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Learning-to-learn strategies as a basis for effective lifelong learning

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Abstract

Learning-to-learn skills are essential for effective lifelong learning to develop over the entire lifespan. These skills, which consist of cognitive and metacognitive learning strategies, largely have been neglected in analyses of issues surrounding lifelong learning and in policy development. This article draws particularly upon the work of Weinstein, Meyer, Schraw and other cognitive psychologists to outline some of the knowledge and skills required and some of the educational implications for their development from a human developmental psychology perspective. Much of the initial work in establishing these skills needs to lie with schools for reasons of access and equity. However, since mastery of cognitive and metacognitive skills is not likely to be fully achieved by the end of secondary schooling, with metacognitive skills in particular only likely to reach fuller development through work experience, there are important implications for educators at further and higher education levels.

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... L2L is an essential aspect of education that enables individuals to develop the skills, knowledge, and attitudes necessary for effective lifelong learning (Cornford, 2002). L2L involves developing self-regulated learning skills, including goal setting, planning, monitoring, and evaluating learning progress (Thrun & Pratt, 1998). ...
... According to Pol (2012), L2L can be approached from 4 different perspectives: (1) Organizational perspective, emphasizing the importance of thinking ahead and organizing study activities to acquire all necessary subject materials, skills, or insights that are being assessed; (2) Cognitive perspective, focusing on learning how to structure, memorize and construct schemata; (3) Meta-cognitive perspective, dealing with knowledge, skills and insights in the personal study process, and teaches students how to adjust their own way of learning to achieve learning outcomes within the limits and possibilities of the corresponding learning environment; and (4) Affective perspective, illustrating the importance of personal feelings like motivation during the learning process. To develop the key knowledge and skills of L2L, learners need to understand the learning process and be able to apply a range of learning strategies (Cornford, 2002). These strategies include setting learning goals, planning learning activities, monitoring learning progress, evaluating learning outcomes, and reflecting on learning experiences. ...
... In addition, it acts as the conceptual framework for the study. Cornford (2002) Students' knowledge about themselves as learners Black et al. (2006) A central feature of intentionality is that learners take responsibility for their learning; learning is a knowledge construction process that learners have to undertake for themselves Pol (2012) Affective perspective ...
Conference Paper
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The study examines the impact of a project-based learning (PBL) method in promoting the development of learning to learn (L2L) competencies in the field of advertising design. The study adopts a mixed-methods approach, utilizing a case study approach to collect both quantitative and qualitative data. Comprehensive insights into the effect of PBLon L2L competencies in the advertising design context are obtained via the use of surveys, interviews, and documentation. The results enhance our understanding of the impact of PBL on the development of L2L skills within a given field of advertising design education. The findings of the study demonstrate that PBL has a beneficial impact on the development of students' L2L competencies. Additionally, the study offers valuable insights into successful teaching strategies for promoting L2L abilities using PBL within the context of advertising design. Educators may utilize the knowledge gained from this study to develop and execute PBL attempts that effectively enhance L2L competencies.
... Since the occurrence of the COVID−19 outbreak, self-regulated learning (SRL), in addition to lifelong learning, has emerged as a tool to support teaching and learning all over the world, and it needs to be further researched for potential future changes in the education sector (Carter Jr et al., 2020). Students with self-regulation and autonomy in the classroom are better prepared, which leads to the objective of lifelong learning (Cornford, 2002;Lüftenegger et al., 2012). There is a considerable body of research investigating the influence of SRL methods on students' academic accomplishment (e.g. ...
... (Schunk, 2005). Furthermore, it was anticipated that planning, monitoring, and assessment procedures would help students perform better in their professional careers (Cornford, 2002). A significant association was discovered between SRL cognitive, metacognitive, and resource-oriented approaches and students' academic results (Endres et al., 2021;van Den Hurk, 2006), implying a lifelong learning capacity later in their lives. ...
... This finding echoed prior studies, implying that effective and long-term learners are especially characterised by learning-to-learn techniques and self-regulated learning (Kallio et al., 2018). Additionally, monitoring and planning help students become competitive in the workforce (Cornford, 2002). It appears that students' ability to reflect on how and why they are learning, as well as their level of awareness of their actions and process, are enhanced by metacognitive strategies. ...
Article
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Globally significant adversities have occurred, including the COVID−19 pandemic, which had an impact on all facets of society, such as the fields of employment and education. University students should be well-equipped with the skills, knowledge, and attitude required to adapt to and withstand employability challenges. A triangulation mixed-method approach was utilised in this study to measure and explore post-secondary students' sustainable lifelong learning for future-oriented purposes. The study began with a quantitative phase to examine the relationship between the four self-regulated learning strategies and lifelong learning. A survey approach was utilised to execute the research among 152 university students in Vietnam. The results of structural equation modelling demonstrated a significant positive association between lifelong learning abilities and metacognitive knowledge, resource management , and motivating beliefs. Cognitive involvement, however, did not reveal a significant connection. Second, qualitative follow-up research with five undergraduates indicated students' use of strategical (self-regulated learning strategies) and psychological preparation (self-understanding, adaptability, and flexibility) for the future. Significant implications were made for teachers and students in higher education to facilitate and enhance students' lifelong learning abilities to cope with uncertainties prior to transitions. ARTICLE HISTORY
... However, there is still relatively little research aimed at investigating the effects of PT on metacognition, although it is recognised as one of the foundations for lifelong learning (Cornford, 2002). Therefore, the present study assessed changes in tutors' metacognitive abilities before and after a PT experience, with a focus on implicit theories and beliefs of intelligence. ...
... Students with an incremental theory believe that intelligence can be acquired over time through effort and learning. Implicit theories and beliefs about how our minds work can play a central role in learning contexts and are predictive of learning outcomes (Cornford, 2002;Rattan et al., 2012). In particular, they seem to determine the kinds of goals students tend to pursue (Dweck, 2000). ...
Article
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Peer-tutoring (PT) is a widely studied learning strategy. No studies, to our knowledge, have examined the effects of PT on tutors’ metacognitive abilities, particularly in relation to implicit theories of intelligence. Study 1 aimed to determine the effects of PT on tutors’ theory and beliefs of intelligence and self-confidence in their own intelligence. Study 2 aimed to explore the efficacy of a metacognitive training administered to tutors on some metacognitive dimensions for both tutors and tutees. In Study 1, we compared tutors and no-tutors before and after PT; in Study 2 we compared tutors, who completed a brief metacognitive training, with a group of standard tutors, as well as their relative tutees. Participants were assigned to experimental conditions and assessed using various standardised questionnaires. Study 1 revealed a surprising negative effect: after PT, tutors tended to abandon the idea of intelligence as a modifiable construct and adopt a more dysfunctional theory of entity intelligence (Cohen’s d = .66). Study 2 also showed that the PT experience negatively affected tutors’ theory of intelligence (Cohen’s d = .94), but this held only for untrained tutors. We also found a positive indirect effect of the training on tutees’ attitudes towards maths.
... Lifelong learning is about learning, which takes place throughout life. It relies on effective learning that emphasizes information processing, fundamental learning-to-learn skills, and cognitive and metacognitive abilities (Cornford, 1999(Cornford, , 2000(Cornford, , 2002. The goals of lifelong learning encompass the development of a highly qualified workforce, personal growth for a more successful life, and the strengthening of society (Chapman & Aspin, 2001). ...
... Education systems that prioritize the development of essential skills such as critical thinking, problem-solving, and adaptability prepare individuals for a lifelong learning journey. These skills are valuable in navigating a rapidly changing world (Cornford, 1999(Cornford, , 2000(Cornford, , 2002. ...
Article
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This study adopted a qualitative research design to investigate teachers' views on lifelong learning. The sample consisted of 30 teachers from different branches. Data were collected using a semi-structured interview guide. The data were analyzed using content analysis. Participants viewed lifelong learning as a process not limited to schools. They also associated it with all kinds of learning activities and personal growth. They believed lifelong learning was necessary for technological advances, social change, and high quality of life. They stated that the goals of lifelong learning were accessing educational opportunities, increasing knowledge and skills, and transforming students into qualified people. They noted that motivation, education systems, and social and cultural changes affected lifelong learning.
... While it is of course possible that just by engaging with the task there is an element of incidental skill development over time (Baeten et al., 2008;Bell, 2010;Cornford, 2002;Sart, 2014;Shepard, 2000), we would argue that coach developers should not leave this to chance, but instead spend some time purposefully cultivating and discussing these skills so that coaches know how to continue using them beyond the present learning opportunity. Indeed, according to Cornford (2002): "the most sensible approach is not to assume the automatic development of learning skills but to teach them quite explicitly" (p. ...
