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《教育心理学家》2013,48(4):221-235
This article presents an inquiry-based model of mutual peer tutoring called ASK to THINK-TEL WHY®©. The model is described along with its purpose, its theoretical and research bases, and how it is used by tutoring partners to mediate each others' learning. Unlike tutoring systems used to promote learning at the comprehension level, this model is designed to promote higher level complex learning, namely the construction of new knowledge. The model emphasizes reciprocal tutor-tutee roles, supportive communication, and (elaborated explanation and questioning skills. When in the tutoring role, students learn to use different kinds of questions to prompt their partners to make corresponding responses. Tutors also learn to sequence their questioning in a particular way. Thus, during this transactive process, partners scaffold each other's thinking and learning to progressively higher levels. Mechanisms involved in this form of peer-mediated learning are discussed along with results of research on the model's effectiveness. 相似文献
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建构基于学习对象的网络课程教学设计模板 总被引：3，自引：0，他引：3
网络课程的教学设计模板是一套可自动生成网络课程的原型件,为教师提供课程结构、教学设计、知识呈现等课程设计指引,并能够帮助非教育技术专业的老师在开发网络课程时,快速开发出充分体现教学设计理念的优秀网络课程。该以学习对象理论和SCORM标准为基础,提出了教学设计模板的基本结构,阐述了基于模板的关键性学习对象的设计及技术实现等内容,引导教师在开发网络课程时运用各种教学设计策略与SCORM技术标准。 相似文献
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This paper discusses the effects of the type of project undertaken for a community practice course on preservice teachers' conceptualization of service learning. The goal of the projects is to enable participants to engage with service practice in a reflective manner. Through the examination of the reflective logs kept by students using Butin's framework and by comparing the themes that emerged, it was found that differences in the experiences of students, which reflected the project content and the characteristics of the children being served, created different learning outcomes for each group of students. 相似文献
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随着SCORM标准各版本的相继推出,网络学习环境下的学习资源、软件的开发有了一个可共同参照的规格.但如何制作符合SCORM规格的学习资源,一直不被相关教学设计人员所掌握,文章以SCORM2004 3rd Edition文档为参照,对SCORM做了一个简要概述,分析了SCORM的整体技术构架,指出SCORM在网络课程中的具体应用,给出了符合SCORM标准的数位课程教材的制作方法. 相似文献
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Dr Pamela Sharpe 《International Journal of Early Years Education》1994,2(3):84-95
This paper describes some preliminary results comparing two groups of children's performance on a set of Piagetian conservation tasks. The findings point to the need to sensitise parents and teachers to current views on appropriate learning environments for young children, in particular, the strategies that they might use to make sense of their experiences. In addition, the findings are used to support the argument that it is important to emphasise adults’ roles in giving structure and direction to children's early learning experiences. It is anticipated that if parents and some teachers understand the basis for this approach to tutoring, their support and encouragement will relieve the potentially damaging pressure to ‘ succeed at all costs ‘, a current dilemma for parents of children in Singapore. Given the emphasis on structure and attainment in the Singaporean Pre‐Schools in this paper, experiences involving aspects of problem solving are selected for investigation, given their reported relationship with school attainment. (Bruner, 1972). 相似文献
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E-Learning is the use of telecommunication technology to deliver information for education and training and it is emerging
as the new paradigm of modern education. Because of the increasing amount of technology integration in the learning environment,
more and more studies focus on examining “how people learn with technology” This study was conducted to find out how computer
assisted language learning contributes to learners’ ability to develop listening comprehension. The results revealed that
learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality,
perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived
satisfaction. 相似文献
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Michael Cantinotti Marjorie Désormeaux-Moreau Marcos Balbinotti 《Mentoring & Tutoring: Partnership in Learning》2017,25(4):466-484
Students in psychology generally have difficulties to successfully accomplish mandatory courses in statistics. Group peer-tutoring is a pedagogical strategy to support them with a peer that has already successfully mastered the content of such a course. In order to specifically tailor group peer-tutoring to the needs of students and to sustain tutees’ participation, it is important to understand how they conceptualize tutoring. The aim of this study was to provide an empirical investigation of psychology students’ conceptualization regarding cross-year group peer-tutoring in statistics. A multivariate concept mapping analysis generated a relevant three-cluster structure (Tutoring setup, Tutor knowledge, interpersonal skills, and relational dynamics and Student role and commitment to the course) that underlies students’ cognitive structure regarding group peer-tutoring. The implications of the results for selecting and training peer-tutors are discussed. 相似文献
