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1.
Yael Poyas 《Technology, Pedagogy and Education》2013,22(2):153-172
This qualitative study examined how a multicultural group of experienced teachers (nine Arabs, ten Jews) used Wiki as an alternative platform for the construction of a shared interpretive knowledge base. None of the participants had had any prior experience with Wiki as a learning environment. Data were derived from the Wiki platform, teachers’ oral and written feedback, and the lecturer’s log. Generally, teachers expressed positive attitude towards learning in a Wiki environment. However, cultural differences relating to language, habitual ways of studying and evaluating, and perceptions of teacher–student roles in classrooms affected participation. Different ways of using Wiki were observed along a continuum from teachers’ adaptation of Wiki to learners’ characteristics to learners’ adaptation of selves to Wiki characteristics. The findings may alert teacher educators to ways of integrating Wiki pedagogy into teachers’ curricular thinking: an explicit discussion of Wiki pedagogy attributes; more than one experience with long-term Wiki projects; supportive and sharing environment; attention to language barriers; a constant presence of the lecturer in the ‘discussion boards’ to guide and share concerns. 相似文献
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XIE Yaohui YANG Jiumin PI Zhongling DAI Chenyan LIU Caixia 《Frontiers of Education in China》2022,17(1):46
The eye-tracking technology was used in this study to investigate the effects of embedded questions and feedback in instructional videos on learning performance and attention allocation and whether an expertise reversal effect existed. The experiment involved 49 learners with high-level prior knowledge and 45 ones with low-level prior knowledge from a university. Meanwhile, they learned instructional videos with no embedded feedback, embedded questions without feedback and embedded questions with feedback. Findings from the experiment showed that the instructional videos with embedded questions but without feedback not only improved the participants’ attention but also enhanced their learning performance. Furthermore, there was an expertise reversal effect on the learning performance whereby instructional videos with embedded questions but without feedback improved the learning performance of learners with low-level prior knowledge, but not those with high-level prior knowledge. 相似文献
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Elizabeth Mary Walsh Veronica Cassone McGowan 《International Journal of Science Education》2013,35(1):20-43
ABSTRACTScience education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students’ development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists’ feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback. 相似文献
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Pierre Dillenbourg John A. Self 《European Journal of Psychology of Education - EJPE》1992,7(4):353-372
In most Interactive Learning Environments (ILEs), the human learner interacts with an expert in the domain to be taught. We explored a different approach: the system does not know more than the learner, but learns by interacting with him. A human-computer collaborative learning (HCCL) system includes a micro-world, in which two learners jointly try to solve problems and learn, the human learner and a computerized co-learner. This paper presents the foundations of this artificial co-learner. The collaboration between learners is modelled as “socially distributed cognition’ (SDC). The SDC model connects three ideas: (i) a group is a cognitive system, (ii) reflection is a dialogue with oneself, (iii) social processes are internalised. The key has been to find a computational connection between those ideas. The domain chosen for illustration is the argumentation concerning how some changes to an electoral system affect the results of elections. This argumentation involves a sequence of arguments and their refutations. The basic principle is that learners ‘store’ the structure of this argumentation (dialogue pattern) and ‘replay’ it individually later on. The verbs ‘store’ and ‘replay’ do not refer to a simple ‘record and retrieve’ process. Storage is implemented as the incremental and parameterised evolution of a network of arguments, here called a ‘dialogue pattern’. The learning outcome is a structuration of knowledge (rules) into situation-specific models, used to guide reasoning. We conducted experiments in two settings: with a human and an artificial learner or with two artificial learners. The common findings of these two experiments is that the SDC model generates learning effects provided that the discussion is intensive, i.e. that many arguments are brought into dialogue. The importance of this variable also appears in Hutchins’ (1991) modelling of the evolution of the confirmation bias in groups. It is argued than computational models are heuristic tools, allowing researchers to isolate variables for designing empirical studies with human subjects. 相似文献
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随着翻转课堂教学效果不断被证实,翻转课堂教学模式也在不断被推广。但是翻转课堂中学生的哪些行为模式与学习效果有关,仍然需要深入研究。本研究主要对学生在课前预习和课中讨论学习的行为模式进行分析,并以知识建构作为学习效果评价内容,对学生的学习行为模式与知识建构水平进行相关性分析。实验分析结果表明,在课前预习中,学习者的评论行为发生在浏览资源之后,学习者会对评论进行回复,发生多轮交互。在课前的讨论活动中,有部分学习者达到高阶知识建构水平。但是,学习者课前的学习行为模式与知识建构不存在强相关关系,而学习者在课中的学习行为模式与知识建构具有强相关关系。 相似文献
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Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n?=?95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners’ self-regulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners’ self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments. 相似文献
