Relevant bibliographies by topics / Mastery learning strategies

Academic literature on the topic 'Mastery learning strategies'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Mastery learning strategies"

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

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Mahyudin, Erta, and Dewi Afifah Alihsan. "Penerapan Strategi Pembelajaran Elaborasi untuk Peningkatan Penguasaan Mufradat di Madrasah Tsanawiyah." Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 4, no. 1 (January 31, 2023): 59–77. http://dx.doi.org/10.52593/klm.04.1.04.

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Abstract This research is motivated by the problems faced by students in learning Arabic vocabulary with a distance learning system, namely the lack of students' ability to master vocabulary and the lack of application of appropriate learning strategies in distance learning. This study aims to reveal students' vocabulary mastery skills after using the elaboration strategy. Researchers used experimental research methods with a quantitative approach. Researchers used pre-test and post-test to collect data. The evidence found in this study indicates that the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected. This means that the use of elaboration strategies in the teaching and learning process of vocabulary has a strong influence. The process of teaching and learning vocabulary using elaboration strategies among students has a strong impact on their vocabulary mastery. Keywords: Elaboration strategy, vocabulary mastery
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Wallace, Ann H., and Susan P. Gurganus. "Teaching for Mastery of Multiplication." Teaching Children Mathematics 12, no. 1 (August 2005): 26–33. http://dx.doi.org/10.5951/tcm.12.1.0026.

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Why students may fail to master multiplication facts, as well as how multiplication concepts can be introduced to help with mastery. The authors also make recommendations for effective learning and teaching strategies to be used in the classroom, including those for students with special needs, to help improve mastery.
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Vlădescu, Irina. "An Experiment on Teaching English as a Foreign Language in Romanian Schools Using Mastery Learning Strategies." Journal of Education in Black Sea Region 6, no. 1 (December 4, 2020): 79–96. http://dx.doi.org/10.31578/jebs.v6i1.221.

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The last 29 years of education in the democratic system in Romania have shown that the use of mastery learning strategies is not present in our nowadays teaching-learning process. Even though studies were carried out to show the effectiveness of these strategies teachers still feel reluctant whether to implement a mastery learning model or not. The subject emphasized in this paper is related to the implementation of a mastery learning strategy during the teaching of English as a second language in a public school in Bucharest, Romania. Keywords: education, mastery learning, Romanian schools, knowledge, learning strategies
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Fu’adah, Shofwatul. "Tathbîq Tiknûlûjiyâ (Istirâtîjiyah al-Kharîthah al-Dzihniyah) li Hilli Musykilah Ta'lîm Mufradât al-Lughah al-'Arabiyah Lada Thullâb al-Fashl al-Sâbi' fî al-Madrasah al-Tsânawiyah "Nurul Jadid Banyuputih - Situbondo"." Alibbaa': Jurnal Pendidikan Bahasa Arab 1, no. 2 (August 25, 2020): 197–209. http://dx.doi.org/10.19105/alb.v1i2.3572.

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The inhibiting factor for students having difficulty in learning Arabic is that vocabulary mastery is still very limited, even though the vocabulary is an elementary language that must be mastered by foreign language learners including the Arabic Language. Therefore learning methods and strategies are very influential in the learning process and student's motivation to study. Learning strategies included in the design of domain learning technology. So the teacher in this school uses mind mapping strategies to solve the student's problem in mastering Arabic vocabulary. In this study, the researcher used a qualitative method. While the process, the researcher has a source of data from the mufradat/vocabulary learning process as well as the students involved in it. This paper discusses the implementation of learning technology (mind mapping strategy) to solve the problem of learning mufradat. And The results of this study prove that the mind mapping strategy help to improve mufradat mastery of the students and them following the learning process with pleasure.
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Fu’adah, Shofwatul. "Tathbîq Tiknûlûjiyâ (Istirâtîjiyah al-Kharîthah al-Dzihniyah) li Hilli Musykilah Ta'lîm Mufradât al-Lughah al-'Arabiyah Lada Thullâb al-Fashl al-Sâbi' fî al-Madrasah al-Tsânawiyah "Nurul Jadid Banyuputih - Situbondo"." Alibbaa': Jurnal Pendidikan Bahasa Arab 1, no. 2 (August 25, 2020): 197–209. http://dx.doi.org/10.19105/ajpba.v1i2.3572.

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The inhibiting factor for students having difficulty in learning Arabic is that vocabulary mastery is still very limited, even though the vocabulary is an elementary language that must be mastered by foreign language learners including the Arabic Language. Therefore learning methods and strategies are very influential in the learning process and student's motivation to study. Learning strategies included in the design of domain learning technology. So the teacher in this school uses mind mapping strategies to solve the student's problem in mastering Arabic vocabulary. In this study, the researcher used a qualitative method. While the process, the researcher has a source of data from the mufradat/vocabulary learning process as well as the students involved in it. This paper discusses the implementation of learning technology (mind mapping strategy) to solve the problem of learning mufradat. And The results of this study prove that the mind mapping strategy help to improve mufradat mastery of the students and them following the learning process with pleasure.
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Ong, Choon Hee. "Goal Orientation of Adult Students Towards Learning Strategies: The Malaysian Context." Psychological Thought 7, no. 2 (October 22, 2014): 156–67. http://dx.doi.org/10.5964/psyct.v7i2.114.

