Gotowe bibliografie tematyczne / Learning strategies

Gotowa bibliografia na temat „Learning strategies”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Learning strategies"

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Sulistiyani, Rina. "IMITATION STRATEGIES FOR SME’S LEARNING PROCESS TOWARDS INNOVATION STRATEGIES". Asia Pacific Management and Business Application 1, nr 2 (30.12.2012): 141–55. http://dx.doi.org/10.21776/ub.apmba.2012.001.02.4.

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Voloshchuk, Ivan, i Yaroslav Rudyk. "Learning Strategies for the Gifted". Education and Development of Gifted Personality, nr 1(84) (2022): 6–13. http://dx.doi.org/10.32405/2309-3935-2022-1(84)-6-13.

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Claxton, Guy, J. Nisbet i J. Shucksmith. "Learning Strategies". British Journal of Educational Studies 35, nr 2 (czerwiec 1987): 184. http://dx.doi.org/10.2307/3121453.

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SHINOGAYA, KEITA. "Learning Strategies :". Japanese Journal of Educational Psychology 60, nr 1 (2012): 92–105. http://dx.doi.org/10.5926/jjep.60.92.

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Drace, Kevin. "Learning Strategies". American Biology Teacher 79, nr 1 (1.01.2017): 71–72. http://dx.doi.org/10.1525/abt.2017.79.1.71b.

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Hanaki, Nobuyuki, Rajiv Sethi, Ido Erev i Alexander Peterhansl. "Learning strategies". Journal of Economic Behavior & Organization 56, nr 4 (kwiecień 2005): 523–42. http://dx.doi.org/10.1016/j.jebo.2003.12.004.

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Yucedal, Hur Mustafa. "Learning Strategies in Lifelong Learning". International Journal of Social Science Research and Review 5, nr 9 (3.10.2022): 559–65. http://dx.doi.org/10.47814/ijssrr.v5i9.445.

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The individual's interest in reading, thinking and analyzing to gain information for personal or professional reasons can be called lifelong learning. Learning for an individual begins in the family, develops in school, and continues throughout life. That is why learning is sustainable. To succeed in life, it is essential to be educated. To obtain new information, the individual must have a learning style and develop himself with strategies. In this article, the writer emphasizes the teachers' mission on teaching strategies and why learners need learning strategies in lifelong learning.
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Locastro, Virginia. "Learning Strategies and Learning Environments". TESOL Quarterly 28, nr 2 (1994): 409. http://dx.doi.org/10.2307/3587445.

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Wright, Anthony A. "Concept Learning and Learning Strategies". Psychological Science 8, nr 2 (marzec 1997): 119–23. http://dx.doi.org/10.1111/j.1467-9280.1997.tb00693.x.

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Concept learning and learning strategies of pigeons were manipulated in a matching-to-sample task. Groups of 4 pigeons responded either 0, 1, 10, or 20 times to a sample stimulus, and then chose between a matching comparison stimulus and a nonmatching comparison stimulus. Tests with unfamiliar arrangements of the three training stimuli showed that learning was not by if-then rules. Tests with novel stimuli showed that as the number of sample responses increased, learning about the configural pattern of each display gave way to more learning about the sample-comparison relationship and more concept learning. Pigeons making the most sample responses showed complete concept learning.
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Shin, Hong-Im. "Learning strategies and deep learning". Korean Medical Education Review 11, nr 1 (30.06.2009): 35–43. http://dx.doi.org/10.17496/kmer.2009.11.1.35.

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

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Salovaara, H. (Hanna). "Achievement goals and cognitive learning strategies in dynamic contexts of learning". Doctoral thesis, University of Oulu, 2005. http://urn.fi/urn:isbn:9514277635.

