A New Simple Method for an Efficient Organization of the Learning Process

Interdisciplinary Description of Complex Systems 21(1), 30-40, 2023 A NEW SIMPLE METHOD FOR AN EFFICIENT ORGANIZATION OF THE LEARNING PROCESS Massimo Rogante1, * and Claudio Santelli2 1 Rogante Engineering Office Civitanova Marche, Italy 1 2 Santelli Medical Office Rapagnano, Italy 2 DOI: 10.7906/indecs.21.1.3 Regular article Received: 4 August 2022. Accepted: 2 January 2023. ABSTRACT The most appropriate learning results take place when the trained matter is unmistakably identified, understood and achieved by the student. An individual learning process should be developed by the trainee, in parallel, by self-inspiring and by involving his own capabilities through natural mind procedures. In addition to motivation and pertinent chances which operate as a learning means, practical suggestions gained by the authors through experience and specific studies were used to develop a new suitable method of study organization. In this article, after an introduction in which some existing methods were reviewed related to learning and study planning, a novel simple method is presented, which has been successfully experimented for years. Such an approach has proven to be valid to achieve the main purposes, i.e. learning, passing exams successfully, remembering as long as possible the technical and cultural knowledge studied and applying efficaciously the acquired wealth of knowledge in the future professional life. KEY WORDS study organization, learning method, memory, neurobiology, connectome CLASSIFICATION APA: 2343, 2420, 3550 JEL: I21 PACS: 01.40.Ha *Corresponding author, : ; +390733775248; *Contrada San Michele n. 61, 62012 Civitanova Marche, Italy A new simple method for an efficient organization of the learning process INTRODUCTION The learning process involves all our senses and is an inner occurrence both on a mental level and as a human activity with significant effects on career and life. Proper motivation and substantial circumstances act as a learning means. Appropriate activities contribute to strengthening the learning process and making it easy. These activities should be advanced based on the aptitude of the student and multi grade environment [1]. A review is preliminarly presented of the main learning approaches currently available in scientific literature and provided to help the learning process on an individual, team or organisational level. The criterion with which these approaches were selected was to find method for study organizations (MSOs) that through successive phases were conceived to gradually lead the student to complete learning of the subject. The so called discovery learning methods, e.g., are components of educational practice promoting the way to active learning that is process oriented and self-directed [2]. These methods are based on the idea that students create their own understanding and knowledge through experience and reflect on those experiences, thus interacting with their environment and being stimulated to think, hypothesize, raise questions, speculate and cooperate with others, developing confidence in problem solving [3]. A concise learning method exists, e.g., based on the use of mind mapping to integrate all class notes into mind maps, and also learning some success skills [4]. Such methods use an active, cognitive, inquiry-based constructive process, avoiding passive and dull memorization. This considers learning as a multi-phase process in which the student organizes and connects basic concepts through visual maps by critically thinking and asking key questions [5]. A learning approach is also included in the so called “mind map” thinking tool, which is a form of note-taking that can be adopted where linear notes would normally be taken, such as when carrying out research, studying or attending lectures [6]. Various experiments have been carried out in the world to analyse the learning process. Metacognitive skills or strategies were investigated, e.g., considering 400 university students randomly chosen from different schools and departments of the Gazi University, Turkey, in 2012. Their selection was performed according to their perceived self-confidence levels about learning. Those possessing higher self-confidence in their capabilities got better results using the strategies of note taking, summarizing, reflecting, reciting and reviewing what they learned, in combination with things they had already known, being able to approach complicated tasks as challenges to be mastered [7]. During the advancement of the school career, e.g. passing from high school to university studies, students need to manage their instruction ever more and involve rising energy into becoming self-managing learners. Essential study and organizational skills are needed to divide class and homework duties into subtasks and to use time proficiently to complete duties like storing classified papers and other texts for postponed retrieval, habitually reviewing class notes and course readings, and practicing efficient study techniques. Some concepts that can allow one to study more effectively and to become more organized have been reported in [8] and the following learning methods can be mentioned as further examples: • the case study method, a learning technique in which the student conducts an in-depth examination of complex phenomena within some specific context and real situation (i.e., the case), analysing it and using real information as a methodological tool [9]; • the Pomodoro study method, a time management technique that involves using a timer to time short, intense work sessions, traditionally 25 minutes long [10, 11]; 31 M. Rogante and C. Santelli • the Feynman learning technique, in which the learning process happens through the act of teaching. The students choose a topic, then explain it in their own words as if teaching, then they improve their explanations and go through the process again until they have mastered the topic [12]; • the PQ4R method, adopted to read and to comprehend detailed scientific texts, with emphasis on understanding and retaining the content and not on the reading speed: the letters P, Q and 4×R mean the 6 different steps needed to work through the text [13]; • the SQ3R method, in which the student is expected to develop his understanding of the text by purposely engaging in the reading process before, during and after: the letters S, Q and 3×R mean in this case the 5 different steps needed when actively and effectively reading a specific text [14]. In recent years, digital learning materials and auxiliary resources have been developed such as slide decks, videos, simulations, worksheets and test banks, as well as all-inclusive, stand-alone online solutions, enabling students to complete assignments, to get automatic feedback and to engage with their classmates and instructor. Learning materials, anyhow, should be adequately contextualized: courses assembled by collecting materials coming from mul (...truncated)