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Journal articles on the topic 'Learning Strategy'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Sartipa, Dewi. "Peer Assisted Learning Strategy." Edukasi Lingua Sastra 18, no. 1 (April 27, 2020): 94–95. http://dx.doi.org/10.47637/elsa.v18i1.225.

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Abstrak: Tujuan dari tulisan ini adalah sebagai sumber ilmu pengetahuan pendidik dan siswa mengenai Peer Assisted Learning Strategy. Pendidik dapat mengunakan metode ini dalam proses pembelajaran bahasa inggris. Peer Assisted Learning Strategy adalah salah satu metode pembelajaran sambil bermain dan berkelompok sehingga proses pembejaran dapat menghasilkan hasil yang positif. Peer Assisted Learning Strategy adalah salah satu cara yang bagus yang dapat diaplikasikan kedalam proses pembejaran.

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12

Bierly, Paul E., and Timo Hämäläinen. "Organizational learning and strategy." Scandinavian Journal of Management 11, no. 3 (September 1995): 209–24. http://dx.doi.org/10.1016/0956-5221(95)00011-j.

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13

Lin, Jia. "Language learning strategy and language learning achievement." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, no. 2 (November 10, 2017): 148–71. http://dx.doi.org/10.1075/csl.52.2.03lin.

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Abstract This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.

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Ahmad, Gufran. "Instructional Strategy Based on Associative Relevance Improves e-Learning." International Journal of e-Education, e-Business, e-Management and e-Learning 5, no. 3 (2015): 165–72. http://dx.doi.org/10.17706/ijeeee.2015.5.3.165-172.

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15

Schulz, Luciane. "ECOEXPERIENCE LEARNING: LEARNING STRATEGY FOR CRITICAL ENVIRONMENTAL EDUCATION." Revista Tempos e Espaços em Educação 11, no. 26 (June 28, 2018): 259–80. http://dx.doi.org/10.20952/revtee.v11i26.7366.

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The following article has the objective to diffuse Ecoexperience Learning as a Critical Environmental Education (CEE). Its learning proposal has been applied in an interventional research which constitutes in PhD thesis subsidies. This article arguments that Critical Environmental Education conceptions are able to be epistemologically enriched when intertwined along with: Affectivity which is a determinant of one´s relation with the world; Ecoexperinces being assumptions to attentive experiences within one´s environment; Emancipation which can set forth stimulating ways of learnings which will guide students in making decisions with critical sense. Results reveal that Ecoexperience Learning promoted the eco-training of students when dealing with such ecoexperience proposals which made this research a milestone in their life. An emerging battle cry in name of saving and preserving land for cultural purposes as well as for means of survival has at last been heard. It is concluded that the objectives were achieved since data source in its broad and varied presentations of expression validate Ecoexperience Learning as a Critical Environmental Education learning strategy.

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Bahrudin, Ida Aryanie, and Maizam Alias. "A Review on Exploratory based Learning Implementation by Integrating Technology Strategy in Teaching and Learning." International Journal of Psychosocial Rehabilitation 24, no. 03 (February 18, 2020): 657–64. http://dx.doi.org/10.37200/ijpr/v24i3/pr200822.

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Nur, Serliah, and Faidah Yusuf. "GENDER DIFFERENCES IN THE STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL)." IJEE (Indonesian Journal of English Education) 9, no. 1 (July 4, 2022): 176–91. http://dx.doi.org/10.15408/ijee.v9i1.25671.

