Approaches to Learning

"Sommaire:
1. Introduction : le choix des méthodes, le thème, les aspects à comparer. (p. 2- 3)
2. Présentation factuelle des deux manuels.Quelques nuances, remarques, critiques et observations subjectives. (p. 3-6)
3. L’approche actionnelle et la notion de tâche dans les deux manuels.Analyse de la mise en œuvre : tâtonnement ou réussite ? (p. 6-11)
3.1 L’apprenant comme acteur social et la classe comme microsociété : à la recherche des allures d’une dimension collective dans les deux méthodes. (p. 11-12)
4. Autoévaluation de l’apprenant versus autocorrection : de l’intention non factuelle à l’atteinte. (p. 12-13)
5. L’autonomie chez l’apprenant : autoévaluation et stratégies d’apprentissage. (p. 14-15)
6. Conclusion (p. 15-16)
7. Bibliographie (p. 17)"

Professeure de FLE depuis 2005 à l’Alliance française de La Havane et ayant utilisé Tout Va Bien ! 1 et 2 en classe, je considère m’être appropriée ce manuel par l’usage et être en mesure de l’examiner aussi du point de vue théorique. Cinq ans après de son arrivée en cours, la direction de l’Alliance a décidé de le remplacer par un autre manuel. Plusieurs en ont été testés et certains nous ont été présentés par des maisons d’édition dont Latitudes 1. Intéressée par la perspective actionnelle, j’ai voulu étudier son évolution à travers l’analyse comparative de sa mise en œuvre dans ces deux manuels de FLE. D’autre part, captivée par l’autonomisation de l’apprentissage, je n’ai pas pu m’empêcher d’observer le traitement de l’autonomie chez l’apprenant comme une zone d’intersection de l’approche actionnelle.

This paper describes a location – aware enhancement of a learning environment supported by mobile devices. Such an extension is proposed in order to facilitate the learning process and to provide a solid framework for introducing a more situative approach to learning and teaching into an everyday classroom experience. Introducing location sensing into an existing system creates a framework not only to determine students' locations in a learning environment but to introduce context – awareness and location -awareness into the learning process as well. What is more, location – awareness is a solid base for numerous services in a modern – mobile device supported learning environment since looking into the summary data on students' locations gives a better insight into their habits and needs, both individual and within a group. It is our belief that location – awareness presents a significant step towards creating a learning environment even more oriented to students and their n...

As proved by the continuous growth of the number of web sites which embody recommender systems as a way of personalizing the experience of users with their content, recommender systems represent one of the most popular applications of principles and techniques com- ing from Information Filtering (IF). As IF techniques usually perform a progressive removal of non-relevant content according to

The purpose of this study was to identify the factors that determine English language immersion (ELI) in Taiwanese EFL learners and to determine if ELI is a predictor of change in vocabulary level and American lifestyle literacy during online music study. The results of the investigation indicate that age, gender, and academic standing are all determinants of ELI in Taiwanese

In this article, Dr. Samiramis Sarkardei IBDP Biology and Chemistry teacher discusses her teaching response to the virtual teaching and learning as a result of the 2020 Covid19 pandemic and questions to shift focus on one big summative exam at the end of the year to skill-based learning that can be demonstrated by students throughout their learning.

In recent decades, two lines of research, phenomenographic and meta-cognitive, have examined students' approaches and epistemological beliefs about learning. To date there has been very little research describing the change in epistemological beliefs in European secondary students, or analysing interrelationships between epistemological beliefs and approaches in order to explain their influence on academic performance. The first aim of this investigation is to analyse the change in epistemological beliefs and learning approaches in secondary students as they progress through their studies. The second aim is to examine the effects of epistemological beliefs on learning approaches, and learning approaches on academic performance. About 1,600 Spanish students, boys and girls, from several secondary schools took part in the study. They were between 12 and 20 years old and their average age was 14.79 years. Measures of epistemological beliefs (EQ: Epistemological Questionnaire), lear...

In the application of the Original Bloom’s taxonomy since its publication in 1956, se- veral weaknesses and practical limitations have been revealed. Besides, psychological and educational research has witnessed the introduction of several theories and approaches to learning which ,make ,students more ,knowledgeable ,of and ,responsible for their own learning, cognition, and thinking. Hence, a group of researchers revised

This era of lifelong learning is a time when knowledge is increasing and changing rapidly. Focusing on implications for individuals and schools, this paper addresses issues such as the need for information literacy, the need to develop a questioning, reasoning and evaluating approach to learning appropriate generic competencies, and the importance of identity and learning how to learn.

This paper questions whether the notion of learner beliefs as conceived in the SLA literature is adequate to capture the complexity of learners' thinking about language learning. It proposes as an alternative, an analytical framework based on three levels: conception, approach and belief. The notion of conceptions of language and language learning is proposed as higher level category conditioning specific beliefs. The notion of approaches to learning is proposed as a category describing the level at which beliefs are made manifest in specific contexts of learning. These categories are illustrated with reference to the authors' data drawn from interviews with university students in Hong Kong.

Many English learners are not confident and competent in speaking English language. To find out more about the problem and solution, the researcher has employed a role-play training programme to see its effects. The programme conducted in this study was analyzed from social constructivist perspectives. The conceptual framework was used to examine learners’ perception as well as to measure the impact of role-play training programme on learners’ speaking fluency. The study found that role-play training programme in a conversational course showed a positive result using both quantitative and qualitative instruments such as pre-post tests, questionnaire and reflection journals for students. The overall findings proved that all participants strongly agreed role-playing helped them improve their speaking fluency.  Role-play training programme has brought a positive impact on learners’ speaking fluency because of its flexibility, design (mainly for peer learning and collaboration) and suitability to learners’ needs and levels.

The application of learning theories in the classroom aims to increase student performance, motivation and learning. Using appropriate learning theories; teachers, lecturers or trainers will find it easier to teach, as students are engaged in more meaningful, interesting and motivating work. Constructivism Approach can be a very useful tool if properly implemented in the classroom.

Research into powerful learning environments has concentrated mainly on general influences on students' engagement and learning. This paper considers a series of inter-related concepts that have been shown to be associated with student learning in higher education including, conceptions of knowledge and learning, learning orientations, and students' perceptions of, and preferences for, different kinds of learning environments. At a more specific level, differences in study behaviour have been described in terms of approaches to learning, and regulation and processing strategies. The paper clarifies the meaning of the various concepts, highlights the interrelationships between them, and considers the ways in which they may affect students' reactions to the learning environments they experience, whether powerful or not.