How to develop students' approaches to learning: experiences from a programme based on co-regulated learning
Abstract
Starting from the insight that during their education students do not manage to learn how to learn, we created the programme called Blooming with the intention of enabling the students to reconsider their own approaches to learning by developing collaborative activities and relations in the classroom. The programme was realised in a secondary school class, and research goals were to explore the contribution of the programme to the change in students' approach to learning - regarding the learning motivation and strategies - and to obtain an insight into students' perspective of the benefits of the programme. The changes in learning strategies and students' motivation were investigated using the MSLQ before and after programme attendance. The data on the programme benefits were obtained via focus groups with students and analysed by the thematic content analysis. It has been established that the students achieved a significant improvement when it comes to the mastering of the learning st...rategies that refer to self-regulation, critical thinking, peer learning and help seeking. In addition, the students pointed out as benefits a different method of work and pleasant atmosphere, the feeling of autonomy in classes, as well as the development of a different understanding of the nature of knowledge, the learning process and instruction. The results indicate that the use of Bloom's taxonomy as the tool for co-regulated learning and self-evaluation of students can contribute to the change in students' learning approaches. This finding is relevant for further considering of the possibility for this method to grow from a special programme into everyday teaching practice.
Keywords:
self-regulated learning / practitioner research / learning approach / co-regulated learning / Bloom's taxonomySource:
Zbornik Instituta za pedagoška istraživanja, 2017, 49, 2, 170-190Publisher:
- Institut za pedagoška istraživanja, Beograd
DOI: 10.2298/ZIPI1702170S
ISSN: 0579-6431
WoS: 000435844800002
Scopus: 2-s2.0-85042431659
Institution/Community
Pedagogija / PedagogyTY - JOUR AU - Stančić, Milan AU - Bulatović, Marija PY - 2017 UR - http://reff.f.bg.ac.rs/handle/123456789/2346 AB - Starting from the insight that during their education students do not manage to learn how to learn, we created the programme called Blooming with the intention of enabling the students to reconsider their own approaches to learning by developing collaborative activities and relations in the classroom. The programme was realised in a secondary school class, and research goals were to explore the contribution of the programme to the change in students' approach to learning - regarding the learning motivation and strategies - and to obtain an insight into students' perspective of the benefits of the programme. The changes in learning strategies and students' motivation were investigated using the MSLQ before and after programme attendance. The data on the programme benefits were obtained via focus groups with students and analysed by the thematic content analysis. It has been established that the students achieved a significant improvement when it comes to the mastering of the learning strategies that refer to self-regulation, critical thinking, peer learning and help seeking. In addition, the students pointed out as benefits a different method of work and pleasant atmosphere, the feeling of autonomy in classes, as well as the development of a different understanding of the nature of knowledge, the learning process and instruction. The results indicate that the use of Bloom's taxonomy as the tool for co-regulated learning and self-evaluation of students can contribute to the change in students' learning approaches. This finding is relevant for further considering of the possibility for this method to grow from a special programme into everyday teaching practice. PB - Institut za pedagoška istraživanja, Beograd T2 - Zbornik Instituta za pedagoška istraživanja T1 - How to develop students' approaches to learning: experiences from a programme based on co-regulated learning EP - 190 IS - 2 SP - 170 VL - 49 DO - 10.2298/ZIPI1702170S ER -
@article{ author = "Stančić, Milan and Bulatović, Marija", year = "2017", abstract = "Starting from the insight that during their education students do not manage to learn how to learn, we created the programme called Blooming with the intention of enabling the students to reconsider their own approaches to learning by developing collaborative activities and relations in the classroom. The programme was realised in a secondary school class, and research goals were to explore the contribution of the programme to the change in students' approach to learning - regarding the learning motivation and strategies - and to obtain an insight into students' perspective of the benefits of the programme. The changes in learning strategies and students' motivation were investigated using the MSLQ before and after programme attendance. The data on the programme benefits were obtained via focus groups with students and analysed by the thematic content analysis. It has been established that the students achieved a significant improvement when it comes to the mastering of the learning strategies that refer to self-regulation, critical thinking, peer learning and help seeking. In addition, the students pointed out as benefits a different method of work and pleasant atmosphere, the feeling of autonomy in classes, as well as the development of a different understanding of the nature of knowledge, the learning process and instruction. The results indicate that the use of Bloom's taxonomy as the tool for co-regulated learning and self-evaluation of students can contribute to the change in students' learning approaches. This finding is relevant for further considering of the possibility for this method to grow from a special programme into everyday teaching practice.", publisher = "Institut za pedagoška istraživanja, Beograd", journal = "Zbornik Instituta za pedagoška istraživanja", title = "How to develop students' approaches to learning: experiences from a programme based on co-regulated learning", pages = "190-170", number = "2", volume = "49", doi = "10.2298/ZIPI1702170S" }
Stančić, M.,& Bulatović, M.. (2017). How to develop students' approaches to learning: experiences from a programme based on co-regulated learning. in Zbornik Instituta za pedagoška istraživanja Institut za pedagoška istraživanja, Beograd., 49(2), 170-190. https://doi.org/10.2298/ZIPI1702170S
Stančić M, Bulatović M. How to develop students' approaches to learning: experiences from a programme based on co-regulated learning. in Zbornik Instituta za pedagoška istraživanja. 2017;49(2):170-190. doi:10.2298/ZIPI1702170S .
Stančić, Milan, Bulatović, Marija, "How to develop students' approaches to learning: experiences from a programme based on co-regulated learning" in Zbornik Instituta za pedagoška istraživanja, 49, no. 2 (2017):170-190, https://doi.org/10.2298/ZIPI1702170S . .
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