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ABSTRACTThis research investigates the learning strategies used by English as a foreign language (EFL) students and gender differences in the strategy inventory for language learning (SILL) in Indonesia. To gather the data, this study employed quantitative descriptive methods with a Google form-based questionnaire involving 110 college students, and the data were analysed using SPSS 25. The fifty items of the questionnaire were divided into six strategies: memory strategy, cognitive strategy, metacognitive strategy, compensation strategy, emotion strategy, and social strategy. Findings of the study indicate that the students use all the strategies in learning English, and all these strategies are in a high level of use except for memory strategy which is in a moderate level. Gender differences data show that most male students preferred the social strategy (36%), whereas most female students preferred metacognitive strategy (56.47%) suggesting that male and female students have different learning styles. The results of this research shed light on the importance of raising teachers’ awareness of their students’ diversity in learning strategies. Thus, teachers should improve their repertoire of teaching techniques and strategies to meet students’ different learning styles in the classroom. ABSTRAKPenelitian ini menyelidiki strategi pembelajaran yang digunakan oleh siswa bahasa Inggris sebagai bahasa asing (EFL) dan perbedaan gender dalam inventarisasi strategi untuk pembelajaran bahasa (SILL) di Indonesia. Untuk mengumpulkan data, penelitian ini menggunakan metode kuantitatif dengan kuesioner berbasis Google form yang melibatkan 110 mahasiswa, dan data dianalisis menggunakan SPSS 25. Lima puluh item kuesioner dibagi menjadi enam strategi: strategi memori, strategi kognitif, strategi metakognitif. strategi, strategi kompensasi, strategi emosi, dan strategi sosial. Temuan penelitian menunjukkan bahwa siswa menggunakan semua strategi dalam belajar bahasa Inggris, dan semua jenis strategi berada di tingkat tinggi kecuali strategi memori yang berada di tingkat sedang. Data perbedaan gender menunjukkan bahwa sebagian besar siswa laki-laki lebih menyukai strategi sosial (36%), sedangkan sebagian besar siswa perempuan lebih menyukai strategi metakognitif (56,47%) menunjukkan bahwa siswa laki-laki dan perempuan memiliki gaya belajar yang berbeda secara signifikan. Hasil penelitian ini menyoroti pentingnya meningkatkan kesadaran guru tentang keragaman siswa mereka dalam strategi pembelajaran. Dengan demikian, guru harus meningkatkan repertoar teknik dan strategi pengajaran mereka untuk memenuhi gaya belajar siswa yang berbeda di kelas.

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Milton, Judith. "Professional Associations as Learning Systems: Learning + Strategy + Action = Strategic Learning." Advances in Developing Human Resources 5, no. 2 (May 2003): 173–81. http://dx.doi.org/10.1177/1523422303005002005.

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Suriadi, Suriadi, Triyo Supriyatno, and Adnan Adnan. "Al-Qur'an Hadits Learning Using Cooperative Learning Strategy." Jurnal Tarbiyatuna 11, no. 2 (December 25, 2020): 153–60. http://dx.doi.org/10.31603/tarbiyatuna.v11i2.2750.

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This study examines the Learning of the Al-Qur'an Hadith with Cooperative Learning Strategies in madrasas. This study focuses on 1) How the purpose of applying cooperative learning strategies in learning the Al-Qur'an Hadith in Sambas Aliyah Madrasah, 2) How to implement cooperative learning strategies in learning the Al-Qur'an Hadith in Madrasah Aliyah Negeri Sambas. These efforts are expected to be able to create an atmosphere of active learning and dynamic learning in the Al-Qur'an Hadith, so that it will foster the passion and interest of students in following the lessons. Also the extent of the success of the implementation of cooperative learning in the subjects of the Al-Qur'an Hadith in the Madrasah Aliyah Negeri Sambas. The main objective of this research is to try to find out the implementation of Al-Qur'an learning Hadith with Cooperative Learning strategy. This type of research is a qualitative field research with descriptive analytic methods through a phenomenological approach. Data collection techniques were obtained using observation, interview and documentation techniques. The results showed that the implementation of cooperative learning in learning the Al-Qur'an Hadith in MAN Sambas manifested in four forms of learning methods namely the group learning method (learning together), the group discussion method (Jigsaw method and the peer tutoring method).

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Renkema, Albert. "Individual learning accounts: a strategy for lifelong learning?" Journal of Workplace Learning 18, no. 6 (August 2006): 384–94. http://dx.doi.org/10.1108/13665620610682107.

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21

Sari, R. M. M., and N. Priatna. "Blended learning: a strategy of current mathematics learning." Journal of Physics: Conference Series 1663 (October 2020): 012049. http://dx.doi.org/10.1088/1742-6596/1663/1/012049.

