Relevant bibliographies by topics / Learning Strategy

Academic literature on the topic 'Learning Strategy'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Learning Strategy"

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Oxford, Rebecca L., Joan Rubin, Anna Uhl Chamot, Karen Schramm, Roberta Lavine, Pamela Gunning, and Carisma Nel. "The learning strategy prism: Perspectives of learning strategy experts." System 43 (April 2014): 30–49. http://dx.doi.org/10.1016/j.system.2014.02.004.

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Hanaki, Nobuyuki. "Action learning versus strategy learning." Complexity 9, no. 5 (2004): 41–50. http://dx.doi.org/10.1002/cplx.20036.

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S. Anandhi, S. Anandhi, and B. William Dharma Raja. "Acronym – A Retrieval Strategy for Science Learning." Indian Journal of Applied Research 4, no. 1 (October 1, 2011): 180–82. http://dx.doi.org/10.15373/2249555x/jan2014/55.

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Abdukarimovna, Usmanova Umidakhan. "Cooperative learning strategy." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 1 (2021): 166–68. http://dx.doi.org/10.5958/2249-7137.2021.00005.7.

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De Geus, Arie. "Strategy and Learning." Reflections: The SoL Journal 1, no. 1 (August 1, 1999): 75–81. http://dx.doi.org/10.1162/152417399570296.

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Hwang, JunHo, and SeonKwan Han. "Blended Learning Strategy in Smart Learning." Journal of The Korean Association of Information Education 21, no. 2 (April 30, 2017): 183–90. http://dx.doi.org/10.14352/jkaie.21.2.183.

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Mega, Dinda Hartina, Asih Santihastuti, and Eka Wahjuningsih. "The Learning Strategies Used by EFL Students in Learning English." IJEE (Indonesian Journal of English Education) 1, no. 1 (October 2, 2019): 10–20. http://dx.doi.org/10.15408/ijee.v1i1.12111.

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ABSTRACTThis research was aimed to focus on the most frequently used strategy by the successful and unsuccessful senior high school students and describe the difference of strategy used by them. This was a survey design with a questionnaire as the instrument. The participants were 40 students consisting of 20 successful students and 20 unsuccessful students of tenth grade in SMAN 2 Jember. The writer distributed SILL questionnaires to observe their Language Learning Strategy (LLS) based on Oxford (1990), which covers six categorizes of strategies namely cognitive, metacognitive, memory-related, compensatory, affective, and social. The statistical analysis showed that metacognitive became the most frequently learning strategy used by successful students in scale of high use, while the unsuccessful students were medium users of cognitive strategy. It also indicated successful learners employed all six categorizes of strategies in a highly frequencies than the unsuccessful ones. This makes the assumption that successful students have the ability to plan clear goals, control, review, and evaluate their learning rather than unsuccessful students who focus more on the way they think, memorize, summarize, and repeat the learning.ABSTRAKPenelitian ini bertujuan untuk fokus pada strategi yang paling sering digunakan oleh siswa SMA yang sukses dan kurang sukses serta menggambarkan perbedaan strategi yang digunakan oleh mereka. Penelitian ini merupakan penelitian survey dengan instrument berupa kuesioner, sedangkan tanggapan siswa dalam memilih strategi dibahas secara deskriptif. Partisipan adalah 40 siswa yang terdiri dari 20 siswa yang sukses dan 20 siswa yang tidak sukses dari kelas sepuluh di SMAN 2 Jember. Penulis membagikan kuesioner SILL untuk mengamati Language Learning Strategy (LLS) atau strategi pembelajaran bahasa mereka berdasarkan teori Oxford (1990, yang dikategorikan menjadi enam macam strategi, yaitu kognitif, metakognitif, memori, kompensatori, afektif, dan sosial. Menurut hasil statistic metacognitive menjadi strategi pembelajaran yang paling sering digunakan oleh siswa yang sukses dalam skala tinggi, sedangkan siswa yang kurang sukses adalah pengguna menengah dari strategi kognitif. Ini juga menunjukkan bahwa siswa yang sukses menggunakan keenam kategori strategi dalam frekuensi yang sangat tinggi daripada yang kurang sukses. Ini membuat asumsi bahwa siswa yang sukses memiliki kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan mengevaluasi pembelajaran mereka daripada siswa yang kurang sukses, yang lebih fokus pada cara mereka berpikir, menghafal, merangkum, dan mengulangi pembelajaran. How to Cite: Sartika, D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). The Learning Strategies Used by EFL Students in Learning English. IJEE (Indonesian Journal of English Education), 6(1), 10-20. doi:10.15408/ijee.v6i1.12111
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Mega, Dinda Hartina, Asih Santihastuti, and Eka Wahjuningsih. "The Learning Strategies Used by EFL Students in Learning English." IJEE (Indonesian Journal of English Education) 6, no. 1 (December 30, 2019): 10–20. http://dx.doi.org/10.15408/ijee.v6i1.12111.

