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1.
Distance education is a significant topic of discussion among faculty at all levels of education. This study produced evidence regarding the attitudes toward three distance education delivery modes for science professional development. The study involved 94 elementary school teachers who were participating in a professional development project. The three distance education strategies studied were live, interactive television (Live); videotape presentations with live wrap-around discussions (Video); and asynchronous, Web-based sessions with streamed video presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the attitudes of the study participants. Data on the participants’ attitudes toward their distance education involvement were collected through the CTLSilhouette™ instrument.
Leonard AnnettaEmail:
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2.
The purpose of this study was to examine how television‐production specialists, who had no previous experience or educational background in the field of distance education, learned the distance education‐related skills and obtained the knowledge necessary to perform their jobs. The purposive sample for this study comprised 12 full‐time television production specialists who were employed for at least one year at universities across the United States to produce live, interactive, video‐based educational programs, but who, prior to employment at their respective universities, had no experience or educational background in the field of distance education. Qualitative methods, including semi‐structured interviews, observation, and concept maps, were used to collect data. This study found that television production specialists used both incidental and informal learning strategies to learn the necessary skills and knowledge they needed to perform their jobs. Participants learned predominantly by three means: assessing previously held assumptions and beliefs; learning by doing through a trial‐and‐error‐type format; and watching other's videoconference programs. Participants also experienced a ‘mindset change’, brought about by such factors as identifying audience and subject‐matter specialists’ needs, in how they viewed their own performance.  相似文献   

3.
Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated.  相似文献   

4.
The purpose of this study was to explore the effects of modality on learning from multimedia instruction. This study utilized a factorial between‐subject design to examine the effects of modality on student learning outcomes, study patterns and mental effort. An interactive computer‐presented diagram was developed to teach the places of articulation in human speech. A total of 151 undergraduate students at a large southwestern university in USA participated in this study. Participants were randomly assigned to one of two modality conditions (ie, written text and spoken text). Data were obtained through surveys, student logs and knowledge tests. Findings revealed a reverse modality effect, wherein participants who studied with written text outperformed those who studied with spoken text.  相似文献   

5.
Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms.  相似文献   

6.
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7.
ABSTRACT: Food product development courses at The Pennsylvania State University and Saint Joseph's University were combined into a single course with a common faculty, syllabus, and web‐based course management system. Industry specialists made weekly presentations on critical aspects of the product development and marketing process, via compressed video conferencing and the Web, to students at both locations. Cross‐institutional interdisciplinary student teams completed a comprehensive plan for developing, evaluating, and launching a new product. Assessment of student learning revealed an enhanced understanding of all aspects of the product innovation, development, and marketing processes. The net result is a model learning system transcending disciplines, place, and time.  相似文献   

8.
The University of Iowa College of Dentistry has expanded its continuing dental education (CDE) offerings to include distance learning on the Iowa Communications Network (ICN). The ICN is a statewide fiber optic network linking 550 sites that provides two‐way interactive audio and video communication. The first course was broadcast on January 30, 1998 to 10 receiving sites across Iowa and was attended by 68 people. The instructor controls what is seen and heard at the remote sites, but participants can enter the discussion by activating their microphones. Recognising that the first distance learning course needed to be successful, the College of Dentistry collaborated with the College of Education to create a highly interactive instructional program. In an evaluation, the participants were almost unanimous in their approval. Ninety‐eight percent said they would attend another course if offered on the ICN. A strong majority of the participants felt the quality of the program was very good and attendance at a site close to their home reduced the cost of their continuing education. Based on the lessons learned from this initial offering, the College of Dentistry plans to expand its distance learning activities to include interactive programs on the ICN and the World Wide Web  相似文献   

9.
This article discusses the practical and ethical challenges and benefits of using social media and video‐based research methods – also known as Photovoice – to investigate contemporary Communication Design education. The two visual research methods discussed include the social media mobile application Snapchat® and participant‐generated GoPro® video filming. The investigation focused on understanding students’ on‐the‐ground, lived experiences of studio learning within two distinctive higher education case study settings in the United Kingdom and Australia. This study employed Participatory Action Research (PAR) as an inquiry process and incorporated a methodological framework involving a combination of narrative inquiry, visual Participatory Design (PD) and visual ethnography. The findings of this study revealed the impact of specialised studio and classroom‐based Technology Enhanced Learning (TEL) on student learning and engagement as the participants expressed differing responses to their own learning and community of practice at each site. The choice of arts‐based educational research methods used for this study allowed the relationships between place, lived experience, and community to be explored. Students, in effect, became investigators of their own practice through engagement in a rigorous set of visual methods, which placed the tools directly into their hands.  相似文献   

