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1.
Koen Veermans Ton de Jong Wouter R. van Joolingen 《Interactive Learning Environments》2013,21(3):229-255
Providing learners with computer-generated feedback on their learning process in simulation-based discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for discovery learning based on an “opportunistic” learning model that takes the current hypothesis of the learner and the experiments performed to test this hypothesis as input. The method was applied in a simulation–based learning environment in the physics domain of collisions. Additionally, the method was compared to an environment in which subjects received predefined feedback on their hypotheses, not taking the experimentation behavior into account. Results showed that overall both groups did not differ on knowledge acquired. A further analysis indicated that, in their learning processes, the learners in the experimental condition built upon their intuitive knowledge base, whereas the learners in the control condition built upon their conceptual knowledge base. In addition, measures of the learning process showed that the subjects in the experimental condition adopted a more inquiry-based learning strategy compared to the subjects in the control condition. We concluded, therefore, that providing learners with adaptive feedback had a different and beneficial effect on the learning process compared to more traditional predefined feedback. 相似文献
2.
Learning in discovery environments, such as simulations, requires both planning and complex inference processing from learners.
Studies evaluating simulations learning have indicated that, without added instructional support, simulation learning knowledge
gains are disappointing and/or unclear. With regard to the problems that learners could encounter, we feel, on the one hand,
that learners should be supported in their discovery processes whenever possible. On the other hand, we believe that learners'
own responsibility in the learning process should be emphasised. The discovery environment in the present study is called
CIRCUIT, in which the behaviour of current and voltage sources in electrical circuits is simulated. CIRCUIT includes three
main types of instructional support: model progression, assignments, and explanations. Two experimental conditions were created.
Although these conditions were similar with respect to the support, they differed with respect to the amount of freedom given
to the subjects. That is, the first group of subjects was free to choose their own sequence exploring the simulation environment.
In the second group, the sequence was largely controlled by the environment. In determining the instructional value of the
interaction, special attention is paid to acquiring intuitive knowledge as compared to definitional knowledge. The evaluation
followed a pretest-posttest design. Results showed no gain in definitional knowledge but a gain in intuitive knowledge. No
major differences between the experimental groups were detected in the posttest results or in the interaction processes, a
cognitive load measure, and the subjective ratings.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
Nadira Saab Wouter R. van Joolingen Bernadette H. A. M. van Hout-Wolters 《Instructional Science》2007,35(1):73-98
We present a study on the effect of instruction on collaboration in a collaborative discovery learning environment. The instruction
we used, called RIDE, is built upon four principles identified in the literature on collaborative processes: Respect, Intelligent collaboration, Deciding together, and Encouraging. In an experimental study, a group of learners (ages 15–17) receiving this instruction was compared to a control group. The
learners worked in dyads on separate computers in a shared discovery learning environment in the physics domain of collisions,
communicating through a chat channel. Qualitative and quantitative analyses of the logged actions in the learning environment
and the chat protocols showed that the RIDE instruction can lead to more constructive communication, and improved discovery
learning activities, as expected, although no direct effect on discovery learning results was found. This study shows the
benefits of providing instruction on effective communication and the learning process in a collaborative discovery learning
situation. 相似文献
4.
Annina Ropponen 《Education and Information Technologies》2009,14(1):81-88
Single courses offered over the Internet have been evaluated over the years, but no reports seem to be available for a group
of courses or for entire study programs. Internet learning has increased both in quantity and quality in higher education;
not only theoretical but also practical learning can be provided over the Internet. The purpose of this study was to evaluate
an entire programme covering basic studies of ergonomics i.e., the Internet-based Ergonetti program of 28 credits provided
by the Open University of Kuopio, Finland. The specific aims were to investigate experiences related to learning and how the
Internet environment can affect learning, the assignments of workplaces, work communities and environments, and the workload
of the courses. An Internet questionnaire including structured and open questions was mailed to the students (n = 46) who were undertaking or had completed the Ergonetti’s Summary-course. The response rate for the questionnaire was 46%.
Utilization of learning cycle, combination of the Internet learning environment and the involvement of the workplaces, and
the relationship between theory and practices were rated as very successful ways to promote the learning of basics of ergonomics.
The involvement of the workplaces and measurements made at the workplaces meant that the workload was well proportioned to
the course credits. Based on this relatively limited data it seems that an Internet learning environment when combined with
real-world assignments can represent a successful way to provide instruction in a multidisciplinary subject, such as basics
of ergonomics. 相似文献
5.