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Abstract This study investigates secondary school students' motivational achievement goals and cognitive learning strategies in inquiry-based computer supported collaborative learning. The study undertakes a contextual approach where students' context specific interpretations are highlighted. Achievement goals and cognitive learning strategies are introduced within a theoretical framework of self-regulated learning to explain their interrelationship and magnitude within a learning process. The research design was a longitudinal, quasi intervention design involving multiple methods, namely quantitative self-reports and qualitative process oriented interviews. Empirical parts of the study are reported in four individual articles. The purpose of Study I was to recognise strategic patterns emerging in students' computer supported collaborative inquiries. The results indicated that strategies were adjusted according to the demands of the learning situation. Although students' inquiry processes were dominated by surface-level strategies, also deeper level and metacognitive strategies were reported. Study II investigated students' use of cognitive learning strategies in two pedagogically different learning contexts. The results suggest that inquiry-based computer supported collaborative learning activities may enhance the use of deeper level cognitive strategies, such as monitoring, sharing information and creating representations. Study III examined the changes in students' motivational achievement goal interpretations and the situational dynamics of students' goals and strategies over a period of three years. The data show how the students' interpretations of their goals and strategies vary during different years of the study. The students seem to develop both individual and contextual goals, as well as strategies, to self-regulate in the new pedagogical culture. Study IV looked at the congruence between students' general achievement goals and their context specific goals. The findings indicate incongruence between general level goal orientations and contextual goal interpretations and, thus, underline the importance of subjective interpretations of achievement goals. The results indicate that both achievement goals and cognitive learning strategies have contextual characteristics and illustrate the need to understand the interplay of motivational and cognitive processes. The results also show the importance of longitudinal research for pointing out some of the motivational and cognitive effects of the pedagogical interventions. Finally, the results of the study suggest that the social dimension of students' cognitive and motivational processes and self-regulation should be studied in more detail
Tiivistelmä Tutkimuksessa tarkastellaan yläasteen oppilaiden motivationaalisia tavoitteita ja kognitiivisia oppimisstrategioita tietokoneavusteisen kollaboratiivisen oppimisen sekä tutkivan pedagogisen lähestymistavan periaatteita noudattavissa oppimistilanteissa. Teoreettisesti tutkimus nojautuu sosiokognitiiviseen näkemykseen oppimisesta ja korostaa kontekstuaalista lähestymistapaa, jossa painotetaan oppijoiden yksilöllisten ja kontekstiin sidottujen tulkintojen merkitystä. Taustalla on näkemys oppimisen kontekstien ainutlaatuisuudesta, jatkuvasta muuttumisesta ja dynaamisuudesta, joka puolestaan vaikuttaa oppimisen motivationaalisiin ja tiedollisiin prosesseihin. Tutkimus koostuu neljästä itsenäisestä empiirisestä artikkelista sekä tutkimuksen teoreettisen taustan, tavoitteet, menetelmät ja tulokset kokoavasta yhteenveto-osasta. Tutkimuksen teoreettisessa osassa pyritään hahmottamaan motivationaalisten saavutustavoitteiden sekä kognitiivisten oppimisstrategoiden välisiä yhteyksiä sekä niiden merkitystä oppimisprosessin kokonaisuudessa. Tutkimuksen keskeiset käsitteet, motivationaaliset tavoitteet ja kognitiiviset oppimisstrategiat esitetään osana oppimisen itsesäätelyn teoreettista viitekehystä. Kolmivuotisessa tutkimuksessa toteutettiin pedagoginen interventio, jossa ryhmä oppilaita työskenteli yläasteen ajan tietokoneavusteisen kollaboratiivisen oppimisympäristön tukemana tutkivan oppimisen mallia noudattaen äidinkielen tunneilla. Oppilaiden motivaatiota ja kognitiivisia oppimistrategioita tarkasteltiin useiden menetelmien avulla. Pääosan tutkimuksen aineistosta muodostavat oppilaiden toistetut kvantitatiiviset itsearviot sekä kvalitatiiviset prosessisuuntautuneet haastattelut. Kokonaisuudessaan neljässä empiirisessä artikkelissa raportoidun tutkimuksen tulokset osoittavat, että sekä motivationaalisiin tavoitteisiin että kognitiivisiin oppimisstrategioihin liittyy tilannesidonnainen ulottuvuus, jossa oppijoiden omilla henkilökohtaisilla tulkinnoilla on suuri merkitys. Lisäksi tutkimuksen tulokset kuvasivat motivaation ja kognitiivisten strategioiden vuorovaikutusta oppimisessa ja nostivat esiin tarpeen tarkastella oppimista eri osaprosessien välisen dynamiikan kautta. Tutkimuksen pitkittäistulokset osoittavat pitkäjänteisen tutkimuksen olevan tarpeen pedagogisten interventioiden sekä oppimiskontekstien dynamiikan tutkimisessa. Erityisesti haastatteluaineistosta esiin nostetut tulokset osoittavat sosiaalisen kontekstin merkitystä oppimisen kognitiivisissa ja motivationaalisissa prosesseissa sekä oppimisen itsesäätelyssä
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Lompscher, Joachim. "Learning strategies : an essential component of learning activity". Universität Potsdam, 1994. http://opus.kobv.de/ubp/volltexte/2005/450/.