10.
This study addresses the need for research in three areas: (1) teachers' understandings of scientific inquiry; (2) conceptual understandings of evolutionary processes; and (3) technology‐enhanced instruction using an inquiry approach. The purpose of this study was to determine in what ways The Galapagos Finches software–based materials created a context for learning and teaching about the nature of scientific knowledge and evolutionary concepts. The research used a design experiment in which researchers significantly modified a secondary science methods course. The multiple data sources included: audiotaped conversations of two focus pairs of participants as they interacted with the software; written pre‐ and posttests on concepts of natural selection of the 21 prospective teachers; written pre‐ and posttests on views of the nature of science; three e‐mail journal questions; and videotaped class discussions. Findings indicate that prospective teachers initially demonstrated alternative understandings of evolutionary concepts; there were uninformed understandings of the nature of scientific inquiry; there was little correlation between understandings and disciplines; and even the prospective teachers with research experience failed to understand the diverse methods used by scientists. Following the module there was evidence of enhanced understandings through metacognition, and the potential for interactive software to provide promising context for enhancing content understandings. © 2005 Wiley Periodicals, Inc.  相似文献   

11.
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12.
ABSTRACT

Educators have indicated that a good flipped learning design has the potential to enable teachers to use the class time effectively for conducting higher-order thinking activities and enhancing the interactions among peers and teachers. Several previous studies have also pointed out the importance of employing proper learning strategies, such that students’ learning performance would meet the expectations of both the pre- and in-class activities of flipped learning. In this study, an interactive problem-posing guiding strategy was proposed to guide students to understand the concepts of problem-posing by the use of multiple choice options before class, and to engage them in effective problem-posing activities during class. To examine the effectiveness of the proposed learning mode, a flipped learning system was developed and an experiment was conducted in a natural science learning activity in an elementary school. The participants were two classes of fifth graders of an elementary school, a total of 56 students, with one class as the experimental group and the other as the control group. The students in the experimental group adopted the interactive problem-posing guiding strategy in the flipped learning mode, while the control group used the conventional flipped learning mode. The experimental results confirmed that the flipped learning activity with the interactive problem-posing guiding strategy was more effective in terms of learning achievement, self-efficacy, and deep approaches to learning science in the natural science course than the conventional flipped learning method. It also confirmed the importance of integrating the stepwise learning strategy (e.g. guided problem-posing and collaborative problem-posing) into flipped learning to support students’ pre- and in-class learning.  相似文献   

13.
A major objective of the current reform in science and chemistry education is the development of students' higher‐order cognitive skills (HOCS). A major question of concern is how to improve practice, via appropriate teaching strategies, to achieve the HOCS‐oriented instruction‐learning goals of college science and chemistry education, within the current reality of large, heavily populated chemistry classes. This article presents an action‐oriented research account of HOCS‐oriented teaching of organic chemistry to freshman and sophomore science majors in small and large classes at a relatively small and large university, respectively, within a purposed attempt of overall course design reform. Inquiry‐oriented class discussions, students' active involvement in the learning process, HOCS‐type examinations, and grading of exams by both peers and course graduates were successfully applied in both the small and large classes, demonstrating the feasibility and benefits to students of interactive, HOCS‐oriented pedagogies within the reality of both class sizes. The messages are that (a) there are implementable, appropriate teaching strategies for the development of students' HOCS abilities within the reality of large lecture sections of college chemistry courses; and (b) chemistry educators should take the trouble of working harder toward the attainment of this superordinate goal despite limiting constraints. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 583–596, 1999  相似文献   

14.
Abstract

This article discusses the design, development, and implementation of a collaborative learning environment for online training ‘Infoshare on the Web’ It was designed to teach participants how to use and/or improve their use of Web search engines to access information on the Web. Participants collaborated in completing group tasks using asynchronous communication provided by Simon Fraser's Virtual‐U, a Web‐based environment that supports distance education, information sharing, and training. The module was delivered in four weeks, and participants found both advantages and limitations in the use of asynchronous environments for training.  相似文献   

15.
Increasingly, telematics is being used for distance education in Australia. Two forms of telematics, audiographics and live interactive television, are described. Audiographics involves two telecommunications links, one which connects computers via modems and a second link which provides an audioconferencing medium through a normal telephone connection. Live interactive television involves the combination of a one-way television signal with a toll-free callback telephone enabling students to communicate directly with the teacher during program transmission. Research and evaluation studies indicate that the interactivity currently implemented via telematics is minimal and that it does not support higher-order cognition among students. In light of our investigations and contemporary cognitive learning theory, a number of dimensions of effective interactive learning with telematics are suggested: (a) collaboration, (b) generative learning, (c) contextual engagement, (d) personal autonomy, and (e) motivation. His research interests include instructional technologies and developing effective learning environments for open learning and distance education. His specialist areas include evaluating technology-rich learning environments, electronic user performance support systems and interactive learning systems.  相似文献   

