Improving Students’ Achievement in a Holistic Learning Environment Through Metacognitive Awareness

2017 ◽  
Vol 23 (3) ◽  
pp. 2019-2022
Author(s):  
Nurulhuda Md Hassan ◽  
Saemah Rahman
Keyword(s):  
Learning Environment ◽  
Metacognitive Awareness ◽  
Holistic Learning

Artful Learning

2014 ◽  
pp. 299-322
Author(s):  
Randee Lipson Lawrence
Keyword(s):  
Learning Environment ◽  
Curriculum Development ◽  
Cultural Context ◽  
Indigenous Communities ◽  
Learning Objectives ◽  
Holistic Learning ◽  
True Nature ◽  
Learning Domains ◽  
Creative Learning ◽  
The Mind

This chapter begins with a critique of traditional models of curriculum development as overly rigid, fragmented, and disconnected from the true nature of the learner. Holistic learning is described as engaging the mind, body, heart, and spirit of the learner in relationship to the learning environment. Holistic learning is earth-centered, participatory, and inclusive of the cultural context of the learners. These various learning domains and their relationship to curriculum are discussed, including the application of learning from indigenous communities. Several examples of arts-based and creative learning activities are offered along with holistic ways of developing learning objectives and assessing learning.

In pursuit of a holistic learning environment: the impact of music in the medical physiology classroom

2009 ◽  
Vol 33 (1) ◽  
pp. 37-45 ◽  
Author(s):  
Harold I. Modell ◽  
Frank G. DeMiero ◽  
Louise Rose
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Well Being ◽  
Student Response ◽  
Holistic Learning ◽  
Pilot Studies ◽  
Academic Factors ◽  
Participatory Music ◽  
First Year Medical Students ◽  
The Impact

A holistic learning environment is one that nurtures all aspects of students' learning. The environment is safe, supportive, and provides opportunities to help students deal with nonacademic as well as academic factors that impact their learning. Creation of such an environment requires the establishment of a supportive learning community. For a variety of reasons, establishing such a learning community of first-year medical students can be challenging. This communication presents one approach to meeting this challenge in a medical school Human Physiology course. Steps were taken at the beginning of the course to create the community, and activities designed to reinforce these efforts were incorporated into the course as it progressed. Two pilot studies were conducted to test the hypothesis that providing students with a participatory music experience may help to promote a holistic learning environment by helping them restore a sense of balance to their emotional well-being as well as reinforce a sense of community in the classroom. Student response to these activities indicated that these efforts provided emotional support during stressful periods during the quarter, helped promote a feeling of safety within the environment, and reenergized the class during long class sessions. This project illustrates that each instructor, within the confines of his/her own classroom, can make a significant contribution to achieving a holistic learning envrionment for his/her students.

scholarly journals Moodle as Virtual Learning Environment in Developing Language Skills, Fostering Metacognitive Awareness and Promoting Learner Autonomy

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 176-185 ◽  
Author(s):  
Dalia Gulbinskienė ◽  
Marjan Masoodi ◽  
Jolita Šliogerienė
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Relative Effectiveness ◽  
Virtual Learning ◽  
Learner Autonomy ◽  
Virtual Learning Environment ◽  
Metacognitive Awareness ◽  
English Language Learning

The study evaluates the potentially relative effectiveness of Moodle as one of the virtual learning environments applied to develop English language skills, foster metacognitive awareness and promote learner autonomy in university settings. The respondents from Mykolas Romeris University and Lithuanian University of Educational Sciences were asked to express their attitude towards Moodle learning environment and assess their views on the improvement of language skills as well as fostering their metacognitive awareness and sense of autonomy in English language learning. The object of the research was students’ evaluation of Moodle as an online English language learning environment. The research revealed that students find Moodle platform motivating in the improvement of their language learning skills. It was also established that using Moodle platform helps to develop metacognitive awareness and fosters learner autonomy.

scholarly journals Narrative Pedagogical Agents to Enhance Reading Strategies in Geo-Histor Multimedia Learning Environment

2019 ◽  
Vol 10 (1A) ◽  
pp. 197
Author(s):  
Αριστέα (Aristea) Γεωργίου Μαυρογιάννη (Mavrogianni) ◽  
Ελένη (Eleni) Βασιλάκη (Vasilaki) ◽  
Ιωάννης (Ioannis) Σπαντιδάκης (Spantidakis) ◽  
Απόστολος (Apostolos) Σαρρής (Sarris) ◽  
Ελένη (Eleni) Παπαδάκη Μιχαηλίδη (Papadaki Michailidi) ◽  
...  
Keyword(s):  
Learning Environment ◽  
Reading Strategies ◽  
Multimedia Learning ◽  
Real Life ◽  
Metacognitive Awareness ◽  
Pedagogical Agents ◽  
Significant Progress ◽  
Human Voice ◽  
Adolescent Student ◽  
Multimedia Learning Environment