The rapid growth of online courses in higher education has led to developments in the field of e-assessment. This paper presents a study, which examined the quality of online academic courses using a multidimensional assessment of students' activities and perceptions, using educational data mining and an online questionnaire. The assessment focused on four aspects: instructional, communication, course workload and overall learning experience. The course instructional model was found well-structured. The video lectures, assignments and materials designed for the online course were the most used and contributing learning resources. However, the number of students who entered the video lectures decreased as the course progressed. Low activity was found in the discussion forums. Students perceived the course workload as low. Overall, the learning experience was high and the students were highly satisfied. These findings provide insights that may assist in improving the quality of future online courses. 相似文献
6.
Mirja Ruohoniemi Monica Forni Johanna Mikkonen Anna Parpala 《Quality in Higher Education》2017,23(3):249-263
This paper explores the value of a research-based student inventory from the quality assurance point of view in two culturally different European higher education institutions for veterinary education. Perceived heavy workload is a well-known problem in veterinary studies and is a challenge to the quality of learning. First- and third-year students in both institutions responded to an inventory consisting of items regarding their approaches to learning, self-efficacy, study workload and the teaching-learning environment. There were differences in students’ approaches to learning and perceived workload between the two institutions. In both contexts, the strongest predictor of the workload turned out to be the surface approach to learning. Self-efficacy showed a positive correlation with the deep approach to learning and organised studying. The strengths of the teaching-learning environment varied between the institutions. Moreover, the present study discusses how the gained information could be used in improving the teaching-learning environment and students’ learning. 相似文献
7.
Joan Manuel Marquès Puig Thanasis Daradoumis Laura Calvet Liñan Marta Arguedas 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):53-70
This work presents an automated assessment tool for online distributed programming, called DSLab. It is a web-based environment that provides a transparent deployment and execution of assignments in remote computers, a transparent initialization and the possibility to add new logs by the students. DSLab has been evaluated in a real distributed learning environment by analysing students' own perceptions on their learning improvement and exploring whether students' interactions with the tool yielded a fruitful learning experience. Current research provides no evidence that the effects of such a tool have been investigated in the field of online distributed programming. Two types of analysis were performed: a quantitative analysis of data coming from students answering a questionnaire and an analysis of the log files of students' interactions with the tool. Our results showed that students perceived substantial learning improvement from the use of the automated assessment tool. Moreover, students produced fruitful interaction with the tool as soon as they achieved high familiarization and constant activity with it, which ultimately helped them improve their academic performance. Finally, the limitations of the current study and directions for future research are presented. 相似文献
8.
The aim of this experimental study was to compare learning outcomes of students using a simulation alone (simulation environment) with outcomes of those using a simulation in parallel with real circuits (combination environment) in the domain of electricity, and to explore how learning outcomes in these environments are mediated by implicit (only procedural guidance) and explicit (more structure and guidance for the discovery process) instruction. Matched‐quartets were created based on the pre‐test results of 50 elementary school students and divided randomly into a simulation implicit (SI), simulation explicit (SE), combination implicit (CI) and combination explicit (CE) conditions. The results demonstrated that the instructional support had an expected effect on students' understanding of electric circuits when they used the simulation alone; pure procedural guidance (SI) was insufficient to promote conceptual understanding, but when the students were given more guidance for the discovery process (SE) they were able to gain significant amount of subject knowledge. A surprising finding was that when the students used the simulation and the real circuits in parallel, the explicit instruction (CE) did not seem to elicit much additional gain for their understanding of electric circuits compared to the implicit instruction (CI). Instead, the explicit instruction slowed down the inquiry process substantially in the combination environment (CE). Although the explicit instruction was able to improve students' conceptual understanding of electrical circuits considerably in the simulation environment, their understanding did not reach the level of the students in the combination environment. These results suggest that when teaching students about electricity, the students can gain better understanding when they have an opportunity to use the simulation and the real circuits in parallel than if they have only a computer simulation available, even when the use of the simulation is supported with the explicit instruction. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 71–93, 2011 相似文献
9.
