Book Reviews: Motivation and Learning Strategies for College Success: A Self Management Approach: Diversity's Promise for Higher Education: Making it Work

2014 ◽  
Vol 15 (4) ◽  
pp. 633-646
Author(s):  
Belinda Lee Huang ◽  
Nana Osei-Kofi ◽  
J. Travis McDearmon
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
College Success ◽  
Self Management ◽  
Management Approach ◽  
Motivation And Learning

Motivation and Learning Strategies for College Success

2007 ◽  
Author(s):  
Myron H. Dembo ◽  
Jane Nicklin ◽  
Caroline Griffiths
Keyword(s):  
Learning Strategies ◽  
College Success ◽  
Motivation And Learning

scholarly journals Model Manajemen Pembelajaran Pendidikan Islam Berbasis Masalah: Studi Kasus pada Jurusan Tarbiyah dan Adab IAIN Parepare

2019 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Anwar Sewang ◽  
Abdul Halik
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Assessment ◽  
Management Approach ◽  
The Impact ◽  
Critical And Creative Thinking

Learning in college is very urgent considering aspects of relevance and effectiveness. One strategy that becomes the trend of study is problem-based learning. Problem-based learning strategies are considered urgent and relevant to be applied in higher education, as an effort to trigger scientific exploration to foster critical and creative thinking skills. Problem based learning strategies should be based on research in order to have a systemic scientific structure, a strong, functional and implementative foundation in learning. The relevance and effectiveness of the implementation of problem-based learning strategies is designed with a management approach. Management breaks down the stages of problem-based learning strategies, including planning, implementation, and evaluation (assessment). Problem-based learning strategy planning includes the preparation of Semester Learning Plans (Rencana Pembelajaran Semester or RPS) that refer to the curriculum of study programs, establish learning outcomes, design teaching materials, analyze students, choose media, compile learning evaluation systems, and predict possible problems. All of them are designed with problem-based adapted from the results of the research. Implementation of problem-based learning begins with initial activities including attendance, apperception, orientation, and motivation, core activities include exploration, elaboration, and confirmation, and final activities including conclusions and assessments (evaluations). Evaluation of learning includes program assessment, implementation assessment, and assessment of goals achievement. Principles of learning assessment include educative, objective, accountability, and transparent. Measuring the achievement of problem-based learning is seen in indicators of critical and creative thinking abilities, including problem response, understanding problems, knowing cause of problems, able to find alternative solutions, recognize the impact of the problem, and be able to connect with other science disciplines. The strategy of problem-based learning in higher education has implications for students' interest and motivation in developing critical and creative thinking skills.

scholarly journals Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist

2015 ◽  
Vol 14 (3) ◽  
pp. ar26 ◽  
Author(s):  
E. A. van Vliet ◽  
J. C. Winnips ◽  
N. Brouwer
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Task Value ◽  
Traditional Course ◽  
Video Clips ◽  
Traditional Lectures ◽  
Short Video ◽  
Repeated Use ◽  
Motivation And Learning

In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed in a traditional course and in a course in which flipped classes were substituted for part of the traditional lectures. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. We therefore propose repeated use of flipped classes in a curriculum to make effects on metacognition and collaborative-learning strategies sustainable.

scholarly journals Educação Musical e Autorregulação da Aprendizagem no Ensino Básico e Superior / Music Education and Self-Regulation of Learning in Basic and Higher Education

2021 ◽  
Vol 15 (58) ◽  
pp. 190-205
Author(s):  
Iuri Ozires Sobreira de Oliveira ◽  
João Carlos Sedraz Silva ◽  
Gibran Medeiros Chaves de Vasconcelos
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Self Management ◽  
Music Students ◽  
Music Teaching ◽  
Musical Education ◽  
Teaching Learning

Resumo: A busca por formas de ensino aprendizagem em música, apontam a cada dia para modelos distantes do modelo conservatorial (PENNA; SOBREIRA,2020). Dentre as novas abordagens propostas, destaca-se o autogerenciamento cognitivo, atitude relacionadas a autorregulação da aprendizagem. Esta revisão de literatura, realizada no período de julho de 2018 a julho de 2019, teve como objetivo buscar na literatura disponível, pesquisas que identificam comportamentos de Autorregulação da Aprendizagem em alunos de música no Ensino Básico e Superior. Foram analisados trabalhos nos últimos 10 anos voltados para o ensino da música e estratégias de autorregulação da aprendizagem. Os resultados encontrados apontam os comportamentos autorregulados dos alunos e demonstram que aprendizes autorregulados tendem a desenvolver melhor suas atividades de aquisição do conhecimento e aqueles que não tem esse perfil, podem desenvolvê-lo a partir da adoção de práticas de ensino propostas pelo professor que estimulem atitudes e estratégias autorregulatórias.Palavras-chave: Autorregulação; ensino; aprendizagem; Educação musical.Abstract: The search for ways of teaching and learning in music point each day to models that are far from the conservative model (PENNA; SOBREIRA, 2020). Among the new approaches proposed, cognitive self-management stands out, an attitude related to self-regulation of learning. This literature review, carried out from July 2018 to July 2019, aimed to search the available literature for research that identify Self-Regulation Learning behaviors in music students in Basic and Higher Education. Works in the last 10 years focused on music teaching and self-regulation learning strategies were analyzed. The results found indicate the self-regulated behaviors of students and demonstrate that self-regulated learners tend to better develop their knowledge acquisition activities and those who do not have this profile can develop it based on the adoption of teaching practices proposed by the teacher that encourage attitudes and self-regulatory strategies.Keywords: Self-regulation; teaching; learning; musical education. 

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