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The purpose of this study is to identify the goal orientation of adult students in the Malaysian context. The finding of this study shows that mastery goal orientation registered the highest mean among the adult students. Therefore, the adult students were found to have adopted mastery goal orientation in their learning process. The analysis oft-Test and One-Way ANOVA indicates that there were no significant group differences in the mean scores of mastery goal orientation among gender, age group and years of experience of the respondents. In addition, this study also attempts to offer the higher education institutions to understand the students’ learning strategies by knowing their goal orientation. It provides information on how deep learning strategies can be integrated with mastery goal orientation so that they are in line to produce better learning outcomes. It is recommended in this study that deep learning methods such as flexible learning and problem-based learning can be used to encourage students to take greater responsibilities for their learning outcomes. In this respect, they will be able to interact with the facilitator on the course material in a more practical and analytical manner. In terms of future research, this study provides validated measures of goal orientation which can be used by future researchers in the similar research setting.
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Lan, Shi, and Eric C. K. Cheng. "Students’ Metacognitive Competencies: Effect on Mastery of Learning Strategies and Outcomes." Curriculum and Teaching 36, no. 2 (December 1, 2021): 25–40. http://dx.doi.org/10.7459/ct/36.2.03.

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This paper discusses the constructs of students’ metacognitive competencies and its effect on mastery of learning strategies and enhancing learning outcomes in the context of high school in Shanghai, China, where Learning to Learn curriculum has been implemented for years. 780 students from three types of typical high schools in Shanghai participated in a questionnaire survey. Result of a structural equation model shows that metacognitive knowledge, planning, monitoring, and evaluation constitute students’ metacognitive competencies which effectively predict mastery of learning strategies and their student learning outcomes. Pedagogies for metacognitive teaching for effectively implementing the Learning to learn curriculum are proposed.
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Mevarech, Zemira R. "The Effects of Cooperative Mastery Learning Strategies on Mathematics Achievement." Journal of Educational Research 78, no. 6 (July 1985): 372–77. http://dx.doi.org/10.1080/00220671.1985.10885633.

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Mevarech, Zemira R., and Shulamit Werner. "Are mastery learning strategies beneficial for developing problem solving skills?" Higher Education 14, no. 4 (August 1985): 425–32. http://dx.doi.org/10.1007/bf00136514.

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Dissertations / Theses on the topic "Mastery learning strategies"

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Ouyang, Li. "Motivation, cultural values, learning processes, and learning in Chinese students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.

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Webber, Teresa Elisabeth. "An investigation of management learning during mid career masters degree courses which use action strategies." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341076.

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Paulmann, Greg. "Master teachers' critical practice and student learning strategies a case study in an urban school district /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1263657018.

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Thesis (Ph.D.)--Antioch University, 2009.
Title from PDF t.p. (viewed March 25, 2010). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 171-175).
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Paulmann, Greg G. "Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018.

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Nguyen, Thi Ngoc. "EFL learners in Vietnam an investigation of writing strategies : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Applied Language Studies, AUT University, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/751.

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Research into second language strategies has started as a result of the shift of focus, from teachers and teaching to learners and learning which has taken place in the field of education over the last few decades. Strategies used by good language learners have been revealed, strategies used by successful and less successful language learners have been compared, and factors influencing the use of learning strategies have also been investigated. As an attempt to contribute to gaining more insights into language learning strategy, this research aims to investigate the writing strategies used by successful and less successful English-as-a-foreign-language (EFL) learners and the relationship between strategy use and the learners’ success. A multi-method approach combining both qualitative and quantitative approaches was used to answer the research questions. This approach was achieved by means of method triangulation which consisted of structured questionnaires, semi-structured interviews, and learning diaries. Nine female adult native Vietnamese students, who were in their second year of a four-year Bachelor program at Hanoi University in Vietnam, participated in the study. Questionnaires were administered at the beginning of the data collection phase. Guidelines for diary writing were then provided to the participants. Semi-structured interviews which served as the primary method of data collection were finally conducted with each of the participants. Findings from the study showed that the successful writers not only used strategies more frequently but also used more metacognitive, memory, compensation, and cognitive strategies than the less successful writers. The study also found some strategies which were most and least frequently used by both the successful and less successful writers.
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Carranza, Gina Rae. "Perceptions of critical strategies and challenges for shaping Masters' programs in public relations in California universities." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2390.

