What's Wrong with being High? The Effects of self Monitoring in Learning Styles and Choice of Undergraduate Major

1999 ◽  
Author(s):  
Jodie Short ◽  
Randall E. Osborne
Keyword(s):  
Learning Styles ◽  
Self Monitoring ◽  
Undergraduate Major

Learning through Self-Assessment towards Understanding the New B.Ed. Curriculum in South Africa: Experiences from the new B.Ed. Programme at Sol Plaatje University

2019 ◽  
pp. 575-580
Author(s):  
Jeffrey Thomas
Keyword(s):  
Learning Styles ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Negative Effects ◽  
Self Assessment ◽  
Self Monitoring ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Instruction And Learning ◽  
Effective Teaching And Learning

The mismatch between instruction and learning could pose a serious barrier to effective teaching and learning. Effective teaching should be a dynamic alignment and realignment of teaching and learning styles to optimise achievement. When teaching and learning styles do not complement each other students may become anxious, frustrated and disengaged which may have negative effects on their performance. The focus of the study is to gather evidence on how students perceive their own learning in order to adapt the teaching approach which will accommodate the students’ preferred way of learning. The main findings in this study showed that students prefer to work independently and that elements of metacognition are present during their efforts to learn. This study therefore suggests that self-assessment activities should become an integral part of the teaching and learning process. Thus, students are afforded the opportunity to advance personal learning through the development of metacognition as self-monitoring and corrective actions. Key words: Self-assessment, metacognition, self-regulated learning

scholarly journals A model for the enhancement of autonomy

2008 ◽  
Vol 24 (spe) ◽  
pp. 469-492 ◽  
Author(s):  
Walkyria Magno e Silva
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Local Context ◽  
Self Monitoring ◽  
Self Evaluation

This article presents an innovative model for the enhancement of learner autonomy and shows some of its results and challenges. The model entails investigation of problematic areas of individual students' foreign language learning processes, identification of their privileged learning styles, use of technological tools to improve learning autonomy, development of a wider range of language learning strategies, and implementation of self-monitoring and self-evaluation routines. This model has been applied for the last three years with undergraduate students, earning a B.A. in Modern Languages (English, French or German), who will become foreign language teachers in elementary and high schools in Brazil. Results are threefold: first, the model has proven its efficiency in providing scaffolding for students autonomous language learning; second, autonomy developing experiences lived by subjects who are studying to be teachers can be mirrowed in their future professional lives with their own students; and thirdly, data derived from the participants in the study can shed some light into the variety of ways people learn in the local context.

scholarly journals Pronunciation Pegs

2010 ◽  
Vol 27 (2) ◽  
pp. 103
Author(s):  
Carolyn Samuel
Keyword(s):  
Learning Styles ◽  
Cultural Differences ◽  
Theoretical Explanation ◽  
The Self ◽  
Self Monitoring ◽  
Covert Rehearsal ◽  
University Level

An ESL instructor describes her experience of using pronunciation pegs, a method to foster the self-monitoring and self-correction of pronunciation mistakes with a view to helping university-level students deal with the ongoing challenge of producing target-like pronunciation. The appeal of pegs to students led the instructor to reflect on what makes adopting target pronunciation problematic, how pegs can be adapted to various learning styles, and how cultural differences can have an effect on the appreciation of pegs. Finally, the instructor sought a theoretical explanation for how pegs worked and found this in anchoring and covert rehearsal.

Low-voltage field-emission SEM of polymeric membranes for glucose biosensors

1990 ◽  
Vol 48 (3) ◽  
pp. 860-861
Author(s):  
Lorna K. Mayo ◽  
Kenneth C. Moore ◽  
Mark A. Arnold
Keyword(s):  
Glucose Sensor ◽  
Low Voltage ◽  
Glucose Sensors ◽  
Polymeric Membranes ◽  
Artificial Endocrine Pancreas ◽  
Self Monitoring ◽  
Conducting Materials ◽  
Insulin Dependent ◽  
Living Tissues ◽  
Voltage Scanning

An implantable artificial endocrine pancreas consisting of a glucose sensor and a closed-loop insulin delivery system could potentially replace the need for glucose self-monitoring and regulation among insulin dependent diabetics. Achieving such a break through largely depends on the development of an appropriate, biocompatible membrane for the sensor. Biocompatibility is crucial since changes in the glucose sensors membrane resulting from attack by orinter action with living tissues can interfere with sensor reliability and accuracy. If such interactions can be understood, however, compensations can be made for their effects. Current polymer technology offers several possible membranes that meet the unique chemical dynamics required of a glucose sensor. Two of the most promising polymer membranes are polytetrafluoroethylene (PTFE) and silicone (Si). Low-voltage scanning electron microscopy, which is an excellent technique for characterizing a variety of polymeric and non-conducting materials, 27 was applied to the examination of experimental sensor membranes.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Using Popular Mobile Devices in Voice Therapy

