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In this article, the author focuses on teaching the Millennials how to become effective learners and guiding them to hone their critical-thinking skills. Millennials are the children of the Baby Boomer generation, and some are the offspring of the early wave members of Generation X. These students learn differently and interact differently than former students and than their older classmates. To best serve this new cultural cohort in facilitating learning, it is essential for faculty to understand their students through the lens of the culture and history in which they were actually raised. Here, the author suggests teachers to invent some new teaching and learning strategies and learn to use technology effectively to enhance learning, and discusses what Millennials seem to prefer and then what makes the most sense from a cognitive learning perspective.

Argues that a central problem in higher education may be the "commoditization" of learning, or the idea of student as customer. Contends that learning-centered colleges must address the issue of passion for learning as they develop strategic plans for improving outcomes of education. (NB)

How can instructors help students adopt effective learning strategies? In this study, students in a large introductory psychology class completed a "learning how to learn" assignment in which they read one of four randomly assigned empirical articles about the utility of a learning strategy (i.e., distributed practice, rereading, practice testing, or forming mental images) and wrote a paper summarizing, analyzing, and applying the article's findings. Students relied significantly less on low-utility strategies and significantly more on moderate and high-utility strategies at the end of the semester than at the beginning. Furthermore, students who completed this assignment outperformed their peers in a control semester of the same course, improving by about one-third of a letter grade. Suggestions for effective implementation of a similar assignment are presented. [ABSTRACT FROM AUTHOR]

Community health workers are responsible for finding, processing, and transferring health information to communities with limited access to health‐related resources, including farmworkers. This paper is the culmination of an undergraduate student research project to explore the learning processes and preferences of farmworker‐serving community health workers in the USA. The project was designed for students from farmworker or agricultural backgrounds at two North Carolina universities and was supported by a North Carolina Department of Health and Human Services workforce development grant. Semi‐structured interviews were conducted, in person and virtually, with a convenience sample of 17 current and former community health workers. The interview data were analysed thematically and identified a preference for a combination of learning styles, with visual and hands‐on learning being the most preferred. Community health workers also identified the importance of learning preferences in relation to their responsibilities as health educators. This study provides librarians, along with public health and medical professionals, with useful information about learning preferences to inform the creation of new and varied learning materials for community health workers. [ABSTRACT FROM AUTHOR]

Background: Deep discussions play an important role in students' online learning. However, researchers have largely focused on engaging students in deep discussions in online asynchronous forums. Few studies have investigated how to promote deep discussion via mobile instant messaging (MIM). Objectives: In this study, we applied learning analytical tools (i.e., KBdeX and word clouds) to enhance students' shared epistemic agency and thereby support their deep discussions in MIM. Methods: Forty Chinese college students participated in this study and reflected on their MIM engagement by participating in the learning analytics (LA)‐augmented meta‐discourse sessions. The study used multiple data analysis methods, including content analysis, statistical analysis, epistemic network analysis and lag sequential analysis. Results: We found that LA engaged students in deep discussions and shared epistemic agency‐related discourse, such as creating shared understanding, creating knowledge objects, and projective and regulative processes. In particular, word clouds engaged students in more complete shared epistemic agency discourse trajectory which started from creating awareness of unknowns, then progressed to setting projective plans and sharing information, and ultimately, creating shared understanding. Moreover, our analysis indicated that epistemic agency discourse moves of creating shared understanding led students to a high level of deep discussion. Implications: This study contributes to research by extending the 'comparison paradigm', which focuses on comparing (a)synchronous forums with MIM, to a 'design paradigm', which mobilises design features from (a)synchronous forums to MIM and using learning analytical tools to engage students in deep online discussions by promoting their epistemic agency. Lay Description: What is known in this subject matter: Supporting students' online deep discussions is important.Prior studies have shown multiple technological and pedagogical strategies to support deep discussions in (a)synchronous discussion forums, but few studies in mobile instant messaging (MIM).MIM is a quasi‐synchronous tool. It is difficult to transform the traditional external scaffolds (i.e., scripts or teachers' facilitation) which promote deep discussions from (a)synchronous forums to MIM. What this paper adds to this: We constructed a design framework which used learning analytical tools‐augmented meta‐discourse to engage students in shared epistemic agency discourse moves to promote their deep discussion in MIM.We conducted multiple types of analyses (content analysis, statistical analysis, epistemic network analysis and lag sequential analysis) on students' WeChat message (a major MIM in China).Results indicated both learning analytical tools helped engage students in shared epistemic agency discourse moves, such as creating shared understanding, creating knowledge objects, projective and regulative, thus, to promote students' deep discussions. Word cloud especially engaged students in more complete shared epistemic agency discourse trajectory. Moreover, analysis results indicated that shared epistemic agency discourse moves of creating shared understanding would lead students to a high level of deep discussions. Implications of study findings for practitioners: Our study provides a feasible way to educational practitioners who want to promote students' deep discussions in their online learning course (both fully online and flipped classroom mode).Knowledge Building Discourse Explorer (KBDeX presents the original analysis results of students' written messages in discussion forums as socio‐cognitive networks.) could be implemented in the classroom. The objective is to encourage students to understand the importance of connecting with peers' ideas in a one‐session implementation period.If time allows, teachers could use word cloud and meta‐discourse to engage students in socio‐metacognitive conversations in class to promote their shared epistemic agency discourse in online discussions. [ABSTRACT FROM AUTHOR]