This study focuses on the design and implementation of three narrative pedagogical agents, which act as descending guidance assistants for adolescent student-users of the Geo-Histor multimedia learning environment. The goal of creating and using pedagogical agents was to empower students to use strategies before, during, and after reading. The pedagogical agents that emerged from the bibliographic inquiry and students' choices were anthropomorphic, cheerful and attractive animations, with real human voice, discussing with humor and representing real-life peer grouping. Agents provide declining guidance to students through dialogues implementing reading strategies included as statements on the Metacognitive Awareness of Reading Strategies Inventory (Marsi 1.0). Each agent builds his character, and thus his speech, based on the fact that he represents another kind of knowledge, declarative, procedural and conditional. In the following study, comparisons were made between two groups of students who used or did not use narrative pedagogical agents for their studying. The findings show that when students use agents, they make significant progress in using reading strategies. Finally, a comparison between boys and girls showed that the reported use of strategies is greater among girls than boys.

scholarly journals Interest and Its Development, Revisited

2019 ◽  
pp. 203-226
Author(s):  
K. Ann Renninger ◽  
Stephanie Su
Keyword(s):  
Learning Environment ◽  
Metacognitive Awareness ◽  
Phase Model ◽  
Vocational Interest ◽  
Motivational Variable ◽  
Emotion Experience ◽  
Interest Development ◽  
Task Features ◽  
Over Time

This chapter focuses on interest as a cognitive and affective motivational variable that develops and can be supported to develop. It provides an explanation of Hidi and Renninger’s (2006; Renninger & Hidi, 2016) four-phase model of interest development and its relation to other approaches to interest, including interest conceptualized as an emotion, experience, task features, value, or vocational interest, and considers issues pertaining to the identification and measurement of interest as a variable that develops. Following this, the chapter reviews research that tracks interest over time as well as studies that focus on earlier and/or later phases of interest, with particular attention to (a) the triggering of interest in both earlier and later phases of interest, (b) maintaining interest once it has been triggered, (c) fluctuations in interest, and (d) shifts between phases in the development of interest. Two studies of interest development are reviewed in depth and their complementarities are described to illustrate how consideration of study complementarity can provide validation and insight about interest development. Finally, a Punnett square is used to demonstrate how it can enable the identification of relations among a learner’s phase of interest, the achievement demands of the learning environment, and metacognitive awareness, in addition to suggesting next steps for the study of interest development.

scholarly journals Kesan Pembelajaran Koperatif ke atas Pelajar Martikulasi Dalam Matapelajaran Matematik

2012 ◽  
Author(s):  
Effandi Zakaria ◽  
Abd. Razak Habib
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Analysis Of Variance ◽  
Metacognitive Awareness ◽  
Problem Solving Skills ◽  
Mathematics Attitude ◽  
Attitude Towards Mathematics ◽  
Post Test

Tujuan kajian eksperimental kuasi ini ialah untuk menentukan kesan pembelajaran koperatif ke atas kemahiran menyelesaikan masalah, kesedaran metakognitif, pencapaian Matematik, sikap terhadap Matematik dan sikap terhadap penyelesaian masalah pelajar–pelajar matrikulasi. Kumpulan rawatan (n = 36) adalah kumpulan koperatif, manakala kumpulan kawalan (n = 34) menerima pengajaran secara tradisional. Bagi mengawal perbezaan pemboleh ubah–pemboleh ubah yang bergerak balas, ujian pra diberikan kepada kedua–dua kumpulan sebelum pengajaran. Selepas 17 minggu pengajaran, kedua–dua kumpulan diberikan ujian pos. Lima jenis alat kajian digunakan bagi mendapatkan data: Ujian penyelesaian masalah Matematik, ujian pencapaian Matematik, soal–selidik kesedaran metakognitif, soal–selidik sikap terhadap Matematik dan soal–selidik sikap terhadap penyelesaian masalah. Bagi menentukan perbezaan antara kumpulan rawatan dan kawalan, data ujian pra dan ujian pos dianalisis dengan menggunakan analisis varian multivariat (MANOVA), diikuti dengan analisis varian univariat (ANOVA). Dapatan kajian daripada MANOVA menunjukkan terdapat perbezaan secara keseluruhan yang signifikan memihak kepada kumpulan koperatif dalam kemahiran menyelesaikan masalah, pencapaian Matematik, kesedaran metakognitif, sikap terhadap Matematik dan sikap terhadap penyelesaian masalah. Bagaimanapun, analisis ANOVA mendapati hanya pencapaian Matematik dan kemahiran menyelesaikan masalah mempunyai perbezaan signifikan antara kumpulan koperatif dan tradisional. Hasil kajian menunjukkan pelajar dalam kelas pembelajaran koperatif mengatasi pelajar dalam kelas tradisional dalam ujian pos pencapaian dan kemahiran menyelesaikan masalah. Saiz kesan adalah sederhana dan dengan itu, kesan rawatan adalah bermakna secara praktisnya. Kata kunci: Pembelajaran koperatif, kemahiran menyelesaikan masalah, kesedaran metakognitif, pencapaian Matematik, sikap terhadap Matematik dan sikap terhadap penyelesaian masalah The purpose of this quasi–experimental study was to determine the effects of cooperative learning on matriculation college students’ Mathematics achievement, attitude towards Mathematics, attitude towards problem solving, metacognitive awareness and problem solving skills. The treatment group (n = 36) was given a cooperative learning environment while the control group (n = 34) received instruction in a traditional learning environment. In order to control the differences in the dependent variables, a pre–test was administered. After 17 weeks of instruction, both groups were given a post–test. Five types of instruments were employed to collect the data: the problem solving test, the Mathematics achievement test, the metacognitive awareness instrument, the attitude towards Mathematics instrument and the attitude towards problem solving instrument. The pre-test and post–test data were analyzed using Multivariate Analysis of Variance (MANOVA), followed by univariate Analysis of Variance (ANOVA). The MANOVA results revealed the overall significant differences favouring the cooperative learning group in the areas of problem solving skills, Mathematics achievement, metacognitive awareness, attitude towards Mathematics and attitude towards problem solving. However, the ANOVA showed only Mathematics achievement and problem solving skills were found to be statistically significant. The results indicated that students in the cooperative learning class outperformed students in the traditional class on post test achievement and problem solving skills scores. The effect size was moderate and therefore practically meaningful. Key words: Cooperative learning, Mathematics achievement, attitude towards Mathematics, attitude towards problem solving, metacognitive awareness and problem solving skills.

