Recent Research on Independent Learning Strategies: Implications for Developmental Education.

Autor/in	Simpson, Michele L.
Titel	Recent Research on Independent Learning Strategies: Implications for Developmental Education.
Quelle	In: Forum for Reading, 15 (1983) 1, S.22-28 (9 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Developmental Programs; Educational Research; Higher Education; Independent Study; Learning Processes; Learning Strategies; Reading Research; Reading Strategies; Remedial Instruction; Secondary Education; Study Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Entwicklungsplan; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Leseforschung; Reading strategy; Leselernstufe; Lesetechnik; Förderkurs; Sekundarbereich; Studientechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Researchers are concluding that high school and college students do not have a well-balanced repertoire of effective independent learning strategies. Another line of research has focused upon the question of the "process" or the "how" underlying such learning strategies. Three insights from this research are pertinent to developmental educators. First, there is no superior learning strategy. So long as a study strategy requires the student to attend, interact, reconstruct, and elaborate upon the underlying meaning of the text, subsequent learning is generally enhanced. Second, studying is an interactive process. Students cannot be taught to study "in general" or from a general context. If they are to become successful independent learners, they must be taught how to analyze the variables that interact to affect their performances, including (1) task characteristics, (2) text characteristics, (3) learner characteristics, and (4) learner processes and strategies. Third, students cannot control or regulate the strategies. Studies suggest that no one has ever explained to students during the instructional process the real significance of the targeted strategy, or informed them about the "when,""where," and "how" in implementing each strategy. The teacher's task then is to provide not only the opportunity for students to work independently, but also to provide sufficient guidance, input, and feedback by which to develop self-regulatory ability to accompany their efforts. (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01