This paper is an attempt to deal with language learners' beliefs. Researchers used Elaine Kolker Horwitz's model (1988), Beliefs about Language Learning Inventory, and they applied it to explore the views of Kurdish EFL university students concerning language learning. The study aims to investigate and expose their opinions regarding language learning generally, then English language more precisely. Its significance lies in exploring the beliefs of Kurdish EFL university students about language learning. It mainly answers the question, "what are the beliefs of Kurdish EFL university students about learning English?". The researchers administered a Beliefs about Language Learning Inventory (BALLI) questionnaire to seven universities to achieve this aim. The questionnaire includes several viewpoints regarding the difficulty of language learning, foreign language aptitude, the nature of language learning, learning and communication strategies, and motivation and expectations. They collected and analyzed the questionnaire results and found out that the first category, the difficulty of language learning, has the lowest mean score among the five categories. In contrast, the fifth category, motivation and expectations, has the highest mean score. They ended the study with suitable beneficiary recommendations. [ABSTRACT FROM AUTHOR]

Background: Though pedagogical artificial agents are expected to play a crucial role in the years to come, earlier studies provide inconsistent results regarding their effect on learning. This might be because their potential for exhibiting subtle nonverbal behaviours we know from human teachers has been untapped. What is more, there is little evidence of the processes underlying the effect of nonverbal behaviours of teachers (either human or artificial) on learning, so as to better guide their practical application. Objectives: The aims of the current research were threefold: firstly, to examine the effect of an artificial agent's vocal expressiveness on non‐verbal immediacy (teachers' ability to increase psychological closeness through nonverbal communication). Secondly, to test whether an artificial agent showing strong vocal expressiveness will enhance affective and cognitive learning (perceived and actual), as compared to an artificial agent that shows weak vocal expressiveness. Thirdly, to examine whether the underlying mechanisms of motivation and attention explain the effect of immediacy (and thereby also of vocal expressiveness) on the two learning outcomes. Methods: The study used a between‐participants design, with the participants being randomly assigned to one of the two experimental conditions: artificial modelling with strong expressiveness and artificial modelling with weak vocal expressiveness. Results and conclusions: Results showed that an artificial agent with strong vocal expressiveness increased affective and perceived cognitive learning. Partial support was found for actual cognitive learning. What is more, our findings revealed that vocal expressiveness is related to affective and perceived cognitive learning because it promotes nonverbal immediacy. Finally, results provided evidence of motivation as a mediator of the path from immediacy to affective learning. Major takeaways: The current findings verify the important role of nonverbal immediacy found in traditional educational settings. However, showing that these results also apply to artificial teachers is essential, given that the educational landscape is changing and reshaping by artificial intelligence. Thus, taking into consideration the role of vocal expressiveness in the development of artificial teachers or voice assistants like Alexa, Siri, and Google assistant, as a way to enhance immediacy and affective experience of learners is of imperative value, since they will be found more and more in our societies. Lay Description: What is currently known about the subject matter: There is a positive effect of nonverbal cues of human teachers on students' learningThe artificial agent's voice is important for learning. What their paper adds to this: Provides strong evidence of the positive effect of vocal expressiveness of artificial agents on learning outcomes.Reveals that vocal expressiveness is related to learning outcomes because it enhances immediacy.Examines the proposed mechanisms of motivation and attention as mediators of the path from immediacy to affective and cognitive learning. Implications of study findings for practitioners: Taking into consideration vocal expressiveness of artificial agents during the design process is essential for increased learning.The combination of the vocal parameters of pitch and speech rate is effective for constructing vocal expressiveness.By showing the underlying mechanisms of artificial agents' nonverbal cues (i.e., vocal cues) on learning, it helps designers to make a better decisions during construction.The study's findings are also pertinent for human teachers in improving students' learning in traditional educational settings. [ABSTRACT FROM AUTHOR]

