Learning Strategies." Nurse Educator 17, no. 4 (July 1992): 37–40. http://dx.doi.org/10.1097/00006223-199207000-00016.

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Speekenbrink, Maarten, Shelley Channon, and David R. Shanks. "Learning strategies in amnesia." Neuroscience & Biobehavioral Reviews 32, no. 2 (January 2008): 292–310. http://dx.doi.org/10.1016/j.neubiorev.2007.07.005.

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48

Jantzen, McNeel G., and Betty Tuller. "Strategies for phonological learning." Journal of the Acoustical Society of America 119, no. 5 (May 2006): 3239. http://dx.doi.org/10.1121/1.4786004.

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49

Guskey, Thomas R. "Cooperative Mastery Learning Strategies." Elementary School Journal 91, no. 1 (September 1990): 33–42. http://dx.doi.org/10.1086/461636.

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Donchin, Emanuel. "The learning strategies project." Acta Psychologica 71, no. 1-3 (August 1989): 1–15. http://dx.doi.org/10.1016/0001-6918(89)90002-4.

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