The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated lea...The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated learning can help improve Chinese college students' English learning, and help them perform better in the National English test-CET-4 (College English Test Level-4,).展开更多
Model for spoken is expected to overcome difficulties in teaching and learning Indonesian language for foreign speakers. Language anxiety is the anxiety that arises when a person learns foreign language. Foreign Langu...Model for spoken is expected to overcome difficulties in teaching and learning Indonesian language for foreign speakers. Language anxiety is the anxiety that arises when a person learns foreign language. Foreign Language Anxiety （anxiety to learn a foreign language） is of concern or negative emotional reactions that arise when studying or using foreign language. Self-regulated learning is an active and constructive process undertaken by learners in setting goals for their learning and trying to monitor, regulate, and control of cognition, motivation, and behavior, then everything is directed and driven by purpose and adapted to the context and environment. The research method used is an R and D （research and development） method with a sample of foreign speakers of Chinese. Variables that receive interference are the ability to speak in Indonesian, while the variables used to interfere with the self-regulated learning and language anxiety as a variable controller. Intrapersonal factors become barriers that cause stuttering speech limited due to the mastering subject content. On the basis of that, this speaking model applies the principle of self-regulated learning in the learning process, using a communicative and contextual approach. This model intended for foreign speakers who learn Indonesian language outside of Indonesia, so to bring the atmosphere mandated in sociolinguistic built through media and relevant teaching methods.展开更多
Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursi...Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates.Methods: A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire.Result: The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns.Conclusions: The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students' learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.展开更多
Self-regulation is crucial to learners’learning outcomes in a blended education context.This paper first discusses its definitions and importance,then explores factors affecting self-regulation,and finally puts forwa...Self-regulation is crucial to learners’learning outcomes in a blended education context.This paper first discusses its definitions and importance,then explores factors affecting self-regulation,and finally puts forward several ways to improve learners’self-regulation.展开更多
Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms un...Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.展开更多
The recent emergence of adaptive language learning systems calls for conceptual work to guide the design of assessment and learning in an adaptive environment.Although adaptive learning might have been touted as a uni...The recent emergence of adaptive language learning systems calls for conceptual work to guide the design of assessment and learning in an adaptive environment.Although adaptive learning might have been touted as a universal cure for learning problems,many adaptive language learning systems fall short of educators’expectations,partly due to a lack of standards and best practices in this area.To fill this gap,this paper proposes some major considerations in designing a high-quality assessment and learning experience in adaptive learning and ways to evaluate an adaptive learning system.The architecture of adaptive learning is decomposed,with a chain of inferences supporting the overall efficacy of an adaptive learning system presented,including user property representation,user property estimation,content representation,user interaction representation,and user interaction impact.A detailed analysis of key validity issues is provided for each inference,which motivates the major considerations in designing and evaluating assessment and learning.The paper first provides an overview of different types of assessment used in adaptive learning and an analysis of the assessment approach,priorities,and design considerations of each to optimize its use in adaptive learning.Then it proposes a framework for evaluating different aspects of an adaptive learning system.Some special connections are made to models,techniques,designs,and technologies specific to language learning and assessment,bringing more relevance to adaptive language learning solutions.Through establishing some guidelines on key aspects to evaluate and how to evaluate them,the work intends to bring more rigor to the field of adaptive language learning systems.展开更多
The goal of autonomous language learning is to create an atmosphere where learners take charge of their own learning. Creating this atmosphere encounters various challenges which are partially context-specific. Influe...The goal of autonomous language learning is to create an atmosphere where learners take charge of their own learning. Creating this atmosphere encounters various challenges which are partially context-specific. Influenced by the learning environment, learnners of different educational contexts vary in their degree of autonomy. The present study examines the impact of the learning environment on learner autonomy at higher education. The study focuses on the differences between Polish and Yemeni EFL （English as a Foreign Language） learners with respect to their autonomy in language learning. A questionnaire was distributed to a total of 140 （59 Polish and 81 Yemeni） undergraduate learners. The questionnaire was coded into seven categories： beliefs and attitudes, planning, management, self-regulation, sources and materials, in-class responsibility, and out-of-class responsibility. Data were analysed quantitatively via SPSS （Statistical Product and Service Solutions）. Independent Sample t-Test is used to investigate the differences between Polish and Yemein learners and Pearson Correlation is used to perform correlational analysis among the seven categories. The results show significant differences between Polish and Yemeni learners in some of the categories as well as a significant correlation among other categories展开更多
iSCORE is a digital tool, available without charge, which was designed for students who take lessons from independent music teachers. One of the challenges of this learning format is that students must develop strateg...iSCORE is a digital tool, available without charge, which was designed for students who take lessons from independent music teachers. One of the challenges of this learning format is that students must develop strategies to practice on their own between lessons, iSCORE can help meet that challenge by supporting students as they develop strategies for self-regulation to enhance their goal-setting, practice strategies, and abilities to reflect and critique their progress. This paper describes a case study of a 15-year-old pianist who learned to play a difficult piece of repertoire by using iSCORE to archive and compare performances, develop strategies, and reflect on his learning.展开更多
The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan （2000） with school beginners in an Austrian primary school with the aim to improve perceived self-determination a...The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan （2000） with school beginners in an Austrian primary school with the aim to improve perceived self-determination and academic self-regulation of school beginners. For two years, teachers were guided by a team of educational scientists to design challenging autonomous learning settings and to foster self-determined academic regulation. Before and after the intervention, about 100 pupils were questioned concerning their well-being in school, perceived autonomy support, their academic self-regulation, and school-related self-efficacy. Teachers＇ autonomy support decreased during the first year but remained stable from then on. Pupils＇ intrinsic regulation, as well as their introjected and external regulation and their self-efficacy, decreased throughout the intervention but identified regulation remained stable. The results indicate that perceived self-determination, self-determined academic regulation, and self-efficacy contribute to school-related well-being and offer interesting recommendations for improving the climate in schools for pupils and teachers.展开更多
文摘The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated learning can help improve Chinese college students' English learning, and help them perform better in the National English test-CET-4 (College English Test Level-4,).