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Reyes, Oscar, Carlos Morell, and Sebastián Ventura. "Effective active learning strategy for multi-label learning." Neurocomputing 273 (January 2018): 494–508. http://dx.doi.org/10.1016/j.neucom.2017.08.001.

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23

A.Baker El-Ebiary, Yousef, Najeeb Abbas Al-Sammarraie, Ban Salman Shukur, Seita Almandeel, and Areej Alshamasi. "Mobile Learning as a New E-Learning Strategy." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 876. http://dx.doi.org/10.14419/ijet.v7i4.38.27600.

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Mobile learning (M-learning) entails e-learning method. As a new phase of distance learning, M-learning assists the distance learning environment, decreasing the confines of the customary education. The present study discusses the presently employed devices and techniques for the accomplishment of the mobile learning target. It is concluded in this study that the use of wireless apparatus in Wi-Fi environment will consistently increase the desire to employ M-Learning technology.

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Hayaturraiyan, Hayaturraiyan, and Asriana Harahap. "STRATEGI PEMBELAJARAN DI PENDIDIKAN DASAR KEWARGANAGARAAN MELALUI METODE ACTIVE LEARNING TIPE QUIZ TEAM." DIRASATUL IBTIDAIYAH 2, no. 1 (June 1, 2022): 108–22. http://dx.doi.org/10.24952/ibtidaiyah.v2i1.5637.

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AbstractThe purpose of this study was to determine the basic learning strategies that can be used to increase students' knowledge. This research uses literature review method. Learning strategies are very useful for teachers and students in the learning process. For teachers, this learning strategy is used as a new and systematic regulatory reference in the implementation of learning. For students the use of learning strategies can facilitate the learning process and understand the content of learning, because each learning strategy is designed to facilitate the learning process. It is hoped that this learning strategy can improve student learning outcomes.Keywords: Active Learning Method, Type Team Quiz, Learning Strategy. AbstrakTujuan penelitian ini adalah untuk mengetahui strategi pembelajaran di pendidikan dasar yang bisa digunakan untuk meningkatkan pengetahuan siswa. Penelitian ini menggunakan metode kajian literatur. Strategi pembelajaran sangat berguna bagi guru maupun siswa pada proses pembelajaran. Bagi guru, strategi pembelajaran ini dijadikan sebagai pedoman dan acuan bertindak yang sistematis dalam pelaksanaan pembelajaran. Bagi siswa penggunaaan strategi pembelajaran dapat mempermudah proses pembelajaran dan mempercepat memahami isi pembelajaran, karena setiap strategi pembelajaran dirancang untuk mempermudah proses pembelajaran. Diharapkan strategi pembelajaran ini dapat meningkatkan hasil belajar siswa.Kata Kunci: Active Learning Method, Type Team Quiz, Strategi Pembelajaran

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25

Jamaris, Jamaris. "METACOGNITIVE STRATEGY FOR VOCABULARY LEARNING." Ta'dib 16, no. 2 (September 28, 2016): 187. http://dx.doi.org/10.31958/jt.v16i2.251.

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Koshy, Betty, and Aarohi Fernandes. "Concept mapping: A learning strategy." Indian Journal of Continuing Nursing Education 23, no. 1 (2022): 40. http://dx.doi.org/10.4103/ijcn.ijcn_14_21.

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27

Fisher, MaryDee, and Meigan Robb. "Student Moderator Teaching–Learning Strategy." Journal of Nursing Education 56, no. 6 (June 1, 2017): 383. http://dx.doi.org/10.3928/01484834-20170518-13.

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Kim, Byung-Chun, and Chang-Hoon Lee. "Hybrid Multi-agent Learning Strategy." Journal of the Institute of Webcasting, Internet and Telecommunication 13, no. 6 (December 31, 2013): 187–93. http://dx.doi.org/10.7236/jiibc.2013.13.6.187.

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Mumford, Alan. "A learning approach to strategy." Journal of Workplace Learning 12, no. 7 (November 2000): 265–71. http://dx.doi.org/10.1108/13665620010353342.