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ABSTRACTThis research was aimed to focus on the most frequently used strategy by the successful and unsuccessful senior high school students and describe the difference of strategy used by them. This was a survey design with a questionnaire as the instrument. The participants were 40 students consisting of 20 successful students and 20 unsuccessful students of tenth grade in SMAN 2 Jember. The writer distributed SILL questionnaires to observe their Language Learning Strategy (LLS) based on Oxford (1990), which covers six categorizes of strategies namely cognitive, metacognitive, memory-related, compensatory, affective, and social. The statistical analysis showed that metacognitive became the most frequently learning strategy used by successful students in scale of high use, while the unsuccessful students were medium users of cognitive strategy. It also indicated successful learners employed all six categorizes of strategies in a highly frequencies than the unsuccessful ones. This makes the assumption that successful students have the ability to plan clear goals, control, review, and evaluate their learning rather than unsuccessful students who focus more on the way they think, memorize, summarize, and repeat the learning.ABSTRAKPenelitian ini bertujuan untuk fokus pada strategi yang paling sering digunakan oleh siswa SMA yang sukses dan kurang sukses serta menggambarkan perbedaan strategi yang digunakan oleh mereka. Penelitian ini merupakan penelitian survey dengan instrument berupa kuesioner, sedangkan tanggapan siswa dalam memilih strategi dibahas secara deskriptif. Partisipan adalah 40 siswa yang terdiri dari 20 siswa yang sukses dan 20 siswa yang tidak sukses dari kelas sepuluh di SMAN 2 Jember. Penulis membagikan kuesioner SILL untuk mengamati Language Learning Strategy (LLS) atau strategi pembelajaran bahasa mereka berdasarkan teori Oxford (1990, yang dikategorikan menjadi enam macam strategi, yaitu kognitif, metakognitif, memori, kompensatori, afektif, dan sosial. Menurut hasil statistic metacognitive menjadi strategi pembelajaran yang paling sering digunakan oleh siswa yang sukses dalam skala tinggi, sedangkan siswa yang kurang sukses adalah pengguna menengah dari strategi kognitif. Ini juga menunjukkan bahwa siswa yang sukses menggunakan keenam kategori strategi dalam frekuensi yang sangat tinggi daripada yang kurang sukses. Ini membuat asumsi bahwa siswa yang sukses memiliki kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan mengevaluasi pembelajaran mereka daripada siswa yang kurang sukses, yang lebih fokus pada cara mereka berpikir, menghafal, merangkum, dan mengulangi pembelajaran. How to Cite: Sartika, D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). The Learning Strategies Used by EFL Students in Learning English. IJEE (Indonesian Journal of English Education), 6(1), 10-20. doi:10.15408/ijee.v6i1.12111
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Naw, Naw. "Work-based learning: A learning strategy in support of the Myanmar education framework." Universal Academic Research Journal 4, no. 1 (January 1, 2022): 22–31. http://dx.doi.org/10.17220/tuara.2022.01.03.

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Moore, Tessa A., and Desmond Rutherford. "Primary Strategy Learning Networks." Educational Management Administration & Leadership 40, no. 1 (November 15, 2011): 69–83. http://dx.doi.org/10.1177/1741143211420612.

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Dissertations / Theses on the topic "Learning Strategy"

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Calway, Bruce Alexander, and mikewood@deakin edu au. "Rethinking a learning environment strategy." Deakin University. School of Educatrion, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060914.151947.

