Improving learning skills: a self-help group approach

A self-help group approach was used to enhance medical students' self-directed learning (SDL) skills within an elective course. The SDL task profile envisaged included personal responsibility for, self-direction, and self-monitoring of learning. Reflection and learning partnerships were supported and facilitated by discussion and exercises in a small group context. Self-assessment of SDL tasks, as well as measures of approaches to study using the Approaches to Studying Inventory, were obtained. The results showed increased level of self-efficacy regarding the SDL tasks at the end-of-course. The task self-ratings had significant relationships to measures of deep approach to study. Academic achievement (GPA) was significantly higher for students who participated in the elective experience than for controls. Among the participants, 67% showed enhancement of the SDL task profile. Reasons for lack of improvement are discussed. The findings suggest that the approach used maybenefit most, but not all students under constraining conditions.     

Learning problem-solving through making games at the game design and learning summer program

Today’s complex and fast-evolving world necessitates young students to possess design and problem-solving skills more than ever. One alternative method of teaching children problem-solving or thinking skills has been using computer programming, and more recently, game-design tasks. In this pre-experimental study, a group of middle school students (n = 18) with an age average of 12.6 attended a game-design summer program for 10 days. Students were assessed in their problem-solving skills, specifically in system analysis and design, decision-making, and troubleshooting domains, at the beginning and end of the program. The results indicated that there were significant improvements in students’ problem-solving skills after attending the summer program, Wilks’ Λ = .258, F (3, 15) = 14.397, p < .001, η ² = .742. For system analysis and design, and decision-making follow-up t-tests pointed to large and medium effect sizes, while for troubleshooting the gains were not significant. This study is a contributes to the growing body of literature investigating the benefits of designing games for young children by adding that game-design activities can be suitable venues for young children to learn and practice problem-solving skills.     

The learning analytics of model-based learning facilitated by a problem-solving simulation game

This study investigated students’ modeling progress and strategies in a problem-solving simulation game through content analysis, and through supervised and unsupervised lag sequential analysis (LSA). Multiple data sources, including self-report models and activity logs, were collected from 25 senior high school students. The results of the content analysis found that the problem-solving simulation game helped most of the students to reflectively play with the science problem and build a workable model to solve it. By using the supervised LSA, it was found that the students who successful solved the game frequently linked the game contexts with the physics terminologies, while those who did not solve the problem simply relied on the intuitive knowledge provided in the reference materials. Furthermore, the unsupervised LSA identified four activity patterns that were not noticed in the supervised LSA: the fragmented, reference material centered, reference material aided modeling, and modeling centered patterns. Each pattern has certain associations with certain problem-solving outcomes. The results of this study also shed light on the use of different analytics techniques. While the supervised LSA is particularly helpful for depicting a contrast of activity patterns between two specific student groups, the unsupervised LSA is able to identify hidden significant patterns which were not clearly distinguished in the pre-defined student groups. Researchers may find these analytics techniques useful for analyzing students’ learning processes.     

Influence of an integrated learning diagnosis and formative assessment-based personalized web learning approach on students learning performances and perceptions

The advancement of computer and communication technologies has enabled students to learn across various real-world contexts with supports from the learning system. In the meantime, researchers have emphasized the necessity of providing personalized learning guidance or support by considering individual students’ status and needs in order to improve their learning performance. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning performance of students in a personalized learning environment. An integrated learning diagnosis and formative assessment-based personalized web learning system was developed based on this approach. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school mathematics course in Thailand. The experimental results showed that (1) the students learning with the proposed system revealed significantly better learning achievement and learning perceptions than those learning with the conventional learning system and (2) students’ learning perceptions of the system had significant relationships with their learning achievement.     

Enhancing postgraduate learning and development: a participatory action learning and action research approach through conferences

As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large.     

A microworld-based role-playing game development approach to engaging students in interactive,enjoyable, and effective mathematics learning

In traditional teacher-centered mathematics instruction, students might show low learning motivation owing to the lack of applied contexts. Game-based learning has been recognized as a potential approach to addressing this issue; however, without proper alignment between the gaming and math-applied contexts, the benefits of game-based learning could be limited. Therefore, this study aims to develop a microworld-based educational game, which provides simulated contexts encouraging students to explore, discover, and solve practical problems using the mathematics knowledge gained in the class. A quasi-experimental design was implemented in the learning activity of the “Speedy World” unit in an elementary school mathematics course to examine the effectiveness of the proposed approach. A total of 107 sixth graders participated in the experiment. The experimental results showed that the students who learned with the microworld-based gaming approach had better learning achievement and motivation in the mathematics course than those who learned with the conventional technology-enhanced learning approach. In addition, the students also showed that they highly accepted the microworld-based game for learning mathematics. The findings of this study provide good evidence for the importance and necessity of associating authentic applied contexts with gaming contexts in developing computer educational games for mathematics.     

