首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
The aim of this study is to compare the role of the tutor in an online and a face‐to‐face problem‐based learning (PBL) session to shed light on potential differences of the tutor role in both settings. In this practice‐based study we compared the two groups with the same tutor undertaking the same module. Students completed questionnaires about tutor performance, student characteristics and the module. Marks on the end‐of‐module test were analysed. The tutor was interviewed about his expectations and experiences. One session of each group was recorded and analysed qualitatively. Results show tutor tasks appeared to be comparable in both settings with regard to “content and pedagogical content knowledge,” “group dynamics,” “process instruction” and “intermediary between faculty and students.” The face‐to‐face group rated tutor performance lower than the online students. Students and tutor identified the absence of nonverbal cues as a limitation of online PBL. In online sessions the tutor additionally provided technical support and moderated the chat box. It is recommended to involve an extra person in online sessions who is responsible for technical issues. This person could also check the chat box for messages of students. Future research should focus on the necessity of an extra tutor training for online sessions.  相似文献   

2.
A class of 1st-year medical students was divided into a control group who performed a laboratory experiment for themselves, and an experimental group who were given a demonstrationdata interpretation exercise. Prior to the practical session the experimental group were given a programmed text covering the underlying theoretical principles, to use in their private study. The control group were instructed to do their private study in the usual way using only their lecture notes and textbooks. Prior knowledge and the gain resulting from practical instruction were assessed using pre- and post-tests.The conventional laboratory method was ineffective and did not facilitate conceptual understanding. The post-test performance and gain of the experimental group was significantly better than that of the control group, but this result did not appear to be dependent upon greater prior knowledge. The pretest performance of both treatment groups revealed that many students were inadequately prepared for the practical exercise. Many students did not appear to study the programmed text conscientiously, probably because they were accustomed to the traditional method of teaching and adopted a surface, reproductive approach to all learning. Furthermore, the students had difficulty linking their prior knowledge to the experiment, suggesting the need for pre-laboratory exercises designed to achieve closer integration between theory and experimentation.It is clear that in order to achieve more meaningful learning there is a need for the students to change their attitudes and approaches to learning and for active, student-centred teaching-learning experiences to be incorporated into the curriculum.  相似文献   

3.
Retrieval-based learning has been investigated in various populations. The present study examined retrieval-based learning in a sample of students at a special-needs school with educational tracks for learning and mental development. In addition, a comparison group of students at a regular school was examined. Learning conditions were manipulated within participants. In a first session, participants either received restudy cycles only, or they received alternating test and restudy cycles. A second session then comprised the opposite form of practice. In both sessions, a final test assessed memory after a short distractor phase. This procedure was the same in two experiments but with different kinds of item material. For both kinds (images and image-word pairs), a testing effect occurred, that is higher recall of tested items. These results show that lower cognitive ability or lack of experience with regularly being tested in school do not prevent students from benefiting from retrieval-based learning.  相似文献   

4.
There is a need to maximise rural clinical fieldwork placement to build health workforce capacity. This study investigated allied health professionals' (AHPs) experience of supervising students as part of work-integrated learning in public and private rural health settings. An anonymous postal questionnaire with 30 questions was used to collect quantitative and qualitative data about the barriers and enablers that AHPs encounter when supervising students in their clinical setting. A total of 113 public and private AHPs from Southwest Victoria, Australia, returned the questionnaire. The AHPs were trained in the disciplines of occupational therapy, physiotherapy, speech pathology, dietetics, podiatry or psychology. The majority of respondents (75%) had previously supervised students. Most respondents had only provided fieldwork education in the public sector. Allied health professionals working in public and private sectors had positive experiences with clinical fieldwork education and often had increased job satisfaction while supervising students. They experienced similar enablers to involvement in clinical fieldwork education programs, however the barriers they encountered were different. The findings highlight the differing issues between rural public and private settings that need to be addressed for successful clinical fieldwork education and work-integrated learning. Strategies to address the identified barriers need to be specific to the work conditions of each setting.  相似文献   