Students' workload has been recognised as a major factor in the teaching and learning environment. This paper starts by structuring the different conceptualisations of workload described in the scientific literature. Besides the traditional distinction between objective and subjective or perceived workload, a distinction between conceptualisations focusing on the perception of quantitative and qualitative aspects of workload comes to the fore. This qualitative study investigates what workload means for students in higher education. Forty Civil Engineering and Educational Sciences Master's students were interviewed. The results show that ‘having time’ is a precondition for experiencing a manageable workload. When this precondition is fulfilled, the interest of a student and the ability to plan and set priorities play an important role in the perception of workload. Finally, the results show that several aspects of the learning environment can influence this interest and the perception of workload. 相似文献
10.
Jian-Jie Dong Wu-Yuin Hwang 《Educational technology research and development : ETR & D》2012,60(3):501-527
This study developed a system using two-phased strategies called ??Pause Lecture, Instant Tutor-Tutee Match, and Attention Zone?? (PLITAZ). This system was used to help solve learning challenges and to minimize learning progress differences in a software learning class. During a teacher??s lecture time, students were encouraged to anonymously express their desire to pause the lecture, or to take a short break, in order to catch up with a teacher??s lecture. A simple proportion of one-third of the class was found to be a suitable pause-lecture threshold to prevent learning progress differences from becoming too great as well as to provide enough peer tutorial resources. During students?? practice time, an instant tutor-tutee match strategy extended tutorial resources, which took 60% workload from the teacher. Meanwhile, the attention zone (AZ) strategy helped the teacher to identify students with low levels of learning progress, as AZ students who needed more attention. It was found that AZ student numbers had a negative relation to overall learning achievement. Furthermore, 49% of the identified AZ students who received PLITAZ strategies experienced improved learning progress over identified non-AZ students. Overall learning progress differences were significantly minimized with the Instant Tutor-Tutee Match and Attention Zone strategies. 相似文献
11.
Sharona T. Levy Ran Peleg Eyal Ofeck Naamit Tabor Ilana Dubovi Shiri Bluestein Hadar Ben-Zur 《Instructional Science》2018,46(1):105-132
We propose and evaluate a framework supporting collaborative discovery learning of complex systems. The framework blends five design principles: (1) individual action: amidst (2) social interactions; challenged with (3) multiple tasks; set in a (4) a constrained interactive learning environment that draws attention to (5) highlighted target relations. The framework addresses a persistent tension in discovery-based pedagogy between offering students the freedom to initiate, experiment, and explore and providing them with tailored experiences with many instances of particular relations underlying the target conceptual structure. The framework was realized with TrafficJams, a participatory simulation in which students drive together. A class of high-school students worked with TrafficJams over 2.5 h. The teacher’s role was to orchestrate the activity but there was no explicit instruction of the traffic and complexity principles. The students completed pre- and post-test questionnaires and their activities were observed and logged. In terms of driving in the simulation, the students learned to drive in ways that reduced congestion in traffic by decreasing lane and speed changes, and keeping their speed down. Even though there was no explicit teaching, half of the students learned that car speed distribution alone can generate traffic jams with no additional causes; and, keeping a safe following distance from the next driver increases everyone’s speed. Our study suggests that the learning environment partially met both the overarching design goal of constrained discovery and the specific content goal of systems reasoning. 相似文献
12.
Distance students are time poor and some drop out of their studies because they fall behind with coursework. This raises the issue of how course teams decide upon how many study hours should be included in a course. This article presents a number of Open University projects that have addressed student workload management and relates how learning design has incorporated these findings into advice for new module development. Moreover, the article also discusses how recent automatic feedback systems can motivate and support time-poor students when writing their assignments. This is an important finding as drop-out can occur when students are unable to devote the necessary time to their summative assessments and drop out of the learning process. 相似文献
13.
AbstractThe 3P (presage, process, product) model was introduced as a conceptualisation to underpin research into students’ approaches to learning (SAL). This paper proposes the refocusing of the 3P model by formulating the initial presage phase as a teaching and learning environment, thus making the 3P model more consistent with SAL research which examines the influence of perceptions of aspects of teaching, learning and assessment on approaches to learning. The method was to use structural equation modelling to test a hypothesised version of the refocused 3P model. Data from a questionnaire administered to students at a university in Hong Kong showed a good fit to the data. The model showed that a teaching and learning environment influenced approaches to learning then impacted on the attainment of graduate attributes. The model showed that a well-designed teaching and learning environment, including teacher-student and student-student interaction, plus a lively co-curriculum had a part to play in promoting deep approaches to learning. Deep approaches then had a positive effect on attribute development in students. 相似文献
14.
