ethanporcaro/eric-fulltext-meta huggingface dataset:
Activity Based Learning as Self-Accessing Strategy to Promote Learners' Autonomy
Author: Ravi, R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Learning Activities,Readiness,Teaching Methods,Personal Autonomy,Self Contained Classrooms,Interpersonal Relationship,Learning Processes,Decision Making,Foreign Countries,Student Responsibility,Student Needs

The Activity Based Learning (ABL) is unique and effective to attract out-of -school children to schools. It facilitates readiness for learning, instruction, reinforcement and evaluation. ABL has transformed the classrooms into hubs of activities and meaningful learning. Activity-based learning, naturally leads to cooperative learning. Since group work is a common feature of ABL. Self-accessing is largely possible in ABL approach. Self access learning promotes students study independently choosing from among different resources that are available. Self-access is closely related to learner-centered approach, learner autonomy and self-directed learning as all focus on student responsibility and active participation for his/her own learning. This style of instruction is most often done in the setting of a self-contained learning environment or self-access center. This article focuses on learner's autonomy through ABL as Self-accessing strategy.
Effectivity of Self-Regulated Learning in Psychology
Author: Singaravelu, G.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychology,Learning Strategies,Graduate Students,Masters Programs,Mixed Methods Research,Teacher Education,Achievement Tests,Pretests Posttests,Lecture Method

The present study illuminates the efficacy of self-regulated learning in learning psychology at Master of Education level in Bharathiar University, Coimbatore. Experimental method was adopted for the study. Qualitative and quantitative approach was adopted in the study. Twenty seven students were studying at M.Ed in Bharathiar University were taken as subjects for the study. Researcher's self-made Achievement tests were used as tools for the study and validity and reliability were well established for these two tools. Descriptive and inferential statistics were used for the study. Single group Experimental method was followed in the study. After constructing an achievement test based on blue print, a pre-test was administered towards the 27 students and evaluated the answer scripts. The following Framed Activities were given to the students. Activity 1: Collecting the information from the internet on the given topic. Activity 2: Collecting information from the library. Activity 3: Searching the information related to the topic from given package. Activity 4: Collecting information on the topic by attending seminar. After involving the above mentioned activities, students were tested by using another achievement test which was considered as a post-test for the study. In the pre-test, students scored only 34 percentage of marks in lecture method but in self-regulated learning students scored 78 percentage of marks. It proves the efficacy of Self-regulated Learning is more effective by using self-regulated activities. There is a significant difference in achievement mean score between pre-test and post-test in learning psychology. Self-regulated learning is more effective than lecture method in learning psychology at Master of Education in Bharathiar University, Coimbatore.
The Role of Metacognition in the Language Teaching Profession
Author: Nodoushan, Mohammad Ali Salmani
Date: 2008-00-00
Type: Journal Articles
Subjects: Metacognition,Self Concept,Language Proficiency,Cognitive Processes,Teaching Methods,Educational Theories,Cognitive Psychology,Constructivism (Learning),Humanistic Education,Models,Interaction,Social Influences,Second Language Instruction

Metacognition is a concept in psychology that refers to a variety of self-awareness process that help learners learn better. It grew out of the developments over the past few decades of cognitive models of learning. This paper presents a brief overview of these models and discusses their main features. It begins with a discussion of behavioristic models of learning, will go on with a discussion of cognitive learning models and ends in an elaboration of constructivist, humanistic and social interactionist models of human learning. It then links these learning models to language learning and discusses how they can be applied to help language learners achieve language competence.
Humanistic Psychology, Learning and Teaching The &quot;Whole Person&quot;
Author: Sinnott, Jan D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Humanistic Education,Psychology,Humanism,World Views,Individual Development,Learning Theories,Adult Learning,Case Studies,Rural Development,Teaching Experience,Grading,Teaching Methods

Humanistic Psychology emphasizes five key principles: (1) belief in the wholeness of human nature and experience; (2) focus on free will and the individual power to create; (3) realization that the human person lives &quot;nested&quot; in biology, culture and history; (4) conscious intention is important to human development and action; and (5) human life involves existential and spiritual questions. The humanistic educational process treats the child or the adult learning in accord with these principles. Some approaches for doing that are discussed.
A Study of the Relationship between Self-Concept and Adjustment of Secondary School Students
Author: Sarsani, Mahender Reddy
Date: 2007-00-00
Type: Journal Articles
Subjects: Self Concept,Student Adjustment,Secondary School Students,Personality Traits,Correlation,Self Esteem,Gender Differences,Institutional Characteristics,Student Surveys,Private Schools,Public Schools,Academic Achievement,Hypothesis Testing,Social Development,Emotional Development,Foreign Countries