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The purpose of this study was to analyze the perceptions of critical strategies and challenges for shaping Masters' programs in public relations in California universities. Using a qualitative approach, this study reported the findings from Web site review and interviews with leaders at four California institutions offering graduate work in Public Relations. Four primary findings included: (1) Masters' degree programs in public relations fell into a wide range of disciplines and titles. (2) Close connections with industry practitioners strengthened curriculum and assessment. Connections often occurred through the use of practitioners as adjunct faculty, allowing current perspectives on public relations practices and use of media. (3) Experiential learning and authentic activities, both in the classroom and through internships, were critical. (4) Each program was designed to give students both the theoretical foundation and the practical application of the profession. These findings confirmed theoretic frameworks for ideal graduate education programs and professional frameworks from Public Relations Society of America. The study concludes with recommendations for practice. First, a high quality graduate program would include multiple perspectives from diverse faculty and participants. Second, a high quality graduate program would emphasize participatory cultures, incorporating a shared program direction, and a community of learners. The third attribute of a high quality graduate program in public relations would foster a community of learners. Planned breadth and depth course work would be the fourth important element. The last recommendation for developing and sustaining a high quality graduate program would be to attain or pursue adequate resources.
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Poolla, Radhika. "A Reinforcement Learning Approach To Obtain Treatment Strategies In Sequential Medical Decision Problems." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000215.

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Pivac, Lynette. "The acquisition of New Zealand Sign Language as a second language for students in an interpreting programme the learners' perspective : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Arts in Applied Language Studies, AUT University, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/764.

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This research study presents an investigation of interpreter trainees acquiring New Zealand Sign Language (NZSL) as a second language (L2) outside their formal classroom learning. This study was motivated firstly by a concern that a considerable reduction in learner and lecturer contact hours within an NZSL interpreting programme would compromise graduate NZSL competency, necessitating a compensatory approach predominantly in the context of the Deaf community. Secondly, the study attempts to address a marked gap in research related to L2 sign language learning from a socio-cultural perspective. Semi-structured interviews were conducted in a bilingual context (NZSL and English) in order to gain the ‘inside’ perspectives of six NZSL learners who had just completed a two-year Diploma in Sign Language Interpreting. The interviews sought to uncover the informal NZSL language learning opportunities used by the participants, especially within the social context of the Deaf community, and the individual learner strategies utilised by ‘good learners’ of NZSL. Interview data were transcribed and were analysed by employing qualitative methods. Coding of the data revealed a number of categories which were subsequently examined for salient themes relating to the research questions. The main findings of the study revolved around the significance of L2 learner access to social and material resources, especially within the Deaf socio-cultural context. Of particular significance was the enhancement of learner motivation and confidence as was the frequency and depth of interaction with Deaf people and degree of mediated NZSL learning from NZSL mentors. Of key importance were the social relationships and networks developed with L1 users, which facilitated access to an array of NZSL learning opportunities. Material language learning resources, such as NZSL video samples and equipment were also useful, when interaction with Deaf people was not possible due to heavy study demands, especially in the second year of the programme. Learner involvement in the Deaf community, particularly within Deaf social networks, resulted in significantly improved linguistic, pragmatic and socio-cultural competency. The findings of the study raise two main implications. Firstly, the study highlights the need for NZSL interpreting curriculum enrichment and the resourcing of the programme to foster learner autonomy. Secondly, to date there has been little research on adult L2 sign language learning outside the classroom context and the study may stimulate further studies of the acquisition of sign language as a second language. The study may also be of benefit to autonomous L2 sign language learners and stakeholders in sign language interpreting education around the world.
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Rodriguez, Michael. "Learning Strategies Employed by College Aged Students with Disabilities: The Link Between Metacognition, Motivation, and Working Memory." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/856.

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The aim of this study is two-fold. First, we want to understand the levels of metacognitive awareness of learning strategies in undergraduates with learning disabilities. Previous research states that recall is the most effective method of studying, but most students prefer to reread their notes or textbook which is ineffective. Second, we want to explore the link between Working Memory and metacognitive awareness of learning strategies in undergraduates with learning disabilities. The learning strategies that college students with and without disabilities is examined, we found that students in both groups preferred the usage of the same strategies equally. The most preferred strategy was rereading notes/textbook, and least preferred was studying in groups. Interestingly, we found no differences between the groups with regards to their: motivation, metacognition, and working memory. Initially, it was found that the group of students with disabilities greatly differed in visual-spatial working memory, however, once we controlled for those who were visually-impaired or had attention deficit hyperactivity disorder (ADHD), the results became non-significant. Gender differences in learning strategies was examined and we found that males preferred the usage of completing practice problems and the usage of mnemonic devices, whereas females preferred highlighting their notes or textbook.
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Crighton, Keith S. "Designing, producing and evaluating a multimedia computer based education system for teaching red eye diagnosis." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36744/1/36744_Digitised%20Thesis.pdf.

