{"id":588,"date":"2018-07-17T15:07:50","date_gmt":"2018-07-17T06:07:50","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?p=588"},"modified":"2018-07-18T09:44:58","modified_gmt":"2018-07-18T00:44:58","slug":"awareness-of-independent-learning-inventory-aili","status":"publish","type":"post","link":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/awareness-of-independent-learning-inventory-aili\/","title":{"rendered":"Awareness of Independent Learning Inventory (AILI)"},"content":{"rendered":"<p><b>Purpose:\u00a0<span style=\"font-weight: 400;\">To measure awareness of independent learning. <\/span><\/b><\/p>\n<p><b>Sources:\u00a0<\/b><\/p>\n<ul>\n<li><a href=\"http:\/\/dergipark.gov.tr\/download\/article-file\/296790\">http:\/\/dergipark.gov.tr\/download\/article-file\/296790<\/a><\/li>\n<li><span style=\"font-weight: 400;\">Elshout-Mohr, M., J. Meijer, M.M. van Daalen-Kapteijns, and W. Meeus. 2003. A self-report inventory for metacognition related to academic tasks. Amsterdam: University of Amsterdam, SCO-Kohnstamm Instituut.<\/span><\/li>\n<\/ul>\n<p><!--more--><\/p>\n<p><b>Short description:\u00a0<\/b><\/p>\n<p><span style=\"font-weight: 400;\">An inventory of questions designed to measure awareness of independent learning. The AILI is a list of 45 statements about learning and teaching. Respondents are asked to rate how true each statement is for them on a scale of 1 to 7. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u201cThe AILI has been designed for people from whom it can be expected that they possess substantial metacognitive qualities that are based on sample learning experiences. We use the term \u2018independent learning\u2019 to designate a type of learning and studying that is accompanied and directed by metacognition. The inventory can be used for students from all stages of higher education, regardless of their specific studies. The instrument will provide an answer to the following three questions:<\/span><b><\/b><\/p>\n<ol>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">To what extent do students, according to themselves, have declarative knowledge about learning and studying?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">To what extent do students, according to themselves, have the skills to systematically regulate their own learning and studying?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">To what extent do students, according to themselves, have a sensitive and inquisitive attitude towards information that is important for further development of their metacognitive knowledge and regulatory skills?<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">The instrument consists of 45 statements, 15 for each of the above questions. Students are asked to circle a number on a 7-point scale for each statement. The scale ranges from 1: \u201cnot true at all\u201d to 7: \u201c completely true\u201d. Optical readable forms are used for the answers. Two parallel versions of the AILI have been designed. In the A-version 23 items are presented in a positive form and 22 in a negative one (see further down). In the B-version each item that is formulated positively in the A-version is presented in a negative form and vice versa.\u201d<\/span><\/p>\n<p><b>Sample questions:<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Instructions: Rate how true each statement is for them on a scale of 1-7. <\/span><b><\/b><\/p>\n<p><span style=\"font-weight: 400;\">Sample questions: <\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I \u00a0know which assignments students really need to work at systematically.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I think it\u2019s necessary to make a conscious effort to work systematically when you are studying.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">When students find it difficult to gain insight into the material to be studied, I know ways to solve this.<\/span><\/li>\n<\/ul>\n<p><b>Paid or free:\u00a0<\/b>Free<\/p>\n<p><b>Reliability\/validity measures: *<\/b><span style=\"font-weight: 400;\">Only provided for Turkish adaptation.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Reliability: \u201cThe reliability coefficients of the sub-dimensions of the scale were calculated with Cronbach Alpha. Cronbach Alpha coefficients were 0.81 for the metacognitive knowledge sub-dimension (n= 13 items), 0.85 for the metacognitive skill sub-dimension (n= 13 items), and 0.79 for the metacognitive attitude sub-dimension (n= 10 items) of the scale.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Validity: <\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">The high correlation (r=.85) between the means of the two versions supported the consistency between them. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">\u201cBased on the results of the present study, it can be stated that the adapted inventory has linguistic validity.\u201d<\/span><\/li>\n<\/ul>\n<p><b>Setting:\u00a0<\/b>Education<\/p>\n<p><b>Stakeholder(s):<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Educational institutions<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Instructors<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students<\/span><\/li>\n<\/ul>\n<p><b>Type of measurement:\u00a0<\/b>Questionnaire.<\/p>\n<p><b>Possible uses:\u00a0<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Pre- and post-tests for students <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Learning plans <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Advising sessions<\/span><\/li>\n<\/ul>\n<p><b>Ease of implementation:\u00a0<span style=\"font-weight: 400;\">Easy. 45 items, est. 45 min. <\/span><\/b><\/p>\n<p><b>Advantages:\u00a0<span style=\"font-weight: 400;\">Available in English and Turkish. \u00a0<\/span><\/b><\/p>\n<p><b>Drawbacks:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Self-report<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Multiple subscales may make it difficult to score.<\/span><\/li>\n<\/ul>\n<p><b>Studies this has been used in:\u00a0<\/b><\/p>\n<p><b><span style=\"font-weight: 400;\">S\u00f6kmen, Y., Ta\u015f, Y., Ye\u015filyurt, S., &amp; Nal\u00e7ac\u0131, A. (2017). Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study. <\/span><i><span style=\"font-weight: 400;\">\u0130lk\u00f6\u011fretim Online,16<\/span><\/i><span style=\"font-weight: 400;\">(1), 114-128. doi:10.17051\/io.2017.35679<\/span><\/b><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Purpose:\u00a0To measure awareness of independent learning. Sources:\u00a0 http:\/\/dergipark.gov.tr\/download\/article-file\/296790 Elshout-Mohr, M., J. Meijer, M.M. van Daalen-Kapteijns, and W. Meeus. 2003. 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