Self-concept and adjustment are two important psychological aspects influencing the personalities of individuals. The term self-concept refers to the individual's perception or view of himself. It refers to those perceptions, beliefs, feelings, attitudes, and values which the individual's perception of his abilities and his status and roles in the outer world. Self-esteem is another way of viewing self-concept. A person with high self-esteem has a positive self-concept while a person with low self-esteem has a negative self-concept. Life is a process of progressive adjustment and children should be stimulated to do their best. The aim of the education is to develop the personality of the child to make to adjust with the environment. If the adjustment is not proper it leads to the maladjustment. The researcher made an attempt to study the self-concept and existing adjustment problems of the students with respect to their sex and type of school. Further an attempt has been also made to study the relationship between the self-concept of the learners and their adjustment problems. A normative survey method was used for the present research. A sample of 120 students of Warangal City was selected by simple random sampling technique. The study revealed that no significant difference was found between boys and girls in self-concept and adjustment but the difference was found between the private and government school students. The co-efficient of correlation between the students' self-concept and adjustment is found to be -0.70, which is significant at 0.01 level. It indicates that high scores in self-concept tend to accompany with low scores in adjustment and vice versa.
A Study of Effectiveness of Computer Assisted Instruction (CAI) over Classroom Lecture (CRL) at ICS Level
Author: Kaousar, Tayyeba
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Lecture Method,Educational Technology,Teaching Methods,Computer Science Education,Comparative Analysis,Cognitive Development,Hypothesis Testing,Foreign Countries,Conventional Instruction,Instructional Effectiveness,Student Attitudes,Pretests Posttests,Computer Software,Multiple Choice Tests,Skill Development,Comprehension,College Students

This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with classroom lecture and computer-assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypotheses of this research were based on six levels of Bloom's taxonomy as there was one major hypothesis: There is no significant difference exists for CAI student in gaining a high cognitive achievement than students of same level having Traditional CRL. The study was delimited to three colleges of Faisalabad city. The research was true-experimental in nature. The research design followed by research is &quot;The Pre-test-Post test Equivalent groups Design&quot;. The software used for CAI group was basically the combination of discovery environment and simulation softwares, however, the time for drilling and practice was given to student. It was designed to cover all the levels of cognitive domain described by B. S. Bloom's (1956). A question paper containing 30 multiple choice test items was compiled from the curriculum, by a representative with a number of questions from each of the cognitive levels. Findings of this research indicate that the total gain in cognitive domain by CAI was significantly superior to the total gain in cognitive domain by CRL teaching method. This study concluded that the skills of knowledge, analysis and synthesis assured significant increase. The CAI proved to be very much effective in increasing the evaluation and application skills of students to experimental group. However, comprehension skill was not much affected by the CAI. According to the results of this study it was suggested that CAI as an effective teaching method should be applied to improve teaching quality and by using CAI it will be possible to eliminate lingual, regional and ethical biases between teacher and student.
Evolving Notions of Knowledge and Learning for Today's Students
Author: Galloway, Jerry P.
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Attitudes,Student Motivation,Epistemology,Learning,Problems,Instruction,Expectation

This paper addresses current and fundamental issues in the classroom and raises some important issues and perspectives commonly ignored by practicing teachers, their student counterparts and existing literature. This position paper is, essentially, a report of a troubling phenomenon among students, their mindset and motivations, which, if true, has serious implications for learning. Specifically, students' focus on information acquisition over knowledge or understanding and how this skews their motivations in the educational experience. Teachers exacerbate the problem by teaching toward information and skills ignoring the development of knowledge, critical thinking and wisdom. This paper raises issues and suggests further debate and awareness.
Social Influences on Children's Engagement in School
Author: Herald-Brown, Sarah L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Learner Engagement,Peer Relationship,Teacher Student Relationship,Parent Child Relationship,Correlation,Parent Influence,Teacher Influence,Peer Influence,Friendship,Victims,Rejection (Psychology),Bullying,Aggression

Children's social relationships have been linked with various indicators of their school engagement. This overview of the current literature examines evidence concerning the processes through which children's relationships with teachers, parents, and peers positively or negatively contribute to children's engagement in school. In this paper, we advance the argument that peers have a more direct and substantial influence on children's school engagement than either teachers or parents. Moreover, we contend that the influence of parents and, to a lesser extent, teachers on children's school engagement is more often circuitous than direct. Specifically, we argue that parents and teachers impact children's peer relations, which, in turn, bear on children's school engagement.
What Engages Students in MetaL-FrOG? A Triarchy Perspective on Meta-Cognitive Learning
Author: Fa, Ng Sen
Date: 2008-00-00
Type: Journal Articles
Subjects: Grounded Theory,Metacognition,Electronic Learning,Graduate Students,Learner Engagement,Student Motivation,Student Behavior,Computer Uses in Education,Foreign Countries