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30

Levac, Danielle, Cheryl Missiuna, Laurie Wishart, Carol DeMatteo, and Virginia Wright. "The Motor Learning Strategy Instrument." Pediatric Physical Therapy 25, no. 1 (2013): 53–60. http://dx.doi.org/10.1097/pep.0b013e3182750c28.

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31

Oliver, John. "Action learning enabled strategy making." Action Learning: Research and Practice 5, no. 2 (July 2008): 149–58. http://dx.doi.org/10.1080/14767330802185715.

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32

Mozaffari, Ahmad. "Synchronous self-learning Pareto strategy." International Journal of Intelligent Computing and Cybernetics 11, no. 2 (June 11, 2018): 197–233. http://dx.doi.org/10.1108/ijicc-05-2017-0050.

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Purpose In recent decades, development of effective methods for optimizing a set of conflicted objective functions has been absorbing an increasing interest from researchers. This refers to the essence of real-life engineering systems and complex natural mechanisms which are generally multi-modal, non-convex and multi-criterion. Until now, several deterministic and stochastic methods have been proposed to cope with such complex systems. Advanced soft computational methods such as evolutionary games (cooperative and non-cooperative), Pareto-based techniques, fuzzy evolutionary methods, cooperative bio-inspired algorithms and neuro-evolutionary systems have effectively come to the aid of researchers to build up efficient paradigms with application to vector optimization. The paper aims to discuss this issue. Design/methodology/approach A novel hybrid algorithm called synchronous self-learning Pareto strategy (SSLPS) is presented for the sake of vector optimization. The method is the ensemble of evolutionary algorithms (EA), swarm intelligence (SI), adaptive version of self-organizing map (CSOM) and a data shuffling mechanism. EA are powerful numerical optimization algorithms capable of finding a global extreme point over a wide exploration domain. SI techniques (the swarm of bees in our case) can improve both intensification and robustness of exploration. CSOM network is an unsupervised learning methodology which learns the characteristics of non-dominated solutions and, thus, enhances the quality of the Pareto front. Findings To prove the effectiveness of the proposed method, the authors engage a set of well-known benchmark functions and some well-known rival optimization methods. Additionally, SSLPS is employed for optimal design of shape memory alloy actuator as a nonlinear multi-modal real-world engineering problem. The experiments show the acceptable potential of SSLPS for handling both numerical and engineering multi-objective problems. Originality/value To the author’s best knowledge, the proposed algorithm is among the rare multi-objective methods which fosters the use of automated unsupervised learning for increasing the intensity of Pareto front (while preserving the diversity). Also, the research evaluates the power of hybridization of SI and EA for efficient search.

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Serratrice, Ludovica. "Language mixing and learning strategy." International Journal of Bilingualism 9, no. 2 (June 2005): 159–77. http://dx.doi.org/10.1177/13670069050090020301.

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34

Feurer, Rainer, and Kazem Chaharbaghi. "Strategy formulation: a learning methodology." Benchmarking for Quality Management & Technology 2, no. 1 (March 1995): 38–55. http://dx.doi.org/10.1108/14635779510081634.

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35

Coulson‐Thomas, Colin. "Developing a corporate learning strategy." Industrial and Commercial Training 32, no. 3 (June 2000): 84–88. http://dx.doi.org/10.1108/00197850010381232.

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Czerkasij, Victor. "A Strategy for Learning Dermatology." Journal for Nurse Practitioners 6, no. 7 (July 2010): 555–56. http://dx.doi.org/10.1016/j.nurpra.2010.04.005.

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Ramirez-Velarde, Raul, Nia Alexandrov, Raul Perez-Cazares, and Carlos Barba-Jimenez. "Mathematical Modelling Based Learning Strategy." Procedia Computer Science 51 (2015): 1694–704. http://dx.doi.org/10.1016/j.procs.2015.05.307.

