Article metrics

  • citations in SCindeks: [1]
  • citations in CrossRef:0
  • citations in Google Scholar:[=>]
  • visits in previous 30 days:23
  • full-text downloads in 30 days:16
article: 9 from 13  
Back back to result list
Specijalna edukacija i rehabilitacija
2015, vol. 14, iss. 2, pp. 133-154
article language: Serbian
document type: Original Scientific Paper
doi:10.5937/specedreh14-8874


Effective learning competencies from students' perspective
University of Belgrade, Faculty for Special Education and Rehabilitation

e-mail: slobodanka.antic@gmail.com

Project

Identification, measurement and development of the cognitive and emotional competences important for a Europe-oriented society (MESTD - 179018)

Abstract

Numerous, dynamic and unpredictable changes in modern society place additional requests before education in order to prepare students for lifelong learning. One of the key competences which should be the outcome of education is enabling students to learn - learning to learn (LTL). LTL should be an educational outcome for all students in the educational system (including marginalized social groups), it should be achieved on all educational levels (from kindergarten to adult education) and in all educational contexts (formal, non-formal and informal). LTL construct combines cognitive, metacognitive, affective and motivational aspects of a learner. The goal of this study is to assess the capacity of university students for independent and self-regulated learning. Certain aspects of this competence (patterns of learning from text, metacognitive regulation, e.g. planning, comprehension monitoring, evaluating, etc.) were analyzed by open ended questionnaires. Qualitative approach of the analysis of the students' statements enabled us to perceive LTL from their perspective. The results indicate the existence of a learning pattern dominated by reproductive learning; equalizing learning with good memorizing, and insufficiently developed vocabulary and language of learning and thinking. The results also suggest the importance of means of assessing various engagements of students in learning.

Keywords

References

*** (2006) Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal European Union, L 394, 49
Antić, S. (2014) Udžbenik kao instrument za konstrukciju i ko-konstrukciju znanja. Odeljenje za psihologiju Filozofskog fakulteta Univerziteta u Beogradu, doktorska disertacija
Ausubel, D.P. (1968) Educational psychology: A cognitive view. New York, itd: Holt, Rinehart and Winston
Bandura, A. (1977) Social learning theory. Englewood Cliffs, NJ: Prentice Hall
Bauman, Z. (2008) Does ethics have a chance in a world of consumers. Cambridge: Harvard University Press
Beishuizen, J., Steffens, K. (2011) A conceptual framework for research on self-regulated learning. in: [ed.] Self-Regulated Learning in Technology Enhanced Learning Environments, Rotterdam: Sense Publishers, pp. 3-19
Black, P., McCormick, R., James, M., Pedder, D. (2006) Learning How to Learn and Assessment for Learning: a theoretical inquiry. Research Papers in Education, 21(2): 119-132
Butler, D.L., Winne, P.H. (1995) Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3): 245
Crick, R.D. (2007) Learning how to learn: the dynamic assessment of learning power. Curriculum Journal, 18(2): 135-153
Dearden, R.F. (1976) Problems in primary education. London: Routledge
Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., Willingham, D.T. (2013) Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1): 4-58
European Commission-Office for Official Publications of the European Communities (2007) Key competences for lifelong learning: European reference Framework. Luxembourg
Fisher, D., Frey, N. (2008) Releasing Responsibility. Educational Leadership, 66(3); 32-37
Fredriksson, U., Hoskins, B. (2007) The development of learning to learn in a European context. Curriculum Journal, 18(2): 127-134
Graesser, A. (2007) An introduction to strategic Reading comprehension. in: [ed.] Reading Comprehension Strategies: Theories, Interventions, and Technologies, New York: LEA, pp. 3-27
Hattie, J.C. (2009) Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London-New York: Routledge
Hautamäki, A., Hautamäki, J., Kupiainen, S. (2010) Assessment in schools-learning to learn. in: [ed.] International Encyclopedia of Education, Oxford: Elsevier, pp. 268-272
Hautamäki, J., Arinen, P., Eronen, S., Hautamäki, A., Kupiainen, S., Lindblom, B., Scheinin, P. (2002) Assessing learning to-learn: A framework. Helsinki: National Board of Education
Hoskins, B., Fredriksson, U. (2008) Learning to Learn: What is it and can it be measured?, Scientific and Technical Report. Ispra: European Commission Joint Research Centre
Ivić, I., Pešikan, A., Antić, S. (2008) Vodič za dobar udžbenik - opšti standardi kvaliteta udžbenika. Novi Sad: Platoneum
Ivić, I., Pešikan, A., Antić, S. (2003) Aktivno učenje 2. Beograd: UNICEF
Mcnamara, D., Ozuru, Y., Best, R., O'Reilly, T. (2007) The 4-pronged comprehension strategy framework. in: [ed.] Reading Comprehension Strategies: Theories, Interventions, and Technologies, Mahwah, New Jersey: LEA, pp. 465-497
McNamara, D.S., Kintsch, E., Butler, S.N., Kintsch, W. (1996) Are good texts always better?: Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14(1): 1
OECD (2015) About PISA. Retrieved from http://www.oecd.org/pisa/aboutpisa
Perry, N.E. (2002) Introduction: Using Qualitative Methods to Enrich Understandings of Self-Regulated Learning. Educational Psychologist, 37(1): 1-3
Steel, P. (2007) The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1): 65-94
Thiede, K., Griffin, T., Wiley, J., Redford, J. (2009) Metacognitive monitoring during and after reading. in: [ed.] Handbook of metacognition in education, NewYork: Routledge, pp. 85-106
Zimmerman, B.J. (1989) Models of Self-Regulated Learning and Academic Achievement. in: Springer Series in Cognitive Development, New York: Springer, : 1-25