Examining university students’ motivation, abilities and preferences related to learning to learn

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• dc.contributor.author Beardsley, Marc Yoshimi
• dc.contributor.author Gutierrez, Nicolas
• dc.contributor.author Hernández Leo, Davinia
• dc.date.accessioned 2020-09-01T08:02:44Z
• dc.date.issued 2020
• dc.description Comunicació presentada a: ICALT 2020 International Conference on Advanced Learning Technologies and Technology-enhanced Learning, organitzada a Tartu, Estònia, del 6 al 9 de juliol de 2020
• dc.description.abstract Learning to learn has been identified as an underdeveloped yet critical skill for learners. However, interventions often struggle to alter learner behavior in a lasting manner. We conducted a quasi-experimental study, guided by the Fogg Behavior Model, that involved 83 first-year university students in a computer engineering degree program. Our study examined learner levels of motivation, self-assessments of their abilities, and preferences for future interventions related to learning to learn. Our results suggest that student learning to learn skills are underdeveloped, not all students are motivated to improve their learning skills, and ICT-based solutions are preferred to more traditional educational approaches.en
• dc.description.sponsorship This work was partially funded by the European Regional Development Fund, Erasmus+, and the National Research Agency of the Spanish Ministry of Science, Innovation and Universities, under project grants TIN2017-85179-C3-3-R, 2017-1-ESOI-KA201-038220 and MDM-2015-0502. D. Hernandez-Leo acknowledges the support by ICRA under the ICREA Academia programme.
• dc.format.mimetype application/pdf
• dc.identifier.citation Beardsley M, Gutierrez N, Hernàndez-Leo D. Examining university students’ motivation, abilities and preferences related to learning to learn. In: ICALT 2020 International Conference on Advanced Learning Technologies and Technology-enhanced Learning; 2020 Jul 6-9; Tartu, Estonia. New York: IEEE; 2020. p. 346-8. DOI: 10.1109/ICALT49669.2020.00111
• dc.identifier.doi http://dx.doi.org/10.1109/ICALT49669.2020.00111
• dc.identifier.isbn 978-1-7281-6090-0
• dc.identifier.issn 2161-377X
• dc.identifier.uri http://hdl.handle.net/10230/45241
• dc.language.iso eng
• dc.publisher Institute of Electrical and Electronics Engineers (IEEE)
• dc.relation.ispartof ICALT 2020 International Conference on Advanced Learning Technologies and Technology-enhanced Learning; 2020 Jul 6-9; Tartu, Estonia. New York: IEEE; 2020. p. 346-8.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
• dc.rights © 2020 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. http://dx.doi.org/10.1109/ICALT49669.2020.00111
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Learning to learnen
• dc.subject.keyword Metacognitionen
• dc.subject.keyword Learning strategiesen
• dc.subject.keyword Science of learningen
• dc.title Examining university students’ motivation, abilities and preferences related to learning to learn
• dc.type info:eu-repo/semantics/conferenceObject
• dc.type.version info:eu-repo/semantics/acceptedVersion