2013 ◽  
Vol 23 (3) ◽  
pp. 82-87 ◽  
Author(s):  
Eva van Leer
Keyword(s):  
Exercise Behavior ◽  
Voice Therapy ◽  
Pure Oxygen ◽  
Mobile Platforms ◽  
Self Monitoring ◽  
Web Based ◽  
Motivational Messages ◽  
Related Information ◽  
Health Related ◽  
Tailored Approach

Mobile tools are increasingly available to help individuals monitor their progress toward health behavior goals. Commonly known commercial products for health and fitness self-monitoring include wearable devices such as the Fitbit© and Nike + Pedometer© that work independently or in conjunction with mobile platforms (e.g., smartphones, media players) as well as web-based interfaces. These tools track and graph exercise behavior, provide motivational messages, offer health-related information, and allow users to share their accomplishments via social media. Approximately 2 million software programs or “apps” have been designed for mobile platforms (Pure Oxygen Mobile, 2013), many of which are health-related. The development of mobile health devices and applications is advancing so quickly that the Food and Drug Administration issued a Guidance statement with the purpose of defining mobile medical applications and describing a tailored approach to their regulation.

Persönlichkeitspsychologie in interaktionistischer Sicht* * Ich bedanke mich bei Jens B. Asendorpf, Peter Bokenau, Karl-Heinz Reimer, Harald Schaub, Astrid Schütz und Caroline Spielhagen für die wertvollen Anregungen, die sich aus ihrer Durchsicht des Manuskripts ergaben.

2000 ◽  
Vol 208 (1-2) ◽  
pp. 242-266 ◽  
Author(s):  
Lothar Laux
Keyword(s):  
Big Five ◽  
Self Monitoring

Zusammenfassung: Hauptziel des Beitrags ist es, zwei persönlichkeitspsychologische Grundpositionen, den Eigenschaftsansatz und den dynamisch-interaktionistischen Ansatz, aufeinander zu beziehen. Als Beispiel für die dominierende Eigenschaftsorientierung der deutschsprachigen Persönlichkeitspsychologie wird im ersten Abschnitt das Fünf-Faktoren Modell dargestellt und mit alternativen Ansätzen verglichen. Im zweiten Abschnitt wird die Position vertreten, daß Eigenschaftsmodelle mit der Konzeption des dynamischen Interaktionismus vereinbar sind. Dies wird am Beispiel der Selbstdarstellungsforschung, die sich auf Müller-Freienfels zurückführen läßt, veranschaulicht. Eigenschaften können nicht nur (1) als Prädiktoren von Selbstdarstellung, sondern auch (2) als Produkte von Selbstdarstellung aufgefaßt werden: Als Beispiel für den ersten Fall bietet sich die Persönlichkeitsdimension “Self-Monitoring” an. Außerdem wird “Persönlichkeitsdarstellung” als neuer Selbstdarstellungsstil eingeführt. Als Beispiele für Eigenschaften als Selbstdarstellungsprodukte dienen “situative Identitäten” sowie die “Big Five”, die als Stile der Selbstdarstellung interpretiert werden. Im dritten Abschnitt geht es um eine kritische Einschätzung des “Selbst als Beziehung” von Gergen . Seine Auffassung, daß grundlegende Annahmen von Eigenschaftsmodellen nicht länger gültig sind, konnte in einer explorativen Untersuchung nicht bestätigt werden. Um zu einer Lösung des Problems der Einheit in der Vielheit des Selbst beizutragen, wird schließlich das Sternsche Konzept einer zielbezogenen “unitas multiplex” vorgestellt.

Individual Differences in the Name Similarity Effect

2014 ◽  
Vol 35 (2) ◽  
pp. 111-118
Author(s):  
Daniel J. Howard ◽  
Roger A. Kerin
Keyword(s):  
Individual Differences ◽  
Impression Management ◽  
Interactive Effect ◽  
Purchase Intentions ◽  
Brand Attitude ◽  
Self Monitoring ◽  
Similarity Effect ◽  
And Behavior ◽  
Usage Context

The name similarity effect is the tendency to like people, places, and things with names similar to our own. Although many researchers have examined name similarity effects on preferences and behavior, no research to date has examined whether individual differences exist in susceptibility to those effects. This research reports the results of two experiments that examine the role of self-monitoring in moderating name similarity effects. In the first experiment, name similarity effects on brand attitude and purchase intentions were found to be stronger for respondents high, rather than low, in self-monitoring. In the second experiment, the interactive effect observed in the first study was found to be especially true in a public (vs. private) usage context. These findings are consistent with theoretical expectations of name similarity effects as an expression of egotism manifested in the image and impression management concerns of high self-monitors.

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