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The aim of this research thesis was to develop principles for the production of a computer based education (CBE) system designed to teach the diagnosis of 'red eyes' to undergraduate optometry students. The topic of 'red eyes' was chosen as the subject matter for this research because of an increasing movement by Australian optometrists towards using therapeutic agents for the treatment of 'red eyes'. Based upon the results of an extensive literature review on CBE and effective teaching strategies, a series of four separate tutorials on 'red eye' diagnosis was developed. The first tutorial was initially programmed and evaluated in a pilot study. Results from this evaluation were incorporated into the design of a further three tutorials which increased in difficulty and decreased in feedback from tutorial one to four. Assessment of the four tutorials was then conducted using nine final year students and one recent graduate. Qualitative evaluation of the tutorials indicated that the teaching strategies that were applied were successful in teaching most of the concepts considered important in 'red eye diagnosis'. Of note was the feeling of the students that they had increased their understanding of the topic and their enthusiasm for the usefulness of the tutorials and for CBE in general. As a result of this research process, a structure was developed for teaching the topic of 'red eye' diagnosis that breaks the learning process down into four stages: 1. Recognition and Nomenclature 2. Signs & Symptoms/Differential Diagnosis 3. Simulated Controlled Examinations 4. Simulated Uncontrolled Examinations. Each of these four stages needs to be assessed in a similar manner to that used in the research and described in this thesis.
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Books on the topic "Mastery learning strategies"

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Bernitzke, Fred Heinz. Mastery-Learning-Strategie als Unterrichtsalternative: Empirische Studie zur Effektivität der Mastery-Learning-Strategie und zu Interdependenzen mit Schülermerkmalen. Frankfurt am Main: P. Lang, 1987.

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Jensen, Eric. Superteaching: Master strategies for building student success. [S.l.]: [s.n.], 1988.

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Calkins, Lucy McCormick. Helping children master the tricks and avoid the traps of standardized tests. [College Park, MD: ERIC Clearinghouse on Assessment and Evaluation, University of Maryland, 1999.

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Mark, Wilding, ed. Master the AP calculus AB & BC tests: Teacher-tested strategies and techniques for scoring high. 3rd ed. Lawrenceville, NJ: Peterson's/Thomson/Arco, 2003.

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Kelly, W. Michael. Master the AP Calculus AB & BC test: Teacher-tested strategies and techniques for scoring high. Lawrenceville, NJ: Arco/Thomson Learning, 2001.

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Advanced Strategies for Selective Trout (Mastery Learning System). 3M Company, 1996.

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Marshall, Marie Grace. STUDENT PERCEPTIONS OF MASTERY LEARNING STRATEGIES IMPLEMENTED IN A NURSING CURRICULUM. 1986.

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A Mastery Toolkit, Coaching Students to Become "Can Do" Learners: Empowering Kids to Succeed with Responsible Learning. Foundation Mindsets, Essential ... Build New Connections, & Ensure Retention. Greenleaf & Papanek Publications, 2005.

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Olson, Robert. Brain Training Mastery: Advanced Learning Strategies to Improve and Expand Memory Concentration and Be More Focalized. Independently Published, 2020.

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Kuhn, Carole J. A quasi-experimental study of mastery learning strategies in the teaching of intermediate French in a suburban high school. 1985.

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Book chapters on the topic "Mastery learning strategies"

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"Practical Application Culturally and Linguistically Responsive Instructional Strategies That Advance Learning in EL and SEL Populations." In Academic Language Mastery: Culture in Context, 19–46. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2017. http://dx.doi.org/10.4135/9781506337845.n3.

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Carvalho da Silva, Maria da Piedade. "“Learning from One Another” eTwinning Project." In Handbook of Research on Didactic Strategies and Technologies for Education, 170–81. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch016.

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Learning a foreign language (FL) entails more than attaining the mastery of a system of linguistic norms or the functional and pragmatic aspects of that language. It requires learning to adapt to different cultural norms. So, the challenge is to provide FL learners with opportunities to interact with people from other cultural and linguistic realities and re-focus the aims of FL learning to the development of intercultural communicative competence (ICC). The introduction of information and communication technology (ICT) in education not only enhances the access to information but also enables intercultural contact among individuals from diverse cultural backgrounds, setting the conditions for the development of curriculum-based telecollaboration projects. The LOA eTwinning project presented in this chapter was implemented in the context of an action-research project aimed to introduce an intercultural approach to teaching English to raise pupils’ motivation and challenge them to become more creative, more collaborative, and more autonomous.
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Shelton, Kaye, Diane Mason, and Cindy Cummings. "Strategies for Online Course Development to Promote Student Success." In Handbook of Research on Education and Technology in a Changing Society, 152–64. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch012.

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In spite of online teaching having existed for almost two decades, many courses still mirror the traditional objectivist classroom. However, the literature clearly validates that a different approach must be taken for online course design that includes a pedagogical shift to constructivist methods that encourage transference of learning such as mastery learning, problem-based and project-based learning, authentic learning and assessment, and collaboration. This chapter presents elements of constructivist course design for increased online student engagement that can support online student success.
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Beyerlein, Michael, and Soo Jeoung Han. "The STEM Project Team as a Student-Developed Learning Environment." In Student-Driven Learning Strategies for the 21st Century Classroom, 44–60. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1689-7.ch004.