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Tang, Weizhi, i 湯偉之. "Self-access language learning : attitudes and learning strategies". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209688.

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The attitudes and learning strategies of 100 language learners who are also users of Self-Access Centers (SACs) in a theoretical context of Self-Access Language Learning (SALL). Though questionnaire survey, the present study discovered several significant correlations between learner’s attitudes towards SALL and their language learning strategies. It also established a profile of SALL center users in their attitudes and learning strategies from an comparative view based on their previous SALL experiences. The results showed that leaners who are more ready for Self-Access tend to use affective strategies. Memory strategies are practiced more often among leaners who prefer learn grammar without teachers and have more speaking activities in class, also who are relatively more self-aware of their own learning objectives. Cognitive strategies are widely used by leaners who prefer leaning grammar by themselves, also those who are more confident to solve problems by themselves. There is a stronger intention of control over content selection for leaners who had SALL experiences, especially in utilizing non-staffing SALL resources at SACs.
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Education
Master
Master of Education
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Aguilar, Rivera María del Carmen. "Learning styles and learning strategies in university students". Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/102404.

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The relationship between learning (styles and learning strategies) by sex is studied, in a sample of students admitted to university aged 17-21. The theories and concepts related to measurements are explained. Results have educational implications, and reveal differences by sex in relation to how the processes and transformation of the information. Keywords: Learning styles, learning strategies, college students.
Se estudia la relación entre los estilos y las estrategias de aprendizaje y el rol del sexo en una muestra de estudiantes que ingresa a la universidad, cuyo rango de edad es de 17 a 21 años. Se explican las teorías y conceptos respecto de los instrumentos de medición utilizados. Se analizan los resultados obtenidos y los estadísticos correspondientes de la aplicación de los cuestionarios usados en la muestra. Los resultados tienen implicaciones educativas, y revelan diferencias por sexo en relación al modo de procesar y transformar la información.
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任春華 i Chun-wa Yum. "Learning strategies and cognitive engagement". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41717053.

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Maroulis, Dimitris. "Language learning strategies in EFL". Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434263.

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Ogles, Malcolm. "Learning strategies in middle childhood". Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238865.

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Yum, Chun-wa. "Learning strategies and cognitive engagement". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41717053.

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Stamer, Tylie. "Promoting Learning Strategies in Students with Learning Disabilities Through Blended Learning". Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255720.

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This study was designed to investigate possible changes in the use of four specific learning strategies by students who had learning disabilities: using a device, thinking about knowledge, finding a starting point, and acting differently in the future. The five student participants were instructed in a special education pull-out reading classroom using the blended learning classroom model. The researcher explored behavioral changes related to student participants’ use of these learning strategies in general education classrooms. This study attempted to investigate student participants’ and general education teachers’ perceptions of the four learning strategies. A math teacher, a social studies teacher, and a science teacher from the researcher’s teaching team also contributed their perceived observations of student participants’ use of the four learning strategies in their classrooms. The triangulation of data used in this study was achieved through use of pre-surveys and post-surveys that inquired into use of learning strategies on the parts of student participants and general education teachers at the inception of the study and again at its conclusion. Interviews with each of the study’s participants were also conducted at the conclusion of the study. Student binders used by the student participants in the blended learning instructional model were analyzed for evidence. The results of the study indicated that although according to survey data, students did not demonstrate changes in their ability to use the four learning strategies, most student participants reported using the strategies in their general education classes.