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I have committed a significant period of time (in my case five years) to the purpose development of learning environments, with the belief that it would improve the self-actualisation and self-motivation of students and teachers alike. I consider it important to record and measure performance as we progressed toward such an outcome. Education researchers and practitioners alike, in the higher (university/tertiary) education systems, are seeking among new challenges to engage students and teachers in learning (James, 2001). However, studies to date show a confusing landscape littered with a multiplicity of interpretations and terms, successes and failures. As the discipline leader of the Information Technology, Systems and Multimedia (ITSM) Discipline, Swinburne University of Technology, Lilydale, I found myself struggling with this paradigm. I also found myself being torn between what presents as pragmatic student learning behaviour and the learner-centred teaching ideal reflected in the Swinburne Lilydale mission statement. The research reported in this folio reflects my theory and practice as discipline leader of the ITSM Discipline and the resulting learning environment evolution during the period 1997/8 to 2003. The study adds to the material evidence of extant research through firstly, a meta analysis of the learning environment implemented by the ITSM Discipline as recorded in peer reviewed and published papers; and secondly, a content analysis of student learning approaches, conducted on data reported from a survey of ‘learning skills inventory’ originally conducted by the ITSM Discipline staff in 2002. In 1997 information and communication technologies (ICT) were beginning to provide plausible means for electronic distribution of learning materials on a flexible and repeatable basis, and to provide answers to the imperative of learning materials distribution relating to an ITSM Discipline new course to begin in 1998. A very short time frame of three months was available prior to teaching the course. The ITSM Discipline learning environment development was an evolutionary process I began in 1997/8 initially from the requirement to publish print-based learning guide materials for the new ITSM Discipline subjects. Learning materials and student-to-teacher reciprocal communication would then be delivered and distributed online as virtual learning guides and virtual lectures, over distance as well as maintaining classroom-based instruction design. Virtual here is used to describe the use of ICT and Internet-based approaches. No longer would it be necessary for students to attend classes simply to access lecture content, or fear missing out on vital information. Assumptions I made as discipline leader for the ITSM Discipline included, firstly, that learning should be an active enterprise for the students, teachers and society; secondly, that each student comes to a learning environment with different learning expectations, learning skills and learning styles; and thirdly, that the provision of a holistic learning environment would encourage students to be self-actualising and self-motivated. Considerable reading of research and publications, as outlined in this folio, supported the update of these assumptions relative to teaching and learning. ITSM Discipline staff were required to quickly and naturally change their teaching styles and communication of values to engage with the emergent ITSM Discipline learning environment and pedagogy, and each new teaching situation. From a student perspective such assumptions meant students needed to move from reliance upon teaching and prescriptive transmission of information to a self-motivated and more self-actualising and reflective set of strategies for learning. In constructing this folio, after the introductory chaperts, there are two distinct component parts; • firstly, a Descriptive Meta analysis (Chapter Three) that draws together several of my peer reviewed professional writings and observations that document the progression of the ITSM Discipline learning environment evolution during the period 1997/8 to 2003. As the learning environment designer and discipline leader, my observations and published papers provide insight into the considerations that are required when providing an active, flexible and multi-modal learning environment for students and teachers; and • secondly, a Dissertation (Chapter Four), as a content analysis of a learning skills inventory data collection, collected by the ITSM Discipline in the 2002 Swinburne Lilydale academic year, where students were encouraged to complete reflective journal entries via the ITSM Discipline virtual learning guide subject web-site. That data collection included all students in a majority of subjects supported by the ITSM Discipline for both semesters one and two 2002. The original purpose of the journal entries was to have students reflectively involved in assessing their learning skills and approaches to learning. Such perceptions were tested using a well-known metric, the ‘learning skills inventory’ (Knowles, 1975), augmented with a short reflective learning approach narrative. The journal entries were used by teaching staff originally and then made available to researchers as a desensitised data in 2003 for statistical and content analysis relative to student learning skills and approaches. The findings of my research support a view of the student and teacher enculturation as utilitarian, dependent and pragmatically self-motivated. This, I argue, shows little sign of abatement in the early part of the 21st Century. My observation suggests that this is also independent of the pedagogical and educational philosophy debate or practice as currently presented. As much as the self-actualising, self-motivated learning environment can be justified philosophically, the findings observed from this research, reported in this folio, cannot. Part of the reason for this originates from the debate by educational researchers as to the relative merits of liberal and vocational philosophies for education combined with the recent introduction of information and communication technologies, and commodification of higher education. Challenging students to be participative and active learners, as proposed by educationalists Meyers and Jones (1993), i.e. self-motivated and self-actualising learners, has proved to be problematic. This, I will argue, will require a change to a variable/s (not yet identified) of higher education enculturation on multiple fronts, by students, teachers and society in order to bridge the gap. This research indicates that tertiary educators and educational researchers should stop thinking simplistically of constructivist and/or technology-enabled approaches, students learning choices and teachers teaching choices. Based on my research I argue for a far more holistic set of explanations of student and staff expectations and behaviour, and therefore pedagogy that supports those expectations.
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McVeigh, Elizabeth. "Learning : dimensions of strategy use." Thesis, Queen's University Belfast, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334481.

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Narayan, Santhosh. "Applications of machine learning : basketball strategy." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123043.

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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 72-74).
While basketball has begun to rapidly evolve in recent years with the popularization of the three-point shot, the way we understand the game has lagged behind. Players are still forced into the characterization of the traditional five positions: point guard, shooting guard, small forward, power forward, and center, and metrics such as True Shooting Percentage and Expected Shot Quality are just beginning to become well-known. In this paper, we show how to apply Principal Component Analysis to better understand traits of current player positions and create relevant player features based on in-game spatial event data. We also apply unsupervised machine learning techniques in clustering to discover new player categorizations and apply neural networks to create improved models of effective field goal percentage and effective shot quality.
by Santhosh Narayan.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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com, an99war@hotmail, and Mohd Anuar Arshad. "Organisational Learning: An Exploration of Learning Strategy Practices in Malaysia." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081104.104824.

