Meaningful learning

About: Meaningful learning is a research topic. Over the lifetime, 4247 publications have been published within this topic receiving 86610 citations.

Facebook: An online environment for learning of English in institutions of higher education?

Abstract: Facebook (FB) is currently considered as the most popular platform for online social networking among university students. The purpose of this study is to investigate if university students consider FB as a useful and meaningful learning environment that could support, enhance and/or strengthen their learning of the English language. A survey was carried out with 300 undergraduate students at Universiti Sains Malaysia (USM), Penang. It was found that the students believed FB could be utilized as an online environment to facilitate the learning of English. Nevertheless, teachers or language instructors have to integrate FB as an educational project with pre-determined learning objectives and outcomes for the learning experience to be meaningful. It is suggested that future research should focus on the meaningfulness of FB to students' language learning experiences.

Learning to Solve Problems with Technology: A Constructivist Perspective

Abstract: 1. What Is Meaningful Learning? 2. Problem Solving Is Meaningful Learning. 3. Learning from the Internet: Information to Knowledge through Inquiry. 4. Building Technology-Supported Learning Communities: On the Internet. 5. Learning by Visualizing with Technology: Recording Realities with Video. 6. Learning by Constructing Realities: Constructing Hypermedia. 7. Learning by Exploring Virtual Realities, Simulations, and Microworlds. 8. Learning in Problem-Based Learning Environments. 9. Assessing Constructive Learning with Technology.

Rote Versus Meaningful Learning

Abstract: (2002). Rote Versus Meaningful Learning. Theory Into Practice: Vol. 41, Revising Bloom's Taxonomy, pp. 226-232.

Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping

Abstract: Educators rely heavily on learning activities that encourage elaborative studying, whereas activities that require students to practice retrieving and reconstructing knowledge are used less frequently. Here, we show that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping. The advantage of retrieval practice generalized across texts identical to those commonly found in science education. The advantage of retrieval practice was observed with test questions that assessed comprehension and required students to make inferences. The advantage of retrieval practice occurred even when the criterial test involved creating concept maps. Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.

Concept Maps and Vee Diagrams: Two Metacognitive Tools to Facilitate Meaningful Learning.

Abstract: This paper describes two metacognitive tools, concept mapping and Vee diagramming, and reports on research utilizing these tools from grades one through university instruction. The psychological and epistemological foundations underlying these tools is presented briefly. The issues of the dominantly rote-mode nature of much school learning and the resistance of studients (and teachers) to move to meaningful learning strategies fostered by concept mapping and Vee diagramming are discussed. The data available to date from a variety of qualitative and quantitative research studies strongly support the value of these metacognitive tools both for cognitive and affective gains.