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نتیجه جستجو - راهبردهای یادگیری

تعداد مقالات یافته شده: 6
ردیف عنوان نوع
1 The effect of online argumentation of socio-scientific issues on students scientific competencies and sustainability attitudes
تاثیر بحث های آنلاین درباره مسائل اجتماعی - علمی روی شایستگی ها علمی و ویژگی های ماندگاری دانشجویان-2018
One focal point of science learning is to develop students ability to actively participate in discussions of socio-scientific issues (SSIs) in their daily lives. This study proposed the SSIs-Online-Argumentation Pattern (SOAP) to develop a pedagogical strategy enabling students to participate in online argumentation of SSIs. Two quasi-experiments were conducted to investigate the variations in scientific competencies and sustainability attitudes of students following the SOAP strategy. The participants were 127 senior high school students and 68 undergraduates respectively. Students scientific competencies and sustainability attitudes were assessed using quantitative methods. The results showed that the SOAP strategy led to differences in high school students scientific competencies. The mean scientific competency of the experimental group was higher than that of the comparison group in the post-test and in the delayed test. Specifically, for the constructs ‘identifying scientific issues’ and ‘using scientific evidence’, the difference between the two groups did not reach significance in the post-test and in the delayed test. The results showed that the SOAP strategy resulted in differences in undergraduates sustainability attitudes. In the post-test, the mean sustainability attitude of the experimental group was higher than that of the comparison group. Specifically, for the constructs of ‘economic’ aspect, the post-test difference between the two groups did not reach significance. Finally, this research proposed suggestions and implications for future studies related to SSIs and science education.
keywords: Computer-mediated communication| Interactive learning environments| Lifelong learning| Pedagogical issues| Teaching/learning strategies
مقاله انگلیسی
2 Combining e-books with mind mapping in a reciprocal teaching strategy for a classical Chinese course
ترکیب کردن کتابهای الکترونیک با ترسیم ذهنی در یک راهبرد تدریس دوطرفه برای یک دوره کلاس چینی-2018
Chinese texts contain the essence of traditional Chinese culture and humanistic spirit, although they are obscure and difficult to understand. The integration of e-books into language learning can play a positive role and improve reading comprehension because of the diversified support tools and features of multimedia interaction in e-books. Therefore, this study investigated the teaching of classical Chinese with a combination of e-books, reciprocal teaching, and mind mapping; the effects of this approach on reading comprehension and knowledge sharing were explored. The sample consisted of two tenth-grade classes of a vocational school. Both groups received the reciprocal teaching strategy with mind mapping. The control group received traditional paper books; the experimental group received e-books. Quantitative and qualitative analyses were used in this study. The results were as follows. (1) Classical Chinese reading comprehension aspect: The experimental group performed more satisfactorily than did the control group, indicating that the integration of the e-book resulted in this measurable improvement by enhancing learners’ reading comprehension. (2) Knowledge sharing aspect: The pretest and posttest scores significantly differed between the experimental and control groups, indicating that diversified support tools can promote knowledge sharing. (3) Mind-mapping aspect: the scores of the whole structure (color and image), association skills, and the contents of the articles were more satisfactory in the experimental group than in the control group. (4) Learners had a positive attitude toward the combination of e-books, reciprocal teaching, and mind mapping.
keywords: Applications in subject areas| Teaching/learning strategies| Improving classroom teaching
مقاله انگلیسی
3 Collaborative agile learning in online environments: Strategies for improving team regulation and project management
یادگیری مشارکتی سریع الانتقال در محیط های آنلاین: راهبردهایی برای بهبود نظم تیمی و مدیریت پروژه-2018
Unsatisfactory prior experiences in collaborative learning influence students predisposition towards team-based learning activities. Incorporating strategies for helping teams to effectively regulate group work and enhance planning processes may result in an increase in students engagement with learning activities and collaborative processes. Taking into account the benefits of the agile method for teamwork organisation, this study sought to analyse the usefulness of agile strategies for team regulation and project management in online higher education. An iterative process of course redesign was conducted in the context of an undergraduate project-based learning course during two consecutive semesters. The new design was piloted and evaluated based on the students and teachers views and the learning outcomes. A total of 114 students were surveyed about their satisfaction with the course and their perception of the usefulness of the method. Two interviews were conducted to collect the teachers opinions. The results of the study indicate that agile strategies are useful for improving students online project management and collaboration. Nevertheless, no significant impact has been observed in students satisfaction nor in the overall learning outcomes.
