About this paper

Appears in:
Pages: 3862-3870
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.1031

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

FACING THE CHALLENGE OF STUDENTS WHO LACK LEARNING STRATEGIES: A METACOGNITIVE COURSE FOR ACADEMIC TEACHERS

G.G. Pulcini1, M. Giuliano2, S. Pérez2, V. Polzonetti1

1University of Camerino - UNICAM (ITALY)
2Universidad Nacional de La Matanza (ARGENTINA)
With the aim of activating innovative practices that improve students´ motivation and facilitate learning, the Universidad Nacional de La Matanza (UNLaM) in Argentina and the Universidad de Camerino (UNICAM) in Italy are launching an open blended-learning initiative through a didactic seminar for teachers and tutors.

This course focuses on the current educational challenges of the academic world, which claims “students lack learning strategies”, and proposes teachers and tutors to work collaboratively in the development of metacognitive learning strategies to guide students in self –learning, self-assessment and self-regulation.

The use of strategies based on metacognition, orientation and learning styles supported by personalized educational technology tools can prevent dropouts and improve academic performance.

These methodologies are frequently found at social or human sciences colleges but they are uncommon at high schools or basic or applied science programs.

These strategies guide students to reflect on themselves and their learning process and help them improve their performance in different subjects.

The course, organized through the Engineering and Technological Research Department at UNLaM, is divided into 5 modules which deal with the role of new technologies to support the teaching –learning process and the enhancement of learning styles.

80 UNLAM teachers attended the opening seminar and 49 of them joined the E-learning course.
The Moodle platform as well as the tools proposed for flipsnack and animoto was welcomed by most participants who were able to share knowledge and experiences through the forum.

One of the activities enabled participants to evaluate their own learning style, which evidenced that those with active learning styles made early and original participations in contrast with those with reflexive and theoretical styles.

At a future stage, results will be complemented with emotional, relational and motivational learning aspects.
@InProceedings{PULCINI2017FAC,
author = {Pulcini, G.G. and Giuliano, M. and P{\'{e}}rez, S. and Polzonetti, V.},
title = {FACING THE CHALLENGE OF STUDENTS WHO LACK LEARNING STRATEGIES: A METACOGNITIVE COURSE FOR ACADEMIC TEACHERS},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.1031},
url = {http://dx.doi.org/10.21125/iceri.2017.1031},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {3862-3870}}
TY - CONF
AU - G.G. Pulcini AU - M. Giuliano AU - S. Pérez AU - V. Polzonetti
TI - FACING THE CHALLENGE OF STUDENTS WHO LACK LEARNING STRATEGIES: A METACOGNITIVE COURSE FOR ACADEMIC TEACHERS
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.1031
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 3862
EP - 3870
ER -
G.G. Pulcini, M. Giuliano, S. Pérez, V. Polzonetti (2017) FACING THE CHALLENGE OF STUDENTS WHO LACK LEARNING STRATEGIES: A METACOGNITIVE COURSE FOR ACADEMIC TEACHERS, ICERI2017 Proceedings, pp. 3862-3870.
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