... While it is of course possible that just by engaging with the task there is an element of incidental skill development over time (Baeten et al., 2008;Bell, 2010;Cornford, 2002;Sart, 2014;Shepard, 2000), we would argue that coach developers should not leave this to chance, but instead spend some time purposefully cultivating and discussing these skills so that coaches know how to continue using them beyond the present learning opportunity. Indeed, according to Cornford (2002): "the most sensible approach is not to assume the automatic development of learning skills but to teach them quite explicitly" (p. 361). ...
... Engaged learners become confidently motivated to gain, process, and assimilate new knowledge and skills, applying them to different contexts (European Commission, 2006). Cornford (2002) has argued that learning skills are essential to building practical and effective lifelong learning since the world constantly changes through technology and the knowledge it generates. Therefore, individuals must adapt their learning styles to cope daily with increasing amounts of information (Cornford, 2002). ...
... Cornford (2002) has argued that learning skills are essential to building practical and effective lifelong learning since the world constantly changes through technology and the knowledge it generates. Therefore, individuals must adapt their learning styles to cope daily with increasing amounts of information (Cornford, 2002). ...
Article
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This study explores the use of open educational resources (OERs) in studio-based learning and their influence on learning experiences. The research team conducted action research with 30 bachelor of arts students who were completing a video production subject. Students were required to learn from a website containing open online learning resources under a flipped classroom approach. A teaching schedule and website were designed according to several criteria. Research data were collected through observation, reflective journals, and interviews and were analyzed via thematic analysis. Participating students expressed their perceptions of benefits and hesitation in utilizing OERs in learning. They agreed that the use of OERs as flipped classroom learning materials could positively affect their learning, primarily through competence and learning autonomy as indicated in self-determination theory. This investigation provides teachers with valuable experience and suggestions for teaching and learning approaches that incorporate OERs into studio-based education. Students learn from OERs in which they can gain the most up-to-date technical knowledge in an autonomous environment. This experience indicates that this pedagogy greatly and positively influences students’ subject-learning experiences, learning outcomes, and self-learning skills.
... Bu değerin anlamlı olmaması modelin uyumlu olduğunun göstergesidir (Garson, 2008). (Blaschke, 2021;Collins, 2004;Cornford, 2002;Hargreaves, 2004;Thongmak, 2021 (Botner, 2018;Verduin, McEwen ve Osgood, 1984). ...
... Willingness to learn is an individual factor that affects motivation. This situation has a power on lifelong learning (Blaschke, 2021;Collins, 2004;Cornford, 2002;Hargreaves, 2004;Thongmak, 2021). ...
Article
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Yaşam boyu öğrenme, bireylerin örgün eğitimlerinin paralelinde ya da örgün eğitimlerinin dışında katıldıkları, mesleki ya da kişisel gelişimi amaçlayan öğretimsel etkinlikler olarak tanımlanabilir. Bu çalışmada hızla gelişen koşullar nedeniyle mesleki gelişime en çok ihtiyaç duyulan mesleklerin başında gelen öğretmenlik mesleğine hazırlanan öğretmen adaylarının, yaşam boyu öğrenme düzeyleri cinsiyetleri, öğrenim gördükleri program, haftalık çalışma planı yapıp yapmama durumları, boş vakit etkinlik sayıları, sahip oldukları teknoloji sayıları, teknoloji kullanım amaçları, öğrenmeye isteklilikleri ve gelişime açıklıkları öğrenmeye isteklilik değişkenleri bağlamında incelenmiştir. 290 öğretmen adayından toplanan veriler lojistik regresyon analizi ile analiz edilmiştir. Çalışma kapsamında öğrenmeye isteklilik, gelişime açıklık ve boş vakit etkinlik sayılarının yaşam boyu öğrenme düzeyini anlamlı biçimde yordadığı ve bu değişkenlerdeki artışın yaşam boyu öğrenme düzeyini artırdığı belirlenmiştir (p<0.01). Modelin en etkili yordayıcı değişkeni öğrenmeye isteklilik değişkenidir (Wald=23,060; Exp(β)=1,199). İkinci sırada gelişime açıklık değişkeni (Wald=11,541; Exp(β)=1,224), üçüncü sırada da boş vakit etkinlik sayısı değişkeni (Wald=6,697; Exp(β)=1,238) gelmektedir. Diğer değişkenlerin yordayıcı etkilerinin olmaması, yaşam boyu öğrenmede fırsat eşitsizliklerinin ortadan kalmaya başlaması yönünde kanıtlar sunar niteliktedir. Tüm bu bulgular öğretmen eğitiminde yaşam boyu öğrenme etkinliklerinin düzenlenmesine yol gösterici nitelikte olup alanyazında yer alan görüş boşluğunu doldurmaktadır.
... In this regard, the researchers in this study searched for an effective and practical teaching method; meta-cognitive learning strategy (MCLS) is selected for improving noncomputer students' learning outcomes. MCLS involves active control of learning through the phases of planning, monitoring, and evaluating learning processes [4,23,66,88,90], and it is noted that some educators provide or use different names for these phases [124]. It is reported that MCLS is a main factor influencing students' academic achievement [1,87]. ...
... As Zahedi [124] mentioned, in the past, many scholars have developed their own theories or definitions surrounding the original concept of metacognition but may use different nomenclature. Overall, MCLS can be summarized as learners managing and thinking about the learning process and controlling their own cognition [23,90,124]. For the purpose of this study, the definition of MCLS refers to a learner's awareness of managing, controlling and regulating their learning as well as their thinking process [72], or, put more simply, "thinking about thinking" [4,124]. ...
Article
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With the development of technology and demand for online courses, there have been considerable quantities of online, blended, or flipped courses designed and provided. However, in the technology-enhanced learning environments, which are also full of social networking websites, shopping websites, and free online games, it is challenging to focus students’ attention and help them achieve satisfactory learning performance. In addition, the instruction of programming courses constantly challenges both teachers and students, particularly in online learning environments. To overcome and solve these problems and to facilitate students’ learning, the researchers in this study integrated two teaching approaches, using meta-cognitive learning strategy (MCLS) and team regulation (TR), to develop students’ regular learning habits and further contribute to their programming skills, academic motivation, and refusal self-efficacy of Internet use, in a cloud classroom. In this research, a quasi-experiment was conducted to investigate the effects of MCLS and TR adopting the experimental design of a 2 (MCLS vs. non-MCLS) × 2 (TR vs. non-TR) factorial pre-test/post-test. In this research, the participants consisted of four classes of university students from non-information or computer departments enrolled in programming design, a required course. The experimental groups comprised three of the classes, labelled as G1, G2, and G3. G1 concurrently received both the online MCLS and TR intervention, while G2 only received the online MCLS intervention, and G3 only received the online TR intervention. Serving as the control group, the fourth class (G4) received traditional teaching. This study investigated the effects of MCLS, TR, and their combination, on improving students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in an online computing course. According to the results, students who received online TR significantly enhanced their programming design skills and their refusal self-efficacy of Internet use a cloud classroom. However, the expected effects of MCLS on developing students’ programming skills, academic motivation, and refusal self-efficacy of Internet use were not found in this study. The teaching strategy of integrating MCLS and TR in an online programming course in this study can serve as a reference for educators when conducting online, blended, or flipped courses during the COVID-19 pandemic.
... Adult learners differ in their motivation to engage in lifelong learning and their abilities to self-manage learning opportunities and make good decisions about where and how to find developmental opportunities (Kossek et al., 1998). Given that there is a rich literature on helping adults "learn to learn" (e.g., Cornford, 2002;Merriam & Baumgartner, 2020), one role for I-O psychologists is to persuade organizations to encourage the development of skills in their members and to help design effective programs. One good example of this is the work of the Center for Creative Leadership, which conducted hundreds of interviews over the years with successful executives to uncover and codify effective ways of learning from experience (e.g., Dai et al., 2013). ...
Article
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Global disruption, technological advances, and population demographics are rapidly affecting the types of jobs that are available and the workers who will fill those jobs in the future of work. Successful workers in the dynamic and uncertain landscape of the workplace of the future will need to adapt rapidly to changing job demands, highlighting the necessity for lifelong learning and development. With few exceptions, industrial-organizational (I-O) psychologists have tended to take an organization-centered perspective on training and development; a perspective that promotes worker development as a means to organizational success. Hence, we call for a broadening of this view to include a person-centered perspective on workplace learning focused on individual skill development. A person-centered perspective addresses lifelong learning and skill development for those already in the labor force, whether they are working within or outside of organizations (e.g., gig workers), or those looking for work. It includes the most vulnerable people currently working or seeking work. We describe the factors affecting the future of work, the need to incorporate a person-centered perspective on work-related skill learning into I-O research and practice, and highlight several areas for future research and practice.