16.
This preliminary study examined the effect that five major sources of public science education—schools, science centers, broadcast media, print media, and the Internet—had on adults' science interest values and cognitive predispositions. Over 3,000 adults were sampled in three U.S. metropolitan areas: Los Angeles, California, Phoenix, Arizona, and Philadelphia, Pennsylvania. To minimize potential sampling bias, the results were weighted by current U.S. Census data to be comparable to demographics from each of the three jurisdictions. Participants were asked to self‐report their current and early adolescent usage of these five science‐related resources, the quality of their experiences with each, and their current abilities, values, and cognitive predispositions relative to science. Data showed that overall, a broad cross‐section of adults living in these cities engaged in a wide array of science‐related activities and that large majorities did so frequently. Nearly two‐thirds of all respondents self‐reported currently participating in some kind of science‐related activity every week and nearly half doing so daily. Results suggested that having frequent; positive science‐related experiences in‐ and out‐of‐school, both early and later in life, correlated with having a strong interest in and positive perception of science as an adult. Although a diversity of positive science‐related experiences correlated with current adult science interest values and cognitive predispositions, only five factors uniquely and significantly predicted adult science interest, values, and cognitive predispositions in the multivariate models: (a) early adolescent experiences visiting a science center, (b) early adolescent experiences watching science‐related television, (c) adult visits to a science center, (d) adults reading books and magazines about science, and (e) adults using the internet to learn more about science. Discussed are issues of self‐selection, quality of experiences, and the complex and synergistic nature of the science learning ecosystem.  相似文献   

17.
ABSTRACT:  More than 76 million persons become ill from foodborne pathogens in the United States each year. To reduce these numbers, food safety education efforts need to be targeted at not only adults, but school children as well. The middle school grades are ideal for integrating food safety education into the curriculum while simultaneously contributing to national and state education standards in science, technology, and family and consumer sciences. For this project, a multimedia, self-paced online resource for delivering a food safety curriculum to middle school children was developed. Animated characters were used to deliver the lesson content. The application also included video segments, quiz feedback, and interactive games and activities. The effectiveness of the Web site was evaluated using validated cognitive and attitudinal assessment tools, and by comparing student cognitive gains to individual student learning styles. Participants were recruited from 6 middle schools in 5 states, totaling 217 students (20 sixth graders, 157 seventh graders, and 40 eighth graders). The results show that students had statistically significant modest gains in pretest to posttest knowledge and enjoyed using the Web site. The 6th grade students had significantly lower pretest to posttest improvement compared to 7th and 8th grade students, suggesting that this program may not be appropriate for this grade level. Furthermore, the results indicate that this Web-based computer application meets the needs of varying individual student learning styles.  相似文献   

18.
Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest–post‐test experiments. In these experiments, the learning effects of clay modeling were compared to either live observations (Experiment I) or video observations (Experiment II) of the clay‐modeling exercise. The effects of learning were measured with multiple choice questions, extended matching questions, and recognition of structures on illustrations of cross‐sections. Analysis of covariance with pretest scores as the covariate was used to elaborate the results. Experiment I showed a significantly higher post‐test score for the observers, whereas Experiment II showed a significantly higher post‐test score for the clay modelers. This study shows that (1) students who perform clay‐modeling exercises show less gain in anatomical knowledge than students who attentively observe the same exercise being carried out and (2) performing a clay‐modeling exercise is better in anatomical knowledge gain compared to the study of a video of the recorded exercise. The most important learning effect seems to be the engagement in the exercise, focusing attention and stimulating time on task. Anat Sci Educ 7: 420–429. © 2014 American Association of Anatomists.  相似文献   

19.
Even though guessing biases difficulty estimates as a function of item difficulty in the dichotomous Rasch model, assessment programs with tests which include multiple‐choice items often construct scales using this model. Research has shown that when all items are multiple‐choice, this bias can largely be eliminated. However, many assessments have a combination of multiple‐choice and constructed response items. Using vertically scaled numeracy assessments from a large‐scale assessment program, this article shows that eliminating the bias on estimates of the multiple‐choice items also impacts on the difficulty estimates of the constructed response items. This implies that the original estimates of the constructed response items were biased by the guessing on the multiple‐choice items. This bias has implications for both defining difficulties in item banks for use in adaptive testing composed of both multiple‐choice and constructed response items, and for the construction of proficiency scales.  相似文献   

20.
This article presents a meta‐analysis of experimental and quasi‐experimental studies in which intermediate and secondary students with learning disabilities were taught science content through the use of graphic organizers (GOs). Following an exhaustive search for studies meeting specified selection criteria, 23 standardized mean effect sizes were extracted from six articles involving 271 participants in grades 6 through 12. Findings included that, across immediate posttest and maintenance conditions, the use of GOs was associated with increased vocabulary knowledge and factual comprehension measured by researcher‐generated multiple‐choice tests in science. Conclusions, implications for future research, and practical recommendations are presented.  相似文献   

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