Attributional retraining and elaborative learning: Improving academic development through writing-based interventions

Attributional retraining (AR) is a motivational intervention that consistently produces improved performance by encouraging controllable failure attributions. Research suggests that cognitively engaging AR methods are ideal for high-elaborating students, whereas affect-oriented techniques are better for low-elaborating students. College students' (N = 749) elaborative learning was assessed in the first semester, after which students were assigned to one of three writing-based AR conditions (No AR, Cognitive AR, Affective AR). Academic performance (course grades, GPA), motivation, attributions, and emotions were assessed in the second semester. AR by elaboration (low/high) 3 × 2 ANCOVAs showed optimal results for high elaborators following cognitive AR, and for low elaborators following affective AR. Performance improvements for the former were mediated by improved cognitions (expectations), and for the latter were mediated by increased positive affect.     

The assessment cycle: a model for learning through peer assessment

This paper advances a model describing how peer assessment supports self-assessment. Although prior research demonstrates that peer assessment promotes self-assessment, the connection between these two activities is underspecified. This model, the assessment cycle, draws from theories of self-assessment to elaborate how learning takes place through peer assessment. The model is applied to three activity structures described in the literature to analyse their potential to support learning by promoting self-assessment. Broadly speaking, the model can be used to understand learning that takes place in a variety of peer assessment activities: marking/grading, analysis, feedback, conferencing and revision. This approach contrasts most studies on peer assessment, which have focused on calibration of instructor and peer grades, rather than learning opportunities.     

Lifelong learning: Formal,non-formal and informal learning in the context of the use of problem-solving skills in technology-rich environments

The evolving technological landscape in the digital era has a crucial influence on lifelong learning and the demand for problem-solving skills. In this paper, we identify associations between formal, non-formal and informal learning with sufficient problem-solving skills in technology-rich environments (TRE). We focus on adults' problem-solving skills in TRE as a novel approach to investigate formal, non-formal and informal learning based on data from the Programme for the International Assessment of Adult Competencies. This programme measured 16–64-year-old adults' proficiency in problem-solving skills in TRE. The total sample size was 61 654 individuals from 13 European countries. Our results clearly indicate that the skill levels of more than 50% of adults aged 16–64 years old seem to be insufficient to cope effectively in TRE. The findings suggest that the learning ecologies of adults are a combination of formal, non-formal and informal learning activities. The overall level of problem-solving skills in TRE was higher among individuals who indicated that they have participated either formal or non-formal learning activities, compared to those who have not. However, interestingly, the association between formal learning and problem-solving skills in TRE was not major. Instead, our results clearly indicate that informal learning seems to be highly associated with sufficient problem-solving skills in TRE. In practice, we outline those formal, non-formal and informal learning activities that adults perform when applying the skills in TRE. By recognising these activities undertaken by sufficient problem solvers, we can promote lifelong learning skills. Our findings can also be used as a starting point for future studies on lifelong learning.     

Selective spatial working memory impairment in a group of children with mathematics learning disabilities and poor problem-solving skills

This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children, failed spatial working memory tasks that had either low or high attentional demands but did not fail the visual tasks. In addition, children with MLD made more intrusion errors in the spatial working memory tasks requiring high attentional control than did their TD peers. Finally, as a post hoc analysis the sample of MLD was divided in two: children with severe MLD and children with low mathematical achievement. Results showed that only children with severe MLD failed in spatial working memory (WM) tasks if compared with children with low mathematical achievement and TD. The findings are discussed on the basis of their theoretical and clinical implications, in particular considering that children with MLD can benefit from spatial WM processes to solve arithmetic word problems, which involves the ability to both maintain and manipulate relevant information.     

Conceptions of and approaches to learning through online peer assessment

The present study investigated junior college students' conceptions of and approaches to learning via online peer assessment (PA) using a phenomenographic approach. Participants were 163 college students. Students were asked to accomplish a given learning task via an online PA system. Of the participants, 62 were interviewed after the activity. The interviews revealed hierarchically related and qualitatively different categories of conceptions and approaches to learning via online PA. The main and achieved levels of conceptions of and approaches to learning were determined. The results showed that, within each level, conceptions emphasizing a fragmented and cohesive learning tended to be associated with approaches focusing on surface and deep learning, respectively. In addition, students with cohesive learning conceptions and deep learning approaches were likely to make greater progress in the early stages of online PA activity. The present study finally found that approaches to learning via online PA were less related to the learning outcomes than conceptions of learning.     