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This study explores the Malaysian understanding and definition of the concept and terminology of organisational learning (OL) as well as the learning strategies and practices Malaysian organisations use to implement learning. As part of Malaysia's Vision 2020, the government has made a substantial and public commitment to promoting organisational learning to assist industry move to a first world economy status. A number of authors have defined organisational learning as a process of knowledge acquisition that involves continuous change to create, acquire, and transfer knowledge (Garvin 1993; Miller 1996; Williams 2001). The objective is to explore if this conceptualisation has been accepted and implemented within Malaysia and if not, where opportunities exist to improve both the understanding and practice of Organisational Learning. The study explores the understanding of OL and the learning strategies practiced by Malaysian organisations. In-depth interviews were conducted among human resources managers, executives, professors and lecturers from the manufacturing, health, government and academic sectors in Malaysia. The information gathered was analysed using Nudist (v6) software to interrogate and explore similarities and differences in responses within and across the sectors. Trends emerging from the data were drawn together to present a picture of what happens in practice and to identify opportunities to improve and better manage the implementation of organisational learning and knowledge management strategies. The results suggest Malaysian industry representatives were, in general, able to define OL as a concept, however there was variable evidence that it is being implemented effectively in organisations. The manufacturing respondents had a higher level of understanding of OL than other industries. In practice, learning strategies also vary; health organisations emphasize seminars and conferences, the manufacturing sector emphasizes experiential learning, government departments focus more on attachment and exposure, whereas academic respondents were more reliant on self-learning. Overall, the most popular learning strategy is structured training and development programs, which suggests more needs to be done to inculcate learning strategies within the various industries. Those industries with stronger implementation patterns favoured a specialist department to provide a hub for handling knowledge and skills acquisition, for both internal and external learning sources. In contrast, the understanding of knowledge management was much lower, and indeed, the term was unfamiliar to some respondents. These findings may be limited due to the small size of the sample and the findings being from a management perspective. Nonetheless, given the government's strong commitment to organisational learning and the current lack of empirical industry studies within Malaysia, this study serves as a benchmark. It does identify that the uptake of OL is still relatively limited and more needs to be achieved to promote a greater understanding of OL if it is to be successfully implemented in Malaysia.
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Cox, Michael Thomas. "Introspective multistrategy learning : constructing a learning strategy under reasoning failure." Diss., Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/10074.

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Arshad, Mohd Anuar. "Organisational learning : an exploration of learning strategy practices in Malaysia /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081104.104824.

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Arshad, Mohd Anuar. "Organisational learning: an exploration of learning strategy practices in Malaysia." Thesis, Arshad, Mohd Anuar (2008) Organisational learning: an exploration of learning strategy practices in Malaysia. PhD thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/435/.

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This study explores the Malaysian understanding and definition of the concept and terminology of organisational learning (OL) as well as the learning strategies and practices Malaysian organisations use to implement learning. As part of Malaysia's Vision 2020, the government has made a substantial and public commitment to promoting organisational learning to assist industry move to a first world economy status. A number of authors have defined organisational learning as a process of knowledge acquisition that involves continuous change to create, acquire, and transfer knowledge (Garvin 1993; Miller 1996; Williams 2001). The objective is to explore if this conceptualisation has been accepted and implemented within Malaysia and if not, where opportunities exist to improve both the understanding and practice of Organisational Learning. The study explores the understanding of OL and the learning strategies practiced by Malaysian organisations. In-depth interviews were conducted among human resources managers, executives, professors and lecturers from the manufacturing, health, government and academic sectors in Malaysia. The information gathered was analysed using Nudist (v6) software to interrogate and explore similarities and differences in responses within and across the sectors. Trends emerging from the data were drawn together to present a picture of what happens in practice and to identify opportunities to improve and better manage the implementation of organisational learning and knowledge management strategies. The results suggest Malaysian industry representatives were, in general, able to define OL as a concept, however there was variable evidence that it is being implemented effectively in organisations. The manufacturing respondents had a higher level of understanding of OL than other industries. In practice, learning strategies also vary; health organisations emphasize seminars and conferences, the manufacturing sector emphasizes experiential learning, government departments focus more on attachment and exposure, whereas academic respondents were more reliant on self-learning. Overall, the most popular learning strategy is structured training and development programs, which suggests more needs to be done to inculcate learning strategies within the various industries. Those industries with stronger implementation patterns favoured a specialist department to provide a hub for handling knowledge and skills acquisition, for both internal and external learning sources. In contrast, the understanding of knowledge management was much lower, and indeed, the term was unfamiliar to some respondents. These findings may be limited due to the small size of the sample and the findings being from a management perspective. Nonetheless, given the government's strong commitment to organisational learning and the current lack of empirical industry studies within Malaysia, this study serves as a benchmark. It does identify that the uptake of OL is still relatively limited and more needs to be achieved to promote a greater understanding of OL if it is to be successfully implemented in Malaysia.
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Arshad, Mohd Anuar. "Organisational learning: an exploration of learning strategy practices in Malaysia." Arshad, Mohd Anuar (2008) Organisational learning: an exploration of learning strategy practices in Malaysia. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/435/.