This paper presents the central ideas of a grounded theory research by the name of Triarchy Perspective on Metacognitive Learning in Free Online Groups, or &quot;TriP on MetaL-FrOG&quot; in short. The research setting was online learning community on the platform of Free Online Group web (FrOG) intended for post-graduate students. The research examined the phenomenon of learning engagement through FrOG portals. It was concluded that three factors contributed to MetaL-FrOG: Motivation, Cognitive Resources and Pro-learning Behaviors. Further analysis revealed these three components to be desired learning outcomes themselves.
Learner Oriented Co-Operative Learning: A Booster to Higher Educational Learners
Author: Singaravelu, G.
Date: 2007-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Environmental Education,Biodiversity,Qualitative Research,Statistical Analysis,Graduate Students,Foreign Countries,Achievement Tests,Pretests Posttests,Hypothesis Testing,Scores

The present study enlightens the impact of Learner-Oriented-Co-operative Learning in enriching knowledge in Environmental Education at Higher Education. To achieve the expected competency in Biodiversity, various approaches were adopted in the class room transaction which were not fruitful. Hence the researcher practiced the Learner-Oriented-Co operative Learning in the classroom transaction. Single group Experimental method was adopted in the study. Qualitative and quantitative approaches were adopted in the study. Twenty five students studying in Master of Commerce at Bharathiar University, Coimbatore, Tamilnadu were considered as sample for the study. Achievement test was considered as tool for the study. Resarcher's self-made tool was used for pretest and post test. After administering pre test, treatment was given through Learner-Oriented-Co-operative Learning to find out the effectiveness of it. Descriptive statistics was applied for the study. Learner-oriented-Cooperative Learning is more effective than traditional method in Learning Biodiversity in Environmental Education. The fruitful method can be implemented in some other Universities and colleges for other subjects also.
Learning Discrepancy in Relation to Personality Factors among Primary School
Author: Ravi, R.
Date: 2008-00-00
Type: Journal Articles
Subjects: Personality Traits,Elementary School Students,Correlation,Surveys,Academic Achievement,Statistical Analysis,Student Characteristics,Socioeconomic Status,Student Adjustment,Foreign Countries

This study focuses on discrepant achievers, that is, overachiever and underachiever in relation to certain personality factors among the primary school students. In the present study, the investigator has adopted the correlation method of normative survey research design. The data were collected into two phases for the present study. In the first phase, the data were collected from 500 samples from the identified schools using the Intelligence test battery. And for achievement, the marks secured by the samples in the annual examination were taken into account. After completing the first phase of the data collection, the discrepant achievers that is, under and over achievers were found out using the quartile ranking method. Accordingly, there were 40 under achievers and 48 over achievers found out and they were labelled as discrepant achievers. Hence, these 88 samples were subjected to second phase of data collection. As in the second phase of data collection, the data were collected from the identified discrepant achievers using children's personality questionnaire. Finally, it is concluded that the personality traits of the selected primary school students does affect their scholastic achievement.
Development of Social Mediation and Emotional Regulation in Virtual Learning Environment Research
Author: Lehtonen, Miika
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Technology,Simulated Environment,Computer Simulation,Teaching Methods,Interaction,Computer Mediated Communication,Emotional Response,Social Development,Aesthetics,Technology Uses in Education,Social Influences,Theories

This paper puts forward a series of theoretical underpinnings and design considerations for embodying emotional and aesthetic aspects of virtual (reality) and learning environment (VLEs) in support of ubiquitous teaching, studying and learning. The authors assert that a VLE should be considered as an interactive and sensation-producing affordances and instruments, as well as a mediator of communication and learning. Furthermore, a VLE should be valued as a tool for emotional and socio-structural mediation, as well as for the psycho-social regulation and control over the communication situation that the environment makes possible by allowing users to regular psycho-social distances. Researchers in studying and learning have too neglected emotional and aesthetic factors, especially in the context of network-based learning environments. These factors are examined here in terms of seven levels of observation forming a continuum from the individual subconscious/conscious inter-personal level to the social, cultural, cross- and transcultural levels. The continuum is mapped onto learning architectures, offering a greater understanding of their value as starting points and design considerations for VLEs in regulating learning. The most critical issue to take into account is the users, the human individual(s), and the social nature(s) of using the technologies involved.
Self-Concept, Self-Efficacy, and ICT Literacy Level as Students' Motivators towards the Use of Digital-Technology
Author: Agbatogun, Alaba O.
Date: 2007-00-00
Type: Journal Articles
Subjects: Self Concept,Self Efficacy,Technological Literacy,Student Motivation,Educational Technology,College Students,Predictor Variables,Foreign Countries,Hypothesis Testing,Student Surveys,Multiple Regression Analysis