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Video-based simulations are considered authentic approximations of practice that can support pre-service teachers' acquisition of diagnostic skills. Still, there is insufficient knowledge on the (differential) effectiveness of different types of prompts on learning in such environments. The presented study experimentally compared the effects of two types of prompts on participants’ judgment accuracy and diagnostic processes in a video-based simulation for diagnostic skills in the context of secondary mathematical argumentation skills. The prompts focused learners either on one indicator of argumentation skills (conceptual prompts) or two indicators and their relation (interconnecting prompts). Results indicate that the prompts effectively supported learning in short interventions. While conceptual prompts led to generally higher learning, interconnecting prompts showed a differential effectiveness based on prior knowledge. Besides highlighting a prototypical video-based simulation for diagnostic skills and prompts to support these, results give indications for teaching diagnostic skills and the adaptive use of prompts for simulation-based learning. 相似文献
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The aim of this explorative study was to find the factors limiting sixth-grade learners’ outcomes in acquiring skills related to the transformative inquiry learning processes as well as to analyse the interrelations between inquiry skills in order to develop an optimal support system for designing Web-based inquiry learning environments. A Web-based learning environment ‘Young Scientist’ was developed and applied to the domain of integrated science. The skill of identifying the correct research questions appeared to be a prerequisite for formulating research questions. When students understand how to identify the research questions correctly, there is no need for supporting formulation of research questions or hypotheses. We have found that at the stages of analysing data and inferring, students have to be provided with the tools to activate their prior knowledge, assignments help to organize their work into manageable sections, and reflective support or adaptive feedback to relate the results achieved with the process of inquiry. Our findings demonstrate that the effectiveness of inquiry learning can be strongly influenced by regulative support; however, a particular level of initial inquiry knowledge in theoretical context is also needed in order to develop inquiry skills in a situational context. 相似文献
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Hassan M. Selim Ahmed 《Decision Sciences Journal of Innovative Education》2010,8(2):313-346
E‐learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a “hybrid” e‐learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e‐learning by learners and the factors affecting the learners’ satisfaction with these tools. This study assesses hybrid e‐learning acceptance by learners using three critical success factors: instructor characteristics, information technology infrastructure, and organizational and technical support. Structural equation modeling was applied to examine and validate the hypothesized relationships among the three factors and their effects on learners’ acceptance of hybrid e‐learning. A total of 538 usable responses from university students were used to validate the proposed research model. The influence of the three factors on learners’ decision to accept hybrid e‐learning was empirically examined. The results show that all three factors significantly and directly impacted the learners’ acceptance of hybrid e‐learning courses. Information technology infrastructure and organizational support were proven to be key determinants of the instructor characteristics as a critical success factor of hybrid e‐learning acceptance by learners. Implications of this work for higher education institutions, researchers, and instructors are described. 相似文献
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This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions benefit learning when compared to test-enhanced learning over time. The results showed that feedback does not seem to have any effect if provided to a discussion group, and that test-enhanced learning leads to better learning than the discussion groups, independent of retention interval. Moreover, we examined whether memory and learning might be influenced by the participants’ need for cognition (NFC). The results showed that those scoring high on NFC remembered more than those who scored low. To conclude, testing trumps discussion groups from a learning perspective, and the discussion groups were also the least beneficial learning context for those scoring low on NFC. 相似文献
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Lee Yen-Mei Jahnke Isa Austin Linda 《Educational technology research and development : ETR & D》2021,69(2):885-915
Mobile microlearning platforms have increased over the years. Literature shows that platforms use specific instructions or media, such as videos or multiformat materials (e.g., text, audio, quizzes, hands-on exercises). However, few studies investigate whether or how specific design principles used on these platforms contribute to learning efficacy. A mobile microlearning course for journalism education was developed using the design principles and instructional flow reported in literature. The goal of this formative research was to study the mobile microcourse’s learning efficacy, defined as effectiveness, efficiency, and appeal. Learners’ knowledge before and after the mobile microcourse was analyzed using semistructured questionnaires as well as pretests and posttests to measure differences. The results indicate that learners of this mobile microcourse had an increase in knowledge, more certainty in decisions about practical applications, and an increase in confidence in performing skills. However, automated feedback, timed gamified exercises, and interactive real-world content indicate room for improvement to enhance effective learning.