The role of motivational profiles in learning problem-solving and self-assessment skills with video modeling examples

Instructional Science - In the current study, we examine the role of situation-specific motivational profiles in the effectiveness of video modeling examples for learning problem-solving and...     

A learner–centred approach to developing team skills through web–based learning and assessment

In traditional face–to–face classrooms, collaborative learning has been endorsed as an effective pedagogy that fosters skills of analysis, communication and higher order thinking. Increasingly, as online learning environments for tertiary learners make use of course support systems, there is greater recognition of the potential of communications technologies to foster dialogue, networking and team skills among learners. Such skills are now among the recognised core attributes that graduates are expected to develop. In face–to–face classroom students learn the skills of collaboration and teamwork by engaging in tasks defined and supervised by a teacher. In online environments teacher presence is often limited to task definition, management and feedback functions. Team skills and collaboration therefore need to be supported though different pedagogies and processes such as establishing a climate of trust and openness, communication protocols, resolution of conflict and group processes that provide sanctions and support. In this paper we describe an innovative approach to building the skills of decision–making and conflict resolution, leadership and clarity in goal setting and communication. A case study of tertiary learners illustrates how the essential aspects of task definition, resources to support group learning and integrated online assessment foster team skills.     

How learning a musical instrument affects the development of skills

Despite numerous studies on skill development, we know little about the effects of extracurricular music activities on cognitive and non-cognitive skills. This study examines how music training during childhood and youth affects the development of cognitive skills, school grades, personality, time use and ambition using data from the German Socio-Economic Panel (SOEP). Our findings suggest that adolescents with music training have better school grades, are more conscientious, open and ambitious. These effects are stronger among adolescents from lower socio-economic status. In order to address the non-random selection into playing music, we take into account detailed information on the child and its parents, which may determine both the decision to pursue music lessons and educational outcomes. While lacking truly exogenous variations in music activities, our results are robust to a large range of sensitivity tests. We thereby approach causality better than previous observational studies.     

The effects of mind games in math and grammar courses on the achievements and perceived problem-solving skills of secondary school students

The goal of this study is to determine the effectiveness of mind games played by secondary school sixth grade students as classroom activities in math and grammar courses on their perceived problem-solving skills and achievements. In the quantitative part of the study, the nonequivalent groups pre-test–post-test control group design from single-factor quasi experimental designs was used. Qualitative data collection and analysis approaches have also been used to support and explain quantitative data. The study's sample group, which was formed using a convenience sampling method, consisted of 48 sixth grade secondary school students who studied in a moderately developed city center in Turkey and their teachers. An achievement test, perceived problem-solving skills scale and semistructured interview guide were used as the data collection tools. According to the findings, the students in the experimental group who played mind games showed development in their perceived problem-solving skills and achievements compared to the control group. The opinions of the teachers and students on the effects of the mental practices were also found to be positive.     

Pre-schoolers,pre-school teachers,and interpersonal problem-solving skills: a comparative study in Turkey and Belgium

Interpersonal cognitive problem solving, one of the most crucial social skills, is a life-long competency that must be supported from the early years of life. In this study, the opinions of 55 Turkish pre-school teachers and 53 Flemish pre-school teachers who work with 3–6-year-old children in private and public pre-schools in metropolitan cities of both countries were obtained using the Teacher's Interpersonal Problem Solving Questionnaire. When the results were considered, it was noticed that Turkish pre-school teachers tend to solve problems as soon as they emerge. They usually prefer to suggest a solution to the problem or give advice. On the contrary, pre-school teachers in Belgium express that they analysed problems together with the children and guided children to produce various solutions. It was revealed that few Turkish and Flemish teachers have specific training in improving interpersonal problem-solving skills in children.     

Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations

Augmented reality (AR) has been recognized as a potential technology to help students link what they are observing in the real world to their prior knowledge. One of the most challenging issues of AR-based learning is the provision of effective strategy to help students focus on what they need to observe in the field. In this study, a competitive gaming approach is proposed to support AR-based learning activities conducted in real-world contexts. An experiment has been conducted on an elementary school ecology course to explore the effectiveness of the proposed approach in comparison with the conventional AR-based mobile learning approach in field trips. The experimental results show that the AR-based gaming approach can improve not only students' learning attitudes, but also their learning performance on the field trip. Accordingly, discussions and some suggestions for future work are provided.