... Mahasiswa diharapkan dapat mengimplementasikan pengetahuan dan keterampilan akademiknya di luar universitas supaya mendapatkan pengalaman yang lebih luas. Hal ini mampu menumbuhkan sikap mahasiswa, yaitu "learn to learn" supaya mahasiswa memiliki tanggung jawab terhadap permasalahan yang dihadapi guna untuk mendapatkan pembelajaran yang efektif untuk seumur hidup (Conford, 2002). Sehingga CBL berguna untuk menyiapkan mahasiswa supaya memiliki kemampuan untuk menyelesaikan permasalahan dikehidupan nyata dengan pengetahuan yang bermakna. ...
... Compulsory education should prioritize lifelong learning skills, yet students still graduate with varying levels of proficiency due to individual differences (Cornford, 2002). Given the non-participation of many people in the education system, the development of SDL skills needs to be looked at more broadly, and interventions should be available in different contexts. ...
Article
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In response to the growing need for self-directed learning (SDL) skills in a rapidly changing world, research was conducted to map interventions that support SDL skills, aiming to find a model for supporting SDL skills in NEET-youth. SDL competencies support continuous personal development and coping with change. There is a significant number of young people in society who do not participate in working life, education, or training (NEET-youth) and are characterized by a low level of education. Little has been done to support SDL skills interventions for them; however, bringing young people back to the education path is a crucial issue. This raises important questions about which supportive approach and tools are most beneficial for developing SDL skills in NEET-youth, and how best to implement them. This literature review is based on the analysis of 25 articles. The results of the study showed that SDL interventions have not been used for NEET-youth, and therefore, the new model was created. In the case of NEET-youth the SDL intervention should be seen as a non-formal learning process that combines various activities that enable self-reflection and real-life experiences for acquiring new positive learning experiences.
... Specifically, five lifelong learning skills are: goal setting, self-direction and selfevaluation, information seeking, application of knowledge, and adaptation of learning strategies to different conditions [6]. Metacognitive engagement plays a crucial role in developing lifelong learning skills [7]. Metacognition enhances an individual's awareness of their learning process, which assists in the judgment of their performance and influences their learning choices [8]. ...
... In today's world, sustainability necessitates not only the application of academic knowledge but also a foundation that supports continuous learning and growth. Lifelong learning is a national and global priority, and improving student retention and success is crucial, as evidenced by the Australian government's inclusion of retention as a funding indicator for higher education [33,34]. The importance of reducing dropout rates and improving students' academic success-specifically by identifying the factors contributing to lagging academic performance among undergraduate students in advance has become increasingly critical for policymakers, higher education institutions, and students alike [35]. ...
Article
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Background Medical universities often face the ongoing challenge of identifying and supporting at-risk students to enhance retention rates and academic success. This study explores a comprehensive analysis of perceived at-risk factors impeding academic and career aspirations and compares the perspectives of students and faculty in a medical school. Methods We focused on first and second-year medical (MBBS) students and teaching faculty in an international medical college offering a twinning program in India and Malaysia. Our investigation involved a comprehensive assessment of 25 at-risk factors through Likert-type questionnaires distributed to 250 MBBS students and 50 teaching faculty. Results Our findings revealed distinct disparities in perceptions between faculty and students regarding mean scores of classroom engagement (p = 0.017), procrastination (p = 0.001), unrealistic goals (p = 0.026), emotional/behavioral problems (p = 0.008), limited key social skills (p = 0.023), and a non-supportive home environment (p = 0.001). These differences underscore the need for increased communication and understanding between faculty and students to address these risk factors effectively. In contrast, no significant disparities were observed among faculty and students’ perceptions concerning mean scores of various potential at-risk factors, including academic unpreparedness, cultural/language barriers, individual guidance/mentoring, limited communication skills, racism/sexism, self-confidence, self-respect, self-concept, motivation, underprepared for current academic challenges, self-discipline, negative social network, negative peer culture, transportation time, college financial cost, college evaluation culture bias, broken college relationships, teaching methodology, and learning disabilities. However, varying degrees of influence were perceived by faculty and students, suggesting the importance of individualized support. Conclusion This study contributes to the academic community by shedding light on the multifaceted nature of at-risk factors influencing student success. It underscores the need for proactive measures and tailored interventions to enhance student retention in higher education and academic achievement, fostering a sustainable foundation for lifelong learning and growth.
... La capacità di autoregolazione dell'apprendimento 1 gioca un ruolo cruciale nel successo scolastico (Jansen et al., 2019;Theobald, 2021) e nell'apprendimento permanente (Cornford, 2002;Sala et al., 2020;Winne, 2005;Zimmerman, 2002). Questa abilità è ormai considerata un obiettivo centrale dell'istruzione (Bolhuis, 2003;OECD, 2020), il che rende necessaria la sua promozione lavorando su abilità cognitive, metacognitive, atteggiamenti, disposizioni, valori, credenze, capacità di autoconsapevolezza e responsabilità come discenti, oltre alla creazione di un contesto socio-relazionale stimolante (Deakin Crick, 2007;Hautamäki et al., 2002). ...
Article
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The ability to self-regulated learning represents a fundamental skill in academic success and lifelong learning. Teachers play a crucial role both in directly teaching self-regulated learning strategies and in creating a stimulating learning environment capable of fostering conditions conducive to the development of self-regulation skills. Within this framework, having a specific tool to assess teachers' sense of self-efficacy in the field of self-regulated learning can help achieve a better understanding of such practices and the obstacles to their dissemination. The study presents the validation in the Italian context of a scale designed to assess teachers' sense of self-efficacy in implementing self-regulated learning strategies in the classroom. The tool was administered to a sample of 1000 teachers serving in primary and secondary schools nationwide. The Italian version comprises 17 items divided into four dimensions related to direct and indirect strategies for promoting self-regulation. Confirmatory factor analysis and reliability analyses confirm the scale's good psychometric properties and suggest its applicability in the Italian context. La capacità di autoregolare il proprio apprendimento rappresenta una competenza fondamentale nel successo scolastico e nell'apprendimento permanente. I docenti svolgono un ruolo cruciale sia nell'insegnamento diretto di strategie di apprendimento autoregolato sia nel predisporre un contesto di apprendimento stimolante e in grado di porre le condizioni adeguate allo sviluppo di capacità di autoregolazione. In questo quadro, disporre di uno strumento specifico per valutare il senso di autoefficacia dei docenti nel campo dell'apprendimento autoregolato può aiutare a raggiungere una migliore comprensione di tali pratiche e degli ostacoli alla loro diffusione. Lo studio presenta la validazione nel contesto italiano di una scala progettata per valutare il senso di autoefficacia degli insegnanti nell'implementazione di strategie di appren-dimento autoregolato in classe. Lo strumento è stato somministrato a un campione di 1000 docenti in servizio di scuola primaria e secondaria del territorio nazionale. La versione italiana presenta 17 item suddivisi in quattro dimensioni attinenti a strategie dirette e indirette per promuovere l'autoregolazione. L'analisi fattoriale confermativa e le analisi di affidabilità attestano le buone caratteristiche psicometriche della scala e ne suggeriscono l'applicabilità nel contesto italiano.
... Sinteticamente, è possibile definire l'autoregolazione dell'apprendimento come la capacità di comprendere e gestire il proprio apprendimento (Schraw et al., 2006), una componente essenziale della competenza "imparare a imparare" (Sala et al., 2020). La capacità di autoregolazione dell'apprendimento svolge un ruolo cru-ciale nel successo accademico (Jansen et al., 2019;Theobald, 2021) e nell'apprendimento permanente (Boekaerts, 1999;Cornford, 2002;Winne, 2005;Zimmerman, 2002). Per promuovere lo sviluppo di tale capacità negli studenti, è necessario lavorare su abilità cognitive, metacognitive, atteggiamenti, disposizioni, valori, credenze, capacità di autoconsapevolezza e di assunzione di responsabilità di sé come discente, con un'attenzione anche al creare un contesto socio-relazionale stimolante (Deakin Crick, 2007;Hautamäki et al., 2002). ...
