##plugins.themes.bootstrap3.article.sidebar##
Generative Learning Strategies to Improve Students’ Cognitive Engagement in Online Classes at Islamic School: A Systematic Review
##plugins.themes.bootstrap3.article.main##
Abstract
Purpose – This research aims to reveal generative learning strategies for increasing students' cognitive involvement.
Design/methods/approach – This systematic review research was carried out using seven stages. The stages include formulating research questions, determining the type of research, conducting a comprehensive literature search, filtering literature search results, assessing research that meets the criteria, synthesizing research, and assessing heterogeneity between studies.
Findings – This research shows how the learning process occurs in individuals based on generative learning theory. The generative learning strategies include learning through summarizing, learning through mapping, learning through drawing, learning through imagination, and learning through teaching.
Research Implications/Limitations – These findings can be used as a reference for teachers in implementing learning strategies that can involve students' cognitive aspects to produce more meaningful learning achievements.
Originality/value – These findings provide educators with insight into the information processing occurring in a person's cognition and reveal several learning strategies that align with information processing theory
Keywords:
Downloads
##plugins.themes.bootstrap3.article.details##
Copyright
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., ... & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), 189-196. https://doi.org/10.1016/j.heliyon.2020.e05312
Almasseri, M., & AlHojailan, M. I. (2019). How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements. Journal of Computer Assisted Learning, 35(6), 769-781. https://doi.org/10.1111/jcal.12386
Amichai-Hamburger, Y., Gazit, T., Bar-Ilan, J., Perez, O., Aharony, N., Bronstein, J., & Dyne, T. S. (2016). Psychological factors behind the lack of participation in online discussions. Computers in Human Behavior, 55(1), 268-277. https://doi.org/10.1016/j.chb.2015.09.009
Balaid, A., Abd Rozan, M. Z., Hikmi, S. N., & Memon, J. (2016). Knowledge maps: A systematic literature review and directions for future research. International Journal of Information Management, 36(3), 451-475. https://doi.org/10.1016/j.ijinfomgt.2016.02.005
Berger, R., & Hänze, M. (2015). Impact of expert teaching quality on novice academic performance in the jigsaw cooperative learning method. International Journal of Science Education, 37(2), 294-320. https://doi.org/10.1080/09500693.2014.985757
Bergstrand, K., Mayer, B., Brumback, B., & Zhang, Y. (2015). Assessing the relationship between social vulnerability and community resilience to hazards. Social Indicators Research, 122(1), 391-409. https://doi.org/10.1007/s11205-014-0698-3
Bobek, E., & Tversky, B. (2016). Creating visual explanations improves learning. Cognitive Research: Principles and Implications, 1(1), 1-14. https://doi.org/10.1186/s41235-016-0031-6
Boekaerts, M. (2016). Engagement is an inherent aspect of the learning process. Learning and Instruction, 43(1), 76-83. https://doi.org/10.1016/j.learninstruc.2016.02.001
Buckley, J., Seery, N., & Canty, D. (2018). A heuristic framework of spatial ability: A review and synthesis of spatial factor literature to support its translation into STEM education. Educational Psychology Review, 30(3), 947-972. https://doi.org/10.1007/s10648-018-9432-z
Cavanagh, T. M., & Kiersch, C. (2023). Using commonly available technologies to create online multimedia lessons through the application of the Cognitive Theory of Multimedia Learning. Educational Technology Research and Development, 71(3), 1033-1053. https://doi.org/10.1007/s11423-022-10181-1
Chamberland, M., & Mamede, S. (2015). Self-explanation, an instructional strategy to foster clinical reasoning in medical students. Health Professions Education, 1(1), 24-33. https://doi.org/10.1016/j.hpe.2015.11.005
Cheng, L., & Beal, C. R. (2020). Effects of student-generated drawing and imagination on science text reading in a computer-based learning environment. Educational Technology Research and Development, 68(1), 225-247. https://doi.org/10.1007/s11423-019-09684-1
Chingos, M. M. (2016). Instructional quality and student learning in higher education: Evidence from developmental algebra courses. The Journal of Higher Education, 87(1), 84-114. https://doi.org/10.1353/jhe.2016.0002
Chipchase, L., Davidson, M., Blackstock, F., Bye, R., Clothier, P., Klupp, N., ... & Williams, M. (2017). Conceptualizing and measuring student disengagement in higher education: A synthesis of the literature. International Journal of Higher Education, 6(2), 31-42. https://doi.org/10.5430/ijhe.v6n2p31
Crane, T. (2015). The mechanical mind: A philosophical introduction to minds, machines, and mental representation. Routledge.