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Global competitiveness based on technological innovation has led to an increasing emphasis in education systems at all levels of the STEM fields – learning the content and methods of science, technology, engineering, and mathematics. The assumption seems to be that competitive advantage in business and industry is based on employee mastery of STEM knowledge for innovation. However, educators seem to be missing the importance of the immediate work team environment as the context of innovative thinking and of the competencies making that possible through learning, collaboration, communication, and creativity. This chapter builds a case for educators to deliberately work at developing those competencies at the team level throughout all levels of the education system. Teamwork leverages the knowledge and skill of team members for innovating to solve complex problems.
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Ajayi, I. A., and O. B. Ajayi. "Cooperative Learning Strategies for Effective Teaching and Learning Science Courses in Large Classes." In Encyclopedia of Information Communication Technology, 127–31. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch017.

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Cooperative learning involves students working in groups on problems or projects such that it fosters positive interdependence, individual accountability, leadership, decision making, communication, and conflict management skills (Johnson, Smith, & Smith, 1991). Felder and Brent (1983) indicate that cooperative learning also enhances short-term mastery, long-term retention, understanding of course material, critical thinking, and problem solving skills. Recent literature suggests a number of cooperative learning strategies; however, many of these strategies may not be as effective or practical in large classes because of the larger number of students. Teaching a large class itself is challenging. Introducing cooperative learning strategies in large classes is even more challenging. Felder has described some innovative techniques including cooperative learning strategies for effectively teaching large classes. This article describes some other cooperative learning strategies that were used in large classes and provides results of student feedback on those strategies. The second section describes the results of a local survey on large class offerings in science education in some institutions in the western part of Nigeria. The third section describes cooperative learning strategies that were used inside or outside of a classroom. The results and conclusions are given in the fourth and fifth sections, respectively.
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Hoge, Brad. "GBL as PBL." In Transforming K-12 Classrooms with Digital Technology, 58–82. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4538-7.ch004.

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GBL is proving to be a promising and engaging tool for STEM learning. How GBL affects content and mastery is unknown, however. For GBL to be more than an engaging tool for delivery of basic knowledge, it must be designed to achieve the goals of PBL. PBL achieves mastery by using principles of inquiry to promote constructive learning. The challenge is to keep GBL engaging while incorporating inquiry strategies into gameplay. This can be achieved through immersive micromanagement games that incorporate content mastery objectives into player strategies for advancement in the game's plot. Complexity introduced through evolving game scenarios should push players towards decisions based on content lessons. Players should be allowed to personalize their experience through the use of avatars and should play a role in the execution of strategies within the game. Team play and competition can also enhance the PBL elements and increase cognitive outcomes.
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Hoge, Brad. "GBL as PBL." In Gamification, 364–88. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch018.

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GBL is proving to be a promising and engaging tool for STEM learning. How GBL affects content and mastery is unknown, however. For GBL to be more than an engaging tool for delivery of basic knowledge, it must be designed to achieve the goals of PBL. PBL achieves mastery by using principles of inquiry to promote constructive learning. The challenge is to keep GBL engaging while incorporating inquiry strategies into gameplay. This can be achieved through immersive micromanagement games that incorporate content mastery objectives into player strategies for advancement in the game's plot. Complexity introduced through evolving game scenarios should push players towards decisions based on content lessons. Players should be allowed to personalize their experience through the use of avatars and should play a role in the execution of strategies within the game. Team play and competition can also enhance the PBL elements and increase cognitive outcomes.
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Toropova, Anna. "Learning to Hate." In Feeling Revolution, 84–115. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198831099.003.0004.

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With the return of the thriller genre onto Soviet screens in the late 1930s, cinema took a direct role in cultivating feelings of paranoid hatred for enemies. A body of films staging conspiracy, sabotage, and dark plots deployed the image of a persecutory ‘other’ to draw the defensive contours of Soviet identity. The Stalinist thriller’s mechanisms of paranoid projection and ‘splitting’ manufactured a sense of narcissistic self-mastery by directing outwards the ego-hostile forces internal to the subject. These paranoid defence strategies depended, however, on a risky process of negotiation. To create an image of a unified and harmonious social order, the thriller vividly represented threats to Soviet borders and identity, exposing their precariousness and fragility. Focusing on the genre’s deployment of the figure of duplicitous enemy and the narrative strategy of suspense, this chapter shows how the thriller’s characteristic unsettling of familiar patterns of identification turned the enemy’s ‘otherness’ into an object of fascination as well as repulsion. The thriller’s capacity to collapse boundaries between ‘Soviet’ and ‘unSoviet’ was nowhere more apparent than in the body of ‘dark’ films that emerged during the post-war period. Gesturing towards film noir’s pervasive sense of enclosure, loneliness, and anxiety, post-war thrillers like Secret Mission (dir. Mikhail Romm, 1950) and A Scout’s Exploit (dir. Boris Barnet, 1947) no longer permitted the spectator to identify with a position of narcissistic self-mastery. These ‘dark’ post-war thrillers conjured up a universe in which systems of knowledge proved unstable and identity structures vulnerable to contamination.
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Sun, Wenting, Niels Pinkwart, and Tongji Li. "Current State of Learning Analytics." In Advancing the Power of Learning Analytics and Big Data in Education, 1–28. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7103-3.ch001.