This paper presents a novel approach and a method of learning analytics to study student agency in higher education. Agency is a concept that holistically depicts important constituents of intentional, purposeful, and meaningful learning. Within workplace learning research, agency is seen at the core of expertise. However, in the higher education field, agency is an empirically less studied phenomenon with also lacking coherent conceptual base. Furthermore, tools for students and teachers need to be developed to support learners in their agency construction. We study student agency as a multidimensional phenomenon centring on student-experienced resources of their agency. We call the analytics process developed here student agency analytics, referring to the application of learning analytics methods for data on student agency collected using a validated instrument. The data are analysed with unsupervised and supervised methods. The whole analytics process will be automated using microservice architecture. We provide empirical characterisations of student-perceived agency resources by applying the analytics process in two university courses. Finally, we discuss the possibilities of using agency analytics in supporting students to recognise their resources for agentic learning and consider contributions of agency analytics to improve academic advising and teachers' pedagogical knowledge. [ABSTRACT FROM AUTHOR]

Purpose - In this paper, the accessibility of e-learning environments designed for deaf learners is discussed. Starting from a discussion of the meaning of text and web accessibility, the paper describes the development of a Deaf-centered E-Learning Environment (DELE) which focusing on utilizing the visual skills of the target users. This work is conducted under the auspices of the Italian FIRB-VISEL project (E-Learning, Deafness, Written Language: A Bridge of Letters and Signs Towards Knowledge Society) which involves the development of a distance learning environment aimed at improving the literacy skills of prelingual deaf children and young adults.Design/methodology/approach - The e-learning environment is based on embodied cognition/semantics, imitation, storytelling, and the construction of educational games. Conceptual metaphors provide the browsing structure of the entire environment, in which the learning paths are developed.Findings - DELE is currently undergoing testing in which end-users are providing feedback about their use of the system.Social implications - The authors think that DELE could positively affect the didactic methodology used with deaf young people, through a new visual-based approach to teaching.Originality/value - To the best of the authors' knowledge, this is the first time in which such a theoretical approach has been applied to an e-learning environment for deaf users. [ABSTRACT FROM AUTHOR]

The aim of the paper is to identify and analyse the needs and challenges of the new generation of first-year students in the Faculty of Economic and Management Sciences at the University of the Western Cape, South Africa. The objective of the paper is to establish what these needs and challenges are, and how lecturers in this faculty could support and guide the students in order to enhance student learning and in so doing, improve the students' chances at success in their study careers. The theoretical framework of this paper draws on the views of Maslow (1954 & 1970), Rogers (1970, 1983, 2003) and Monteith (1996). These theorists maintain that students need a number of different knowledge bases that they can access and integrate to help them reach their educational goals. They need to know about themselves as learners, about the nature and requirements of different learning or educational tasks, and about a variety of study skills and learning strategies. It is hoped that the analysis and the findings from the research presented in this paper will contribute to a better understanding of the needs that the new generation of students have, and that the recommendations made will provide new ways in which the students could be assisted and guided in the learning process. [ABSTRACT FROM AUTHOR]

This paper explores the learning styles profile of undergraduate learners as part of a research project concerned with the design of an interactive learning system (ILS). Whilst it has been argued that an ILS has the potential to produce a high-quality learning environment that actively and purposefully engages learners, in most cases the design does not take into account actual studies of learners' different learning styles or empirical knowledge of their learning preferences. In this paper we argue that a more learner-oriented approach to ILS design should be employed in order to achieve the creation of more effective interactive learning systems. The paper describes and discusses a study we have made of the learning-style profile of a cohort of undergraduate learners at a UK university. Some suggestions are then made about how these findings might be embedded within the design of interactive learning systems. Our approach is based on a newly formulated 'balanced' learning design model called 'BLADE'. [ABSTRACT FROM AUTHOR]

This paper reports on the development of metalearning capacity in the learning of athreshold concept– capacity of transformative significance relative to metalearning in the general response context of a discipline or subject. The development of metalearning capacity is framed within a protocol that invites students to self-construct a ‘learning profile’ of themselves; reflect on it in light of theoretical considerations; and accordingly self-initiate changes to their learning behaviour. Findings are consistent with other studies in different disciplinary contexts that employed the same methodology – namely, that metalearning activity can be successfully focused on a particular threshold concept to benefit a substantial majority of students in a variety of ways ranging across a positive reinforcement of self, a change in conception of what ‘learning is’, to self-initiated change. Metalearning activity is advocated as a theoretically sound, and pedagogically driven, learning intervention – one that adds value to the student learning experience. [ABSTRACT FROM PUBLISHER]