Czerkawski, B. C., & Lyman, E. W. (2016). An instructional design framework for fostering student engagement in online learning environments. TechTrends, 60(1), 532-539. https://doi.org/10.1007/s11528-016-0110-z
DeSutter, D., & Stieff, M. (2017). Teaching students to think spatially through embodied actions: Design principles for learning environments in science, technology, engineering, and mathematics. Cognitive Research: Principles and Implications, 2(1), 1-20-28. https://doi.org/10.1186/s41235-016-0039-y
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(1), 452-465. https://doi.org/10.1007/s12528-018-9179-z
Fajarwati, I. (2014). Konsep Montessori tentang pendidikan anak usia dini dalam perspektif pendidikan Islam. Jurnal Pendidikan Agama Islam/Journal of Islamic Religious Education, 11(1), 37-52. https://doi.org/10.14421/jpai.2014.111-03
Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(1), 717-741. https://doi.org/10.1007/s10648-015-9348-9
Fiorella, L., & Zhang, Q. (2018). Drawing boundary conditions for learning by drawing. Educational Psychology Review, 30(1), 1115-1137. https://doi.org/10.1007/s10648-018-9444-8
Galikyan, I., & Admiraal, W. (2019). Students' engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance. The Internet and Higher Education, 43(1), 100-111. https://doi.org/10.1016/j.iheduc.2019.100692
Gersten, R., Haymond, K., Newman-Gonchar, R., Dimino, J., & Jayanthi, M. (2020). Meta-analysis of the impact of reading interventions for students in the primary grades. Journal of Research on Educational Effectiveness, 13(2), 401-427. https://doi.org/10.1080/19345747.2019.1689591
Goldman, S. R., Snow, C., & Vaughn, S. (2016). Common themes in teaching reading for understanding: Lessons from three projects. Journal of Adolescent & Adult Literacy, 60(3), 255-264. https://doi.org/10.1002/jaal.586
Gooding, H. C., Mann, K., & Armstrong, E. (2017). Twelve tips for applying the science of learning to health professions education. Medical Teacher, 39(1), 26-31. https://doi.org/10.1080/0142159X.2016.1231913
Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145-178. https://doi.org/10.24059/olj.v23i2.1481
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 121-130. https://doi.org/10.1080/2331186X.2016.1217819
Hidayat, T., & Syahidin, S. (2019). Inovasi pembelajaran pendidikan agama Islam melalui model contextual teaching and learning dalam meningkatkan taraf berpikir peserta didik [Islamic religious education learning innovation through contextual teaching and learning models in increasing students' level of thinking]. Jurnal Pendidikan Agama Islam/Journal of Islamic Religious Education, 16(2), 115-136. https://doi.org/10.14421/jpai.2019.162-01
Hjetland, H. N., Lervåg, A., Lyster, S. A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751-759. https://doi.org/10.1037/edu0000321
Hoidn, S., & Reusser, K. (2020). Foundations of student-centered learning and teaching. In The Routledge International Handbook of student-centered learning and teaching in higher education (pp. 17-46). Routledge. https://doi.org/10.4324/9780429259371-3
Huang, B., Hew, K. F., & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students' behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106-1126. https://doi.org/10.1080/10494820.2018.1495653
Iordanou, K., & Rapanta, C. (2021). "Argue with me": A method for developing argument skills. Frontiers in Psychology, 12(1), 631-640. https://doi.org/10.3389/fpsyg.2021.631203
Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95(1), 270-284. https://doi.org/10.1016/j.compedu.2016.01.014
Johnson, W. L., & Lester, J. C. (2016). Face-to-face interaction with pedagogical agents, twenty years later. International Journal of Artificial Intelligence in Education, 26(1), 25-36. https://doi.org/10.1007/s40593-015-0065-9
Jonassen, D. H., & Carr, C. S. (2020). Mindtools: Affording multiple knowledge representations for learning. In Computers as Cognitive Tools (pp. 165-196). Routledge. https://doi.org/10.1201/9781315045337-8
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773. https://doi.org/10.1080/03075079.2011.598505
Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning outcomes. Computers & Education, 97(1), 116-128. https://doi.org/10.1016/j.compedu.2016.03.002
Kew, S. N., & Tasir, Z. (2021). Analyzing students' cognitive engagement in e-learning discussion forums through content analysis. Knowledge Management & E-Learning, 13(1), 39-57. https://doi.org/10.34105/j.kmel.2021.13.003
Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158. https://doi.org/10.1007/s13158-020-00272-6
Kočiský, T., Schwarz, J., Blunsom, P., Dyer, C., Hermann, K. M., Melis, G., & Grefenstette, E. (2018). The narrative reading comprehension challenge. Transactions of the Association for Computational Linguistics, 6(1), 317-328. https://doi.org/10.1162/tacl_a_00023
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Konopka, C. L., Adaime, M. B., & Mosele, P. H. (2015). Active teaching and learning methodologies: some considerations. Creative Education, 6(14), 1536-1541. https://doi.org/10.4236/ce.2015.614154
Kwon, K., Shin, S., & Park, S. J. (2018). Effects of graphic organizers in online discussions: comparison between instructor-provided and student-generated. Educational Technology Research and Development, 66(1), 1479-1503. https://doi.org/10.1007/s11423-018-9617-7