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This study explores the Malaysian understanding and definition of the concept and terminology of organisational learning (OL) as well as the learning strategies and practices Malaysian organisations use to implement learning. As part of Malaysia's Vision 2020, the government has made a substantial and public commitment to promoting organisational learning to assist industry move to a first world economy status. A number of authors have defined organisational learning as a process of knowledge acquisition that involves continuous change to create, acquire, and transfer knowledge (Garvin 1993; Miller 1996; Williams 2001). The objective is to explore if this conceptualisation has been accepted and implemented within Malaysia and if not, where opportunities exist to improve both the understanding and practice of Organisational Learning. The study explores the understanding of OL and the learning strategies practiced by Malaysian organisations. In-depth interviews were conducted among human resources managers, executives, professors and lecturers from the manufacturing, health, government and academic sectors in Malaysia. The information gathered was analysed using Nudist (v6) software to interrogate and explore similarities and differences in responses within and across the sectors. Trends emerging from the data were drawn together to present a picture of what happens in practice and to identify opportunities to improve and better manage the implementation of organisational learning and knowledge management strategies. The results suggest Malaysian industry representatives were, in general, able to define OL as a concept, however there was variable evidence that it is being implemented effectively in organisations. The manufacturing respondents had a higher level of understanding of OL than other industries. In practice, learning strategies also vary; health organisations emphasize seminars and conferences, the manufacturing sector emphasizes experiential learning, government departments focus more on attachment and exposure, whereas academic respondents were more reliant on self-learning. Overall, the most popular learning strategy is structured training and development programs, which suggests more needs to be done to inculcate learning strategies within the various industries. Those industries with stronger implementation patterns favoured a specialist department to provide a hub for handling knowledge and skills acquisition, for both internal and external learning sources. In contrast, the understanding of knowledge management was much lower, and indeed, the term was unfamiliar to some respondents. These findings may be limited due to the small size of the sample and the findings being from a management perspective. Nonetheless, given the government's strong commitment to organisational learning and the current lack of empirical industry studies within Malaysia, this study serves as a benchmark. It does identify that the uptake of OL is still relatively limited and more needs to be achieved to promote a greater understanding of OL if it is to be successfully implemented in Malaysia.
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Viñes, Gimeno Vicenta. "Grammar learning through strategy training: A classroom study on learning conditionals through metacognitive and cognitive strategy training." Doctoral thesis, Universitat de València, 2002. http://hdl.handle.net/10803/9779.