A learning style indicates a person's preferred way of learning. Students do not learn in the same way and a number of different learning style preferences exist which can change according to experience, i.e. a student's learning style preference may change over time. For accounting students this experience varies according to the institution attended and the programme of study. This paper presents the results of a study of 410 students enrolled on an undergraduate accounting programme in 1998/1999 at two UK universities where students underwent different experiences. Their learning style preferences are analysed against background variables of gender, nationality and institution attended. Also the changes in learning style preferences of students enrolled on the first year in 1998/1999 and who completed their final year in 2000/2001 are analysed. The study shows that differences in learning style preferences exist and that learning style preferences change over time. The paper discusses the implications of these changes and calls for further work in the area. [ABSTRACT FROM AUTHOR]

There is a growing awareness of the value of using pupils' voices in educational research. At primary and second level, the principle of pupil voice has gained in profile over the last decade. However, in higher education, the use of voice in research collaborations remains under-theorised and under-utilised. This paper reports on an inclusive phenomenographic study undertaken with college students with intellectual disabilities ( ID). It outlines how pupil voice can be used to gain a deeper understanding of the teaching and learning process. The strategies that promoted learner engagement and autonomy include establishing a supportive learning climate or environment, and promoting self-regulated learning strategies. These findings suggest that the use of pupil voice is fundamental to changing the way teachers think about students with ID and their learning. [ABSTRACT FROM AUTHOR]

The coronaviral pandemic has led to a shift in traditional teaching methods to more innovative approaches, such as high-fidelity patient simulation (HFPS), which can improve students' clinical judgment and decision making for quality patient care. A modified guideline was introduced to enhance students' satisfaction and self-confidence in learning through HFPS. The study involved 189 baccalaureate nursing students, with 92 in the intervention group and 97 in the control group. The intervention group received the modified HFPS guideline, while the control group received standard treatment with basic instruction. After the HFPS debriefing session, students provided narrative feedback on their learning experiences. The quantitative results showed that students in the intervention group reported a significant improvement in satisfaction and self-confidence in learning compared to the control group. The modified HFPS guideline provided clear guidance for students to learn and apply knowledge and skills more effectively, leading to increased engagement during interactive simulation sessions. The results suggest that the HFPS guideline should be added to the curriculum to enhance students' satisfaction and self-confidence in learning, even for junior students. After the pandemic, innovative teaching methods, such as HFPS, can be necessary and beneficial for healthcare professional training. [ABSTRACT FROM AUTHOR]

This paper reports on the implementation of a guided note taking strategy to promote Thai students' understanding of electromagnetism during a lecture course. The aim of the study was to enhance student learning of electromagnetism concepts. The developed guided notes contain quotations, diagrams, pictures, problems, and blank spaces to encourage student interactive engagement with the lectures. The guided note templates were critiqued by a group of experienced university physics lecturers and piloted with graduate physics education students to check the content validity. Over 300 first year university students (aged about 18-19 years) attended lectures that did not involve guided note taking. Six hundred students participated in the guided note taking approach. Students' understanding of electromagnetism was investigated using a conceptual test. Comparison of the pre- and post-test results of the two groups of students indicated that students who were involved in the guided note taking approach performed better on the conceptual test than students who were not involved in this approach. From interviews, it was found that students viewed the guided note taking approach as a supportive tool that helped them concentrate on the lecture. Promoting student involvement in the lecture class through the process of guided note taking was shown to be a meaningful learning strategy for first year university physics classes. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to examine the use of learning styles in developing learning in a higher education context. Design/methodology/approach - The paper employs a case study of a year one introductory module for first-year university students in a post-1992 university. Findings - It is suggested that learning styles in association with concepts of engagement and identity may be usefully and successfully employed in supporting, guiding and developing student learning. The importance of contextual factors is a factor that will influence learning strategies. Originality/value - The paper is critical of other uses of learning styles and makes suggestions to develop and broaden the role of learning styles. [ABSTRACT FROM AUTHOR]

