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1.
Girls are underrepresented in mathematical and science Olympiads, global informal learning activities which often serve as stepping stones for admission to top universities and future STEM careers. The present article aims to investigate the role of implicit gender‐science stereotypes on representation and achievement among participants of the German Chemistry Olympiad using a cross‐sectional online study (N = 445, mean age 16.5 years, 51% female) entailing the Implicit Association Test and two motivational scales. This study was the first of its kind to use moderated mediation analysis to examine the effects of gender‐science stereotypes on participation and achievement, mediated by the expectancy and value beliefs self‐concept and topic interest. We found that in the female group, gender‐science stereotypes negatively predicted the participants' willingness to continue in the competition. This relationship was mediated through topic interest. In addition, we found self‐concept predictive for further participation among female participants, as well as for competition score among both gender groups. Furthermore, topic interest positively predicted male participants' willingness to continue with the competition. The results underline the negative association of implicit gender stereotypes with female participation in the German Chemistry Olympiad. Organizations such as the German Chemistry Olympiad should therefore critically reflect on existing gender biases within their own structure. In doing so they can create an environment that has the potential to heighten self‐concept and interest for all participants equally. Our findings add to existing expectancy‐value research in the context of gender differences in mathematics and science, supporting potential strategies toward gender equity.  相似文献   

2.
Research has shown that the potential benefits of a flipped classroom could be diminished by the way students perceive and prepare information prior to class. This study aims to explore individual characteristics, such as learner motivation, self‐efficacy and epistemology beliefs, that might have an impact on learning outcomes in a flipped classroom. Data were collected using four instruments during a 7‐week flipped classroom conducted from mid‐September 2014 to mid‐November 2014 with a total enrolment of 85 students (10 females and 75 males) in the required course, Applied English for Vocational Education. After controlling for pre‐test and other covariates (eg, gender, grade and experience), an analysis based on structural equation modeling showed a positive and significant (β = 0.12, p < 0.05) indirect effect of instrumentality (promotion) on the change in test scores through averaged quiz scores. Beliefs had a significant positive effect on change in scores between pre‐ and post‐tests (β = 0.20, p < 0.05). Findings revealed that language learners with a high level of motivation in instrumentality (promotion) followed quiz mechanisms closely and thus benefited most from the flipped classroom. Learners with high beliefs exhibited improvement in the post‐tests without doing well in quizzes. The implications for a flipped language learning classroom are discussed, including multiple strategies for regulating learners of different personal traits to preview the online course content before class.  相似文献   

3.
This study reports on self‐regulated learning (SRL) of Chinese distance learners by using a structured SRL scale. SRL of adult and lifelong learners is a well‐researched area, though its application within distance education is a new area of investigation. Open and distance learning lean heavily on self‐learning and self‐learning resources, though interaction at designated learning centers and online learning platforms is occasionally offered. In China, there is still persistence of the age‐old teacher‐centric model of teaching‐learning; and, within distance education offered largely by the radio and television universities, there is insistence for regular tuition classes at designated branch schools. At the backdrop of understanding and enhancing SRL of Chinese distance learners, the authors took up this research to find out the elements and levels of SRL ability among Chinese distance learners. Based on factor analysis (on 357 students for item analysis and on 600 distance learners for structural validity of the initial 117‐item scale), a standardized 54‐item Self‐regulated Learning Ability Scale was finalized and administered on a random sample of 2738 undergraduate learners (1630 males and 1108 females) from the Open Distance Education Centre of Beijing Normal University, P.R. China, doing an online course during 2009–10. The sample came from either senior high school (grade 12) or junior college (grade 14). Data on four dimensions of SRL—planning, control, regulating and evaluation—were analyzed using ‘t’ test for variables of gender, level of education and age. Results indicated that all the participants had above‐average levels of SRL in all the four dimensions of planning, control, regulating and evaluation. In so far as gender was concerned, male distance learners were better in SRL than female distance learners, especially in control (ie, content and resources) and all the evaluation dimensions. Though no age difference was found, students from junior colleges had better planning, regulating and evaluating abilities than those who came from senior high schools. These results have been discussed in the context of current changes in Chinese distance/online education and also in relation to the age‐old Chinese culture of learning. The results will also have implications for designing distance and online learning generally.  相似文献   

4.
This study identifies adult education program characteristics associated with learning disability (LD) prevalence through statistical analyses of data from a single U.S. state (Kansas). Data indicate that several variables at the adult education (AE) program level are linked to LD prevalence, including disability incidence, educational background of learners, and learner age. In addition, after participation in AE services, learner outcomes associated with LD prevalence are adult basic and secondary learning gains, GED outcomes, and entering employment. Learner skill level on entering the AE program, learner outcomes of retaining employment, and program characteristics related to staffing and funding did not consistently associate with LD prevalence. These results have implications for AE program staff and policy makers and suggest a need for further research of individual characteristics of adult learners with LD.  相似文献   