Latipah, E. (2021). Effective teaching in psychological perspective: PAI teacher knowledge and skills. Jurnal Pendidikan Agama Islam/Journal of Islamic Religious Education, 18(2), 215-226. https://doi.org/10.14421/jpai.2021.182-01
Lee, J., Song, H. D., & Hong, A. J. (2019). Exploring factors, and indicators for measuring students' sustainable engagement in e-learning. Sustainability, 11(4), 985-993. https://doi.org/10.3390/su11040985
Leopold, C., Mayer, R. E., & Dutke, S. (2019). The power of imagination and perspective in learning from science text. Journal of Educational Psychology, 111(5), 793-805. https://doi.org/10.1037/edu0000310
Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564. https://doi.org/10.12973/eurasia.2017.00744a
List, A., & Alexander, P. A. (2017). Cognitive affective engagement model of multiple source use. Educational Psychologist, 52(3), 182-199. https://doi.org/10.1080/00461520.2017.1329014
Markant, D. B., Ruggeri, A., Gureckis, T. M., & Xu, F. (2016). Enhanced memory is a common effect of active learning. Mind, Brain, and Education, 10(3), 142-152. https://doi.org/10.1111/mbe.12117
Martin, F., & Borup, J. (2022). Online learner engagement: Conceptual definitions, research themes, and supportive practices. Educational Psychologist, 57(3), 162-177. https://doi.org/10.1080/00461520.2022.2089147
Martin, F., Stamper, B., & Flowers, C. (2020). Examining student perception of readiness for online learning: Importance and confidence. Online Learning, 24(2), 38-58. https://doi.org/10.24059/olj.v24i2.2053
Mayer, R. E. (2019). Thirty years of research on online learning. Applied Cognitive Psychology, 33(2), 152-159. https://doi.org/10.1002/acp.3482
Miquel, E., & Duran, D. (2017). Peer learning network: Implementing and sustaining cooperative learning by teacher collaboration. Journal of Education for Teaching, 43(3), 349-360. https://doi.org/10.1080/02607476.2017.1319509
Namestovski, Ž., & Kovari, A. (2022). Framework for Preparation of Engaging Online Educational Materials Cognitive Approach. Applied Sciences, 12(3), 1745-1750. https://doi.org/10.3390/app12031745
Orona, G. A., Li, Q., McPartlan, P., Bartek, C., & Xu, D. (2022). What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability. Computers & Education, 184(1), 104-114. https://doi.org/10.1016/j.compedu.2022.104498
Park, J., Tang, K. S., & Chang, J. (2021). Plan‐draw‐evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation. Science Education, 105(5), 1013-1045. https://doi.org/10.1002/sce.21668
Pather, N., Blyth, P., Chapman, J. A., Dayal, M. R., Flack, N. A., Fogg, Q. A., ... & Lazarus, M. D. (2020). Forced disruption of anatomy education in Australia and New Zealand: An acute response to the Covid‐19 pandemic. Anatomical Sciences Education, 13(3), 284-300. https://doi.org/10.1002/ase.1968
Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation, and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35(1), 157-170. https://doi.org/10.1016/j.chb.2014.02.048
Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Ponce, H. R., Mayer, R. E., & Méndez, E. E. (2023). Effects of learner-generated outlining and instructor-provided outlining on learning from text: A meta-analysis. Educational Research Review, 5(1), 1005-1100. https://doi.org/10.1016/j.edurev.2023.100538
Quillin, K., & Thomas, S. (2015). Drawing-to-learn: a framework for using drawings to promote model-based reasoning in biology. CBE-Life Sciences Education, 14(1), 231-230. https://doi.org/10.1187/cbe.14-08-0128
Rakedzon, T., & Baram-Tsabari, A. (2017). To make a long story short: A rubric for assessing graduate students' academic and popular science writing skills. Assessing Writing, 32(1), 28-42. https://doi.org/10.1016/j.asw.2016.12.004
Rezaei, A. R. (2022). Comparing strategies for active participation of students in group discussions. Active Learning in Higher Education, 3(1), 146-152. https://doi.org/10.1177/14697874221075719
Scheiter, K., Schubert, C., & Schüler, A. (2018). Self‐regulated learning from illustrated text: Eye movement modeling to support use and regulation of cognitive processes during learning from multimedia. British Journal of Educational Psychology, 88(1), 80-94. https://doi.org/10.1111/bjep.12175
Swedberg, R. (2016). Before theory comes theorizing or how to make social science more interesting. The British journal of sociology, 67(1), 5-22. https://doi.org/10.1111/1468-4446.12184
Sweller, J., van Merriënboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(1), 261-292. https://doi.org/10.1007/s10648-019-09465-5
Van Marlen, T., Van Wermeskerken, M., Jarodzka, H., & Van Gog, T. (2018). Effectiveness of eye movement modeling examples in problem-solving: The role of verbal ambiguity and prior knowledge. Learning and Instruction, 58(1), 274-283. https://doi.org/10.1016/j.learninstruc.2018.07.005
Wang, X., Mayer, R. E., Zhou, P., & Lin, L. (2021). Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory. Journal of Educational Psychology, 113(5), 1024-1032. https://doi.org/10.1037/edu0000606
Wang, Y., Chen, A., Schweighardt, R., Zhang, T., Wells, S., & Ennis, C. (2019). The nature of learning tasks and knowledge acquisition: The role of cognitive engagement in physical education. European Physical Education Review, 25(2), 293-310. https://doi.org/10.1177/1356336X17724173
481
Views
356
Downloads