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Applying learning analytics (LAs) to actual teaching scenarios is a huge challenge. One of the problems that is required to be solved is how to combine LAs with pedagogy. Activity theory (AT) provides a conceptional tool for social human activities including objects and tools. Combining AT and pedagogical strategies as an analysis framework, this chapter analyzes LA application scenarios in seven components: subject, objective, community, tools, rules, division of labor, and outcomes. And learning theories present an in-depth analysis of rules. Conclusion shows in the LA application: teachers and students are main subjects; knowledge mastery is a common object; researchers and administrators play important roles while teachers have no specific teaching guidance to follow; presentation strategies of content are abundant; LAs integrate with multiple assessments; behaviorism, cognitivism, and constructivism embodied at different degrees; measurement of LAs application are diverse; not only learners, but characteristics of tasks need to be further studied.
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Zap, Nicholas, and Jillianne Code. "Self-Regulated Learning in Video Game Environments." In Handbook of Research on Effective Electronic Gaming in Education, 738–56. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch042.

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Video games engage players in rapid and complex interactions of self-regulatory processes. The way individuals regulate their cognitive, affective, and behavioral process while playing electronic games, relates to their ability to cope with the onslaught of information that electronic games require for their mastery. The psychological factors that produce self-regulated learning are explored as they relate to a player’s intentionality, interest, aptitude, motivation, goal-setting, and affect while playing games. A discussion of video games as authentic learning environments looks at the roles of student initiated learning in authentic contexts and specific design strategies are outlined. Practical learning strategies that promote SRL are presented to facilitate the use of conscious self-regulatory skills that students can implement in these authentic learning environments. This chapter opens the discussion of the role of self-regulated learning in video game environments and its impact in the field of educational gaming.
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Conference papers on the topic "Mastery learning strategies"

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Ljubin-Golub, Tajana. "THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."
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Maček Jerala, Milena. "Kognitiven pristop k motivaciji in učenju pri višješolskih študentih." In Society’s Challenges for Organizational Opportunities: Conference Proceedings. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.3.2022.38.

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In the article, we focused on the connections between learning or. academic motivation and learning strategies in higher education. In the theoretical part, we explained the basic concepts on the basis of the read literature listed in the bibliography, and in the empirical (research) part, we conducted a survey of students of Higher Vocational College. We used the freely available Questionnaire of Motivation and Learning Strategies, based on a cognitive approach to motivation and learning, which is characterized by emphasizing the intertwining of cognitive and emotional components in learning. There is a statistically significant medium-strong positive association between beliefs about self-efficacy and repetition and elaboration, and a weak positive association with the organization. There is a statistically significant weak positive association between metacognition and time and learning space, peer learning and seeking help - with more frequent use of metacognitive strategies, mastery of time and learning organization strategies, turning to peers or teachers for help increases statistically significantly.
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Danial, Muhammad, Dr Nurlaela, and Mohammad Wijaya. "The Effect of Buffer Chemisry Learning Strategies Based on Investigation to Critical Thinking Skills, Metacognition, and Mastery of Concepts of Senior High School Students." In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icamr-18.2019.22.

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Ahlgren, David J., and Igor M. Verner. "Robot Competitions: Curricula, Projects, and Educational Research." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59220.

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This paper discusses the role and significance of robot competitions in engineering education with focus on experiences with the Trinity College Fire-Fighting Home Robot Contest, a mature international event that has attracted teams from more than 115 universities around the world. We consider development of effective learning environments for robot design projects, including first-year undergraduate engineering design courses and upper-level robot research and development teams. With regard to the latter, we describe our instructional strategies of choosing team projects, imparting competences and teamwork skills, reporting results, and assessing progress. We also consider achievement of ABET outcomes through competition-based design projects, and means to maximize student self-efficacy beliefs through mastery experiences in robotics. Finally we present methods for effective assessment and evaluation.
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Ghosh, Amitabha. "Formative Assessment Using Multiple Choice Questions in Statics and Dynamics." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66304.

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A two-loop learning outcomes assessment process was followed to evaluate the core curriculum in Mechanical Engineering at Rochester Institute of Technology. This initiative, originally called the Engineering Sciences Core Curriculum, provided systematic course learning outcomes and assessment data of examination performance in Statics, Mechanics, Dynamics, Thermodynamics, Fluid Mechanics and Heat Transfer. This paper reports longitudinal data and important observations in the Statics-Dynamics sequence to determine efficacy and obstacles in student performance. An earlier paper showed that students’ mastery of Dynamics is affected largely by weak retention of fundamentals of Statics and mathematics. New observations recorded in this report suggest the need for better instructional strategies to teach certain focal areas in Statics. Subsequesntly offered Dynamics and Fluid Mechanics classes further need reinforcement of some of these fundamental topics in Statics. This report completes a 9 year long broader feedback loop designed to achieve the educational goals in the Statics-Dynamics sequence.
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Al-Tawil, Rima. "Electronic Nonverbal Cues (eNVC) and the Deeper Learning Tapestry." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8321.