文摘Model for spoken is expected to overcome difficulties in teaching and learning Indonesian language for foreign speakers. Language anxiety is the anxiety that arises when a person learns foreign language. Foreign Language Anxiety （anxiety to learn a foreign language） is of concern or negative emotional reactions that arise when studying or using foreign language. Self-regulated learning is an active and constructive process undertaken by learners in setting goals for their learning and trying to monitor, regulate, and control of cognition, motivation, and behavior, then everything is directed and driven by purpose and adapted to the context and environment. The research method used is an R and D （research and development） method with a sample of foreign speakers of Chinese. Variables that receive interference are the ability to speak in Indonesian, while the variables used to interfere with the self-regulated learning and language anxiety as a variable controller. Intrapersonal factors become barriers that cause stuttering speech limited due to the mastering subject content. On the basis of that, this speaking model applies the principle of self-regulated learning in the learning process, using a communicative and contextual approach. This model intended for foreign speakers who learn Indonesian language outside of Indonesia, so to bring the atmosphere mandated in sociolinguistic built through media and relevant teaching methods.
文摘Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates.Methods: A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire.Result: The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns.Conclusions: The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students' learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.
文摘Self-regulation is crucial to learners’learning outcomes in a blended education context.This paper first discusses its definitions and importance,then explores factors affecting self-regulation,and finally puts forward several ways to improve learners’self-regulation.
文摘Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.
文摘The recent emergence of adaptive language learning systems calls for conceptual work to guide the design of assessment and learning in an adaptive environment.Although adaptive learning might have been touted as a universal cure for learning problems,many adaptive language learning systems fall short of educators’expectations,partly due to a lack of standards and best practices in this area.To fill this gap,this paper proposes some major considerations in designing a high-quality assessment and learning experience in adaptive learning and ways to evaluate an adaptive learning system.The architecture of adaptive learning is decomposed,with a chain of inferences supporting the overall efficacy of an adaptive learning system presented,including user property representation,user property estimation,content representation,user interaction representation,and user interaction impact.A detailed analysis of key validity issues is provided for each inference,which motivates the major considerations in designing and evaluating assessment and learning.The paper first provides an overview of different types of assessment used in adaptive learning and an analysis of the assessment approach,priorities,and design considerations of each to optimize its use in adaptive learning.Then it proposes a framework for evaluating different aspects of an adaptive learning system.Some special connections are made to models,techniques,designs,and technologies specific to language learning and assessment,bringing more relevance to adaptive language learning solutions.Through establishing some guidelines on key aspects to evaluate and how to evaluate them,the work intends to bring more rigor to the field of adaptive language learning systems.
文摘The goal of autonomous language learning is to create an atmosphere where learners take charge of their own learning. Creating this atmosphere encounters various challenges which are partially context-specific. Influenced by the learning environment, learnners of different educational contexts vary in their degree of autonomy. The present study examines the impact of the learning environment on learner autonomy at higher education. The study focuses on the differences between Polish and Yemeni EFL （English as a Foreign Language） learners with respect to their autonomy in language learning. A questionnaire was distributed to a total of 140 （59 Polish and 81 Yemeni） undergraduate learners. The questionnaire was coded into seven categories： beliefs and attitudes, planning, management, self-regulation, sources and materials, in-class responsibility, and out-of-class responsibility. Data were analysed quantitatively via SPSS （Statistical Product and Service Solutions）. Independent Sample t-Test is used to investigate the differences between Polish and Yemein learners and Pearson Correlation is used to perform correlational analysis among the seven categories. The results show significant differences between Polish and Yemeni learners in some of the categories as well as a significant correlation among other categories
文摘iSCORE is a digital tool, available without charge, which was designed for students who take lessons from independent music teachers. One of the challenges of this learning format is that students must develop strategies to practice on their own between lessons, iSCORE can help meet that challenge by supporting students as they develop strategies for self-regulation to enhance their goal-setting, practice strategies, and abilities to reflect and critique their progress. This paper describes a case study of a 15-year-old pianist who learned to play a difficult piece of repertoire by using iSCORE to archive and compare performances, develop strategies, and reflect on his learning.
文摘The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan （2000） with school beginners in an Austrian primary school with the aim to improve perceived self-determination and academic self-regulation of school beginners. For two years, teachers were guided by a team of educational scientists to design challenging autonomous learning settings and to foster self-determined academic regulation. Before and after the intervention, about 100 pupils were questioned concerning their well-being in school, perceived autonomy support, their academic self-regulation, and school-related self-efficacy. Teachers＇ autonomy support decreased during the first year but remained stable from then on. Pupils＇ intrinsic regulation, as well as their introjected and external regulation and their self-efficacy, decreased throughout the intervention but identified regulation remained stable. The results indicate that perceived self-determination, self-determined academic regulation, and self-efficacy contribute to school-related well-being and offer interesting recommendations for improving the climate in schools for pupils and teachers.