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SUMARYThe main aim of this doctorate research is to design an instructional model- a macro-grammar strategy- which combines grammar and strategy researchers' contributions to help foreign language learners learn an L2 more autonomously. However, this research is specially motivated by our concern about the poor results which Spanish secondary school students achieve in Spanish schools in their written exams, since passing a written exam to get into university is these students' main objective. The reasons for this failure may be due to an excessively communicative approach and too wide a variety of students sharing the same classroom. Therefore, though the purpose of this research is to help all students to learn grammar more autonomously thanks to their acquisition of metacognitive (selective attention, self-monitoring and self-evaluation) and cognitive strategies (elaboration, induction, translation, deduction, repetition and transfer), this study is specially concerned about unsuccessful learners who lack or do not apply the metacognitive and cognitive strategies necessary to learn grammar and transfer their acquired knowledge to the acquisition of new grammatical structures, since this model may enable students to learn on their own and improve their attitude towards foreign language learning. Our research is based on cognitive theory of learning. The theoretical background which supports our research attempts to demonnstrate how cognitive theory of learning manages to explain how learning, an L2, grammar and strategies, are learnt; and how the automatization of grammar and strategies helps students learn an L2. According to this approach the learner becomes an active organizer of incoming information and an L2 acquisition is seen as the acquisition of a complex, cognitive skill in which the learning of grammar plays an important role and LS facilitate its learning (McLaughlin, Rossman, and McLeod, 1983). This cognitive approach also states that grammar and learning strategies (LS) are complex skills; and explains how a skill is learnt so that the learning of an L2, grammar and LS can be understood. Thus, Anderson's (1980) theory of knowledge acquisition, McLaughlin's (1987), Schmidt's (1990), Sharwood-Smith's (1993), Long's (1998), Dekeyser's (1998), and Skehan's (1999) position on grammar learning and Wenden's (1987) and O'Malley et al.'s approach to LS manage to complement each other and offer an appropriate theoretical framework for designing an instructional model in which strategy training enables students to learn a grammatical structure and transfer this knowledge to the learning of other structures. The automatization of grammatical items is believed to take place when formally learned grammatical items have been explicitly noticed, have been structured into working hypotheses and have been proceduralized/automatized through practice in context (e.g. McLaughlin, 1987; Schmidt, 1990; Johnson, 1994; Batstone, 1994). And by using metacognitive strategies- planning, monitoring and evaluating strategies- students can come to understand that they have power over their own learning (Chamot and O'Malley, 1996: 266); and the combination of these metacognitive strategies with cognitive strategies- mental steps which involve interacting with the material- will also facilitate learners to learn grammar on their own. The two main hypothesis of this research are that students, specially fair and poor learners, following the grammar strategy instruction will acquire the 2nd conditional structure better than the students who do not follow this instruction: that is to say, their results in the 1st post-test, 2nd post-test, and final post-test will be better. And that the experimental group students, specially poor and fair learners, will transfer their way of acquiring 2nd conditionals to another grammatical structure, in this case the 3rd conditionals, better than the students who do not follow this instruction. Next, the method to be followed in our empirical work is explained. This research in which 60 subjects- 30 experimental subjects and 30 control subjects- participated has been conducted in "Luis Vives" secondary school in Valencia during the school year 2000-2001. Their textbook, their teacher and the conditions under which they study English are the same and their standard is low-intermadiate. Due to the great range of results which students get in the pre-test and their last year's results participants are ranked into three subgroups- good, fair and poor (Izumi and Bigelow, 2000: 248). Students also fill in three metacognitive questionnaires, which analyse students' characteristics, objectives, difficulties, and strategies used to learn grammar, before instruction takes place so that the homogeneity of both groups can be established. Our instructional model combines the explicit training of metacognitive and cognitive strategies when practising comprehension, consciousness-raising, controlled and spontaneous written grammar activities- filling in the blanks with the right tenses, correcting mistakes, rewriting, translating from Spanish into English and writing- on the learning of 2nd conditional sentences in the foreign language classroom. Since it is acknowledged that neither a forms-based instruction nor meaning-based instruction alone can lead to SLA (Doughty and Williams, 1998: 11), our approach is eclectic and combined. Our strategy training is provided in four sessions in three weeks running in January. The declarative knowledge about the 2nd conditional, their induction, practice in controlled and spontaneous written activities, and immediate feedback is provided in each session, while metacognitive and cognitive strategies are practised. Students' answers in the metacognitive questionnaires and their results in the pre-test and four post-tests are analysed following statistical procedures so that we can be more certain of the reliability of the results. A previous pilot study (Viñes, 2000) was also carried out so that possible deficiencies could be avoided, and results could be compared. The results obtained in the two short-term and long-term post-tests confirm our first hypotheses; our instructional model helped learners, specially unsuccessful learners, to learn the 2nd conditional. And the results of the "Discovering the 3rd conditional" test confirms our 2nd hypothesis; our instructional model helped experimental, specially unsuccessful learners, to transfer the knowledge acquired in learning the 2nd conditional to the learning of the 3rd conditionals. However, the results which students get are not 100% correct in all the different activities, that it is why, it is considered that they are still in the associative stage of learning in relation to their learning of 2nd and 3rd conditional sentences, and metacognitive and cognitive strategies. More spontaneous written activities and more strategy training sessions should have been provided in order to help them get to the autonomous stage of learning. Thus, the results of the four post-tests offer relevant empirical evidence on the effectiveness of our instructional model to help learners, specially unsuccessful learners to improve their inductive ability, acquire declarative knowledge, and transfer the declarative knowledge acquired in learning the 2nd conditional to the learning of the 3rd conditional. Finally, some pedagogical implications, which can be specially useful to help secondary school students learn an L2, are suggested. First of all, encouraging students to work on their own in silence may aid poor learners in performing activities. Secondly, providing strategy training which combines metacognitive and cognitive strategies is essential. Thirdly, adapting the material to student's level, and allowing the L1 to be used in the classroom when needed may encourage students to learn. Fourthly, providing smaller amounts of new information in meaningful contexts, but allowing students to discover it, make it explicit, practise it immediately and get feedback, may allow students to perceive learning grammar as a rewarding game because they can be aware of their success. Moreover, repeating this material applied in different contexts within long intervals of time may help all learners to acquire the new structures since different opportunities for their learning are provided. This doctorate research presents the findings of an empirical study carried out in a Spanish secondary school to test the effectiveness of an instructional model designed to help these secondary school students, specially the unsuccessful ones, learn grammar more autonomously and improve their attitude towards foreign language learning. First, the theoretical background which supports our empirical work is described. Anderson (1980, 1981, 1982, 1983), Anderson and Fincham (1994) and Anderson et al.'s (1997) theory of knowledge acquisition, McLaughlin (1987), Schmidt (1990), Sharwood-Smith (1993), Long (1998), Dekeyser (1998), and Skehan's (1999) position on grammar learning and Wenden (1987) and O'Malley and Chamot's (1990) approach to learning strategies complement each other, and offer an adequate framework for designing an instructional model which combines the explicit training of metacognitive and cognitive strategies when practising controlled and spontaneous written grammar activities on the learning of 2nd conditional sentences in the foreign language classroom. Second, the description of our empirical work follows. The experimental and control subjects' characteristics, the description of our instructional model, its instruction, the short-term and long term post-tests taken, and the statistical tests applied on the students' answers make up this description. Third, relevant empirical evidence on the effectiveness of our instructional model to help learners, specially unsuccessful learners to improve their inductive ability, acquire declarative knowledge, and transfer the declarative knowledge acquired in learning the 2nd conditional to the learning of the 3rd conditional are presented and discussed. Finally, some pedagogical implications, which can be specially useful for secondary school teachers when helping secondary school students learn an L2, are suggested.
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Shukla, Ritesh. "Machine learning ecosystem : implications for business strategy centered on machine learning." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/107342.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, System Design and Management Program, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 48-50).
As interest for adopting machine learning as a core component of a business strategy increases, business owners face the challenge of integrating an uncertain and rapidly evolving technology into their organization, and depending on this for the success of their strategy. The field of Machine learning has a rich set of literature for modeling of technical systems that implement machine learning. This thesis attempts to connect the literature for business and technology and for evolution and adoption of technology to the emergent properties of machine learning systems. This thesis provides high-level levers and frameworks to better prepare business owners to adopt machine learning to satisfy their strategic goals.
by Ritesh Shukla.
S.M. in Engineering and Management
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Books on the topic "Learning Strategy"