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Franci, Fabio, Robert Marschinski, and Lorenzo Matassini. "Learning the optimal trading strategy." Physica A: Statistical Mechanics and its Applications 294, no. 1-2 (May 2001): 213–25. http://dx.doi.org/10.1016/s0378-4371(01)00132-7.

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39

Coulson-Thomas, Colin J. "Developing a corporate learning strategy." International Journal of Information Technology and Management 2, no. 1/2 (2003): 151. http://dx.doi.org/10.1504/ijitm.2003.002454.

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40

Gray, Colin, and Eddie Gonsalves. "Organizational Learning and Entrepreneurial Strategy." International Journal of Entrepreneurship and Innovation 3, no. 1 (February 2002): 27–33. http://dx.doi.org/10.5367/000000002101299015.

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Globalization, deregulation and new information and communication technologies (ICT) are having enormous effects on all types of business. Indeed, ICT are now adding two new sources of entrepreneurial business alongside start-ups and management buy-ins and buy-outs — rejuvenated established firms and downsized, out-sourced former larger businesses. Schumpeter's five key areas of innovation (drivers of competitive advantage and entrepreneurial strategy) have taken on a new resonance as ICT have added others such as supply chain management, market information, financing and distribution. Outsourcing and ICT have made economies of scale quicker and easier to achieve for SMEs, but deeper and more extensive knowledge is required of the capabilities of ICT and of potential partners. Economies of scope also require increased knowledge of internal organizational capabilities and of potential external partners. Various studies in the UK highlight the increased importance to entrepreneurial small firms of ICT-supported networking with other firms and of the organizational knowledge that lies behind successful strategies in these areas. Thus, the ability of individual owners and managers to learn and the capacity for organizational learning within an SME become crucial determinants of success in the new knowledge economy. This paper is based on an intensive study of organizational learning among the smaller members of the UK's Institute of Directors (IoD). It identifies different levels of organizational learning and the characteristics of SMEs at different levels, with particular attention to differences in business strategies. The findings of the IoD study are augmented by findings from the independent non-profit Small Business Research Trust (SBRT). SBRT has collaborated with the Open University Business School in studies on the determinants of management development in SMEs and has longitudinal data for analysing whether there is a connection between growth-oriented, innovative, entrepreneurial SMEs and their propensity to network, to use ICT and to support learning in their organizations. Exploring the linkages between organizational learning and SME behaviour, strategy and performance, the paper concludes with a typology of SME strategies related to organizational learning and suggestions for future research in this area.

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Arnoult, Darnell. "Learning Strategy at English Field." Southern Cultures 8, no. 4 (2002): 79–82. http://dx.doi.org/10.1353/scu.2002.0039.

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Shawan, Muslimah. "Learning Strategy Development for Solving Non-routine Problems Through 5E Model in Mathematics Learning: A Proposal." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 595–604. http://dx.doi.org/10.37200/ijpr/v24i5/pr201724.

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Yamaguchi, Akihiko, Jun Takamatsu, and Tsukasa Ogasawara. "1A1-O03 Utilizing Dynamics and Reward Models in Learning Strategy Fusion(Evolution and Learning for Robotics)." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2011 (2011): _1A1—O03_1—_1A1—O03_4. http://dx.doi.org/10.1299/jsmermd.2011._1a1-o03_1.

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Panggabean, Sudianto, Efendi Napitupulu, and Abdul Hasan Saragih. "PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PKn SISWA." Jurnal Teknologi Pendidikan (JTP) 11, no. 1 (November 2, 2018): 48. http://dx.doi.org/10.24114/jtp.v11i1.11195.