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This poster illustrates the findings of my recent qualitative study that adopted a reflexive narrative methodology to explore whether electronic nonverbal cues (eNVC) can contribute to deeper learning through interaction and engagement in the online course discussion forums. The rationale for focusing on asynchronous discussions emanates from their absence from the list of instructional strategies used during the pandemic-forced pivot to remote teaching. Although discussion forums constitute the primary tool for distance education offered online, studies to date suggest that instructors not only rely on video technologies for emergency teaching, but also anticipate continued use of video conferencing tools post-pandemic. Narratives gathered throughout this study suggest that such tools can add to the frustrations of students facing various challenges such as: needing more time to process information before responding, having limited access to electricity and internet connection, or living in a crowded/noisy physical space that prevents them from focusing. While discussion forums can address some of these issues by liberating the learning environment from its spaciotemporal constraints, they are often perceived as lacking the level of interaction embedded in nonverbal cues exchanged during face-to-face communication. However, an examination of the categories of nonverbal cues reveals that some of them can infiltrate asynchronous, text-based communication as eNVC, including but not limited to: chronemics, absence or pauses in communication, and visual expressions. These eNVC are interwoven with written words like strands in a tapestry, and they have the potential of influencing the learners’ and instructor’s interaction and engagement that promote deeper learning. In the last decade, the term deeper learning emerged as an umbrella term for desirable attributes of twenty-first-century secondary education that prepare learners to succeed in education, career, and civic life. Scholars also describe deeper learning as an ever-evolving spiral that emerges at the intersection of mastery, identity, and creativity. The spiral analogy is pivotal to this study, along with the symbolism of the tapestry. The poster visually represents these imageries, connecting them with the participants’ recommendations for providing every student with opportunities to experience deeper learning through interaction and engagement in the online course asynchronous discussions.
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Shuman, Larry J., Mary Besterfield-Sacre, Renee Clark, and Tuba Pinar Yildirim. "The Model Eliciting Activity (MEA) Construct: Moving Engineering Education Research Into the Classroom." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59406.

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A growing set of “professional skills” including problem solving, teamwork, and communications are becoming increasingly important in differentiating U.S. engineering graduates from their international counterparts. A consensus of engineering educators and professionals now believes that mastery of these professional skills is needed for our graduates to excel in a highly competitive global environment. A decade ago ABET realized this and included these skills among the eleven outcomes needed to best prepare professionals for the 21st century engineering world. This has left engineering educators with a challenge: how can students learn to master these skills? We address this challenge by focusing on models and modeling as an integrating approach for learning particular professional skills, including problem solving, within the undergraduate curriculum. To do this, we are extending a proven methodology — model-eliciting activities (MEAs) — creating in essence model integrating activities (MIAs). MEAs originated in the mathematics education community as a research tool. In an MEA teams of students address an open-ended, real-world problem. A typical MEA elicits a mathematical or conceptual system as part of its procedural requirements. To resolve an MEA, students may need to make new connections, combinations, manipulations or predictions. We are extending this construct to a format in which the student team must also integrate prior knowledge and concepts in order to solve the problem at hand. In doing this, we are also forcing students to confront and repair certain misconceptions acquired at earlier stages of their education. A distinctive MEA feature is an emphasis on testing, revising, refining and formally documenting solutions, all skills that future practitioners should master. Student performance on MEAs is typically assessed using a rubric to measure the quality of solution. In addition, a reflection tool completed by students following an MEA exercise assists them in better assessing and critiquing their progress as modelers and problem solvers. As part of the first phase a large, MEA research study funded by the National Science Foundation and involving six institutions, we are investigating the strategies students use to solve unstructured problems by better understanding the extent that our MEA/MIA construct can be used as a learning intervention. To do this, we are developing learning material suitable for upper-level engineering students, requiring them to integrate concepts they’ve learned in foundation courses while teasing out misconceptions. We provide an overview of the project and our results to date.
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Myers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.