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Benson, Ron. Learning strategy cards. Scarborough, Ont: Prentice Hall Ginn, 1999.

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Congress, Trades Union. Online learning strategy 2004. London: TUC, 2003.

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Brooksbank, David. Learning Chamber report: "Towards a learning strategy". Cardiff: Cardiff Chamber of Commerce Trade & Industry, 2000.

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Brooksbank, David J. Learning Chamber report "Towards a learning strategy". [Pontypridd]: University of Glamorgan, Welsh Enterprise Institute, 2000.

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Arnold, Ellen. The MI strategy bank. Tucson, Ariz: Zephyr Press, 1999.

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HIGHER EDUCATION FUNDING COUNCIL FOR ENGLAND. HEFCE strategy for e-learning. Bristol: Higher Education Funding Council for England, 2005.

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Clarke, Judy. Cooperative learning: The jigsaw strategy. [Scarborough, ON]: Values Education Project, Student and Community Services Department, 1985.

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Malawi. Ministry of Environment and Climate Change Management. Malawi's strategy on climate change learning. Lilongwe, Malawi: Ministry of Environment and Climate Change Management, 2013.

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Development, United States Agency for International. Education strategy: Improving lives through learning. Washington, DC: U.S. Agency for International Development, 2005.

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Janell, Cleland, ed. The portfolio as a learning strategy. Portsmouth, NH: Boynton/Cook Publishers, 1995.

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Book chapters on the topic "Learning Strategy"

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Ramsden, Paul. "Context and Strategy." In Learning Strategies and Learning Styles, 159–84. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5_7.

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Uther, William, Dunja Mladenić, Massimiliano Ciaramita, Bettina Berendt, Aleksander Kołcz, Marko Grobelnik, Dunja Mladenić, et al. "TDIDT Strategy." In Encyclopedia of Machine Learning, 956. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_814.

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St. Clair, Ralf. "Learning-Centred Strategy." In Learning-Centred Leadership in Higher Education, 111–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43597-4_5.

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Svaan, Eric, Srikant Datar, and Sunder Kekre. "Learning Effects in Cell Manufacturing." In Manufacturing Strategy, 75–84. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2189-4_9.

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Molenaar, Cor. "Machine Learning." In Demand-Driven Business Strategy, 45–59. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003226161-5.

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Kim, Sangkyun, Kibong Song, Barbara Lockee, and John Burton. "Gamification Strategy." In Gamification in Learning and Education, 91–107. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47283-6_8.

