Developing Intentional Learning Skills Among E-Commerce Student—Action Research in Metacognition Through Reflective Learning Log

Yeoh Khar Kheng
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Abstract

Intentional learners are self-directed people who take charge of their education, whether in a setting or an informal setting. Learners who practice intentional learning skills choose their learning methodologies and organize their studies in accordance with their interests, preferences, and speed. This study embarks on the following objectives: (i) To look into ways how to scaffold intentional learning experiences among the student and ritualize the intentional learner’s mindsets and best practice skills, (ii) To investigate the effects (through a reflective learning log) of intentional learning skill of student on their study habits and attitudes toward learning, and, (iii) To examine their critical reflection log while they are studying E-commerce module which is underpinned by the intentional learning paradigm and Hatton and Smith’s framework. In this qualitative study, data from 140 students in three classes of E-Commerce were required to write reflections that would be used to determine final grades using the reflective learning log. In order to support students’ purposeful learning development as they join the job market, the study’s findings strongly imply that they urgently need to strengthen their reflective writing skills while enrolled in higher education. The undergraduate must also be given the fundamental tools necessary to shape them into purposeful learners through exercises in reflective learning. The Hatton and Smith reflective framework worked well for categorizing written reflections and making the reflective learning log evaluation less subjective. This study brought to light the fact that many business students were unfamiliar with the genre of reflective writing and that this genre needed to be explicitly taught in the relevant course. Hence, to support students’ purposeful learning development as they join the job market, the study’s findings strongly imply that they urgently need to strengthen their reflective writing skills while enrolled in higher education.
电子商务学生意向学习技能的培养——基于反思性学习日志的元认知行为研究
有意学习者是自我指导的人,他们负责自己的教育,无论是在正式环境中还是在非正式环境中。练习意向学习技巧的学习者会根据自己的兴趣、喜好和速度来选择学习方法和组织学习。本研究的目的如下:(i)研究如何在学生中构建有意学习体验,并将有意学习者的心态和最佳实践技能仪式化;(ii)通过反思性学习日志调查学生有意学习技能对他们的学习习惯和学习态度的影响;(iii)考察他们在学习电子商务模块时的批判性反思日志,该模块以意向学习范式和哈顿和史密斯的框架为基础。在这个定性研究中,来自电子商务三个班的140名学生的数据被要求写反思,这些反思将用于使用反思学习日志确定最终成绩。为了支持学生进入就业市场后有目的的学习发展,研究结果强烈暗示,他们迫切需要在接受高等教育时加强他们的反思性写作技能。本科生也必须通过反思性学习的练习,掌握必要的基本工具,使他们成为有目的的学习者。哈顿和史密斯的反思框架很好地分类了书面反思,并使反思学习日志的评估不那么主观。这项研究揭示了这样一个事实,即许多商科学生不熟悉反思性写作的类型,这种类型需要在相关课程中明确教授。因此,为了支持学生进入就业市场后有目的的学习发展,研究结果强烈暗示,他们迫切需要在接受高等教育时加强他们的反思性写作技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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