5.
《Learning and Instruction》2002,12(2):233-262
The performance of a group of grade 9 mathematics students trained to use a self-explanation procedure during study of a new theorem in geometry was compared with that of students who used their usual study procedures. The processing activities used by the students during the study session and those used in a subsequent problem-solving test were observed. The focus of analysis on both occasions was on the knowledge access, knowledge generation, management and elaboration activities used by students. The self-explanation group showed more frequent use of each type of activity and also obtained higher scores on the problem-solving test. The difference in post-test performance of the groups was greatest on a set of far-transfer items. These items required the students to extend their use of the newly learned theorem to problem types that were substantially different from those presented in the original study material. Of particular note was the carryover effect of self-explanation training to students' processing in the subsequent problem-solving session. The relationships among the processing activities, students' beliefs, prior knowledge and post-test performance were examined using a partial least-squares path analysis procedure. Use of the self-explanation method had an indirect effect on performance, this effect being mediated by associated knowledge access and knowledge generation activity. There was no direct effect of method on performance. The strongest predictor of performance was the level of knowledge generation activity during which students showed evidence of making novel connections, either within the newly presented study material or between parts of that material and their existing geometry knowledge. In the final path model derived from the analysis of student performance, the students' prior knowledge measure had both a weak direct on their problem-solving performance and an effect on that performance that was mediated by relationships with the knowledge access and knowledge generation variables in the model.  相似文献   

6.
Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students’ low test-taking motivation and that students’ effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students’ motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students’ effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed.  相似文献   

7.
The main purpose of this study was to assess the effects of doodling on the learning performance of high school female students in Tehran. The design of this research was a pre‐test–post‐test with a control group. A group of 169 junior high school 12–13 year‐old students was chosen for this study. After being taught a section of the Natural Science course, the students were asked to answer questions related to the lessons. After that, their grades were used as the pre‐test scores. The post‐test was carried out after the devised treatment. During ten sessions of the same course and teacher, the students were each given a blank sheet of paper and were asked for doodling if they felt like doing it. After each session, a couple of relevant written questions were asked to evaluate how well students had learned the lessons. The experiment and control group both consisted of 27 randomly selected students; participants in the experiment group were doodlers and those in the control group did not doodle. To evaluate the doodling effect a t‐test analysis was performed. Comparison of the grades showed that the experiment group outperformed the control group significantly.  相似文献   

8.
Although researchers have begun to examine how perceptions of academic performance affect college students' achievement striving, little is known about these linkages in different instruction settings. Students' explanatory schemas, for example, may act as buffers against the deleterious effects of poor-quality instruction. As well, effective instruction may serve to compensate for other schemas that predispose students to failure. Three causal schema groups were created by informing students that their performance on a prelecture test was due to either ability, effort, or test difficulty. Students then observed a videotaped lecture presented by a low- or a high-expressive instructor, after which they wrote a test and completed a questionnaire. When instruction was ineffective, the effort and ability schemas produced better performance in low-perceived-success students, whereas no differences occurred between schema groups in high-perceived-success students. When instruction was effective, the three schemas led to similar achievement patterns in both low- and high-perceived-success students. These results were discussed in terms of buffer and compensation effects.  相似文献   

9.
This study investigates the efficacy of a social skills training program with seven mildly handicapped students across three school settings: regular classroom, special education resource room, and recess. It was found that social skills training generated improvement on both pre-post measures and behavior ratings. Improvements were maintained 2 weeks after treatment was discontinued for seven students. All students' performance generalized from resource room to regular classroom settings; only four students' performance generalized to the recess setting.  相似文献   

10.
Stereotype threat has primarily been studied with regard to test performance in academic settings, testing aptitude, ability, and intelligence, and it has been found to cause both behavioral and cognitive decrements. Although there is research on stereotype threat in the workplace, this too is usually conducted in upper‐level or more academically based job tasks. This article concentrates on how stereotype threat affects those in manual labor workplace settings. This research, however, sought to test subjects on a behavioral task in a workplace setting to see if the results mirror those in academia. Stereotype threat in academic settings has been shown to cause both behavioral and cognitive decrements. It was theorized that stereotype threat would cause performance decrements for the African American participants. Participants were undergraduate students—60 Caucasian and 60 African American. All performed two manual labor tasks, sorting and assembling nuts and bolts, and a math test, half while under stereotype threat and half without stereotype threat manipulation. Results yielded significant differences between the two conditions for African Americans on both the academic and nonacademic/manual labor tasks.  相似文献   

