i-manager's Journal on Educational Psychology (JPSY)


Volume 2 Issue 1 May - July 2008

Article

The Role Of Metacognition In The Language Teaching Profession

Mohammad Ali Salmani Nodoushan*
* English Department, College of Humanities, University of Zanjan, Iran.
Dr. Mohammad Ali Salmani Nodoushan (2008). The Role Of Metacognition In The Language Teaching Profession. i-manager’s Journal on Educational Psychology, 2(1), 1-9. https://doi.org/10.26634/jpsy.2.1.352

Abstract

Metacognition is a concept in psychology that refers to a variety of self-awareness process that help learners learn better. It grew out of the developments over the past few decades of cognitive models of learning. This paper will present a brief overview of these models and discuss their main features. It begins with a discussion of behavioristic models of learning, will go on with a discussion of cognitive learning models and will end in an elaboration of constructivist, humanistic and social interactionist models of human learning. It will then link these learning models to language learning and discuss how they can be applied to help language learners achieve language competence.

Research Paper

What engages students in MetaL-FrOG?A Triarchy Perspective on Meta-cognitive Learning in Free Online Groups

Ng Sen Fa* , Firuz Hussin Hussin**
*,**Departmentof Curriculum &Instructional Technology ,Faculty of Education ,University Malaya,50603,Lembah Pantai.KualaLumpur,Malaysia
Ng Sen Fa and Firuz Hussin Hussin (2008). What engages students in MetaL-FrOG? A Triarchy Perspective on Meta-cognitive Learning in Free Online Groups. i-manager’s Journal on Educational Psychology, 2(1), 10-28. https://doi.org/10.26634/jpsy.2.1.353

Abstract

This paper presents the central ideas of a grounded theory research by the name of Triarchy Perspective on Metacognitive Learning in Free Online Groups, or “TriP on MetaL-FrOG” for short. The research setting was online learner community on the platform of Free Online Group web (FrOG) intended for post-graduate students. The research examined the phenomenon of learning engagement through FrOG portals. It was concluded that three factors contributed to MetaL-FrOG: Motivation, Cognitive Resources and Pro-learning Behaviors. Further analysis revealed these three components to be desired learning outcomes themselves.

Research Paper

Effectivity of Self-Regulated Learning In Psychology

Singaravelu*
*Reader, Academic Staff College, Bharathlar University, Coimbatore, TamllNadu.
Singaravelu G (2008). Effectivity of Self-Regulated Learning In Psychology. i-manager’s Journal on Educational Psychology, 2(1), 29-33. https://doi.org/10.26634/jpsy.2.1.355

Abstract

The present study illuminates the efficacy of self-regulated learning in learning psychology at Master of Education level in Bharathiar University,Coimbatore. Experimental method was adopted for the study. Qualitative and quantitative approach was adopted in the study. Twenty seven students were studying at M.Ed in Bharathiar University were involved as subjects for the study. Researcher self-made Achievement tests were used as tools for the study and validity and reliability were well established for the two tools. Descriptive and inferential statistics were used for the study. Single group Experimental method was followed in the study. After constructing an achievement test based on blue print,  a pre-test was administered towards the 27 students and evaluated the answer scripts. The following Framed Activities were given to the students. Acivity1.Topic given and collect the information from the internet. Activity 2. Collecting information from the library. Activity 3.Searching the information related to the topic from given package. Activity 4. Collecting information on the topic from attending seminar. After involving the above mentioned activities, students were tested by using another achievement test which was considered as a post-test for the study. In the pre-test, students scored only 34 percentage of marks in lecture method but in self-regulated learning students scored 78 percentage of marks. It proves the efficacy of Self-regulated Learning is more effective by using self-activated activities. There is a significant difference in achievement mean score between pre-test and post-test in learning psychology. Self-regulated learning is more effective than lecture method in learning psychology at Master of Education in Bharathiar University,Coimbatore. Suggestions: the self regulated method may be implemented in Higher Education to revamp the quality of the learners.