相似文献15.
Teresa Schaefer Claudia Magdalena Fabian Tobias Kopp 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1406-1419
Research stresses the importance of social components in learning. The social contact with peers and tutors stimulates reflection and supports higher processes of learning necessary for the internalisation and application of new knowledge. However, merely proposing opportunities for interaction does not necessarily lead to fruitful discussion and collaboration. Social presence and facilitation are key concepts for successful mutual learning. Both are represented in Murphy’s collaboration model; social presence forms the basis of collaboration on which discussions and co-construction of knowledge evolve. Facilitation supports the entire collaboration process. In this paper, an adjusted version of Murphy’s model was applied to analyse 1085 comments shared in an online course between career practitioners of a public employment service. The results show that without a dedicated tutor, learners can still be involved in collaborative learning and co-construction of new knowledge provided that the topic under discussion is highly relevant and controversial. Learners themselves take over social presence and facilitation activities, but less frequently than when a professional tutor facilitates discussions. Ex post summative evaluation revealed that only a few learners applied the gained knowledge in the long-term. As comparisons with related research suggest, higher facilitation support leading to a higher cognitive interaction with the learning could have better supported the transfer to practice. 相似文献
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经济增长模式转型要求工科人才培养的转型升级。毕业设计作为工科人才走向工作岗位或继续深造前最重要的工程实践与综合素质的锻炼平台,是培养创新实践人才的关键环节。如何优化毕业设计过程,充分发挥指导教师的作用从而实现毕业设计的教学目标是本科工科人才培育的改革重点。本研究整合了教师角色的相关理论,聚焦教师角色与作用,从教师专业素养等五个维度进行深入剖析,通过定量数据回归分析,突出了教师定期的具体指导与反馈等举措在优化学习成效,以及提升学生学习投入方面的正向影响。本研究为改善毕业设计的指导过程提供了实践建议。 相似文献
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在线学习如今成为人们获取知识的一种重要方式,但许多研究表明,在线学习者的学习效果不理想,很大程度上与学习者的在线学习能力有关。在已有文献基础上界定在线学习力概念与发展模型,综合Moodle平台学生实际学习情况,尝试将行为数据分析技术应用于学生在线学习力分析中。采用滞后序列分析方法可从学习行为序列角度分析学习者在线学习过程中的学习行为,从而在一定程度上评估在线学习力各个维度的能力体现情况,以期为教师教学与学生学习提供指导,达到优化学生在线学习效果的目的。 相似文献
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María González-Howard Katherine L. McNeill Lisa M. Marco-Bujosa C. Patrick Proctor 《International Journal of Science Education》2013,35(5):528-547
ABSTRACTReform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students’ engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher’s language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students. 相似文献
19.
Terry Hyland 《Educational studies》2006,32(3):299-306
The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind. 相似文献
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It is challenging for students to plan their work sessions in online environments, as it is very difficult to make estimates on how much material there is to cover. In order to simplify this estimation, we have extended the Keystroke-level analysis model with individual reading speed of text, figures, and questions. This was used to estimate how long students might take to work through pages in an online learning environment. The estimates from the model were compared to data collected from 902 volunteer students. Despite the huge differences in reported reading speeds between students, the presented model performs reasonably well and could be used to give learners feedback on how long it takes to work through pages in online learning environments. This feedback could be used to support students’ motivation and effort regulation as they work through online course components. Although the model performs reasonably well, we propose giving feedback in the form of intervals to indicate the uncertainty of the estimates. 相似文献