Introduction: Academic self-directed learning is a proactive process where students monitor, regulate and control their thoughts, behavior and motivation to accelerate the process of effective learning. The present study aimed to build a reliable and valid tool that measures academic self-regulated learning in young adults in India. Method: The study used a cross-sectional design. Content validity index, inter-item correlation, interclass correlation coefficient, cronbach's alpha and person's correlation were the statistical tools used for establishing various measures of validity and reliability. Manipal Learning Strategy Inventory and Academic Self-Regulated Learning Scale (ASLS) were used to establish concurrent validity. Academic Self-Regulated Learning Questionnaire (ASLQ) was standardized on a sample of 1032 college students aged between 17 and 25 years (Mean 19.86 and SD ± 1.73) and consisted of 36 items. Results: The developed scale has excellent internal consistency with a content validity index of 0.88, Cronbach's Alpha 0.90 and test-retest reliability of 0.96. The internal consistency across domains was: forethought (0.70), performance control (0.82) and self-reflection (0.75). Conclusion: The findings of the present study show that the ASLQ is a proper instrument for the estimation of self -regulated learning abilities of undergrads. [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) promotes both current and future academic achievement and must be adapted based on task demands. To develop SRL, gifted students must have opportunities to experience optimally challenging tasks. Gifted students' past experiences (or lack thereof) with challenging tasks affects how they approach current tasks, which affects how they will approach challenges in the future. The current study used a two-stage approach to examine the extent to which Honors College students are able to adjust their SRL approaches based on task demands. Stage 1 provided baseline data on which types of Graduate Record Examination data analysis problems each student found to be difficult or easy. Then, in Stage 2, students were provided individually designed, easy and difficult problems. The students reported their SRL processes while engaging with the problems. When students were solving difficult problems, they demonstrated lower self-efficacy, lower performance evaluations, and lower effort. Furthermore, students reported using more surface level strategies when solving a difficult task, compared with their deeper strategic approach employed when engaging with the easy task. These findings suggest that, although gifted students may be aware of deeper, more effective strategies, they may not transfer these skills to difficult learning tasks. Thus, one recommendation would be to provide gifted students with more opportunities to practice building and transferring adaptive SRL processes when faced with a challenging task. [ABSTRACT FROM AUTHOR]

This paper discusses the results of the Learning and Study Strategies Inventory (LASSI) administered to college students in order to identify similarities and differences between time of diagnosis of a learning disability and the development of learning strategies related to will, sell=regulation, and skill components. Findings indicate that early identification (in K-12) and providing students with test-taking strategies may ameliorate academic success in higher education for students with learning disabilities. Recommendations for action will assist developmental educators to better serve college students with learning disabilities in higher education. [ABSTRACT FROM AUTHOR]

This paper examines the learning strategies of first-year non-major chemistry students who commonly have limited chemical and mathematical backgrounds that influence their attitude, motivation and approach to learning chemistry. Nearly all students identified multiple learning strategies. Most commonly reported were traditional strategies such as practicing problems, studying worked solutions, highlighting notes, re-writing notes, memorizing notes and working with other students. By probing students' opinions about the learning strategies th! use and the factors that influence their choice, the data indicated that teaching and assessment strategies direct students' choice of learning strategies. The study provided evidence that `many students are interested in their own learning and have a high level of metacognitive awareness that could be further utilised. An awareness of this appreciation could be used to more effectively teach this particular group of undergraduate chemistry learners. [ABSTRACT FROM AUTHOR]

A video production activity utilizing a flipped-classroom approach was used in a public health nursing course to educate undergraduate nursing students about infectious diseases. After reviewing an audio-recorded lecture at home, students were divided into small groups to create short video clips on selected infectious diseases. Four themes emerged from the subsequent participant survey: engagement, in-depth understanding but concerns for new knowledge acquisition, practical, and room for improvement. The flipped classroom approach with video production encouraged students to engage in their public health nursing class and provided them with an opportunity to practice important communication skills. [ABSTRACT FROM AUTHOR]

The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students' perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students' perceived challenges nor their learning strategies. [ABSTRACT FROM AUTHOR]

This study examined age‐related differences in the effectiveness of two generative learning strategies (GLSs). Twenty‐five children aged 9–11 and 25 university students aged 17–29 performed a facts learning task in which they had to generate either a prediction or an example before seeing the correct result. We found a significant Age × Learning Strategy interaction, with children remembering more facts after generating predictions rather than examples, whereas both strategies were similarly effective in adults. Pupillary data indicated that predictions stimulated surprise, whereas the effectiveness of example‐based learning correlated with children's analogical reasoning abilities. These findings suggest that there are different cognitive prerequisites for different GLSs, which results in varying degrees of strategy effectiveness by age. [ABSTRACT FROM AUTHOR]