11.
This paper examines how policy pressure for increased performance on standardised measures of student achievement influenced the teacher learning practices that arose in a school setting in Queensland, Australia. Drawing upon research and theorising of governing by numbers, and applications to the governance of education, and particularly teachers’ learning, the research analyses how a group of Year 3 teachers collaborated to better inform themselves about the nature of their students’ learning. The research reveals that the governance of teachers’ learning under current policy conditions was manifest through both teachers’ compliance with and critique of a strong focus upon school, regional, state and national data – specifically, students’ attainment in ‘leveled’ readers and other school-based standardised measures of reading and mathematics, and school, state and regional results on national literacy and numeracy tests. There is little research that highlights the tensions around these numbers as governing technologies in relation to specific formal, ongoing instances of teacher professional development practices. The research cautions against the influence of such governing processes for how they potentially narrow teachers’ attention to more standardized measures of students’ learning, even as teachers may critique these more reductive effects.  相似文献   

12.
The effects of spatial density as a setting event on the social interaction of preschool children were examined in this review. A specific interest was the potential application of this setting event to children with special needs in inclusive settings. Twelve studies were examined revealing a range of methodological and technical difficulties in the extant research. Several studies reported significant effects, but results were inconsistent and very limited research examining students with special needs is available. Several suggestions for future research are offered including conduct of studies in typical preschool settings with representative group sizes, study of children with special needs, and use of research designs that allow idiosyncratic responses to interventions to be considered. Despite considerable recent interest and research on setting events, the body of research on spatial density is dated and methodologically problematic. It is suggested that renewed interest in this class of setting events might be appropriate.  相似文献   

13.
《Educational Assessment》2013,18(2):131-152
Large-scale assessment programs are beginning to design group assessment tasks in which small groups of students collaborate to solve problems or complete projects. Little is known, however, about the validity of data from group assessment for making inferences about the competence of individual students. This study compared performance in small-group and individual assessment contexts to determine how well achievement scores from the group setting represented the mathematics skills of individual students and to determine what additional information about students' skills was provided by data on their behavior in the group setting. All students performed at high levels in the group setting; the profile of group interaction was a better predictor of individual achievement than was individual performance in the group setting.  相似文献   

14.
The introduced policy of “synchronized enrollment of public and private schools” has once again triggered the debate on the effectiveness of public and private schools. Based on the data of the Program for International Student Assessment (PISA) 2018 from four Chinese provinces and municipalities, this paper explores whether private schools gain a relative advantage in student academic performance through student “screening” or academic “meritocracy,” through a hierarchical linear model (HLM) and an empirical test of the propensity score matching (PSM). It has been found that the academic performance of students in private schools is significantly better than that in public schools. But with background, metacognitive ability, and learning hours of students in private schools controlled for, such academic performance is not significantly superior, suggesting that private schools rely heavily on student “screening” to achieve a relative advantage in student academic performance. This finding has also verified the scientific nature of the above policy.  相似文献   

15.
Large enrollment foundational courses are perceived as “high stakes” because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here, two‐stage collaborative examinations were implemented to improve test‐taking skills and address widespread test anxiety in an introductory human anatomy course. Test anxiety data were collected (using the Motivated Strategies for Learning Questionnaire) before the first examination and last examination. Most students experienced decreased test anxiety over the course of the semester; however, some students may have experienced performance limiting conditions due to test anxiety at the end of the semester based on academic ability in the course (in “C” students when compared to “A” students: P < 0.00006 and “B” students: P < 0.05), overall academic ability (in academically weaker students: P < 0.025), and demographic factors (in women: P < 0.025). The strongest performances on examinations were primarily observed in already academically strong students (mean individual performance: P < 0.000, mean group performance: P < 0.000). Furthermore, changes in test anxiety were not significantly associated with the group portion of the examinations. Patterns of changes in test anxiety over the course of the semester underscore a complex interaction between test anxiety, student background, and student performance. Results suggest that pathways for test anxiety in “high stakes” courses may be separate from the mechanisms responsible for the benefits of collaborative testing. Anat Sci Educ 10: 409–422. © 2017 American Association of Anatomists.  相似文献   