keywords: Cooperative/collaborative learning| Teaching/learning strategies| Distance education and telelearning| Post-secondary education
مقاله انگلیسی
4 Participatory methodologies to promote student engagement in the development of educational digital games
روشهای مشارکت در ترغیب دانش آموزان به اشتغال در توسعه بازی های دیجیتال آموزشی-2018
Engagement is a fundamental condition for learning, which the outdated educational system is failing to sustain for the current generation of students, born in a world permeated with digital technologies. This article presents an analysis of high school students’ engagement while playing the roles of programmers and designers of educational digital games in the Community of Practice of the DEMULTS project, which aims to provide an alternative within the traditional educational system. Data collection was performed within an ethnographic approach with participant observation, questionnaires and social network interaction, and analysis was based on the constructs of Activity Theory. Four groups of students were identified with similar needs and motivations, each engaged at different levels according to the nature of the tasks, interaction with peers and educators, and personal expectations. Results reveal that, even in a supposedly fun and innovative context, the relationship between the object of the activity and the students needs is crucial to promote engagement and learning. Identifying and taking into account students needs and expectations is reinforced as an indispensable step in educational interventions.
keywords: Interdisciplinary projects| Learning communities| Media in education| Secondary education| Teaching/learning strategies
مقاله انگلیسی
5 Systematic literature review: Self-Regulated Learning strategies using e-learning tools for Computer Science
مرور سیستماتیک منابع علمی: راهبردهای یادگیری خود - تنظیم شده با استفاده از ابزار یادگیری الکترونیک برای علم رایانه-2018
In 1986, Barry Zimmerman and Manuel Martinez-Pons presented a taxonomy containing 14 categories on Self-Regulated Learning (SRL) strategies performed by high school students when studying. Since this study, researchers have used the taxonomy as a framework for their research on students SRL strategies and behaviours. When the taxonomy was constructed in the mid-1980s, these categories did not consider students’ SRL behaviours while using digital technologies to study. The goals of this systematic literature review are to understand if the original SRL strategies are addressed in modern Computer Science e-learning tools and to determine if tools have emerged that support SRL strategies not captured by the original taxonomy. This review organises the e-learning tools within the SRL categories. It shows that a preponderance of research has been done on certain SRL skills, with limited focus on other categories. The systematic literature review concludes with suggestions for future research opportunities pertaining to tools that support the original categories, as well as tools that support SRL strategies.
keywords: Self-Regulated Learning |e-learning Tools |Meta cognitive Skills
مقاله انگلیسی
6 Mining theory-based patterns from Big data: Identifying self regulated learning strategies in Massive Open Online Courses
الگوهای مبتنی بر تئوری کاوش از داده های بزرگ: شناسایی راهبردهای یادگیری خود تنظیم شده در دوره های گسترده آنلاین باز-2018
Big data in education offers unprecedented opportunities to support learners and advance research in the learning sciences. Analysis of observed behaviour using computational methods can uncover patterns that reflect theoretically established processes, such as those involved in self-regulated learning (SRL). This research addresses the question of how to integrate this bottom-up approach of mining behavioural patterns with the traditional top-down approach of using validated self-reporting instruments. Using process mining, we extracted interaction sequences from fine-grained behavioural traces for 3458 learners across three Massive Open Online Courses. We identified six distinct interaction sequence patterns. We matched each interaction sequence pattern with one or more theory-based SRL strategies and identified three clusters of learners. First, Comprehensive Learners, who follow the sequential structure of the course materials, which sets them up for gaining a deeper understanding of the content. Second, Targeting Learners, who strategically engage with specific course content that will help them pass the assessments. Third, Sampling Learners, who exhibit more erratic and less goal-oriented behaviour, report lower SRL, and underperform relative to both Comprehensive and Targeting Learners. Challenges that arise in the process of extracting theory-based patterns from observed behaviour are discussed, including analytic issues and limitations of available trace data from learning platforms.
Keywords: Self-regulated learning ، Learning strategies ، Process mining ، Massive open online courses
مقاله انگلیسی
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