Chapter
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L’apprendimento autoregolato, essenziale per il successo scolastico e l’apprendimento permanente, richiede un’attenzione particolare al contesto e alle competenze di apprendimento. Pertanto, da tempo si raccomanda che l’insegnamento vada oltre la mera trasmissione di conoscenze, ponendo le competenze relative al processo di apprendimento al centro dell’istruzione. In questo quadro, i processi valutativi rivestono un ruolo cruciale, grazie ai molteplici punti di contatto tra l’autoregolazione dell’apprendimento e le dinamiche della valutazione formativa. Questo studio, condotto su circa 2500 insegnanti di scuola primaria e secondaria, esamina le percezioni di autoefficacia dei docenti nell’implementare strategie di autoregolazione in classe, confrontando diverse dimensioni del senso di autoefficacia e analizzandone il ruolo predittivo nell’implementare strategie valutative attive e partecipative, riconducibili all’approccio di valutazione come apprendimento. I risultati indicano che il più basso livello di autoefficacia riguarda la co-costruzione della valutazione con gli studenti. Inoltre, il senso di autoefficacia influisce sulle scelte e sull’attuazione di strategie valutative attive. Si sottolinea l’importanza di considerare le abilità dei docenti nella promozione dell’autoregolazione dell’apprendimento in classe e la necessità di sostenerli nel perfezionare pratiche valutative in grado di stimolare l’autoregolazione degli studenti. Self-regulated learning, essential for academic success and lifelong learning, requires particular attention to context and learning competencies. Therefore, it has long been recommended that teaching extends beyond mere knowledge transmission, placing skills related to the learning process at the heart of education. Within this framework, assessment processes play a crucial role, thanks to the multiple points of contact between learning self-regulation and the dynamics of formative assessment. This study, conducted with approximately 2500 primary and secondary school teachers, examines teachers’ self-efficacy perceptions in implementing self-regulated strategies in the classroom. It compares various dimensions of self-efficacy and analyzes their predictive role in implementing active and participatory assessment strategies, which are attributable to the assessment as learning approach. The results indicate that the lowest level of self-efficacy concerns co-constructing assessment with students. Additionally, the sense of self-efficacy influences choices and the implementation of active assessment strategies. It is emphasized the importance of considering teachers’ skills in promoting students’ self-regulated learning in the classroom and the necessity of supporting them in refining assessment practices capable of fostering students’ self-regulation.
... By actively collaborating with social entrepreneurs, companies, and NGOs, students are asked to apply their academic knowledge and skills outside of the university context to gain practical experience in the broader context. This type of collaboration and engagement promotes a "learning-to-learn" attitude where students are motivated to take on responsibility for their learning and develop "a basis for effective lifelong learning' [14]. Thus, CBL provides a useful framework for setting up courses that enable students to develop problem-solving skills and apply their knowledge in a meaningful way [15]. ...
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This paper aims to illustrate a mechanism and the impact of collaboration between academia and external stakeholders using a challenge-based learning (CBL) approach, with ill-defined open challenges as the starting point of the learning journey. The context of the study is a sequence of three connected courses that enabled students to address pressing sustainability challenges both in the Global South and the Global North in a variety of fields, such as health, urban living, agriculture and waste management. The courses aimed to equip students with knowledge and skills on how to tackle the challenges and design responsible innovations, as well as inspire them to make an impact in the world, while collaborating with external stakeholders. The insights gained from this study are that the courses effectively fostered critical thinking, organizational skills, and teamwork capabilities among students. The collaboration with external partners was particularly valued by the students for its relevance to their learning and potential career progression, as it allowed them to take ownership of the challenges to tackle, thereby enhancing motivation and deepening their learning experience. Furthermore, the courses were successful in enabling students to apply knowledge to real-world cases and engage in meaningful debates on responsible innovation and SDGs.
... Self-regulated learning (SRL) is an active, constructive process in which learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, emotion, motivation, and behavior, guided and constrained by their goals and contextual features (Pintrich, 2000). Children's SRL is positively related to their academic success (Dent & Koenka, 2016), considered an essential skill for lifelong learning (Cornford, 2002), and often mentioned as an important educational goal (Bolhuis, 2003). Already in elementary education, children can and do engage in accurate SRL activities Schneider, 2008). ...
... "Communication in the mother tongue" ,"communication in foreign languages", "mathematical skills" ,"basic skills in science and technology", "social and human competencies", "digital competence", "learning to learn", "social and human competencies", "initiative and entrepreneurship", and "cultural competences" were listed as the essential lifelong learning skills in the 2006 report by the European Union Parliament and Council. Examining the pertinent literature reveals that multiple definitions of lifelong learning skills have been offered by researchers (Cornford, 2002;Adams, 2007;Aydın, 2023 • Being open to innovations, ...
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The lifelong learning strategy is one of the most significant strategies suggested for bringing up modern persons in the appropriate circumstances. This study attempts to identify, in terms of several characteristics, the lifelong learning tendencies of the Turkish language, literature, and Turkish teacher candidates. 297 students studying Turkish Language and Literature as well as Turkish Teacher Certification at a university in the east of Turkey make up the study's sample in the survey model. The Lifelong Learning Tendency Scale (Gür Erdoan Arsan, 2016) was used to gather the research's data. The information gathered throughout the study was analyzed using four distinct methods, including frequency, percentage, t-test for independent groups, and Kruskal Wallis H test. The statistical software package SPSS for Windows 22.00 was used to analyze the data. The study's findings revealed that, when it comes to gender-related factors, female teacher candidates had stronger lifelong learning tendencies than male teacher candidates. It was discovered that teacher candidates who read books frequently—every day, every other day, and once a week—had better propensities for lifetime learning than those who read books just once a month. It was found that teacher candidates with stronger dispositions toward lifelong learning studied scientific/academic, personal development, adventure, novel/story, and literary genres. Additionally, it was discovered through the research that there was no significant difference in the lifelong learning tendencies of teacher candidates about factors like age, the department or major of science they studied in college, the grade level they studied in, family income level, the education levels of their mothers and fathers, and preferred reading model. In general, it was found that teacher applicants scored extremely well on the lifelong learning tendencies scale when it came to their responses regarding their degrees of willingness to learn and grow over time.
... The term "learning to learn" implies giving the learners a variety of abilities and skills that will facilitate a more effective learning process throughout their lives. This includes the ability to engage and persist in learning, as well as the ability to structure the learning process, information search, time management, and more [8]. In recent years, there has been increasing recognition of the need to cultivate learning and management skills as part of higher education curricula, not only with the goal of excelling during the studies, but also instilling in the student abilities for independent learning and lifelong learning. ...
... The purpose of PAI is because in the learning process it only pays attention to cognitive aspects and ignores affective aspects (Cornford, 2002). The conative-volutive aspect is the will and determination to practice the values of religious teachings. ...
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This research describes Islamic Religious Education as related to the lack of religious education for minority students. This research is qualitative research that uses a pedagogical approach. The data source in this research comes from interviews, while the parties interviewed were the principal, teachers, students and parents. Meanwhile, secondary data is taken from documents related to research. The research results show that a. Awareness of success can be seen from the practice or implementation of the school principal's plan regarding religious education, there is no prohibition on Muslim students from praying, in fact the school always holds Islamic religious activities. Social Success is seen from the elements found in the field, namely the relationship between teachers, teachers and students who appear close in intimacy without distinguishing between each other. The school's strategy in providing understanding of religion to Muslim students apart from teaching at school is through friendship by building communication with interfaith students leaders, religious institutions, educational institutions as well as through a socio-cultural approach and management of educational units to accept all Muslim to school without special requirements, and provide services to students regardless of ethnicity and religion.
... Therefore, organisation requires the transformation of knowledge into a different form, as well as the development of certain schematic systems that make connections between fragments or elements of knowledge. The links formed when analysing similarities and differences may not only be important to the formation of opinions, but also to how we retain knowledge in our long-term memory (Cornfold, 2002). Rehearsal refers to learning by repetition such as a learner who listens to an online lecture over and over again. ...
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This study investigated influence of self-regulated learning on students' achievement in Literature in English in senior secondary schools in Ife North Local Government Area, Osun State. Ife North Local Government Area, Osun State was selected for the study, because students in the area are familiar with self-regulated learning. It adopted the survey research design. Simple random sampling technique was used to select five senior secondary schools from public secondary schools in Ife North Local Government Area of Osun State. Forty SSII students were randomly selected from each school, making a total of 200 students. In all, 200 SS II students participated in the study. Two instruments were used for data collection: Questionnaire on Self-Regulated Learning (r=0.76) and Literature in English Awka Journal of English Language and Literary Studies (Ajells) Vol.10 No.1 61 Achievement Test (r=0.74). Data collected were analysed using frequency counts, percentages and pearson product moment correlation. Findings of the study revealed a weighted mean of 2.74 which is greater than the threshold of 2.50. Also, there was a significant positive relationship between self-regulated learning and students' achievement in Literature in English (r = .541; p=.000<.05). Based on the findings of this study, it was recommended that students should not allow their level of self-regulated learning of Literature in English to decrease. Government should organise seminars and workshops for teachers on methods, strategies and techniques of teaching Literature in English. Students should adequately engage with the prescribed Literature in English texts and not just teachers' notes or commentaries on the texts that will not give them in-depth knowledge of what is in the recommended texts. Teachers should encourage students more on the usage of self-regulated learning in Literature in English to improve their performance in the subject. Parents should provide the prescribed literary texts and necessary materials for their children.
... (Oxford, 2013). In the classroom, students who exhibit self-regulation and autonomy are better equipped, thereby furthering the aim of lifelong learning (Cornford, 2002;Lüftenegger et al., 2012). ...
