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ERIC Number: EJ1053977
Record Type: Journal
Publication Date: 2013
Pages: 8
Abstractor: As Provided
ISSN: ISSN-2332-3205
The Learning Strategist Teaches First-Year Undergraduates: Embedding Learning Strategies and Metacognitive Dialogue into Course Content
Moukperian, Sharon; Woloshyn, Vera
Universal Journal of Educational Research, v1 n2 p96-103 2013
Using self-study methodology, we describe one professor's efforts to support students' academic learning by integrating three, evidence-based learning strategies and associated metacognitive dialogue about their use in a first-year, lecture-based course. Learning strategies included the activation/provision of prior knowledge, narratives and recursive question answering. Strategies were presented in an explicit format, with students provided with metacognitive information related to their use. Strategy use also was reinforced as part of an exam review. We advocate for the continued modeling and discussion of evidence-based learning strategies as part of undergraduate lectures while discussing limitations associated with the present study and directions for future research.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A