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Abstrak: Tujuan penelitian ini adalah untuk mengetahui hasil belajar PKn antara siswa yang diajar dengan strategi kooperatif tipe jigsaw dan siswa yang diajar dengan strategi ekspositori, mengetahui perbedaan hasil belajar PKn antara siswa yang memiliki gaya belajar visual dan siswa yang memiliki gaya belajar kinestetik serta mengetahui apakah ada interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar PKn. Hasil pengujian menunjukkan bahwa siswa yang diajar dengan strategi kooperatif tipe jigsaw memiliki hasil belajar PKn yang lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi ekspositori. Ini ditunjukkan dari Fhitung = 5,31 > Ftabel(0,05) = 3,96. Siswa yang memiliki gaya belajar visual akan memperoleh hasil belajar yang lebih tinggi daripada siswa yang memiliki gaya belajar kinestetik. Ini ditunjukkan dari Fhitung = 40,27 > Ftabel (0,05) = 3,698. Terdapat interaksi antara strategi pembelajaran dan gay belajar siswa terhadap hasil belajar PKn. Ini ditunjukkan dari Fhitung = 7,61 > dari Ftabel (0,05) = 3,698. Hipotesis telah menunjukkan bahwa siswa yang diajar dengan stategi kooperatif tipe jigsaw akan mendapat hasil belajar yang lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi ekspositori. Siswa yang memiliki gaya belajar visual akan memberikan hasil belajar yang lebih tinggi jika diajarkan dengan strategi kooperatif tipe jigsaw dibandingkan siswa yang diajarkan dengan strategi ekpositori. Kata Kunci: strategi pembelajaran, gaya belajar, hasil belajar pkn Abstract: The purpose of this study was to determine Civics learning outcomes between students taught with a jigsaw cooperative strategy and students taught with an expository strategy, knowing the differences in Civics learning outcomes between students who have visual learning styles and students who have kinesthetic learning styles and know whether there is an interaction between learning strategies and learning styles on Civics learning outcomes. The test results show that students taught with a jigsaw cooperative strategy have higher Civics learning outcomes compared to students taught with an expository strategy. This is shown from Fcount = 5.31> Ftable (0.05) = 3.96. Students who have a visual learning style will get higher learning outcomes than students who have a kinesthetic learning style. This is shown from Fcount = 40.27> Ftable (0.05) = 3.698. There is an interaction between learning strategies and gay student learning towards Civics learning outcomes. This is shown from Fcount = 7.61> from Ftable (0.05) = 3.698. The hypothesis has shown that students who are taught with a jigsaw cooperative strategy will get higher learning outcomes than students taught with an expository strategy. Students who have a visual learning style will provide higher learning outcomes if taught with a jigsaw cooperative strategy compared to students who are taught by an expository strategy. Keywords: learning strategies, learning styles, learning outcomes

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Manurung, Bastian. "PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR FISIKABAHASA INDONESIA SISWA SMA." Jurnal Teknologi Pendidikan (JTP) 10, no. 2 (December 30, 2017): 127. http://dx.doi.org/10.24114/jtp.v10i2.8726.

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Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran kooperatif tipe STAD dan strategi pembelajaran kooperatif tipe TPS terhadap hasil belajar fisika, pengaruh gaya belajar terhadap hasil belajar fisika, dan interaksi antara strategi pembelajaran dan gaya belajar tehadap hasil belajar fisika. Metode quasi eksperimen dan desain faktorial 2x3 pada taraf signifikansi α=5%. Sebelum uji lanjut dengan uji Scheffe dilakukan uji normalitas Lilifors serta uji homogenitas menggunakan uji F dan uji Barlett. Temuan penelitian ini menunjukkan ada pengaruh strategi pembelajaran terhadap hasil belajar fisika. Hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe STAD lebih tinggi dari pada hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe TPS. Ada pengaruh gaya belajar terhadap hasil belajar fisika. Siswa yang memiliki kecenderungan gaya belajar auditorial memperoleh hasil belajar fisika lebih tinggi dibandingkan hasil belajar fisika siswa yang memiliki kecenderungan gaya belajar visual dan gaya belajar kinestetik. Serta terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa. Kata Kunci: strategi pembelajaran, motivasi berprestasi, bahasa indonasia. Abstract: This study aims to determine the effect of STAD type cooperative learning strategy and cooperative learning strategy of TPS type to physics learning result, influence of learning style to physics learning result, and interaction between learning strategy and learning style to physics learning result. Method of quasi experiment and 2x3 factorial design at significance level α = 5%. Before the advanced test with Scheffe test is done Lilifors normality test and homogeneity test using F test and Barlett test. The findings of this study indicate that there is an influence of learning strategies on physics learning outcomes. The result of student physics learning taught by STAD type cooperative learning strategy is higher than the students' physics learning result which is taught by cooperative learning strategy of TPS type. There is an influence of learning styles on the learning outcomes of physics. Students who have a tendency of auditorial learning style to obtain the results of physics learning is higher than the results of physics learning students who have a tendency of visual learning style and kinesthetic learning style. And there is an interaction between learning strategies and learning styles to student physics learning outcomes. Keywords: learning strategy, achievement motivation, indonasia language.