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Self-regulated learning strategies have received significant attention by researchers and become the topic of many empirical studies since they are believed to significantly influence the achievement levels in acquiring a foreign language. The current research investigated the self-regulated learning strategies most commonly employed by Vietnamese EFL students, as well as any potential correlation between these strategies and language proficiency levels. The study involved the random selection of 140 undergraduate students to participate. The participants had different levels of English proficiency and learning backgrounds. They completed a self-regulated learning (SRL) questionnaire including 50 items, which is comprised of two parts. The first part gathers participants' personal details, including age, major of study, duration of English learning, and English proficiency determined through international test outcomes, while the second part assesses the participants' utilization frequency of SRL strategies. Quantitative methods were utilized to collect data, and descriptive statistics, and correlation analysis were performed to investigate the correlation between self-regulated learning and the language proficiency of learners. Results indicated that the participants often employed a range of self-regulation strategies for language learning. The three strategies that were most frequently used by the participants were elaboration, help-seeking, and time and study environment management, while critical thinking and effort regulation were the least employed strategies. Furthermore, a notable positive association was observed between students’ self-regulated learning strategies and their language proficiency. It was clear that language proficiency and elaboration strategy correlated most significantly, while the lowest correlation existed between language proficiency and effort regulation.
... This also aligns with self-regulated learning, as studied previously in La Place et al. (2017), affirming that hackathons enable students to digest new material. Combined, these events and environments contribute to the goals of engineering education to engage students in learning to learn strategies that enable life long learning (Cornford, 2002). ...
... Hay que añadir que las investigaciones reflejan que cuando la instrucción es directa y bien enfocada los logros de aprendizaje son evidentes. También debe tomarse en cuenta, como enfatiza Cornford (2002), que no se puede asumir de forma simple que los estudiantes automáticamente conocen la mejor forma en que pueden aprender, hay que enseñarles de manera explícita a aprender. ...
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La metacognición, el acto de reflexionar y regular nuestro propio pensamiento, facilita elaprendizaje. Varias investigaciones de carácter multidisciplinarias han demostrado que losestudiantes más exitosos son, entre otras cosas, metacognitivamente hábiles. Sermetacognitivamente hábil implica al menos tener conciencia sobre el aprendizaje, evaluar lasnecesidades de aprendizaje, generar estrategias que den respuestas a estas necesidades, eimplementar dichas estrategias. Basado en un estudio diagnóstico sobre el uso de estrategia deaprendizaje por parte de estudiantes de inglés como lengua extranjera, este estudio pretende darrespuesta a las dificultades de aprendizaje de la gramática del inglés, a través de un modelodidáctico basado en dos estrategias metacognitivas de aprendizaje: diarios de reflexión guiados ypensamiento en voz alta. En síntesis, se busca dar respuesta a la interrogante de que cómo lograrque los estudiantes se vuelvan dueños de sus propios procesos de aprendizaje.
... Esse modelo de evento dá aos alunos a oportunidade de investigar o uso prático de conceitos teóricos, resolvendo um projeto do mundo real em um tempo limitado. (CORNFORD, 2002) Neste artigo, é apresentado o hackathon como um componente inserido no currículo dos cursos da Escola de Engenharia Mackenzie, mostrando que esse tipo de atividade vai muito além de uma competição e pode ser explorado como uma nova metodologia de ensino, na qual a motivação das equipes é a energia propulsora para estimular a imaginação e "aprender fazendo". Nas edições realizadas em 2022 e 2023, foram observados resultados altamente satisfatórios com a aplicação deste modelo de evento. ...
... These practices are mainly composed of cognitive and metacognitive activities mostly provided by teachers, on which it is used to analyze problems in real life situations. However, it is important for teachers to emphasize the mastery of cognitive and metacognitive skills to holistically achieve development of students until further enhance in their higher education and with their work experiences (Cornford, 2002). Thus, lifelong learning among college students is one among the goals in higher learning institutions. ...
... Корнфорд [546] В той или иной мере были отмечены компетенции: способность самооценки, диагностика потребностей в обучении, формулирование целей обучения и выбор учебных задач [548][549][550]. Ученые установили, что трудности вызывает выбор учебных задач, соответствующих их потребностям в обучении [551][552]. ...
... One major consideration for the contribution of learning to identity, community, and development is 'learning to learn', and harnessing the skills of cognitive and metacognitive learning strategies. While these could be considered in school curricula, further brushing up is possible through post-schooling work experience, and also more of student engagement at further and higher education (Cornford, 2002). ...
... The above findings also supported Day [29] that teachers should spend time on professional development to succeed in their careers. Furthermore, Cornford [30] research https://doi.org/10.58421/misro.v2i2.144 189 study suggested that learning-to-learn skills are crucial for effective lifelong Learning to develop over a lifetime. ...
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This concise study was mainly about the perceptions of teachers toward continuing professional development (CPD). A qualitative method was employed to gather participants' information and ideas. Two-main questions and several sub-questions were designed to interview the respondents to address the research issue. Findings suggested that continuing professional development (CPD) is essential for teachers and school leaders to develop their mindsets and growth; moreover, most respondents agreed that CPD is crucial for self-development. However, one respondent felt that the school lacked teacher training. This can be notified that school leaders shall create more CPD activities for improving their colleagues. Moreover, without continuing professional development (CPD), teachers and staff will not become well-educated and knowledgeable human resources. Hence, lifelong Learning is a must for oneself to be promoted or to a successful life journey. Last but not least, this study implied that school leaders' and teachers' perceptions were slightly different regarding CPD. Further study shall focus on teachers' satisfaction regarding continuing professional development (CPD).
... According to Shih and Huang (2019), when students are given more control over learning outside of class, they are also granted more opportunities to use metacognitive strategies to engage successfully in learning. Indeed, there have been several studies attempting to establish the positive relationship between flipped classroom instruction and students' metacognitive strategy use (Shih & Huang, 2019;van Vliet et al., 2015), which is deemed an essential capability for students to develop into life-long learners (Carneiro, 2007;Cornford, 2002;Fleming & Panizzon, 2010). ...
... Shih and Huang (2019) contend that when learners have greater control over their learning in the context except the classroom, they also have more opportunity to successfully participate in education. Similarly, various research has attempted to explore the beneficial integration between pupils' use of metacognitive strategies and flipped classroom instruction (Cornford, 2002;Shih & Huang, 2019) that is regarded as a necessary skill for students to become active students (Carneiro, 2007;Fleming & Panizzon, 2010;van Vliet et al., 2015). ...
... Decades of literature indicate that learners who use learning strategies effectively are more successful (e.g. Cornford, 2002;Weinstein & Underwood, 1985). In this study, it is aimed to examine the perceptions and learning strategies of 12 th grade students towards emergent remote teaching in line with their experiences during Covid-19 pandemic. ...
... Learn-how-to-learn skill is one of the essential skills for conducting sustainable learning [31,32]. Metacognition, in this context, has a tight relationship with this kind of skill. ...
... Twenty-first-century Higher Education (HE) faculty are challenged to design, implement, assess, and evaluate curricula that promote and develop holistic self-regulating lifelong learners while also teaching their specialized content (Cornford, 2002;Longworth, 2003). The entrepreneurial-business model has dominated global HE institutions over the past 20 years. ...
Article
This article proposes a Learning Sciences framework, set within a community-based leadership lens, emphasizing the implementation of a humanistic Lifelong Learning process, towards well-being in Higher Education (HE). What makes a community focused LL environment so difficult, is the longstanding business-based model that has dominated HE institutions over the past twenty years. It has produced a politically charged marketing-style mindset within HE administration that cascades to faculty and students. This cascade has contributed to mental health issues at several levels of HE. In response, HE administration and professional developmental bodies need to reframe leadership and professional development away from this dominant model, placing humanistic-focused development at the centre. The framework focuses on individual experiential development through the tripartite of LL, Social Emotional Learning (SEL) and Learning Communities (LC) through an Integration, Continuity and Engagement (ICE) process. This framework emphasises the reciprocal relationship that HE Administration must initiate and foster within the context of community development.
... Metacognition was initially introduced by John Flavell (1979) and de ned as cognition about cognition; It has two components: metacognitive knowledge and metacognitive control (Flavell, 1979). These two components work synchronously and interact simultaneously to control an individual's behaviour in goal-directed activities (Cassata-Widera, 2009;Cornford, 2002;Cross & Paris, 1988). Metacognitive knowledge refers to what learners know about learning. ...