5.
Abstract

The purpose of this study was to develop a predictive model of satisfaction of adult learners in a Web‐based distance education course and their intent to participate in future Web‐based distance education courses. The factors examined were computer self‐efficacy, academic self‐concept, age, gender, academic status, years of computer use, frequency of computer use, computer training, Internet experience in a class, and participation in a workshop for a Web‐based course. Computer self‐efficacy was the only predictor variable that was statistically significant. There was a positive relationship between learners' satisfaction with their Web‐based distance education courses and their intent to participate in future Web‐based courses.  相似文献   

6.
ABSTRACT Outcomes and mediators of differences in online and traditional course delivery were tested with a sample of 112 graduate students who completed an introductory course in training and development. Specifically, the individual learner characteristics of self‐efficacy, motivation, goal orientation, and meta‐cognition and their effects on success through online delivery were examined. The study also addressed three outcomes: trainees' reactions to that program, their learning, and subsequent planned changes in job behavior. The findings indicate that online learners have significantly more positive reaction levels of enjoyment and utility and significantly stronger intent to transfer their learning. Online students find the coursework more difficult, but there was no significant difference in learning based on delivery mode. Implications for both managers and educators involved in online learning are discussed.  相似文献   

7.
Discussion forums are increasingly central to massive open online courses (MOOCs), and it is vital for learners to participate in associated forum activities. Active forum participation positively relates to learner achievement in that more posts yield better learner performance. However, this numerically aggregated measure overlooks the fact that longitudinal trajectories of forum participation temporally vary among learners with different motivations in taking MOOCs. To provide timely support for learners to stay engaged, it is important to understand the temporal variation of longitudinal forum participation and how different motivations account for the variance. Using educational data mining techniques, this research identified three clusters with different longitudinal participation trajectories and also indicated that intrinsically motivated learners outperformed others in their longitudinal forum engagement. Also, examining longitudinal forum participation more accurately differentiated learner performance than the numerically aggregated measure. Last, learners persistently engaging in forums were more likely to perform better in MOOCs.  相似文献   

8.
网络为知识的群体建构和学习者高级思维能力的发展提供了更加丰富和建构性的交互机会,但是, 研究表明,这些机会和优势是无法自动产生的。本文从促进学生参与、发展学习者高级思维能力的角度入手,尝试了学习者自我评价的方法,即把对学习者学习评价的一部分职责转移到学习者身上。本文首先介绍了这种分析方法的缘由和具体的实施细节,然后提供了一个学习者按照这种方法分析自我学习过程的例子,最后作者得出结论, 这种方法有助于促进学习者的参与和元认知能力的提高,进而促进知识的社会性建构。  相似文献   

9.
The role of learner autonomy and self‐regulated learning in distance education has received much attention. The application of these concepts impacts course design and, potentially, learner achievement. In the case of distance language learning, course designers must consider not only how to help learners gain communicative competence but also language learner strategies that support success. Although the concepts of autonomy and self‐regulated learning share some similarities, they have been variously defined and applied to distance education. Current research and discussion has not synthesized the ways in which these factors can be more fully utilized to improve distance education. Based on a critical review and synthesis of the literature on autonomy and self‐regulation, this article contributes a new model for distance language learning. The model provides guidance for course designers and assists instructors in supporting their students.  相似文献   

10.
This study explored adult learners’ goal profiles in relation to the completion of a compulsory academic essay. Based on learners’ scores on items assessing mastery, performance‐approach, and work‐avoidance goals, cluster analyses produced three distinct categories of learners: performance‐focused, work‐avoidant, and multiple‐goal learners. These three groups of learners differed in terms of perceptions about the academic essay, self‐belief in completing it, use of strategies, responses to marker feedback, and, most importantly, level of achievement. The results attest to the importance of endorsing multiple goals for completing compulsory academic essays at the tertiary level.  相似文献   

11.
Educational psychologists have found that metacognitive calibration predicts learning outcomes in self‐regulated learning. In this research the authors apply theories of metacognition from educational psychology and postulate that metacognitive calibration influences learning time and performance in online learning. Data gathered from 230 college students who completed online self‐regulated assignments in an introductory information systems course confirms that higher calibration accuracy leads to better performance on assignments, which contributes to higher exam grades. In addition, higher calibration accuracy also reduces the amount of time students spent on the online assignments. However, time spent on the assignments is not a mediator of the effect of calibration on learning performance. This research presents pioneering work in examining a holistic model that assesses the impact of metacognition in online learning on both assignment and exam level learning outcomes using field data collected through a natural learning setting. The findings highlight the need to include metacognitive calibration as one of the learner characteristics in research models addressing student performance in online learning.  相似文献   

