Learning Strategies and the Possibilities of Virtual Learning Environment

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F13%3A50001343" target="_blank" >RIV/62690094:18450/13:50001343 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1016/j.sbspro.2013.06.061" target="_blank" >http://dx.doi.org/10.1016/j.sbspro.2013.06.061</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.sbspro.2013.06.061" target="_blank" >10.1016/j.sbspro.2013.06.061</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Learning Strategies and the Possibilities of Virtual Learning Environment

Popis výsledku v původním jazyce

The paper focuses on the differentiation of learning strategies into the following categories according to their functions: cognitive, metacognitive, affective and social. Learning strategies can be further classified according to their goals; e.g. strategies aiming to identify the subject matter to be learned, to distinguish one subject matter from another, to cluster information to facilitate learning, practising strategies, using mnemonic devices to remember things, etc. With regard to this, in a virtual learning environment, it is desirable to distinguish between primary and supportive strategies. Primary strategies include summarising, concept maps, mind maps, message formulation. Supportive strategies focus on affecting motivational and executivefunctions, which can also be implemented in a virtual learning environment.Theoretical basis for the issue of learning strategies will be illustrated with specific examples of e-learning courses and supplemented by students´ opinions on

Název v anglickém jazyce

Learning Strategies and the Possibilities of Virtual Learning Environment

Popis výsledku anglicky

The paper focuses on the differentiation of learning strategies into the following categories according to their functions: cognitive, metacognitive, affective and social. Learning strategies can be further classified according to their goals; e.g. strategies aiming to identify the subject matter to be learned, to distinguish one subject matter from another, to cluster information to facilitate learning, practising strategies, using mnemonic devices to remember things, etc. With regard to this, in a virtual learning environment, it is desirable to distinguish between primary and supportive strategies. Primary strategies include summarising, concept maps, mind maps, message formulation. Supportive strategies focus on affecting motivational and executivefunctions, which can also be implemented in a virtual learning environment.Theoretical basis for the issue of learning strategies will be illustrated with specific examples of e-learning courses and supplemented by students´ opinions on

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

—

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2013

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Procedia - social and behavioral sciences

ISBN

—

ISSN

1877-0428

e-ISSN

—

Počet stran výsledku

5

Strana od-do

313-317

Název nakladatele

Elsevier

Místo vydání

Amsterdam

Místo konání akce

Kyrenia, Nord Cyprus

Datum konání akce

27. 6. 2012

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000326279900060