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Metacognition is a complex cognitive function that is considered to be one of the most important goals of education. One of the most effective ways to enhance metacognition suggested in the literature is using graphic organisers. However, it is unclear how graphic organisers can facilitate metacognition and what the relationship between them is. The present study is a scoping review that fills this gap and maps the current literature regarding metacognition, graphic organisers and their relationship. Online databases were used to identify papers, from which 25 of them were selected. The results of the review show that there are three types of graphic organisers-metacognition relationship: (1) graphic organisers are used in interventions to enhance metacognition, (2) a combination of graphic organisers and metacognition activities is used in interventions to enhance learning outcomes, and (3) graphic organisers are used to evaluate metacognition. The review also highlights the need for further studies in the field that use experimental design and include younger learners, and diverse subjects, learning domains and contexts. The present study concludes by offering instructional insights for designing metacognition interventions by utilising graphic organisers as aids.
... In lifelong learning programs, individuals are expected to develop various competencies in order to adapt to the rapidly changing world conditions (Dabbagh, & Castaneda, 2020). With the acquisition of these skills, continuous development of the society can be enabled (Cornford, 2002). Based on this, it can be said that preservice teachers participated in this study are familiar with the needs of the people in the society and accordingly they are in the opinion that the courses on different professions can help individuals to be lifelong learners. ...
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The purpose of this study is to present lifelong learning program proposals based on an event or phenomenon that pre-service teachers have experienced. The research is a qualitative study and phenomenology was determined as the research design. The study group consists of 62 pre-service teachers studying at the education faculty of a state university. Criterion sampling method was adopted. 4 demographic (gender, age, department and grade level) questions were asked in order to obtain the program proposals of the pre-service teachers for the lifelong learning needs of the society and the participants were asked to make a lifelong learning program proposal by describing the event or phenomenon they experienced. The data obtained were collected online in the 2020-2021 academic year. The analyzes were carried out by the researchers. Frequency analysis was done for the lifelong learning programs proposed by the participants and the lifelong learning programs recommended by the participants and the experienced events or phenomena were coded by content analysis. It was seen that computer course (N=7) and farming education (N=7) come to the fore among the lifelong learning programs proposed by the participants. It was determined that the lifelong learning programs proposed by the participants were related to profession, technology, personal development, health and environment, handicrafts, education, law, art and sports. Based on the findings, it can be said that the need for lifelong learning is closely related to the conditions of the society and the environment in which they live.
... Während die Grundlagen zu selbstreguliertem Lernen bereits in der Schulzeit gelegt werden sollten, müssen diese Kompetenzen während der Studienzeit einerseits eingesetzt, bestenfalls aber auch ausgebaut werden, um ein erfolgreiches Studium zu ermöglichen und die Voraussetzung für lebenslanges Lernen zu schaffen (Boekaerts, 1997;Cassidy, 2011;Cornford, 2002;Wirth & Leutner, 2008). Bisherige Studien haben gezeigt, dass vor allem metakognitive Strategien -wie z. ...
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Self-regulated learning refers to consciously controlling one’s own learning process in order to achieve a specific, previously selected goal. Especially the subarea of metacognition is considered an important prerequisite for learning success. The foundations for the development of competencies for self-regulated learning should already be laid in school and, in the sense of lifelong learning, be further differentiated in continuing education and at universities. This paper presents a train-the-trainer program in which university teachers acquire competencies that enable them to systematically implement the promotion of self-regulated learning in their teaching. The materials described can also be used in student advising and in the design of continuing education measures in adult education.
Book
This book offers a comprehensive journey through the dynamic landscape of modern pedagogy. This illuminating tome traverses diverse realms, from the intricacies of motivation theories to the transformative potential of the metaverse. Each chapter is meticulously crafted to unravel the complexities of education in the 21st century, weaving together threads of theory, practice, and innovation. Delving into the multifaceted world of language teaching, readers are guided through an analysis of the four fundamental language skills within the broader framework of 21st-century competencies. From fostering creative thinking in Turkish language education to nurturing critical thinking across disciplines, this book serves as a beacon for educators seeking to cultivate agile minds in their students. Moreover, it delves into the realm of science education, exploring its profound impact on lifelong learning and the cultivation of independent inquiry. Through insightful discussions on learning to learn and the utilization of e-learning tools in higher education language instruction, readers are equipped with the knowledge and strategies to navigate the evolving landscape of educational technology. Furthermore, the book presents innovative approaches to coding education, both plugged and unplugged, underscoring the importance of computational thinking in the digital age. Seamlessly blending theory with practical applications, this book serves as a invaluable resource for educators, researchers, and policy-makers alike, offering fresh perspectives and actionable insights into the nexus of education, language, and technology.
Chapter
Developing the learners' thinking and learning skills can be defined as helping the latter not only to acquire a deeper understanding of the content they have to learn, but also to master a method enabling them to become independent learners. Learners should be guided to reflect on their learning, in order to be aware of their own learning strategies, to understand which advantages and drawbacks characterize each strategy, to distinguish how and when to use the different strategies, to identify the most suitable one on a case-by-case basis, and to be able to apply it to further their learning. After a reflection on the pedagogical issues raised in particular by the instrumental lessons, the study puts forward a proposal of how to develop the students' thinking and learning skills, focusing on a masterpiece of the flute literature: Johann Sebastian Bach's “Allemande” from the Partita in A minor, BWV 1013.
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The aim of the study was determining the openness to learning tendencies and metacognitive learning strategies and analysing the predictive relationships between the related variables. The predictive research model was used in the study. Within the research, 499 education faculty students participated. For data collection, "Metacognitive Learning Strategies Scale" and "Tendency to be Open to Learning Scale" were used. The collected data were analyzed using simple linear regression analysis and multiple linear regression analysis. Consequently, it was determined that students frequently use metacognitive learning strategies; their tendencies to be open to learning are at a high level. It was concluded that the tendency to be open to learning significantly predicted the total scores obtained from the metacognitive learning strategies scale. It was concluded that the most predicted variable by the predictive variables together was planning strategies, and the least predicted variable was evaluation strategies. These results show that openness to learning is a vital variable in activating metacognitive learning strategies. 1
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Avrupa Yeterlilikler Çerçevesi, Avrupa genelinde bireylerin topluma katılımlarını, ülkeler arası hareketliliklerini ve iş piyasasına başarılı geçişlerini sağlayacak becerileri edinmeleri amacıyla geliştirilmiştir. Ancak Avrupa’da yaşanan hızlı toplumsal değişim, bireylerin edindikleri bu becerilerin yeterlik düzeylerini sürekli geliştirmelerini gerekli kılmış; bireylerin yaşam boyu öğrenmeleri adeta zorunluluk haline gelmiştir. Bu doğrultuda Yaşam Boyu Öğrenme İçin Avrupa Yeterlilikler Çerçevesi Tavsiye Kararları tasarlanmış, sekiz temel anahtar yetkinlik alanı belirlenmiştir. Araştırmanın amacı yaşam boyu öğrenme anahtar yetkinliklerinin 2018 Fen Bilimleri Öğretim Programı (3-4.sınıflar) kazanımları ve ilkokul fen bilimleri ders kitaplarındaki etkinliklerle olan ilişkisinin incelenmesidir. Araştırmada doküman analizi yöntemi kullanılmış, veriler betimsel analiz yöntemiyle analiz edilmiştir. Sonuç olarak; kazanımların ağırlıklı olarak matematiksel yetkinlik ve bilim/teknolojide temel yetkinlik ile ilişkili olduğu, kültürel farkındalık ve ifade yetkinliği ve yabancı dillerde iletişim yetkinliğinin kazanımlarla ilişkilendirilmediği, dijital yetkinlikle 4. sınıf düzeyinde sadece 1 kazanımın ilişkilendirildiği tespit edilmiştir. Ders kitaplarınki etkinliklerde ise anadilde iletişim yetkinliğinin ön planda olduğu, yabancı dilde iletişim ile kültürel farkındalık ve ifade yetkinliklerine etkinliklerde yer verilmediği belirlenmiştir. Araştırmada yaşam boyu öğrenme anahtar yetkinliklerinin kazanımlarla ilişkisinin tasarlanmasında bir denge özetilmediği, yetkinliklerle ilişki açısından incelenen ders kitaplarındaki etkinliklerle ilgili öğretim programının örtüşmediği tespit edilmiştir.
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Coach education and development programmes are central to the professional development experiences of sport coaches. Typically, these programmes are structured and sequenced in a linear pathway, and present an opportunity for certification which can be a prerequisite to practice and/or employment. Increasingly, as learning becomes viewed as part of a coach’s lifeworld, versus simply as a means to an end, education and development provision is beginning to reflect this. This article introduces and explores the Coach Development Institute Programme, part of the Premier League’s Elite Coaching Plan, which seeks to improve the quality of football coaching in English boys’/men’s football by engaging coaches in a 2-year work-based learning opportunity. Built around a core of project-based learning and assessment, coaches are supported as they examine a series of meaningful performance problems in their unique practice environments. Through this work, we demonstrate how theories, concepts, and principles from the adult education and assessment as learning literature might work as they are applied in a coach education and development context. With such sparsity of case-based examples like this within the peer-reviewed literature, we intend that our contribution could inform, promote dialogue, and raise questions about authentically supporting coaches beyond a minimum standard of practice.
