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Descriptors:
Memory; Personality Traits; Semantics; Scoring; Cognitive Style; Personality; Metacognition; Task Analysis; Self Efficacy; Scores; Measures (Individuals); Correlation; Decision Making

Abstract:
In learning contexts, people need to make realistic confidence judgments about their memory performance. The present study investigated whether second-order judgments of first-order confidence judgments could help people improve their confidence judgments of semantic memory information. Furthermore, we assessed whether different personality and cognitive style constructs help explain differences in this ability. Participants answered 40 general knowledge questions and rated how confident they were that they had answered each question correctly. They were then asked to adjust the confidence judgments they believed to be most unrealistic, thus making second-order judgments of their first-order judgments. As a group, the participants did not increase the realism of their confidence judgments, but they did significantly increase their confidence for correct items. Furthermore, participants scoring high on an openness composite were more likely to display higher confidence after both the first- and second-order judgments. Moreover, participants scoring high on the openness and the extraversion composites were more likely to display higher levels of overconfidence after both the first- and second-order judgments. In general, however, personality and cognitive style factors showed only a weak relationship with the ability to modify the most unrealistic confidence judgments. Finally, the results showed no evidence that personality and cognitive style supported first- and second-order judgments differently. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; High School Students; Teaching Methods; Figurative Language; Biology; Grade 12; Cognitive Style; Correlation; Structural Equation Models; Regression (Statistics)

Abstract:
Since the 1970s, a large body of research has reported on the differences between deep and surface approaches to student learning. More recently, however, this metaphor for students' approaches to learning has been applied to the practice of teaching. Studies at the university level have identified two approaches to teaching: the information transmission/teacher-focused approach and the conceptual change/student-focused approach. The present study analyzes the relationship between teachers' approaches to teaching and high school students' approaches to learning. The data were analyzed by fitting a two-level structural equation model based on the hypothesis that student academic achievement is significantly determined by the way they study and that the way they study is partially determined by the way teachers teach. The participants were high school students (778 twelfth graders) enrolled in biology courses and their teachers (40 total). The same model was proposed at both levels (i.e., within and between levels) and fit the data quite well. As expected, within level, the effects of the "approaches to learning" on "biology achievement" regression were far larger than the corresponding effects at between level. The central findings suggest worthy directions for future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Business Administration Education; Psychology; Cognitive Style; Change; Undergraduate Students

Abstract:
Knowledge on general or discipline-specific changes in the learning styles of university students can be utilised in the design and execution of courses, but little is known of such changes. The study examined the changes in the learning styles of three year groups of BSc Business Administration and Psychology students from admittance to one, two and three years later for the three year groups respectively. Learning styles were measured using the Danish Self-Assessment Learning Styles Inventory, which is an adaptation of Sternberg's MSG Thinking Styles Inventory within the theory of mental self-government. The Hierarchic and Oligarchic learning styles decreased significantly for all three year groups. The Judicial learning style increased significantly for the year groups who had studied for two and three years. The Global learning style increased significantly for the year group who had studied for one year. The findings are discussed in relation to comparable research. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Vocational Education; Teaching Methods; Indo European Languages; Statistical Analysis; Foreign Countries; Secondary School Teachers; Cognitive Style; Secondary School Students; Learning Strategies; Case Studies; Academic Education; Student Attitudes; Mathematics Achievement; Prediction; Native Language Instruction