12.
Abstract

This study examined learner perceptions of interaction and satisfaction in a course delivered by interactive television. The participants were 123 K‐6 teachers in a Developmental Approaches in Science and Health program. Three sessions of the ten‐session course were examined. Significant correlations were found between perceptions of personal and overall interaction within the class. Perceptions of personal interaction were a moderate predictor of satisfaction. The critical predictor of satisfaction was the perception of overall interaction. These findings suggest that when learners perceive the level of interaction to be high, they will be more satisfied with instruction than when they perceive the level of interaction to be low. Overall dynamics in interaction may have a stronger impact on learners’ satisfaction than does strictly personal participation. Vicarious interaction within the class as a whole may result in greater learner satisfaction than will the overt engagement of each participant. However, both perceived level of interaction and satisfaction appear to decline with increased exposure to interactive instructional television.  相似文献   

13.
The authors explore the occurrence of different learner profiles in secondary education, as well as their relationship with test performance and student characteristics. Based on a cluster analysis of 1,931 secondary school students’ self-reported text-learning strategy use and study traces, the authors identified and validated four distinct learner profiles: integrated strategy users, information organizers, mental learners, and limited strategy users. Integrated strategy users engaged in different text-learning strategies and obtained the highest scores on the performance test. Limited strategy users generally used only a limited number of text-learning strategies and scored the lowest. In addition, a significant difference was established in gender and reading ability distribution across learner profiles, but home language distribution was not found to be significant.  相似文献   

14.
ABSTRACT

Online interaction has been associated with positive outcomes, academically and psychologically. Regarding the latter, social connectedness has been recognised as an important outcome on the basis of its link to subjective well-being and course satisfaction. In adult educational settings, how online interaction can foster social connectedness has not been widely examined. The study investigates how (1) adult learners’ online participation operationalised as discussion contribution, collaborative facilitation, and social interaction, and (2) their perceived online interaction quality are related to their feeling of social connectedness. The role of online interaction quality related to the three types of online participation and social connectedness is also examined. A questionnaire was developed to collect data from adult learner participants in Belgium (N?=?170). Multiple regressions and mediation analysis were conducted. The result shows that collaborative facilitation and online interaction quality significantly contribute to adult learners’ perceptions of social connectedness. Furthermore, the finding reveals that online interaction quality fully mediates the relationship between discussion contribution, social interaction, and social connectedness. Thus, the implications for research and instructional design are discussed.  相似文献   

15.
This paper reports the results of an exploratory study on participants’ perception of the importance of single‐gender grouping in a massive open online course (MOOC) delivered through the Coursera platform. Findings reveal that female and male learners’ perception of single‐gender grouping differs. Female students more than males indicated less preference for single‐gender grouping. Views on single‐gender grouping also differed across regions, suggesting the effect of participants’ regions of origin on their opinions about single‐gender grouping. Moreover, an interaction was established between participants’ region and gender. In particular, our study reveals that men in the “Asia and Pacific” region tended—more than men and women from other regions of the world—to give more importance to single‐gender grouping in this MOOC. In addition, younger participants cared less about single‐gender groups compared to older respondents. This study sheds light on our understanding of the importance of gender and age importance in online learning environments such as MOOCs. The findings also point to the role gender and age may play as MOOCs continue to gain in popularity and to adopt collaborative approaches to teaching and learning.  相似文献   

16.
This research focused on the early experience of students entering an undergraduate course in a post‐1992 university that is committed to widening participation. Using Bourdieu’s concept of cultural capital and habitus as a theoretical framework, data were collected from students using an online questionnaire and small‐group discussions during the critical first days and weeks when they need to fit in to their new environment. The research was designed to consider whether there is a ‘new student’ in higher education (HE) and to consider the possible influence of cultural capital and habitus on a student’s transition. Data were collected using an online questionnaire with a response rate of 52% (n=180), and this was followed up with five small‐group discussions with 25 of the respondents. Participants self‐selected to take part in the small‐group discussions but the sample did reflect the cohort in relation to ethnicity, age and gender. The data collected from the questionnaire provided a snapshot of the students’ early experience within the university, and data from the small‐group discussions were used to triangulate this and allow emerging themes to be explored in greater depth. The results showed that the majority of the students (70%) were combining work with study and most students spent a minimal amount of time on campus, perhaps supporting the concept that there is a ‘new student’ in HE. Perceptions about their transition varied, but most of the students expressed concern about the perceived need to be an independent learner. Students stated that they needed more structured activities on campus to encourage them to fit in, and more support from academic staff, with clear instructions about what was expected.  相似文献   