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Purpose: This study aimed to identify the types of perception toward non-face-to-face clinical practice and to characterize the types of students who experienced online clinical practice during the coronavirus disease 2019 (COVID-19) pandemic.Methods: Q-methodology was used in this study, and 270 Q populations were formed based on in-depth interviews with 10 nursing students who had experienced non-face-to-face clinical practice, as well as related literature. Interviews were performed from August 1 to 31, 2022. A total of 42 Q samples were extracted, and Q sorting was performed on 33 nursing students who had experienced non-face-to-face clinical practice. A Q factor analysis was performed using the PC-QUANL program.Results: The nursing students’ perceptions of non-face-to-face clinical practice were classified into the following five types: “future professional competency-focused type,” “realistic convenience priority type,” “task burden awareness type,” “negative critic type,” and “limited experience dissatisfaction type.”Conclusion: This study revealed non-face-to-face clinical practice’s positive and negative aspects in nursing education. Moreover, it identified the aspects of clinical practice that cannot be replaced by non-face-to-face clinical practice and the elements of non-face-to-face practice that can complement clinical practice. These findings can be used as fundamental data to establish a stable and efficient system for improving the quality of clinical practice in the post-COVID-19 era and to implement effective non-face-to-face clinical practice according to student types.
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Cognitive skill learning (CSL) refers to the capacity to improve performance on specific cognitive operations through repeated practice. We hypothesized that high CSL aptitude may promote accumulation of cognitive reserve, and resiliency to cognitive decline, in people with Multiple Sclerosis (MS). Using an adaptive working memory training paradigm, we obtained CSL aptitude indices (amount of improvement on the training task over time) in MS patients for a single session of practice (25-30 min), and longer-term practice (twenty sessions). Neuropsychological performance was assessed with the Symbol Digit Modalities Test (SDMT), Paced Auditory Serial Addition Test (PASAT), and the Raven's Advanced Progressive Matrices (RAPM). CSL aptitude measures were positively correlated with neuropsychological performance, and had high diagnostic accuracy for classifying cognitive impairment in MS, defined as 1.5 SD below the demographics-corrected normative mean of the SDMT. Positive relationships between CSL aptitude measures and neuropsychological performance tended to be more pronounced for individuals with high estimated cognitive reserve, suggesting that high CSL aptitude is a a factor that promotes the protective effects of cognitive reserve. Furthermore, regression analyses indicated that CSL aptitude is separable from baseline cognitive capacity. The findings suggest that CSL aptitude impacts the neuropsychological profile in MS, and may be a factor underlying variance in cognitive resiliency.
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Researchers interested in academic self-regulated learning have begun to study processes that students use to initiate and direct their efforts to acquire knowledge and skill. The social cognitive conception of self-regulated learning presented here involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences. This theoretical account also posits a central role for the construct of academic self-efficacy beliefs and three self-regulatory processes: self-observation, self-judgment, and self-reactions. Research support for this social cognitive formulation is discussed, as is its usefulness for improving student learning and academic achievement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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This study examined types and frequency of coaching of learning at the middle school level and its relation to students' strategic learning. Teachers ( n = 11) were videotaped during daily instruction on 3 separate occasions, and students ( n = 235) responded to a self-report questionnaire about learning-strategy use. Consistent with previous research at the elementary level (E. B. Moely et al., 1992), average instances of teachers' coaching of learning (e.g., describing cognitive processes, suggesting strategy use) occurred in only 9% of the instruction segments. Teachers most frequently recommended use of learning aids, engagement in metacognitive activity, and use of elaboration strategies. Results from a multiple regression analysis indicate that students' strategic-learning activity was significantly related to teachers' coaching of learning ( R² = .18). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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I describe two aspects of metacognition, knowledge of cognition and regulation of cognition, and how they are related to domain-specific knowledge and cognitive abilities. I argue that metacognitive knowledge is multidimensional, domain-general in nature, and teachable. Four instructional strategies are described for promoting the construction and acquisition of metacognitive awareness. These include promoting general awareness, improving self-knowledge and regulatory skills, and promoting learning environments that are conducive to the construction and use of metacognition.
Article
Although the term ‘lifelong learning’ has a long and distinguished history, for many people it has erroneously been thought of as a synonym for adult education or, more particularly, for selfdirected learning. In recent years, however, there has been a recognition that it includes all aspects of education and training–formal, non-formal and informal–at all ages and stages of life, irrespective of where it occurs or who organizes it. As part of this recognition, universities and other institutions of higher education have had to consider their place within the total domain of lifelong learning. Broadly speaking, there are two aspects to this: the steps they might take to produce lifelong learners, and those that they can take–both administratively and pedagogically–to support and encourage lifelong learning itself. In relation to the first of these issues, this article considers five facets of the undergraduate experience in particular: the content of the curriculum, the structure of the curriculum, teaching methods, assessment approaches and the place of student support services. With respect to the broader question of supporting and encouraging lifelong learning more generally, the article considers a range of approaches involving institutional linkages: ‘vertically’ to the school and adult education sectors;‘sideways’ to learning which occurs in the home, workplace or community; and ‘forwards’ to embrace students’ post-graduation learning experiences, including their participation in further formal study. It is concluded that lifelong learning not only provides a valuable unifying theme for the current work of universities, but that historically it has been the mandate of universities to provide lifelong learning opportunities for members of their communities.
Article
In order to be members of the learning society, students must become lifelong learners; that is, learners who have a wide repertoire of cognitive learning strategies, are metacognitive about learning and themselves as learners, are motivated to learn, and can manage their feelings and available resources effectively. Although there is evidence that these lifelong learner characteristics contribute to academic achievement, not many teachers or students know much about them or their relationship to learning and assessment. In this paper, we describe how cognitive, metacognitive, motivational and affective aspects of learning can be assessed using both quantitative and qualitative methods and discuss how the outcomes of this assessment can inform learning, teaching and assessment practices that foster lifelong learning.
Article
Although education and training should be a source of relative advantage for Australia, the competitive benefits expected from the nation's "clever country" strategy have been slow to emerge. When 22 countries including Australia, Germany, Singapore, the United Kingdom, United States, and New Zealand were compared from the standpoint of 8 factors contributing to national competitiveness, 17 countries were deemed more competitive than Australia. Three factors (infrastructure, government, and people) were identified as likely drivers of Australian competitiveness, and three others (internationalization, domestic economic strength, and science and technology) were identified as likely restraints on competitiveness. The following strategies for improving the competitiveness of Australian work skills were proposed: match qualification growth of key competitors; develop an integrated qualification framework that can be applied to post-compulsory schooling and vocational programs; address Australia's post-compulsory profile gap and profile age gap; improve the alignment of education and training and industry work skill priorities; and use ongoing benchmarking and evaluation processes to implement effective continuous improvement strategies for education and training. (Thirty-one tables/figures are included. Appended are the following: comment on the development of comparative qualification frameworks; alternative Australian qualification measures; and procedures for measuring the relationship between qualification stocks and national competitiveness.) (MN)
Article
This study examined the implications of lifelong learning for vocational education and training (VET) in Australia. Data were collected from the following activities: literature review; consultations across Australia with stakeholders; case studies in five locations (Albury-Wodonga, Devonport, Ballarat, Newcastle, Canberra); investigations into developments in other Organization for Economic Cooperation and Development countries; and preparation of an interim report and discussion of that report at a national seminar in Sydney in November 1998. The study established that major changes in VET's socioeconomic environment have made it essential that the sector develop and implement coherent policies and strategies (such as the Learning City) to advance lifelong learning opportunities for all Australians. Specific actions to promote lifelong learning and help transform Australia into a learning society were recommended for the following entities: Ministerial Council on Employment, Education, Training and Youth Affairs; national and state/territorial governments; Australian National Training Authority; Department of Education, Training and Youth Affairs; National Centre for Vocational Education Research; industry associations; and VET institutions. (Contains 147 references and 23 tables/figures/exhibits. Appended are the following: glossary; project terms of reference; a report on the project seminar; project group members; overview of the case studies; and the report's recommendations and principal themes.) (MN)
Article
The purpose of this article is to examine whether and how reading strategies can be successfully taught in second or foreign language reading instruction. A number of researchers agree that it is important for second or foreign language readers to become ‘strategic’ readers. Yet, there is disagreement among these same researchers as to how to accomplish this goal. Part of the problem is that there are no inherently ‘good’ or ‘bad’ reading strategies. What is a good strategy in one situation for one reader, may be a bad strategy in a different situation or for a different reader. Successful and unsuccessful strategy use is apparently context and text dependent. In this article I present a comprehensive survey of the research which has been done on reading strategy training, and confront the critical issue of how to make reading strategy instruction appropriately text and context sensitive rather than the mindless teaching of lists of strategies.
