Effective learning competencies from students' perspective
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 e...
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| Format: | Article |
| Language: | English |
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Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
2015-01-01
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| Series: | Specijalna Edukacija i Rehabilitacija |
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| Online Access: | http://scindeks-clanci.ceon.rs/data/pdf/1452-7367/2015/1452-73671502133A.pdf |
| Summary: | 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. |
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| ISSN: | 1452-7367 2406-1328 |