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Mccloskey, Mark W. "Strategy Making." In Learning Leadership in a Changing World, 213–24. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137476371_20.

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Mohapatra, Sanjay, and Ranjan Prasad Singh. "Learning Objectives." In Information Strategy Design and Practices, 175–228. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-1-4614-2428-4_5.

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Kirby, John R. "Style, Strategy, and Skill in Reading." In Learning Strategies and Learning Styles, 229–74. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5_9.

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Niu, Zhendong, Peipei Gu, Wenshi Zhang, and Wei Chen. "Learning Strategy Recommendation Agent." In Advances in Intelligent Systems and Computing, 205–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30859-8_19.

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Conference papers on the topic "Learning Strategy"

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"Gamification of Strategic Thinking: A COTS Boardgame for Learning Strategy Development and Strategy Implementation (COVID-19 Improvised Online Facilitation)." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.148.

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"Universal Strategy Game." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.086.

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Shi, Zhenjie, Wenming Ma, Shuai Yin, Hailiang Zhang, and Xiaofan Zhao. "Interactive Reinforcement Learning Strategy." In 2021 IEEE SmartWorld, Ubiquitous Intelligence & Computing, Advanced & Trusted Computing, Scalable Computing & Communications, Internet of People and Smart City Innovation (SmartWorld/SCALCOM/UIC/ATC/IOP/SCI). IEEE, 2021. http://dx.doi.org/10.1109/swc50871.2021.00075.

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Triyanto, Triyanto, Suharno Suharno, Syarifatun Khodijah, and Tita Wulandari. "Learning Motivation Strategy Through Problem-Based Learning." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007110410361040.

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Ruskov, Petko, and Yanka Todorova. "Learning and growth strategy metrics." In the 9th International Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1500879.1500920.

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Min, Wang, Shen Li-min, and Wang Yan-yan. "Flexible Strategy of E-learning." In 2010 International Conference on E-Business and E-Government (ICEE). IEEE, 2010. http://dx.doi.org/10.1109/icee.2010.1018.

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DUMBRAVEANU, Roza, and Ludmila PECA. "E-learning Strategy in the Elaboration of Courses." In International Conference on Virtual Learning - VIRTUAL LEARNING - VIRTUAL REALITY (17th edition). The National Institute for Research & Development in Informatics - ICI Bucharest (ICI Publishing House), 2022. http://dx.doi.org/10.58503/icvl-v17y202201.

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Lotulung, Chirsant, Nurdin Ibrahim, and Hetty Tumurang. "Effectiveness of Learning Strategy and Learning Style on Learning Outcomes." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2281392.

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Kraemer, Fábio, and Suzana Schwertner. "DISCUSSION FORUM AS A LEARNING STRATEGY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0749.

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Sun, Li-Li, and Xi-Zhao Wang. "A survey on active learning strategy." In 2010 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2010. http://dx.doi.org/10.1109/icmlc.2010.5581075.

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Reports on the topic "Learning Strategy"

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Rougeaux-Burnes, Ashley. Mock Interview Strategy: Maximizing Experiential Learning. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1844.

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Angerami, A., J. Dreyer, M. Fitzgerald, K. Georgiou, N. Schunck, M. Verriere, and K. Wendt. A Strategy for NACS investment in Machine Learning. Office of Scientific and Technical Information (OSTI), April 2022. http://dx.doi.org/10.2172/1866189.

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Ross, Timothy D. Decomposition Strategy for the Function Learning and Synthesis Hotbed. Fort Belvoir, VA: Defense Technical Information Center, August 1992. http://dx.doi.org/10.21236/ada256877.

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Ceren, Roi, Prashant Doshi, Matthew Meisel, Adam Goodie, and Dan Hall. Behaviorally Modeling Games of Strategy Using Descriptive Q-learning. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada575140.

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Liu, Mingyan. Cognitive Tactical Radios: Cognition Through Learning and Strategy (CLearStrategy). Fort Belvoir, VA: Defense Technical Information Center, December 2012. http://dx.doi.org/10.21236/ada586790.

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Talapatra, Anjana. A Machine Learning aided hierarchical screening strategy for materials discovery. Office of Scientific and Technical Information (OSTI), July 2021. http://dx.doi.org/10.2172/1811865.

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Zavada, Adelle R. Distance Learning: The Need for a Total Force Vision and Strategy. Fort Belvoir, VA: Defense Technical Information Center, April 1998. http://dx.doi.org/10.21236/ada397248.

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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada192006.

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Cao, Huantian, Martha Carper, Kelly Cobb, Jillian Silverman, and Shameeka Jelenewicz. Applying Problem-Based Learning (PBL) Strategy to Strengthen Sustainability Education in Textile and Apparel Curriculum. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-278.

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