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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking parents. Young children absorb language like sponges repeating their teacher and if their French is inaccurate, learning the mistakes. What is however of more crucial importance is not to replicate language programs delivery from which learners emerge without sufficient mastery to make themselves understood because of inaccurately learnt language forms. Therefore, we have to uncover remedies to properly guide all learners, through strategies and techniques for their individual management of the language they are trying to acquire-learn. We want to ensure an economy of time in teaching programs with efficient contact times. Revisiting language programme approaches to uncover what was advocated for error correction, we looked at actional attention (Ellis, 1992), work on noticing (Fotos, 1993), markedness (Larsen-Freeman, 2018), interference (Abdullah & Jackson, 1998) interlanguage theory (Selinker, 1972), the monitor model (Krashen, 1982) and recent types of approaches, namely notional functional, communicative, and action-oriented. As well, we gleaned insights from a review of the literature on strategies and techniques including Raab, (1982) on spectator hypothesis with feedback to the whole class; through peer correction by Cheveneth, Chun and Luppesku (1983); with other innovative techniques suggested by Edge (1983); techniques advocated by Vigil and Oller (1976) for oral correction; and correction across modalities (Rixon, 1993). We will report on a qualitative study (Creswell & Poth, 2018) based on an analysis of instructor’s notes regarding the observed effect on some of the strategies that were tried and across different student groups. In this study, notes on how the instructor devised ways of drawing attention and using metacognition to obtain the best results are examined. In addition, ways involving the affective domain, through emotions and also using innovative ways through disruptions etc. were tried to see if they provided a further impact. Students reported that they appreciated the corrective feedback the way it was dispensed. However results show a variety of concerns, namely the problem with deeply fossilized errors, some students’ being over confident about their language ability, and either a deep concern for making errors that is paralyzing or a belief that over time correction will take place in interlanguage development without making any effort. Due to page limitations, in this paper we will essentially present overarching aspects."
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Zlatkin, Audrey, Costas Koufogazos, and Gwen Campbell. "Behavior-based performance optimization in military training environments." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002420.

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The quality of instruction Warfighters receive can substantially influence mission readiness. As such, it is important that military instructors develop and maintain instructional competencies to adequately promote relevant knowledge and skills among trainees. However, unlike K-12 educators, active-duty military instructors are not often provided opportunities for formal instructional training; that is, training on how to teach (Malone, Vogel-Walcutt, Ross, & Phillips, 2014). While their content, domain knowledge, and leadership skills are strong, military instructors lack “expert instructor techniques” and skill in implementing useful strategies to convey their knowledge to trainees. They are typically not afforded time and resources to develop these skills prior to taking charge of training new members of the Armed Forces. There was a need to design training tools for accelerating mastery among military instructors via rapid acquisition of high-quality instructional skills to ensure effective learning and retention among trainees.To address this challenge, Design Interactive developed an adaptive training tool, the Interactive Military Instructor Training and Assessment Technology (IMITATE). There was a focus on incorporating research-based training interventions such as video self-modeling, prompting, performance reflection, practice and feedback to support accelerated mastery of observable skills. The goal of the IMITATE program was to optimize the learning experience for military instructors with a tool that they could utilize to sharpen and receive interactive feedback on the skills that are crucial to being a good instructor. The system implements customizable rating systems made up of key performance areas (KPAs), broken down into observable behaviors with detailed rating anchors. This creates a competency- based approach for instructors, who through IMITATE, can receive structured, personalized feedback to quickly bridge performance gaps. IMITATE utilizes a three-stage approach for training – Prepare, Practice, and Assess. The Prepare stage provides introductory video-based observation and training that identifies the KPAs and behaviors and illustrates expert performance in the form of lessons. In the Practice stage, instructors practice their skills while receiving standardized, behavior-based assessment through an intuitive rating tool that provides observers with guidance on how to rate, promoting consistency between observers. The final stage, Assess, is where results are captured and displayed for immediate, actionable, structured and personalized feedback. A video-based after-action review offers session playback paired with time-synced ratings to highlight effective or ineffective performance. Built-in analytics enable performance comparisons between individuals and groups over time. Usability for IMITATE is consistently being assessed and refined based on end-user feedback. This iterative, user-centered design process enables a learning tool that is easy to use and applicable across a variety of domains. Integrating these research-based training interventions with a user-centered design process enabled the Design Interactive team to build upon existing military training protocols to enhance instructor competence, reduce instructor development costs, and improve mission readiness. This method is currently informing additional R&Defforts across the Marine Corps and Air Force and has been tested across a wide range of use cases from military, medical, academic, and industrial settings.
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Silvestre Bergés, Santiago. "Innovation strategies to develop specific professional skills on photovoltaic systems engineering." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1324.

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This work describes experiences learned in teaching photovoltaic (PV) courses in Engineering Master Degrees at the UPC. These PV courses are included as elective courses in the Master of Energy Engineering included in the international master programs: Environomical Pathways for Sustainable Energy Systems (SELECT) and Renewable Energy (RENE) and in the Master Degree in Electronic Engineering at the Universitat Politècnica de Catalunya (UPC) in Barcelona, Spain. These Master Degrees are aligned with the objectives of the European SET plan and the objectives of KIC InnoEnergy in the field of renewable energies and aim at delivering education for high competency and quality engineering skills in the field. The content of these programmes is focused to the renewable technologies concept of “learning by doing”, so combining deep theory knowledge (top-down approach) with internship in industry co-advisored by the university and the industry (bottom-up approach) in an international environment.
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Reports on the topic "Mastery learning strategies"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Bykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim, and Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4441.

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The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.
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