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Liu, Yuanliang. "Design of learning objects to support constructivist learning environments". Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4304.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.
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Książki na temat "Learning strategies"

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Nisbet, John. Learning strategies. London: Routledge & Kegan Paul, 1986.

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1953-, Shucksmith Janet, red. Learning strategies. London: Routledge & K. Paul, 1986.

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Services, Industrial Relations, red. Learning strategies. London: IRS, 1998.

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1953-, Shucksmith Janet, red. Learning strategies. London: Routledge, 1988.

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Jones, Barry, 1938 Dec. 25- i Berwick Gwen, red. Learning strategies. London: CollinsEducational, 1992.

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Schmeck, Ronald Ray, red. Learning Strategies and Learning Styles. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5.

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R, Schmeck Ronald, red. Learning strategies and learning styles. New York: Plenum Press, 1988.

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Morrison, Don. E-learning Strategies. New York: John Wiley & Sons, Ltd., 2003.

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Jones, Barry. Developing learning strategies. London: CILT, 2001.

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Dixon, Valerie. Learning competency architecture: 6Cs learning process. Richmond Hill, Ont: Learnware Design, 2008.

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Części książek na temat "Learning strategies"

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Chiu, Ming Ming. "Learning Strategies". W Encyclopedia of Adolescence, 1565–73. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_20.

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Simsek, Ali. "Learning Strategies". W Encyclopedia of the Sciences of Learning, 1971–74. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_371.

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Chiu, Ming Ming. "Learning Strategies". W Encyclopedia of Adolescence, 2115–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_20.

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Thin, Neil. "Learning strategies". W Social Progress and Sustainable Development, 103–33. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2002. http://dx.doi.org/10.3362/9781780441399.006.

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Chiu, Ming Ming. "Learning Strategies". W Encyclopedia of Adolescence, 1–11. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_20-2.

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Hattie, John. "Learning strategies". W Visible Learning: The Sequel, 340–56. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003380542-12.

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Berman, Jeanette, i Lorraine Graham. "Teaching Strategies". W Learning Intervention, 184–204. Abingdon, Oxon; New York, NY: Routledge is an imprint of: Routledge, 2018. http://dx.doi.org/10.4324/9780203711675-10.

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Major, Claire Howell, Michael S. Harris i Todd D. Zakrajsek. "Reading Strategies". W Teaching for Learning, 206–51. Wyd. 2. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003038290-5.

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Pask, Gordon. "Learning Strategies, Teaching Strategies, and Conceptual or Learning Style". W Learning Strategies and Learning Styles, 83–100. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5_4.

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Hattie, John. "Teaching strategies". W Visible Learning: The Sequel, 357–91. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003380542-13.

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Streszczenia konferencji na temat "Learning strategies"

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Hidalgo-Herrero, M., I. Rodriguez i F. Rubio. "Testing learning strategies". W Fourth IEEE Conference on Cognitive Informatics, 2005. (ICCI 2005). IEEE, 2005. http://dx.doi.org/10.1109/coginf.2005.1532634.

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Prakash, Ravi, i Dr Somesh Kumar. "ENHANCING LEARNING OUTCOMES THROUGH EFFECTIVE E-LEARNING STRATEGIES". W Computing for Sustainable Innovation: Shaping Tomorrow’s World. Innovative Research Publication, 2024. http://dx.doi.org/10.55524/csistw.2024.12.1.24.

