Cultivation of Students’ Learning Strategies in Network Environment

This paper discusses the way to realize the intercollegiate cooperation under the network environment. The ultimate aim is to promote students' effective learning ability. Analysis of the characteristics of effective learning under the network environment puts forward the experience, from the value of the income oriented learning early design participatory learning activities, into the earning guidance for effective learning strategies. And finally verify the effectiveness of these strategies can improve the learning under Internet environment, and promoting teachers' educational technology ability promotion.

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Related Problems Research on English Autonomous Learning in Networked Environment

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.687-691.2304 ◽

2014 ◽

Vol 687-691 ◽

pp. 2304-2307

Author(s):

Yu Mei Zhou ◽

Wen Feng Song

Keyword(s):

Foreign Language ◽

Learning Strategies ◽

Cognitive Theory ◽

Autonomous Learning ◽

Constructivist Theory ◽

Network Environment ◽

Application Layer ◽

Cross Cultural Communication ◽

Learning Platform ◽

Data Layers

With the development and popularization of network technology, English autonomous learning in network environment has become an inevitable trend in the development of foreign language teaching. In this paper, studies the problems existed in the English autonomous learning under current network environment. Firstly, studies autonomous learning theory, including meta-cognitive theory, constructivist theory, humanistic theory and so on; then, designs the architecture of online learning platform composed by user layer, service layer, application layer, and data layers, and shows the functions of students users, teachers and administrators user; Finally, studies English autonomous learning strategies, including social affective strategies, cross-cultural communication strategies, questions assistance strategies and issues guide strategies. Results of this study play an important role for promoting English learning under network environment.

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THE EFFECTS OF PROBLEM-BASED LEARNING STRATEGIES AND LEARNING STYLE ON STUDENTS' ACHIEVEMENT AND RETENTION IN A SOCIAL NETWORK ENVIRONMENT

INTED2017 Proceedings ◽

10.21125/inted.2017.1225 ◽

2017 ◽

Cited By ~ 1

Author(s):

Wan Ahmad Jaafar Wan Yahaya ◽

Hong Looi Tan

Keyword(s):

Social Network ◽

Learning Strategies ◽

Learning Style ◽

Problem Based Learning ◽

Network Environment

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The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000176 ◽

2016 ◽

Vol 75 (3) ◽

pp. 123-132 ◽

Cited By ~ 1

Author(s):

Marie Crouzevialle ◽

Fabrizio Butera

Keyword(s):

Learning Strategies ◽

Test Performance ◽

Longitudinal Design ◽

Study Strategies ◽

High Achievers ◽

Course Content ◽

And Mathematics ◽

Set Up ◽

Approach Goals ◽

Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

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