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《教育心理学家》2013,48(3):365-384
Computer-coached practice environments can serve two purposes: to instruct and to assess. Sherlock I is a computer-coached practice environment for teaching avionics troubleshooting skills. Instruction is based on the dynamic assessment of the learner in the context of a troubleshooting problem. A cognitive task analysis of troubleshooting proficiency was used to develop Sherlock's instructional and assessment goals. As a learner works through a problem, Sherlock assesses the quality of his or her decisions and uses that information to provide the level of hint explicitness necessary at particular decision points in the problem. Specific competency building is situated within the troubleshooting context and is sharpened to the extent that satisfies each individual's needs. When a learning impasse is reached, Sherlock generates the appropriate level of feedback to the trainee based on his or her prior performance. Sherlock's hinting structure challenges trainees with learning opportunities that would be just beyond their reach without coaching. This form of dynamic assessment is based on patterns of student performance that reflect the processes of learning rather than simply the products of learning. Sherlock provides an example of how intelligent tutoring systems can change the nature of assessment by addressing dimensions of proficiency. 相似文献
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随着科技的快速发展,基于平板电脑的电子课本以其独特的优势,被视为电子学习新的形式和体现,被越来越多地应用于课堂教学中。它的教与学效果如何?是否真正促进了课堂教学?是否真正提高了学生的学习兴趣、学习效果?这些问题有待研究。本案例来自香港教育局支持的实验计划,课程根据香港课程发展议会颁发的英文课程指南进行设计。实证研究主要采用课堂观察、问卷课查法对学生的学习方法和观感进行分析。研究发现:电子课本在电子教材设计、学生学习兴趣和动机、学生知识与技能获得、学生深层学习方法及课堂参与度等方面都起到了明显的促进作用,其在课堂教学中的应用有着良好的发展前景,有望在内容和功能上整合现有课堂中的一些电子教具,最大化地发挥优势,为新的课堂学习环境提供新的学习支持。 相似文献
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A composite learner model for adaptive tutoring systems has been developed, which combines a model of learner attributes with a simple overlay model of the learner's domain knowledge state. The model of learner characteristics enables several different forms of psychological and background data about the student to be taken into account, and provides a profile of the learner in terms of pedagogically useful attributes. An Adaptive Tutor Using Learner Attributes (ATULA) has been constructed, which uses the composite learner model. The system is able to select for the learner the optimal form of the learning material for the group of topics about to be presented. Experiments carried out with the adaptive tutoring system over 3 successive academic years with two disparate groups of students are described. User records collected during the experiments provide insight into the operation of the model, both at initialisation and during the student's interaction with the system. Previous users’ records also enable comparisons to be made with the result of previous experiments using a non‐adaptive system. 相似文献
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The goal of the course described here was to train prospective teachers towards the teaching of disadvantaged pupils. Teacher trainers should pay special attention to both the needs of the disadvantaged and the attitudes of the student teachers towards them. Pre‐service training of teachers should strive to provide the students with knowledge of the socio‐economic background of the disadvantaged, their mental and affective condition, their language, ways of thinking and behaviour. It should also promote positive attitudes towards these pupils. With these views in mind, a course was planned which included both theoretical components and practical tutoring experience. It consisted of theoretical introductions, individual tutoring activities with small groups of pupils, and post‐activity theoretical discussions. Furthermore, each tutorial session was planned according to the same pattern. The results were that changes in attitudes and meaningful theoretical learning happened simultaneously and in close relations with each other. The students developed positive attitudes, designed appropriate unconventional tutorial activities and were able to apply theoretical conceptions to the analysis of their teaching behaviours. 相似文献
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Gregory Trevors Melissa Duffy Roger Azevedo 《Educational technology research and development : ETR & D》2014,62(5):507-528