The ability to produce argumentation is crucial for university students' academic achievement and upcoming careers. Developing and organizing ideas to create an argument, requires students' thinking skills. Attempts to improve students' written arguments through collaborative learning have been conducted in numerous studies. However, there are few studies on improving students' spoken arguments through collaborative learning, especially in Bahasa Indonesia. Therefore, this research aims to investigate how students' arguments improve through collaborative learning. This research uses a one group pre-test post-test design method. The participants were 21 undergraduate students from a university in Indonesia. Students were presented a video of Indonesia's 2019 presidential debate and an argumentation model as the stimulus. Students' arguments were recorded, transcribed, translated and analyzed to detect any improvements from the pre-test compared to the post-test. Findings show that through collaborative learning students can produce more argument component parts leading to a higher level of argument. They are also able to use their thinking skills of remember, understand, apply and analyze in the learning process. As conclusion, collaborative learning can be considered as a classroom strategy in improving students' arguments, from producing claim, data and warrant in arguments to improving awareness in applying other component parts of backing, rebuttal and qualifier. However, there are no detections of a new component part found in students' argument or an implementation of the highest order thinking skills, that is create. [ABSTRACT FROM AUTHOR]

This research adopts the method of literature survey method, investigation method and interview method, etc. Through literature research method, this thesis combs and summarizes the research of mobile vocabulary learning at home and abroad. Based on the multimodal discourse theory and the second language acquisition theory, the author investigates the learning attitude, habits and strategies on vocabulary of college students and collects their opinions on learning words by using Bai Ci Zhan App through questionnaire method. And the author investigates the current situation and existing problems of using mobile Apps to study vocabulary. Intelligent App application in college English vocabulary learning can effectively enlarge students' vocabulary breadth and depth and motivate their interest in English learning. [ABSTRACT FROM AUTHOR]

Objective: The objective was to test the assumption that characteristics of intentional learning are not fixed and if an interview assignment enhanced intentional learning. Methods: In order to meet the needs of practice, nursing educators have trialed student-centered pedagogies, often with resistance from students. Intentional learning appears to mirror the characteristics, such as autonomy, responsibility of one's own learning, self-regulation, and motivation, needed by students to be successful in student-centered pedagogies. Intentional learning had not been studied in nursing. A quasi-experimental pre/post-test design was used to test intentional learning in nursing students (N=92). Results: While the interview assignment did not enhance intentional learning scores, intentional learning scores did significantly increase over the semester (p=0.039). Conclusion: Intentional learning scores did increase, showing that students move along the intentional learning continuum depending on their learning experiences. Future research should include testing teaching strategies that foster intentional learning. [ABSTRACT FROM AUTHOR]

Debriefing is used across many disciplines and for different purposes in work-integrated learning (WIL), but there remains much ambiguity about what debriefing actually is, and what it entails. This study explored conceptualizations of debriefing for 35 WIL practitioners. located across a range of disciplines, professions, institutions and countries (Australia, New Zealand, Canada). Findings point to a broad range of views and demonstrate that debriefing is associated with three different types of learning in WIL: academic, reflective and performance related. Our results show that the most consistently cited feature of debriefing was the presence of a facilitator, with the value of debriefing seen as enabling deeper insights than would be possible via solitary reflection. For supporting learning, most practitioners used both reflection and debriefing, suggesting that neither is seen as better than the other, but that both are useful and necessary strategies for student learning in WIL. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Al-Tawasul is the property of Al-Tawasul Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Being aware and accurate of how one will perform in a college class may relate to personal qualities, how one feels about oneself, learning strategies, and attitudes towards learning. In this study, 302 undergraduate students completed a questionnaire in the first 2 weeks of the semester, which included estimated grade in a particular class and measures of grit, self-esteem, learning strategies, and attitudes towards lifelong learning. Perseverance of effort, a component of grit, and self-esteem predicted estimated grade. There were no significant predictors of achieved final grade. Self-esteem, attitudes towards lifelong learning and general strategies for learning predicted perseverance of effort. Self-esteem and general strategies for learning predicted consistency of interest, another component of grit. For college students, grit may still be in flux through their experiences learning and achieving in college. [ABSTRACT FROM AUTHOR]

Taking advantage of unique longitudinal data, we provide the first characterization of what college students believe at the time of entrance about their final major, relate these beliefs to actual major outcomes, and provide an understanding of why students hold the initial beliefs about majors that they do. The data collection and analysis are based directly on a conceptual model in which a student's final major is best viewed as the end result of a learning process. We find that students enter school quite optimistic about obtaining a science degree, but that relatively few students end up graduating with a science degree. The substantial overoptimism about completing a degree in science can be attributed largely to students beginning school with misperceptions about their ability to perform well academically in science. [ABSTRACT FROM PUBLISHER]