16.
This paper presents the results of a study designed to examine the effects of distance delivery on student performance and classroom interactions in an upper level science (Histology) course. Outcomes were assessed by comparing performance on content pre- and posttests for students enrolled in on-campus and on-line sections of the same course. Interactions were classified according to initiator, topic, and Bloom's taxonomy level for content interactions. The resulting patterns were analyzed to compare behaviors in different settings. It was found that although the groups were indistinguishable in content knowledge at the outset of the study, by the end of the semester, students in the on-line group significantly out-performed their peers in the on-campus section. The on-line settings had a greater proportion of high-level interactions (according to Bloom's taxonomy) than the on-campus setting.  相似文献   

17.
The purpose of this study was twofold: to examine how attitudinal and instructional variables differentiated 4th-grade students in Cyprus, Hong Kong, and the USA; and to determine how those variables were related to math performance on the TIMSS test. A discriminant analysis was performed to examine how those variables differentiated the students in the 3 countries. The most striking result was that the students from all 3 countries, who were similar to the average students in Cyprus, had the highest achievement within their countries. Thus, 4th-grade students who liked math, who thought it was important to do well in math for their friends, who did not need private instruction, and who had not been taught using computers or small group procedures, tended to be the better students. However, students who were similar to the average USA student had the lowest achievement within each of the 3 countries.  相似文献   

18.
This study examined the correspondence between ontogenetic and microgenetic change in private speech, the association of private speech with task performance, and the relationship of maternal interaction during a teaching session to preschoolers' verbal self-regulation and success in independent problem solving. Thirty 4- and 5-year-olds were observed while their mothers assisted them in solving two challenging tasks. In three subsequent sessions, children's private speech and performance were tracked as they worked on tasks requiring skills similar to those taught in the mother-child session. Correspondences between age- and session-related trends in private speech and task performance appeared that are consistent with Vygotsky's assumption that private speech undergoes progressive internalization with increasing cognitive competence. Contrary to Vygotskian assumptions, utterances accompanying action were not replaced by those preceding action (planning statements) with advancing age and task mastery. Private speech predicted gain in task performance more effectively than concurrent performance. A global index of authoritative parenting was a better predictor of private speech and task performance than were microanalytic measures of scaffolding, suggesting that microanalytic indices may miss critical features of maternal teaching behavior that promote transfer of cognitive strategies from adult to child.  相似文献   

19.
Students’ learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students’ goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students’ goal setting at the one side, and students’ performance and group functioning on the other side.  相似文献   

20.
This paper presents empirical results from an exploratory study conducted in an authentic educational situation with preservice education students enrolled in an undergraduate course, which was partially taught in Second Life. The study investigated the effect of environment design on presence, learning outcomes and the overall experience of the students. Two different educational virtual environments (a traditional university auditorium and an open‐air setting) were designed and presented to different groups of students (n = 51). Results indicate that students' experience from the educational activities, their attitudes toward the environment and the induced sense of presence are not affected by the design of the educational setting. Learning outcomes seem to be slightly better in virtual educational settings that replicate traditional educational settings. Experience shows that undergraduate university classes can be successfully taught in Second Life and such environments elicit satisfaction, positive experiences and attitudes and high levels of social presence from the participants. Course design in a Multi‐User Virtual Environment (MUVE) should take into account the time and training necessary for all students to become familiar with the virtual environment and possible time losses due to technical issues. This study could act as support to construct and test hypotheses regarding the role of educational setting design in teaching and learning in MUVEs.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号