Cargando…

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...

Descripción completa

Detalles Bibliográficos
Autor principal: Yamaguchi, Tsuyoshi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2022
Materias:
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
_version_ 1784790338903212032
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
work_keys_str_mv AT yamaguchitsuyoshi aparadigmshiftinlearningstrategyresearchillustrationandexampleofawithinpersonexamination
AT yamaguchitsuyoshi paradigmshiftinlearningstrategyresearchillustrationandexampleofawithinpersonexamination