Procrastination, putting off until tomorrow what should have been done today, is a self-regulation failure that is widespread among students. Although plenty of research has emerged regarding academic procrastination, hardly any research endeavor regarding procrastination in distance university settings exists. This lack of research is even more astonishing when considering that the demands on self-regulation are higher in distance education settings than in traditional university settings. The present (questionnaire) study was intended to shed light on procrastination in an actual distance university setting by exploring its relationship to grades, learning strategies (e.g., cognitive, meta-cognitive strategies), and life satisfaction in students from a distance university in comparison to students from a traditional university. [ABSTRACT FROM PUBLISHER]

Bertram, R., Kuperman, V., Baayen, R. H. & Hyönä, J. (2011). The hyphen as a segmentation cue in triconstituent compound processing: It's getting better all the time. Scandinavian Journal of Psychology 52, 530-544. Inserting a hyphen in Dutch and Finnish compounds is most often illegal given spelling conventions. However, the current two eye movement experiments on triconstituent Dutch compounds like voetbalbond'footballassociation' (Experiment 1) and triconstituent Finnish compounds like lentokenttätaksi'airporttaxi' (Experiment 2) show that inserting a hyphen at constituent boundaries does not have to be detrimental to compound processing. In fact, when hyphens were inserted at the major constituent boundary ( voetbal-bond'football-association'; lentokenttä-taksi'airport-taxi'), processing of the first part ( voetbal'football'; lentokenttä'airport') turns out to be faster when it is followed by a hyphen than when it is legally concatenated. Inserting a hyphen caused a delay in later eye movement measures, which is probably due to the illegality of inserting hyphens in normally concatenated compounds. However, in both Dutch and Finnish we found a learning effect in the course of the experiment, such that by the end of the experiments hyphenated compounds are read faster than in the beginning of the experiment. By the end of the experiment, compounds with a hyphen at the major constituent boundary were actually processed equally fast as (Dutch) or even faster than (Finnish) their concatenated counterparts. In contrast, hyphenation at the minor constituent boundary ( voet-balbond'foot-ballassociation'; lento-kenttätaksi'air-porttaxi') was detrimental to compound processing speed throughout the experiment. The results imply that the hyphen may be an efficient segmentation cue and that spelling illegalities can be overcome easily, as long as they make sense. [ABSTRACT FROM AUTHOR]

The main aim of this study is to test a conceptualised framework that involved the integration of achievement goals, self-efficacy and self-esteem beliefs, and study-processing strategies. Two hundred and ninety (178 females, 112 males) first-year university students were administered a number of Likert-scale inventories in tutorial classes. Data were analysed through structural equation modelling procedures. The results provided support, in part, for the hypothesised relationships; for example, both self-efficacy and self-esteem exerted positive effects on deep processing, and academic performance was influenced positively by mastery goals and deep processing. Similarly, surface processing exerted a negative effect on academic performance. One key finding was the positive effect that self-esteem exerted on self-efficacy. Finally, a one-way MANOVA indicated statistically significant differences between men and women in their self-esteem; women reported higher self-esteem than men. This study provides support for the amalgamation of key motivational and learning theories and accentuates the importance of achievement goals, self-efficacy and study-processing strategies as possible mediators of students' academic performance. [ABSTRACT FROM AUTHOR]

This article explores the pedagogical significance of recent shifts in scholarly attention away from first generation and towards second generation understandings of creativity. First generation or big ‘C’ creativity locates the creative enterprise as a complex set of behaviours and ideas exhibited by an individual, while second generation or small ‘c’ creativity locates the creative enterprise in the processes and products of collaborative and purposeful activity. Second generation creativity is gaining importance for a number of reasons: its acknowledged significance as a driver in the new or digital economy; recent clarification of the notion of ‘creative capital’; the stated commitment of a growing number of universities to ‘more creativity’ as part of their declared vision for their staff and students; and, the recognition that the creative arts does not have a monopoly on creative capability. We argue that this shift allows more space for engaging with creativity as an outcome of pedagogical work in higher education. The article builds on the project of connecting ‘creative capital’ and university pedagogy that is already underway, assembling a number of principles from a wide range of scholarship, from computer modelling to social and cultural theorising. In doing so, it provides a framework for systematically orchestrating a ‘creativity-enhancing’ learning environment in higher education. [ABSTRACT FROM AUTHOR]