The purpose of this study was to better understand the instructional and assessment strategies that are most effective in the online learning environment. Faculty and students identified several strategies for maintaining instructional quality in the online environment, including the importance of using a variety of instructional methods to appeal to various learning styles and building an interactive and cohesive learning environment that includes group work. Online assessment strategies include having a wide variety of clearly explained assignments on a regular basis and providing meaningful and timely feedback to students regarding the quality of their work. Effective assessment techniques include projects, portfolios, self-assessments, peer evaluations, and weekly assignments with immediate feedback. The role of meaningful feedback cannot be overemphasized. 相似文献
15.
A survey of university business professors1 focused on their use of individual assignments in courses and their views on cheating and its impact on student learning.
Based on responses from 456 professors (37% response rate) from Ontario, Canada. it was concluded that most facult2 believe that individual assignments are effective learning tools and that cheating on these assignments is a serious offence.
They believe that cheating occurs widely, but continue to use these assessments, with some alterations, to ensure that students
obtain learning benefits. The survey findings varied across disciplines and tenure status. A framework is proposed to explain
the faculty perspective and the outcomes that professors experience. The adjustments they make to individual assignments are
influenced by multiple factors that are internal (university policies and regulations) and external (internet usage) to the
university. The discussion centres on the three stakeholders — faculty, students and administration — the need for culture
change, and the role of honor codes in controlling cheating and supporting a learning environment. 相似文献
16.
Tony Hooper 《高等教育研究与发展》2009,28(5):509-522
The motivation of mid‐career students can be expected to be more considered and intense than students whose studies continue from undergraduate programmes. How students perceive their personal circumstances and their career when they first make the decision to enrol and what happens as a result of their studies can reveal how mid‐career management programmes can be structured to ensure greater alignment with student needs and therefore greater student satisfaction. It can also inform curriculum development and marketing strategy. This investigation indicates that the motivators that triggered the enrolment decision often evolve into intrinsic motivators as a result of the study experience and this can lead on to deeper learning and greater satisfaction with learning outcomes. Self‐determination theory posits the need for autonomy as an antecedent of intrinsic motivation. Providing autonomy support in course content and curriculum design as well as competence support and relatedness in assignments and assessment can be expected to result in greater intrinsic motivation and deeper learning. 相似文献
17.
The discovery or re-construction of scientific explanations and understanding based on experience is a complex process, for which school learning often uses shortcuts. On the basis of the example of analyzing real seismic measurements, we propose a computer-facilitated collaborative learning scenario which meets many of the requirements for authentic learning, knowledge construction, and collaboration. The implementation of the learning environment called SeisModes is based on a general platform for supporting collaborative modeling activities. SeisModes provides a tool to allow students collaboratively learn about earthquakes and thus reduce the fears they might have concerning them. First formal evaluations showed the approach motivates students. 相似文献
18.
We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed. 相似文献
19.
如何利用计算机模拟软件来支持一些在实验室无法完成的实验是目前科学教学中迫切需要解决的问题之一。微世界作为支持发现学习的模拟软件,尤其适合于发展科学学科的探索与发现学习活动。学习者利用它提供的操作方法与指令探索其中的领域知识,并观察产生的现象、检验自己的假设,从而发现并习得微世界中蕴藏的领域知识。文章从理解微世界和科学发现学习的含义出发,分析了微世界支持的科学发现的活动过程和学习者存在的困难,从技术应用和支持学习者科学发现学习认知过程两个维度提出了微世界支持的科学发现学习的策略框架,并通过开展教学实践,探索微世界支持小学科学发现学习的教学策略的实施过程,以促进小学科学课堂教学的有效开展,提升小学生的科学素养。 相似文献
20.
Although universities aim to challenge high-ability students to develop their talents to the full, the question of how to create such challenges remains unanswered. In this study, we examined six different honors courses to discover which factors in the learning environment specifically designed for high-ability students challenged these students and determined how such challenges were established. Perceived challenges (factors and intensity) in the different courses were identified from focus group interviews with students. The interviews were guided by a storyline method which retrospectively discussed students’ experiences of course activities. In addition, course materials and audio-recorded classes were analyzed to describe how challenge was established. Results revealed three challenge factors: autonomy, complexity, and teacher expectations, similar to the ones found in a previous, single-case study. Results showed that the greatest challenge was experienced when the three factors were simultaneously experienced in the learning environment. These three challenge factors were manifested in various and sometimes very subtle ways through course design (e.g. open structure of assignments) and class interactions (e.g. particular ways of questioning). 相似文献