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Mumtaz, Sadaf, and Rabia Latif. "Learning through debate during problem-based learning: an active learning strategy." Advances in Physiology Education 41, no. 3 (September 1, 2017): 390–94. http://dx.doi.org/10.1152/advan.00157.2016.

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We explored medical student’s views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014–2016. Each cohort of students was randomly split into 10 small PBL groups and exposed to weekly PBL activity. Within each group, the students were divided into a proposition half and an opposition half. Students were given 1 wk for debate preparation. The students’ responses were recorded on a formulated questionnaire. Descriptive statistics were used to analyze quantitative data, and results are presented as percentages. The usefulness of debate in alleviating potential difficulties in communicating with patients was agreed to by 69% ( n = 126) of participants. That these sessions evoked critical thinking among students was reported by 78% ( n = 142). This series of debates helped 61% ( n = 111) of students to learn effectively about controversial issues. Seventy-one percent ( n = 130) considered that debate promoted argument generation and interpretation skills. Enhanced ability to analyze and research evidence was reported by 59% ( n = 108) of students. One hundred and thirteen students (62%) agreed that debate helped them to improve clinical decision-making, and 75% of students agreed that debates encouraged tolerance toward diverse viewpoints/convincing strategies. The majority of our medical students found debating enhanced analytic decision-making, communication, and critical thinking skills.

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Mawi, M. "PENGARUH STRATEGI PEMBELAJARAN DAN KEMAMPUAN PENALARAN FORMAL TERHADAP HASIL BELAJAR MATEMATIKA." Jurnal Teknologi Pendidikan (JTP) 10, no. 2 (December 30, 2017): 164. http://dx.doi.org/10.24114/jtp.v10i2.8729.

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Abstrak: Penelitian ini bermaksud untuk mengetahui perbedaan hasil belajar matematika siswa SMA melalui penerapan dua strategi pembelajaran yang diperkirakan mampu memperlihatkan hasil belajar yang signifikan. Strategi pembelajaran yang diterapkan adalah strategi pembelajaran kontekstual (Contextual Teaching Learning) dan strategi pembelajaran langsung (Direct Instruction). Penelitian ini merupakan penelitian kuasi eksperimental dengan rancangan ”Analisis Faktorial 2x2” yang dilakukan di SMA Swasta Al Ulum Medan yang terdiri dari dua kelas. Data tentang profil kemampuan penalaran formal dianalisis dengan statistik deskriptif, sedangkan keunggulan komparatif strategi CTL dan DI terhadap hasil belajar matematika dianalisis dengan teknik analisis faktorial dua jalur. Hasil analisis data menunjukkan, bahwa: (1) Secara umum, Terdapat 40,625% Siswa Kelas X SMA Swasta Al Ulum Medan memiliki kemampuan penalaran formal berada pada kualifikasi transisi, 50% berkualifikasi formal, serta 9,375% siswa dengan kualifikasi kongkrit; (2) Strategi CTL lebih unggul daripada Strategi DI; (3) Kemampuan Penalaran Formal berpengaruh terhadap hasil belajar matematika siswa; dan (4) Terdapat Interaksi Antara Kemampuan Penalaran Formal dan Strategi Pembelajaran Terhadap Hasil Belajar Matematika. Berdasarkan temuan-temuan penelitian ini maka disarankan kepada para guru Matematika untuk menggunakan strategi CTL dalam proses pembelajaran guna meningkatkan hasil belajar matematika siswa. Kata Kunci: strategi pembelajaran, kemampuan penalaran formal, matematika Abstract: This research intends to know the difference of mathematics learning result of high school students through the application of two learning strategies that are expected to show significant learning result. Learning strategy applied is contextual learning strategy (Contextual Teaching Learning) and direct learning strategy (Direct Instruction). This research is an experimental quasi research with "2x2 Factorial Analysis" design done at SMA Swasta Al Ulum Medan consisting of two classes. Data on the profile of formal reasoning ability were analyzed with descriptive statistics, while the comparative advantage of CTL and DI strategy on mathematics learning outcomes was analyzed by two-way factorial analysis technique. The results of the data analysis show that: (1) In general, there are 40.625% of students of Class X Private High School Al Ulum Medan have formal reasoning ability are in transition qualification, 50% formal qualified, and 9,375% students with concrete qualification; (2) CTL strategy is superior to DI Strategy; (3) The ability of Formal Reasoning affects the student's mathematics learning outcomes; and (4) There is an Interaction Between the Ability of Formal Reasoning and Learning Strategy to Mathematics Learning Outcomes. Based on the findings of this research it is suggested to the Mathematics teachers to use CTL strategy in the learning process in order to improve the students' mathematics learning outcomes. Keywords: learning strategy, formal reasoning ability, math