Article
A model of student learning is outlined which emphasises metacognitive processes; students need to be aware of their motives, of task demands, and of their own cognitive resources, and to exert control over the strategies appropriate for handling the task. Of three common approaches to learning—surface, deep, and achieving—the last two result from the most effective metacognition. Two intervention studies are described, one with at-risk university students and the other with two classes of Year 11 students. Both studies involved teaching study skills in a context emphasising metacognitive awareness. In each case, pre- and post-treatment comparisons showed a significant increase in certain indices of deep and achieving approaches, with evidence for longterm improvements in academic performance. Implications for teaching are discussed.
Article
Results from qualitative research involving interviews with apprentices, employers and teachers in Commercial Cookery at a TAFE NSW College are used to highlight a range of problems for apprentices in work-based learning. Of considerable importance in effective learning are employee-employer relationships, opportunities for learning and deliberate practice under the supervision of managers/employers with specialist knowledge and the ability to convey that knowledge. Many small-medium size business owner/managers revealed little concern for the learning of the employees and a considerable lack of understanding of how to create conditions to contribute to learning. It is concluded that, if work-based learning is to achieve the goals which are desired, then substantial changes of attitude of employers and managers to apprentices must take place, and governments must implement systems to develop and monitor policies, and enforce relevant legislation.
Article
Changes wrought by the ongoing technological, economic and social revolutions have once again emphasised the importance of lifelong learning. Current projections are for three or four changes of occupation during a working lifetime. There appears clear evidence of the need for the acquisition of cognitive learning strategies to cope with continuous change and maintain knowledge and skill currency during an entire lifetime. The Australian government commissioned report by Candy, Crebert and O'Leary raised a number of issues at undergraduate level, but failed to address the need for teaching more broadly for genuinely lifelong learning. This paper considers a range of approaches and strategies which it will be necessary to adopt to move beyond rhetoric to effective educational practices. Central to effective teaching of cognitive learning strategies will be adoption of appropriate curricula in teacher education courses.
Article
Previous research has found positive correlations between particular strategies students use while studying to explain instructional materials to themselves and student performance on associated problem-solving tasks (Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Pirolli & Bielaczyc, 1989; Pirolli & Recker, 1994). In the study reported here, we investigate the causal nature of this relation. This was accomplished by identifying a set of self-explanation and self-regulation strategies used by high-performance students in our earlier studies. We used strategy training to manipulate students' application of these strategies and examined the impact of their use on student explanations and performance. Twenty-four university students with no prior programming experience worked through a sequence of programming lessons. Following introductory lessons, participants received interventions involving explicit training in the strategies (instructional group) or received a similar set of interventions but no explicit training (control group). The instructional group showed significantly greater gains than the control group in the use of self-explanation and self-regulation strategies from the pre- to postinterventions lessons. Increased strategy application was accompanied by significantly greater performance gains. The results indicate that the particular self-explanation and self-regulation strategies used in training contribute to learning and problem-solving performance.
Article
2,208 students from 66 academic departments in 6 contrasting disciplines from British universities and polytechnic institutions completed an approaches to studying inventory and a course perceptions questionnaire. Factor analyses confirmed that approaches to studying can be described in terms of 3 main factors—Orientations Toward Personal Meaning, Reproducing, and Achieving. In the present analysis, the final factor split into Achieving Orientation and Disorganized and Dilatory, which showed a close relationship with self-rating of academic progress. The course perceptions questionnaire produced 2 main factors. One described formal teaching methods, vocational relevance, and clear goals and standards, and the other represented a favorable departmental evaluation with the highest loadings on good teaching and openness to students. Subsequent analyses examined links between students' perceptions of their main academic departments and their reported approaches to studying. Departments with highest mean scores on meaning orientation were perceived as having good teaching and allowing freedom in learning. Departments with the highest mean scores on reproducing orientation were seen to have a heavy workload and a lack of freedom in learning. (15 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
College instructors should focus their teaching not only on content but also on how to learn content in the context of particular courses.
Article
The main argument of this article is that metacognition is an important part of human abilities, which are, in turn, forms of developing expertise. To the extent that our goal is to understand the bases of individual differences in student academic success, we need to understand metacognition as representing part of the abilities that lead to student expertise, but only as part.
Article
The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self-explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such learning results in example-independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self-explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self-explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation-based learning to account for these psychological findings.
Article
Recent findings of transfer and nontransfer in such areas as planning and problem management skills, computer programming instruction, and literacy-related cognitive skills reveal paradoxes that invite explanation. In this article, we separate the "how" of transfer—the mechanisms that lead to it—from the "what" of transfer—the kind of knowledge and skill that might get transferred. We argue that transfer occurs in two ways. Low-road transfer depends on extensive, varied practice and occurs by the automatic triggering of well-learned behavior in a new context. High-road transfer occurs by intentional mindful abstraction of something from one context and application in a new context. Such transfer can either be of the forward-reaching kind, whereby one mindfully abstracts basic elements in anticipation for later application, or of the backward-reaching kind, where one faces a new situation and deliberately searches for relevant knowledge already acquired. Findings of transfer or nontransfer reflect whether the conditions for either low-road or high-road transfer were met. Qualitative predictions stemming from this theory of the mechanisms of transfer are offered and discussed.
Article
Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.
Article
The aim of this review is to identify features of study skills interventions that are likely to lead to success. Via a meta-analysis the authors examine 51 studies in which interventions aimed to enhance student learning by improving student use of either one or a combination of learning or study skills. Such interventions typically focused on task-related skills, self-management of learning, or affective components such as motivation and self-concept. Using the SOLO model, the authors categorised the interventions (a) into four hierarchical levels of structural complexity and (b) as either near or far in terms of transfer. The results support the notion of situated cognition, whereby it is recommended that training other than for simple mnemonic performance should be in context, use tasks within the same domain as the target content, and promote a high degree of learner activity and metacognitive awareness. [Author abstract, ed]
Article
The efforts of 69 elementary school teachers to instruct children in cognitive processing activities were observed. Although the teaching of such activities was relatively infrequent, it varied by grade (occurring more often in grades 2-3 than in higher or lower grades) and by the content of instruction. Teachers of grade 4 and above more often provided rationales for the use of cognitive strategies than did teachers of younger children. In a second study, children of three achievement levels were selected from classrooms in which teachers varied in their use of suggestions regarding cognitive processes. Subsequent to training in the use of a memory strategy, children's performance on a maintenance trial was evaluated: Among average and low achievers, those whose teachers were relatively high in strategy suggestions showed better maintenance and more deliberate use of the trained strategy than did children whose teachers rarely made strategy suggestions. The role of school experience in the development of children's memory skills is discussed.
Article
This essay describes how intelligence can be viewed as developing expertise. The general conception of intelligence as developing expertise is described. Then research examples are given that, in conjunction, seem odd under traditional interpretations of abilities but that make sense as a whole in the context of the developing-expertise model. It is concluded that this new model offers potential for better understanding intelligence-related phenomena. Copyright 1999 Academic Press.
Developing Lifelong Learners through Undergraduate Education
  • P Crebert
  • O Leary
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The defining attributes of 'skill' and 'skilled performance': Some implications for training, learning and program development
  • I Cornford
CORNFORD, I. (1996) The defining attributes of 'skill' and 'skilled performance': Some implications for training, learning and program development. Australian and New Zealand Journal of Vocational Education Research, 4(2), 1–25.
Learning-to-learn strategies: Neglected aspects of lifelong learning policy formulation
  • I R Cornford
CORNFORD, I. R. (2000) Learning-to-learn strategies: Neglected aspects of lifelong learning policy formulation. Australian Vocational Education Review, 7(1), 9–21.
Challenges in the implementation of lifelong learning: An Australian perspective
  • I R Cornford
  • G Peak
CORNFORD, I. R. and PEAK, G. (1997) Challenges in the implementation of lifelong learning: An Australian perspective, International Journal of Vocational Education and Training, 5(2), 18–32.
Factors in complex skill training
  • P M Fitts
FITTS, P. M. (1968) Factors in complex skill training. In R. G. Kuhlen (ed.) Studies in Educational Psychology (Blaisdell Publishing Co, Waltham, MA), pp. 390–404.
Learning strategies, teaching and testing The International Encyclopedia of Education
  • C E Weinstein
  • D K Meyer
WEINSTEIN, C. E. and MEYER, D. K. (1994) Learning strategies, teaching and testing. In T. Husen and T. N. Postlethwaite (eds), The International Encyclopedia of Education, 2nd edn. (Oxford: Pergamon Press), pp. 3335–3340.