Abstract:
Background: Research on the relation between teaching and learning approaches has been mainly conducted in higher education and it is not yet clear to what extent the results can be generalised when it comes to secondary education. Purpose: The purpose of this study was to research how students in secondary education perceive their teachers' approaches to teaching in different disciplines, and how this relates to their own learning approaches. Additionally, differences in teaching approaches between mathematics and language teachers were investigated. Sample: The participants in this study were 128 students randomly selected at two secondary schools in two different cities in the Netherlands. Both schools are located in a city with more than 200,000 inhabitants. The students are spread across three different educational levels: lower secondary vocational education (VMBO, 12-18 years), higher secondary education (HAVO, 12-18 years) and academically oriented vocational education (VWO, 12-18 years). Design and methods: In this cross-sectional study, instead of teachers' self-reporting, teaching approaches were measured by student perceptions, which were gathered by means of a questionnaire (N=128). Hierarchical regression analyses were conducted to identify whether perceived teacher approaches predicted students' learning approaches. Finally, analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were carried out to explore differences in how students in mathematics and Dutch-language courses perceived the teaching approaches of their teachers and which learning approaches they consequently adopted. Results: Results indicate that a teacher-centred approach predicts a surface approach to learning and a student-centred approach predicts a deep approach to learning. Next, it was found that students in Dutch-language courses perceive their teachers as more student-centred, and are hence more likely to adopt a deep approach to learning than students in mathematics courses. Conclusions: These results suggest that when schools aim to support students in developing deep-learning approaches, attention on a school level should be paid to teachers' approaches to teaching. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Materials; Teaching Methods; Cultural Background; Foreign Countries; Asian Culture; Grounded Theory; Cultural Influences; Sociocultural Patterns; Mathematics Instruction; Social Influences; Junior High School Students; Cognitive Processes; Thinking Skills; Cognitive Style; Theories

Abstract:
From the sociocultural perspective, this research utilized activity theory as the theoretical framework to analyze the influences of cultural factors for Taiwanese Atayal junior high school students' study in mathematics. The research methodology adopted grounded theory, theoretical and methodological approaches which are illustrated through episodes from a study of the mathematics teaching and learning in a year-13 class, where Atayal students were considered as "lower achievers" in their year group. We show a way to address complexity in the activity of learning and its development based on recognition of central cultural factors in mathematics teaching-learning by the use of the activity system. Analysis through this systematic network can reveal the factors influencing Atayal students' learning of mathematics under their cultural background. The tension between Atayal culture's speech representation system and Chinese culture's literal representation system causes Atayal students difficulties in carrying out the transformation of representations. Tension formed between Atayal students' holistic thinking style and the analytic thinking style presented in teaching material and teaching activities is unfavorable to their understanding of mathematical concepts. From a teaching practice perspective, Atayal students can be more actively involved in mathematics learning activities when the tension between the teaching/learning systems is considered. As for the theoretical structure, the analysis structure of classroom activity and the design of teaching activities developed from a sociocultural orientation and activity theory can indeed improve Atayal students' mathematical learning within the cultural stream. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Effectiveness; Mathematical Models; Undergraduate Students; Student Attitudes; Learning Processes; Learning Strategies; Learning Theories; Cognitive Style; Learner Engagement; Educational Practices; Instructional Innovation

Abstract:
In this article, we report on the findings of an exploratory study into the experience of undergraduate students as they learn new mathematical models. Qualitative and quantitative data based around the students' approaches to learning new mathematical models were collected. The data revealed that students actively adopt three approaches to understanding a new mathematical model: gathering information for the task of understanding the model, practising with and using the model, and finding interrelationships between elements of the model. We found that the students appreciate mathematical models that have a real world application and that this can be used to engage students in higher level learning approaches. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Cognitive Style; Foreign Countries; Criticism; Asians; Cultural Influences; Language Proficiency; Confucianism; Student Characteristics; Interviews; College Students; Memorization; English (Second Language); Second Language Learning; Student Attitudes