Research Paper

Development Of Social Mediation And Emotional Regulation In Virtual Learning Environment Research

Milka Lehtonen* , Tom Page**, Lence Miloseva***, Gisli Thorsteinsson****
*Centre for media Pedagogy(CMP),Faculty of Education,University of Lapland,Rovaniemi,Finland,P.O.Box 122 EI-96101,Miika.Lehtonen@ulapland.fi
**Deapartment of Design & Technology,Loughborough University,Loughborough,Leics.LE113TU,UK,T.Page@IBORO.AC.UK
***Vice President for Academic affairs of the new state University:GoceDeicev,"Stip,Macedonia.
****Iceland University of Education,VIStakkahlid,105 Reykjavik,cdt@khi.is.
Milka Lehtonen, Tom Page, Lence Miloseva and Gisli Thorsteinsson (2008). Development Of Social Mediation And Emotional Regulation In Virtual Learning Environment Research. i-manager’s Journal on Educational Psychology, 2(1), 34-47. https://doi.org/10.26634/jpsy.2.1.357

Abstract

This paper puts forward a series of  theoretical underpinnings and design considerations for embodying emotional and aesthetic aspects of virtual (reality) learning environments (VLEs) in support of ubiquitous teaching, studying and learning. The authors assert that a VLE should be considered an interactive and sensation-producing affordances and instruments, as well as a mediator of communication and learning. Furthermore, a VLE should be valued as a tool for emotional and socio-structural mediation, as well as for the psycho-social regulation and control over the communication situation that the environment makes possible by allowing users to regulate psycho-social distances.

Researchers in studying and learning have too often neglected emotional and aesthetic factors, especially in the context of network-based learning environments. These factors are examined here in terms of seven levels of observation forming a continuum from the individual subconscious/conscious interpersonal level to the social, cultural, cross- and transcultural levels. The continuum is mapped onto learning architectures, offering a greater understanding of their value as starting points and design considerations for VLEs in regulating learning. The most critical issue is to take into account the users — the human individual(s) — and the social nature(s) of using the technologies involved.

Research Paper

A Study of Effectiveness of Computer Assisted Instruction (CAI) over Class Room Lecture (CRL) at ICS Level

Tayyeba Kaousar* , Bushra Naoreen Choudhry**, Aijaz Ahmed Gujjar***
*Ex. student of Master of Education, Department of Education, G. C University Faisalabad, Pakistan.
** Lecturer, Department of Education, G C University Faisalabad & Doctoral Scholar at Department of Education, The Islamia University of Bahawalpur, Pakistan.
*** Lecturer, Federal College of Education, Islamabad, Pakistan.
Tayyeba Kaousar, Dr. Bushra Naoreen Choudhry and Dr. Aijaz Ahmed Gujjar (2008). A Study of Effectiveness of Computer Assisted Instruction (CAI) over Class Room Lecture (CRL) at ICS Level. i-manager’s Journal on Educational Psychology, 2(1), 48-59. https://doi.org/10.26634/jpsy.2.1.361

Abstract

This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with class room lecture and computer assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypothesis of this research were based on six levels of blooms taxonomy as there was one major hypothesis: There is no significant difference exist for CAI student in gaining a high cognitive achievement than students of same level having Traditional CRL. The study was delimited to three colleges of Faisalabad city.The research was true- experimental in nature. The research design followed by researcher is The Pre-test - Post test Equivalent groups Deign.  The software used for CAI group was basically the combination of Discovery environment and simulation soft wares, however, the time for drilling and practice was given to student. It was designed to cover all the levels of cognitive domain described by B. S. Blooms [1956]. A question paper containing 30 multiple choice test items was compiled from the curriculum, with a representative number of questions from each of the cognitive levels. Findings of this research indicate that total gain in cognitive domain by CAI was significantly superior to the total gain in cognitive domain by CRL teaching method. This study concluded that the skills of knowledge, analysis and synthesis assured significant increase. The CAI proved to be very much effective in increasing the evaluation and application skills of students to experimental group. Comprehension skill, however, not much affected by the CAI.  According to the results of this study it was suggested that CAI as an effective teaching method should be applied to improve teaching quality and by using CAI it will be possible to eliminate lingual, regional and ethical biases between teacher and student.

Practice Paper

ELM – Eye Light Monitor: Assessment in a World of Hybrid Values

Hanan Yaniv*
*Assistant Professor, University of Calgary.
Hanan Yaniv (2008). ELM – Eye Light Monitor: Assessment in a World of Hybrid Values. i-manager’s Journal on Educational Psychology, 2(1), 60-69. https://doi.org/10.26634/jpsy.2.1.363

Abstract

This paper is a instrumental case study of an alternative assessment method, using a tool called ELM (Eye Light Monitor). ELM proposes a way to keep a finger on the pulse of every child, being attentive to emerging transitions in various parameters of his/her wellbeing that might affect his/her classroom behaviour and work, and might assist in identifying problems before they become a deeper problem. The case study presented in this paper presents a visual method of weekly communication between a teacher and his students along a list of five to six criteria representing the student’s wellbeing. The visual representation provides the teacher with an efficient method for identifying developing individual difficulties that requires intervention or general trends in classroom atmospheric changes.