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A paradigm shift in learning strategy research: Illustration and example of a within-person examination
Although research on learning strategies has contributed to improving learners’ performance, most studies only described the characteristics of learners. These approaches have focused on inter-individual differences and their correlations, making it difficult to examine the process of selecting lear...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Public Library of Science
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9477340/ https://www.ncbi.nlm.nih.gov/pubmed/36107980 http://dx.doi.org/10.1371/journal.pone.0274548 |
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author | Yamaguchi, Tsuyoshi |
author_facet | Yamaguchi, Tsuyoshi |
author_sort | Yamaguchi, Tsuyoshi |
collection | PubMed |
description | Although research on learning strategies has contributed to improving learners’ performance, most studies only described the characteristics of learners. These approaches have focused on inter-individual differences and their correlations, making it difficult to examine the process of selecting learning strategies in individuals. To examine the correlations within individual learners, such as the variables that influence the use of a strategy by a specific learner, two surveys were conducted in this study. Perceived cost and perceived benefit of using each strategy as the influential variables on choosing a strategy were adopted with reference to decision-making research. Perceived cost consisted of the time perspective for learning outcomes by the learning strategy and the method of learning strategy implementation. In Study 1, cognitive strategies that have a direct impact on the acquisition of learning content were measured, and metacognitive strategies that monitor and regulate one’s own learning behavior were examined in Study 2. The variables were treated for each individual to calculate intra-class and within-person correlations, although data were collected using a typical questionnaire survey in learning strategy studies. Hierarchical Bayesian modeling was conducted with use of the learning strategy as the objective variable and the perceived costs and benefits as explanatory variables. The analysis revealed that, in terms of cognitive strategies (Study 1), learners avoided using learning strategies perceived to have a high cost in the short term; however, they used cognitive strategies regardless of the circumstances. Furthermore, regarding metacognitive strategies (Study 2), students avoided using learning strategies that they perceived as costly to use in the short term and used them only when they suited the circumstances. On the other hand, in metacognitive strategies (Study 2), students avoided using learning strategies that they perceived as costly to use for the next test and use as appropriate for the situation. Focusing on within-individual variance and correlation made the interpretation of factors that influence the choice of learning strategies more intuitive and provided more suggestions for educational practice. |
format | Online Article Text |
id | pubmed-9477340 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-94773402022-09-16 A paradigm shift in learning strategy research: Illustration and example of a within-person examination Yamaguchi, Tsuyoshi PLoS One Research Article Although research on learning strategies has contributed to improving learners’ performance, most studies only described the characteristics of learners. These approaches have focused on inter-individual differences and their correlations, making it difficult to examine the process of selecting learning strategies in individuals. To examine the correlations within individual learners, such as the variables that influence the use of a strategy by a specific learner, two surveys were conducted in this study. Perceived cost and perceived benefit of using each strategy as the influential variables on choosing a strategy were adopted with reference to decision-making research. Perceived cost consisted of the time perspective for learning outcomes by the learning strategy and the method of learning strategy implementation. In Study 1, cognitive strategies that have a direct impact on the acquisition of learning content were measured, and metacognitive strategies that monitor and regulate one’s own learning behavior were examined in Study 2. The variables were treated for each individual to calculate intra-class and within-person correlations, although data were collected using a typical questionnaire survey in learning strategy studies. Hierarchical Bayesian modeling was conducted with use of the learning strategy as the objective variable and the perceived costs and benefits as explanatory variables. The analysis revealed that, in terms of cognitive strategies (Study 1), learners avoided using learning strategies perceived to have a high cost in the short term; however, they used cognitive strategies regardless of the circumstances. Furthermore, regarding metacognitive strategies (Study 2), students avoided using learning strategies that they perceived as costly to use in the short term and used them only when they suited the circumstances. On the other hand, in metacognitive strategies (Study 2), students avoided using learning strategies that they perceived as costly to use for the next test and use as appropriate for the situation. Focusing on within-individual variance and correlation made the interpretation of factors that influence the choice of learning strategies more intuitive and provided more suggestions for educational practice. Public Library of Science 2022-09-15 /pmc/articles/PMC9477340/ /pubmed/36107980 http://dx.doi.org/10.1371/journal.pone.0274548 Text en © 2022 Tsuyoshi Yamaguchi https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Yamaguchi, Tsuyoshi A paradigm shift in learning strategy research: Illustration and example of a within-person examination |
title | A paradigm shift in learning strategy research: Illustration and example of a within-person examination |
title_full | A paradigm shift in learning strategy research: Illustration and example of a within-person examination |
title_fullStr | A paradigm shift in learning strategy research: Illustration and example of a within-person examination |
title_full_unstemmed | A paradigm shift in learning strategy research: Illustration and example of a within-person examination |
title_short | A paradigm shift in learning strategy research: Illustration and example of a within-person examination |
title_sort | paradigm shift in learning strategy research: illustration and example of a within-person examination |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9477340/ https://www.ncbi.nlm.nih.gov/pubmed/36107980 http://dx.doi.org/10.1371/journal.pone.0274548 |
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