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Panda, Abinash, Swati Karve, and Dilip Mohapatra. "Aligning Learning & Development Strategy with Business: Strategy to Operations." South Asian Journal of Human Resources Management 1, no. 2 (November 28, 2014): 267–81. http://dx.doi.org/10.1177/2322093714549110.

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This research note presents the current challenges for the learning leaders in India, and what they should do to ensure that learning function is treated as a strategic function by the business leaders. The need is to align learning function with the business, assessing the current level of organizational capabilities vis-à-vis what is needed now and in the future to remain competitive. Such assessment helps to identify the capability gaps, which should be bridged through developmental interventions, conceptualized and executed by the Learning & Development function. Execution is vital for this as most often well-crafted strategy goes awry, if not properly executed. A template to operationalize Learning & Development strategy is also discussed in this article.

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Berger, Maiko. "Cultivating Autonomous Learning with a Language Learning Strategy Database." JALT Postconference Publication - Issue 2021.1; August 2022 2021, no. 1 (August 1, 2022): 53. http://dx.doi.org/10.37546/jaltpcp2021-07.

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This paper is based on a forum presentation that showcased independent learning in a university English program, language learning strategies (LLS) database development, and an opinion survey of database users. Studies have shown that successful Japanese English learners utilize a variety of LLS. One of the main learning goals of the English program is to foster students’ ability to set and achieve goals for their English study, including the creation and implementation of personalized independent learning (IL) plans. To assist students in developing autonomous learning skills, the authors aimed to identify effective LLS for a range of English goals and make them available for students to choose from through an online database. Results from a survey (n=73) indicated that students found the website easy to use and beneficial for their independent learning. Finally, the authors share the implications of this project and future directions for cultivating autonomous learners. 本稿は、フォーラムでの発表に基づき、大学の必修英語科目における自律学習、言語学習ストラテジー（LLS）のオンライン・データベース開発、ユーザー調査の結果を提示する。先行研究により、学習成果を得た日本人英語学習者は様々なLLSを活用することが示されている。英語科目の学習目標の一つとして、学習計画の作成や実行など、自らの学習目標を設定し、それを達成する能力の養成が掲げられている。本稿では、学生の自律学習能力の習得を補助するために、LLSデータベースを開発し、学生に提供するまでの過程を紹介する。さらに、量的意見調査の回答（回答数73）から、利用学生がこのデータベースを使いやすく有益であると認識しているとの結果を示す。最後に、本取り組みの意義と自律的学習者育成のための今後の展望を共有する。

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Atasheneh, Nasser, and Maki Naeimi. "Vocabulary Learning through Using Mechanical Techniques Vocabulary Learning Strategy." Theory and Practice in Language Studies 5, no. 3 (March 24, 2015): 541. http://dx.doi.org/10.17507/tpls.0503.13.

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