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This research paper explores the dynamic realm of E-Learning and its pivotal role in modern education, aiming to enhance learning outcomes through effective strategies. Investigating the current state of E-Learning, the study addresses challenges such as technological disparities and the need for sustained learner engagement. It identifies key strategies, including pedagogical design, technology integration, collaboration, and continuous assessment, offering insights into their implementation for optimal results. Through the examination of successful case studies, the paper provides tangible examples of how these strategies can be applied in real-world educational contexts. As education continues to embrace digital transformation, this research serves as a valuable resource for educators and stakeholders, fostering a deeper understanding of E-Learning's potential and guiding the development of practices that maximize learning outcomes in diverse educational settings.
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Matcha, Wannisa, Dragan Gašević, Nora'Ayu Ahmad Uzir, Jelena Jovanović i Abelardo Pardo. "Analytics of Learning Strategies". W LAK19: The 9th International Learning Analytics & Knowledge Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3303772.3303787.

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Mara, Elena Lucia. "ACTIVE LEARNING STRATEGIES IN LEARNING LANGUAGES". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0622.

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Zambrano, Juan, Lina Arango i Melania Lezcano. "LEARNING STYLES, LEARNING STRATEGIES AND ICT". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1807.

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Voorhees, Ellen M., Narendra K. Gupta i Ben Johnson-Laird. "Learning collection fusion strategies". W the 18th annual international ACM SIGIR conference. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/215206.215357.

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Matcha, Wannisa, Dragan Gašević, Jelena Jovanović, Nora'ayu Ahmad Uzir, Chris W. Oliver, Andrew Murray i Danijela Gasevic. "Analytics of learning strategies". W LAK '20: 10th International Conference on Learning Analytics and Knowledge. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3375462.3375534.

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Mineeva, S. A. "Self-access learning strategies". W SPIE Proceedings, redaktorzy Vladimir L. Derbov, Leonid A. Melnikov i Lev M. Babkov. SPIE, 2004. http://dx.doi.org/10.1117/12.578940.

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Walker, Marilyn A., Jeanne C. Fromer i Shrikanth Narayanan. "Learning optimal dialogue strategies". W the 17th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 1998. http://dx.doi.org/10.3115/980432.980788.

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Walker, Marilyn A., Jeanne C. Fromer i Shrikanth Narayanan. "Learning optimal dialogue strategies". W the 36th annual meeting. Morristown, NJ, USA: Association for Computational Linguistics, 1998. http://dx.doi.org/10.3115/980691.980788.

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Raporty organizacyjne na temat "Learning strategies"

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Mutter, S. Learning Strategies-A Selected Bibliography. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 1985. http://dx.doi.org/10.21236/ada160010.

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Mehta, Samir, i Holly Downs. Six strategies for digital learning success. Center for Creative Leadership, styczeń 2019. http://dx.doi.org/10.35613/ccl.2019.1048.

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Lintern, Gavan. The Learning Strategies Program: Concluding Remarks. Fort Belvoir, VA: Defense Technical Information Center, lipiec 1990. http://dx.doi.org/10.21236/ada226016.

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Lynch, Clifford, i Diane Goldernberg-Hart. New Strategies for Acquiring Learning Materials. Coalition for Networked Information, czerwiec 2022. http://dx.doi.org/10.56561/qjwq5034.

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Li, Jiajie. Learning Financial Investment Strategies using Reinforcement Learning and 'Chan theory'. Ames (Iowa): Iowa State University, sierpień 2022. http://dx.doi.org/10.31274/cc-20240624-946.

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Ozawa, Michiyo. Japanese Students' Perception of Their Language Learning Strategies. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7036.

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Evans, Martha. Generation of Tutorial Dialogues: Discourse Strategies for Active Learning. Fort Belvoir, VA: Defense Technical Information Center, maj 1998. http://dx.doi.org/10.21236/ada345718.

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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6650.

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Kozlowski, Steve W., Richard P. DeShon, Aaron M. Schmidt, Brad A. Chambers i Karen R. Milner. Developing Adaptive Teams: Training Strategies, Learning Processes, and Performance Adaptability. Fort Belvoir, VA: Defense Technical Information Center, sierpień 2001. http://dx.doi.org/10.21236/ada397319.

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Mills, Charlene. Use of Language Learning Strategies by Proficient and Less Proficient Learners. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6921.

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