Abstract:
This article is concerned with the learning style adopted by Asian students who come from a Confucian heritage culture (CHC) such countries as China, Vietnam, Singapore, Korea and Japan are considered countries with Confucian heritage culture (Phuong-Mai et al. 2005). These students are generally viewed as typically passive, unwilling to ask questions or speak up in class and often based on memorising rather than understanding knowledge delivered by teachers. This learning style is claimed to be shaped by the CHC in Asian countries and receives massive criticism in the literature. This article aims to challenge this criticism of the passive learning style adopted by Asian students who come from the CHC. By conducting in-depth interviews with 10 Asian students from the CHC currently studying tertiary education in Australia, this article addresses the confusion between passive learning style and CHC, between memorising and understanding and between quietness and passiveness. Finally, if passiveness of Asian students is indeed observed in both Asian CHC countries and English-speaking countries, it is more because of situation-specific factors of teaching methodologies, learning requirements, learning habits and language proficiency rather than cultural factors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; Political Science; Internet; Information Skills; Classroom Techniques; Controversial Issues (Course Content); Mass Media Use; Technology Uses in Education; United States Government (Course); Skill Development; Media Literacy; Critical Literacy; Legislators; Citizenship Education; Teaching Methods; Cognitive Style

Abstract:
Students have access to a vast amount of information about American politics through new media outlets (e.g., the Internet). We survey the perils and promise of this new landscape through a case study of a political science class at the College of Staten Island, City University of New York (CUNY), that examined congressional races in the 2010 election season. We find that students have access to a diversity of information and opinion about House of Representative races that would have been unthinkable a decade ago. However, the students' information literacy skills and the ability of students to sort and weigh the value of various perspectives to inform their own conclusions was limited. Unlike much of the celebratory tone of studies that proclaim the emancipatory value of new media for citizens and students alike, we argue that educators interested in the potential of new media must devote considerable attention to both the variety and reliability of new media outlets, as well as provide the historical and political context for information that students gather, with the goal of developing a deeper form of information literacy for students. New media offers much potential, but great challenges to educators as well. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Electronic Learning; Learning Processes; Learning Activities; Data Collection; Study Habits; Cognitive Style; Student Behavior; Behavioral Science Research; Social Networks; Population Groups; Incidence; Time Perspective; Time on Task; Geographic Location; Library Research

Abstract:
The migration from traditional classrooms to online learning environments is in full effect. In the midst of these changes, a new approach to learning analytics needs to be considered. Learning analytics refers to the process of collecting and studying usage data in order to make instructional decisions that will support student success. In learning analytics, "usage data" can refer to a wide range of information being produced by the observed population. The necessary tools and technology used to study learning analytics are starting to become simplified, allowing librarians to develop a better understanding of their students learning habits. Rather than analyzing college students' general learning behavior, learning analytics can provide insight into the learning styles or patterns of a specific subset of students. Within learning analytics, the "learning process is assessed more so than final learning outcomes." Therefore, learning analytics involves a redesign of assessment that traditionally focuses on outcomes. This in-process assessment draws its data from the daily learning activity of students within their social and informational networks. The author discusses three interactive components to be studied when collecting data for learning analytics: (1) timing; (2) location; and (3) population. It is important to note that there is a sense of immediacy to these components; current data are very valuable in regard to learning analytics and in-process assessment. The first step in collecting data is to investigate these components as they relate to a group of students. Ultimately, a big picture will begin to develop about the daily learning activity of students within their network of courses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Goal Orientation; Secondary School Students; Late Adolescents; Foreign Countries; Structural Equation Models; Student Motivation; Learning Strategies; Behavioral Objectives; Cognitive Ability; Learning Motivation; Achievement Need; Learning Processes; Cognitive Style; Self Management; Metacognition; Questionnaires; Self Evaluation (Individuals); Predictor Variables; Aptitude Treatment Interaction

Abstract:
In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic environment and students' personal goal orientations. In this study, the author analyzed the interactions between these cognitive, volitional, and motivational variables in late adolescence. To achieve this goal, the author proposed a model by means of SEM (Structural Equation Modeling). The investigation was developed with 268 4th-grade secondary school students, from public and private schools, in a northwestern city in Spain. Analysis of the proposed model showed the following results: the perception of a classroom learning goal structure relates significantly to a personal learning goal orientation, and the latter relates positively to the use of meta-cognitive strategies, the use of volitional strategies has a mediating effect between a learning goal orientation and the use of meta-cognitive strategies. Results are discussed in detail in the document. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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