Hypermedia learning environments (HLE) unevenly present new challenges and opportunities to learning processes and outcomes depending on learner characteristics and instructional supports. In this experimental study, we examined how one such HLE—MetaTutor, an intelligent, multi-agent tutoring system designed to scaffold cognitive and metacognitive self-regulated learning (SRL) processes—interacts with learner’s prior domain knowledge to affect their note-taking activities and subsequent learning outcomes. Sixty (N = 60) college students studied with MetaTutor for 120 min and took notes on hypermedia content of the human circulatory system. Log-files and screen recordings of learner-system interactions were used to analyze notes for several quantitative and qualitative variables. Results show that most note-taking was a verbatim copy of instructional content, which negatively related to the post-test measure of learning. There was an interaction between prior knowledge and pedagogical agent scaffolding, such that low prior knowledge students took a greater quantity of notes compared to their high prior knowledge counterparts, but only in the absence of MetaTutor SRL scaffolding; when agent SRL scaffolding was present, the note-taking activities of low prior knowledge students were statistically equivalent to the number of notes taken by their high prior knowledge counterparts. Theoretical and instructional design implications are discussed. 相似文献
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How does service learning impact content acquisition? Undergraduate pre-service teachers participating in a literacy tutoring service-learning experience are compared with pre-service teachers engaged in self-selected and independently directed tutoring sessions. The findings of this study support previous assertions that service-learning positively influences student academic achievement. The data gathered provide evidence that this positive influence is related to several design features. Specifically, the value placed on the service increased student motivation to learn course content. The frequency and variety of opportunities to reflect coupled with academic goals being embedded into the actual service experience strengthened connections between service and academic content. 相似文献
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Learners are usually provided with support devices because they find it difficult to learn from multimedia presentations. A key question, with no clear answer so far, is how best to present these support devices. One possibility is to insert them intothe multimedia presentation (canned support), while another is to have a human agent provide them (human tutoring). Human tutoring poses potential advantages: it uses spoken modality, displays non-verbal cues and implies social interaction. However, there is mixed evidence regarding these supposed advantages, and prior research comparing human and computer support presents problems. Our goal was to explore whether the advantages of human tutoring actually exist while avoiding the problems of prior research. In one experiment, participants learned Geology from a multimedia presentation including one of three forms of support: human tutoring, canned support or no support. After viewing the presentation, participants solved retention and transfer tests. Results revealed that participants in the human tutoring condition outperformed those in the other two conditions, who did not differ from each other. This means that human tutoring is advantageous, a fact that has implications in the design of support devices in multimedia learning. 相似文献
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宋权华 《河北广播电视大学学报》2014,19(5):32-34
SCORM标准的学习内容组织模式、运行时环境、学习过程管理等对网络学习资源建设有很好的指导意义。在"学习元"理念的指导下建构了基于SCORM标准的网络非正式学习系统,并对学习系统各个模块的功能和应用方式作了详细说明。 相似文献
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ABSTRACT: Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student‐to‐student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring, cooperative learning, and problem‐based learning. These elements have been well theorized and their effectiveness has been empirically documented. To date, little is known about the effects of interteaching on students' perceived learning outcomes in food science and nutrition. This case study describes how the interteach method was employed in an undergraduate nutrition and food science course with specific examples of the tools used, such as interteach preparation guides, the interteach record form, and the peer assessment form. Based on the continuous feedback provided by the students during the course work, several specific modifications were made from the conventional interteaching methods, including 4‐person interteaching instead of one‐on‐one interteaching, as well as the use of in‐class thought‐provoking “synthesis” questions. At the end of the course, we assessed the students' perceptions of interteaching, as well as the students' perceived learning outcomes. The method generally fostered critical thinking and enhanced their motivation, which led to their perceived learning. On the other hand, some of the students expressed challenges in learning from peers due to their peers' varied preparation levels, as well as tackling complex scientific concepts prior to lectures. Further investigation is needed to develop possible strategies for accommodating the challenges among students with different learning styles. 相似文献
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唐子雯 《湖北大学成人教育学院学报》2014,(5):43-46
网络教育自出现之日起,就以其无可抵挡之势冲击着传统的课堂教学模式,在网络教育不断发展壮大的过程中,自身也面临着极大地挑战,过去的网络学历教育正在逐渐向网络技能教育转化,如何在这一转化过程中为学习者提供更有吸引力的学习资源,怎样对教学资源进行合理设计才能提高学习者的学习兴趣和学习效率成为摆在网络教育设计者面前的亟待解决的问题。 相似文献