Artful Learning

2015 ◽  
pp. 1436-1459
Author(s):  
Randee Lipson Lawrence
Keyword(s):  
Learning Environment ◽  
Curriculum Development ◽  
Cultural Context ◽  
Indigenous Communities ◽  
Learning Objectives ◽  
Holistic Learning ◽  
True Nature ◽  
Learning Domains ◽  
Creative Learning ◽  
The Mind

This chapter begins with a critique of traditional models of curriculum development as overly rigid, fragmented, and disconnected from the true nature of the learner. Holistic learning is described as engaging the mind, body, heart, and spirit of the learner in relationship to the learning environment. Holistic learning is earth-centered, participatory, and inclusive of the cultural context of the learners. These various learning domains and their relationship to curriculum are discussed, including the application of learning from indigenous communities. Several examples of arts-based and creative learning activities are offered along with holistic ways of developing learning objectives and assessing learning.

A Framework for Adaptive Learning Points

2011 ◽  
pp. 117-141 ◽  
Author(s):  
Torsten Reiners ◽  
Imke Sassen
Keyword(s):  
Learning Environment ◽  
Adaptive Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Special Focus ◽  
Learning Material ◽  
Holistic Learning ◽  
E Learning ◽  
Learning Scenarios

In this paper we present our e-learning approach and describe the technical and instructional design of an adaptive learning environment. In order to avoid several reasons for distrust or frustration on the learner’s side, we developed an approach called configurable adaptation including the concept of individualized and adaptive learning paths. In cases where a course is offered in various (media) forms, the learner should be able to decide on its own, which one to use for the acquirement of the learning material. We demonstrate different approaches for a holistic learning experience using several learning scenarios like classroom participation and e-learning in a virtual learning environment. A special focus will be set on the description of the didactical paradigm synchronized blended learning, which allows the combination of different learning scenarios and the usage of learning material within all settings. Furthermore, we demonstrate examples how a (virtual) learning environment can be integrated into the course allowing dynamic and adaptive presentation of learning material as well as the direct inclusion of new – generated by algorithms or written by the learner or tutor – content on-the-fly.

Integrating the Typographic Landscape in Creating Interactive Spaces for a Holistic Learning Environment

2020 ◽  
Vol 5 (13) ◽  
pp. 237-243
Author(s):  
Norita Abdul Kadir ◽  
Norhafizah Abdul Rahman ◽  
Nur Hisham Ibrahim
Keyword(s):  
Learning Environment ◽  
Publishing House ◽  
Three Dimensional ◽  
Holistic Learning ◽  
Campus Environment ◽  
Outdoor Activities ◽  
Interactive Spaces ◽  
International Publishing ◽  
Open Access Article

This paper aims to identify the importance of the ideas on integrating Typographic Landscape in a campus environment. In creating interactive spaces that can create a holistic learning environment, an artistic approach has been developed. The design proposed is an installation of functional three-dimensional gigantic letters that will become a bench for students’ informal outdoor activities as part of sustainable initiatives that will beneficial to students in order to give adequate space for a learning environment. A quantitative method using questionnaires survey has been distributed to 160 students. The results of this study will provide a better understanding of the relationships between students' preference and landscape features and aim to enhance the quality of life in a campus environment.Keywords: Typographic landscape; learning environment; campus environment; interactive spaceeISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v5i13.2107

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