The study investigated the interactive and relative effects of self-concept, self-efficacy and ICT literacy level on students' motivation towards the use of digital technology. The study sample comprised 1216 participants drawn from three universities in Ogun State, Nigeria. Four valid instruments were used in collecting data. Multiple regression analysis was utilized to analyse the data. The results indicated that the independent variable combined to predict 57.4% of students' motivation towards the use of digital technology. Self-concept was not a good predictor of students' motivation towards the use of digital technology. However self-efficacy and ICT literacy level contributed significantly to the prediction of students' motivation towards the of digital technology with ICT literacy level making higher contribution to the prediction of the dependent variable. In view of this finding, it was suggested that developing the students' ICT literacy and self-efficacy would improve students urge towards the use of digital technology that expedient for academic excellence.
Building Vocabulary for Language Learning: Approach for ESL Learners to Study New Vocabulary
Author: Alharbi, Adel M.
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Vocabulary Development,Language Proficiency,Learning Strategies,Online Surveys,Questionnaires,Pronunciation,Writing Strategies,Student Attitudes,Networks,Definitions,College Students,Foreign Students,Scores,Statistical Analysis,Listening Skills

This project investigated Vocabulary Learning Strategies (VLSs) English Language Learners used; and strategies they thought were effective to them in terms of language proficiency. Using an online survey, 121 participants responded to statements regarding their usage of VLSs. Participants have been divided into two groups: (1) learners with low English proficiency level and (2) learners with high English proficiency level to measure the significance between them in response to the VLS questionnaire. The analysis measured five sets of vocabulary knowledge: building synonyms network, learning definition(s) with contexts, pronunciation process, bookmark word search, and remembering strategy for writing. This project determined that the group with high language proficiency agreed more on the items selected than those with low language proficiency.
Observing Emotional Experiences in Online Education
Author: Lehtonen, Milka
Date: 2007-00-00
Type: Journal Articles
Subjects: Emotional Response,Online Courses,Educational Technology,Group Dynamics,Cognitive Processes,Essays,College Students,Grounded Theory,Qualitative Research,Hermeneutics,Interaction,Anxiety,Psychological Patterns,Difficulty Level,Teaching Methods,Technology Uses in Education,Feedback (Response)

This article examines the significance of emotion for the processes of teaching, studying and learning. The goal is to demonstrate on the basis of both theoretical examination and empirical data that emotional processes are crucial for human learning and should be taken into account in online teaching and learning as well. Emotional factors during studying influence in several ways whether one studies, how one studies, whether one learns and whether one remembers what one studied. We also examine online group dynamics in online teaching and studying from the point of view of shared emotional states and online conveyance of emotions. Emotional situations related to studying are also examined from the point of view of cognitive and emotional load and via the concepts of situational anxiety and situational pleasure. The examples in the empirical data were collected during 2005-2006 from online courses of the Cornet project. The data was analyzed by classifying the data referring to emotionality with nVivo program under special themes described in this article. The data contain student essays &quot;I as a learner&quot; during the &quot;Education, organisations and culture&quot; study unit (N = 12) and students' study-related email messages during the &quot;Learning organisation and small group dynamics&quot; study unit (N =28).
Asian Indian American Students: Attitudinal Motivation to Seek Mental Health Services
Author: Nair, Rejitha
Date: 2007-00-00
Type: Journal Articles
Subjects: Indians,Asian Americans,Questionnaires,Self Concept,Acculturation,Attitude Measures,Help Seeking,Mental Health,Correlation,Motivation,Counseling,Access to Health Care,Costs,Family Influence,Allied Health Personnel,Clergy,Religious Cultural Groups,Statistical Analysis

Help seeking attitudes and acculturation of Asian Indian Americans were examined in a sample consisted of 69 Asian Indian American students. Participants completed a demographic questionnaire, the Suinn-Lew Asian Self-Identity Acculturation Scale and the Attitudes toward Seeking Professional Psychological Help Scale. There were no significant relationships between levels of acculturation and motivation or attitudes toward seeking help. Reasons why professional help would not be sought included alternative sources of support and prohibitive cost. In seeking assistance, the participants preferred family first, followed by mental health professionals and then religious persons. Hindus were significantly more tolerant of seeking psychological help than Christians. Specifically, results demonstrated no significant difference between the low acculturated and bicultural groups for attitudes toward seeking psychological help.