17.
While a great deal of research has studied the messages students contribute to electronic discussion forums, productive participation in online learning conversations requires more than just making posts. One important pre-condition for productive interactivity and knowledge construction is engagement with the posts contributed by others. In this study, these actions (how learners interact with the existing discussion; which posts they attend to, when, and how) are conceptualized as “online listening behaviors” and are studied in the context of a large undergraduate business course taught in a blended format. Clickstream data was collected for 96 participants from 3 week-long online discussions to solve organizational behavior challenges in groups of 10–13. Listening behaviors accounted for almost three-quarters of the time learners spent in the discussions, and cluster analysis identified three distinct patterns of behavior: (1) Superficial Listeners, Intermittent Talkers; (2) Concentrated Listeners, Integrated Talkers; and (3) Broad Listeners, Reflective Talkers. The clusters differed in the depth, breadth, temporal contiguity, and reflectivity of their listening as well as in their patterns of speaking. An illustrative case study of how the listening behaviors were enacted by one student from each cluster over time was used to deepen the characterization and interpretation of each cluster. The results indicate that online listening is a complex phenomenon and a substantial component of students’ participation in online discussions. Findings are compared to the previous work on student learning approaches and implications for practice and future research are discussed.  相似文献   

18.
Despite the popularity of massive open online courses (MOOCs), only a small portion of the course participants successfully complete the course. The low completion rate can be partially attributed to the mismatch between the participants' expectations and value delivered by the courses. Therefore, this study leverages MOOC reviews to investigate the focal point and sentiment of the learners by combining machine learning techniques and statistical analysis. Several text mining methods (ie, simplified Chinese-linguistic inquiry and word count dictionary, word embeddings, and bidirectional long short-term memory model) are combined to automatically extract the emotional and cognitive aspects, review focal point, and sentiment from the learner discourse. Multiple linear regression (MLR) analysis is performed to examine the relationships between the learner sentiment and the extracted content features. Using a set of real data from NetEase online open courses, our results reveal that the MOOC reviews mostly pertain to teaching and platform rather than the course content. Furthermore, the social process and personal concerns appear more frequently in the learner discourse. Overall, the learners exhibit positive attitudes towards teaching and platform and negative attitudes towards issues related to the course content. This study contributes to the literature regarding the MOOC research methodologies and provides a deeper understanding of the learner discourse behaviour in MOOCs.  相似文献   

19.
Nearly 6,000 science questions collected from five different web‐based, TV‐based and school‐based sources were rigorously analyzed in order to identify profiles of K‐12 students' interest in science, and how these profiles change with age. The questions were analyzed according to their topic, thinking level, motivation for and level of autonomy in raising the question, the object of interest and its magnitude, and psychological distance of the object in question from the asker. Characteristics of the asker, such as gender, grade level, and country of origin were also considered, alongside characteristics of the data source, such as language, setting (Internet, school, TV), and the potential science‐attentiveness of the users. Six meta‐clusters of children's and adolescents' interest in science were identified using cluster analysis of their self‐generated science questions. A developmental shift in interest from non‐classical to classical school science subjects was noted. Other age‐related developments, such as an increase in thinking level as reflected by the questions, a decrease in organization level and the psychological distance of the object in question with age were also explored. Advantages and shortcomings of web‐based data collection for educational research are discussed, as are the implications of the results obtained using this methodology for formal science education. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 999–1022, 2009  相似文献   

20.
Cluster analysis is a group of statistical methods that has great potential for analyzing the vast amounts of web server-log data to understand student learning from hyperlinked information resources. In this methodological paper we provide an introduction to cluster analysis for educational technology researchers and illustrate its use through two examples of mining click-stream server-log data that reflects student use of online learning environments. Cluster analysis can be used to help researchers develop profiles that are grounded in learner activity??like sequence for accessing tasks and information, or time spent engaged in a given activity or examining resources??during a learning session. The examples in this paper illustrate the use of a hierarchical clustering method (Ward??s clustering) and a non-hierarchical clustering method (k-Means clustering) to analyze characteristics of learning behavior while learners engage in a problem-solving activity in an online learning environment. A discussion of advantages and limitations of using cluster analysis as a data mining technique in educational technology research concludes the article.  相似文献   

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