In the face of shame, students may need to turn the global focus of their failures into more discrete behaviors that they can control. Instructors can facilitate this process by informing students of specific behaviors they can enact to support successful achievement, including study and volitional strategies. Students' use of multiple study and volition strategies can facilitate their self-regulation of stressful emotions and failure perceptions. These strategies provide students with options for controlling their learning. Study strategies provide students with multiple alternatives for connecting with course material while volition strategies provide students with multiple alternatives for boosting their motivation to engage in learning activities. Many entering college students are not aware of multiple learning strategies, particularly strategies needed for deeper processing, nor do they come to college with a repertoire of volitional strategies. Colleges and universities can identify common first-year classes, as well as major entry-level classes, in which instructors can incorporate class discussions about the use of multiple strategies to support students' learning and volition. Students should receive messages about the need to flexibly choose strategies to facilitate both short- and long-term goals. They also should be taught to confront failure by changing study strategies and/or initiating volition strategies. Instructors can show students how to use study strategies and volition strategies to help them become more engaged with course material to positively affect their academic achievement. Additionally, colleges and universities would do well to help instructors align their course goals, objectives, and assessments, thus eliminating the "guesswork" involved in students' study-related decisions. [ABSTRACT FROM AUTHOR]

Background: Smartphone applications have the potential to support university students for the benefit of learning in higher education. Objective: To design and evaluate the effect of an intra-curricular program using a mobile application on self-regulated learning strategies in university students. Method: The 4Planning mobile application was designed following a systematic literature review, expert judgement and application. The instrument to assess the effect of the intervention was the SRL Readiness Practices Scale, with a one-factor structure (CFI = 0.98; TLI = 0.97; RMSEA = 0.05) with reliability of α = 0.89. The design was quasi-experimental with pre- and post-test measures and experimental and control groups. The sample consisted of 473 first-year university students (37.02% male) from seven Chilean universities with a mean age of 19.35 (SD = 2.49). Statistical analysis was an ANOVA performed in R software version 4.0.3. Results: Statistically significant differences were identified in the levels of self-regulated learning between the experimental group compared to the control group. Conclusion: The development of the 4Planning app proved to be effective in promoting the development of self-regulated learning strategies in university students. [ABSTRACT FROM AUTHOR]

The article addresses the effectiveness of a technology-based and computer-mediated learning environment in achieving lifelong learning skills from the learner's perspective. A survey of upper-division undergraduate participants in a laptop program is used to develop a metric for measuring lifelong learning and subsequently to gauge the impact of the laptop on the achievement of this curriculum objective. Results reported provide justification for providing a ubiquitous environment for students in a university program. Students developed laptop usage patterns that provided learning opportunities across a broad spectrum of categories.

A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed, as are the implications of the SRL conceptual framework for developing instruments to assess college student motivation and learning. The conceptual framework may be useful in guiding future research on college student motivation and learning. [ABSTRACT FROM AUTHOR]

Conceptions of learning and strategies used by 15 indigenous students in three Australian universities were studied longitudinally over three years. Their academic achievements were good, but at a high cost in terms of time and effort. In spite of the fact that almost half of the students expressed higher-order (qualitative) conceptions of learning in the first year and more in the second and third years, all of the students reported using highly repetitive strategies to learn. That is, they did not vary their way of learning, reading or writing in the beginning of their studies and less than half of them did so at the end of the three years. It is argued that encountering variation in ways of learning is a prerequisite for the development of powerful ways of learning and studying. [ABSTRACT FROM AUTHOR]

Background. An important purpose of tertiary education is that students develop more advanced, deep-level learning. Longitudinal, within-subject studies to examine intra-individual changes, however, are scarce. Aims. We aimed at gaining a broad picture of students' development in academic learning by taking many different perspectives. This involves the extent to which students report change, factors that contribute to this, the degree of stability of different aspects of learning, and changes in their interrelatedness. Samples. Participants were 276 full-time students from four different university departments, (60% women and 40% men). Methods. This study has a longitudinal within-subjects design. An inventory that measures learning strategies, learning orientations and mental learning models was administered after the first and third semester. Paired-samples T-tests were used to analyse changes within variables. Principal component analyses were performed to examine changes in the interrelatedness of variables. Results. Results showed that students became more meaning-directed learners during this period. Personological as well as contextual variables explained this. The factor structure underlying the variables became more clear and consolidated in the course of time. Conclusions. The results concerning intra-individual development are satisfying. The diffuse factor structure after the first semester is explained by a period of 'friction' in which students have to adapt to a new learning environment. [ABSTRACT FROM AUTHOR]