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Maya Usher 《Assessment & Evaluation in Higher Education》2018,43(5):745-759
As the number of participants in online distance learning courses increases, peer assessment is becoming a popular strategy for evaluating open assignments and for breaking the social isolation surrounding distance education. Yet, the quality and characteristics of peer assessment in massive online courses has received little attention. Hence, this study was set to examine peer feedback quality and grading accuracy in a project-based course. The study applied a sequential exploratory mixed methods design. It included 339 participants who studied the same engineering course, but in three different modes: on-campus (n = 77), small private online course (n = 110), and massive open online course (MOOC) (n = 152). Content analysis of feedback comments identified four categories: reinforcement, statement, verification and elaboration, arranged in an ascending scale of cognitive ability. The findings indicated that the MOOC participants provided more feedback comments and volunteered to assess more projects than their counterparts did. However, the on-campus students provided higher quality feedback and their peer grading was better correlated with the grades assigned by the teaching assistants. 相似文献
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Päivi Atjonen 《Scandinavian Journal of Educational Research》2013,57(5):523-542
This investigation focused on the development of a study module called Pedagogical Ethics (PEd) in teacher education at the university level. The main aim was to examine both experiences of the study process and learning results. The quasi‐experimental design was developed by student teachers. The experimental group ( n = 32) attended a web‐based PEd course designed using the WebCT tool, while the control group ( n = 65) studied the same material in the traditional way. The same person was the teacher in both teaching–learning modes. Both groups evaluated the content and the mode as excellent, but the traditional teaching–learning mode was slightly more effective than the web‐based course. The quantity and quality of the technology‐mediated discussions concerning the ethical case studies were uneven. The differences in learning results between the experimental and control groups were not statistically significant. 相似文献
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This study examined how learning challenges encountered within online learning environments affected the quality of life of students with learning disability. A qualitative content analysis of semi-structured interviews conducted with eight students (mean age = 33.75 years; SD = 8.15), revealed that learning challenges had consequences on students quality of life with regards to levels of stress/anxiety, self-esteem, time available for other activities, personal relationships and financial pressures. A notable finding was that these quality of life concerns were frequently associated with the extra time and effort students invested in their studies as a way of managing the learning challenges encountered. The findings of this study provide valuable insights into the higher levels of anxiety and lower levels of self-esteem previously reported for students with learning disability; and underscore the importance of minimising learning barriers, providing study accommodations, and providing multifaceted support programmes that address both academic and emotional/personal concerns. 相似文献
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Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online video-based instruction. This study compared online video-based instruction that made use of relationship-building strategies with online video-based instruction that did not use those strategies. The two instructions were identical in every other way. The results show that the attitudes of the college students were positively affected by the relationship building strategies in a statistically significant way (p = .025) and that learning gains were also positively affected at a very near-significant level (p = .052). The implications of the findings are discussed. 相似文献
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Lourdes Meroño Antonio Calderón José L. Arias-Estero Antonio Méndez-Giménez 《Cultura y Educación》2017,29(2):279-323
The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ2/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement. 相似文献
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Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source – teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students’ (a) trust in the teacher, (b) well-being in the learning environment and (c) identification of confusion and errors for the purpose of learning, assessment and feedback. A sample of 101 undergraduate students was randomly assigned to either an intervention (n = 51) or control (n = 50) condition in Elementary Statistics. Results indicated that a pedagogical alliance could be created to enhance student trust in the instructor, leading students to report greater well-being and a higher number of potential areas of confusion in their understanding of new content material relative to a control group. These results have implications for formative feedback, assessments, and by extension learning outcomes. 相似文献
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Teacher feedback is critically related to student learning. This study sought to determine the relationships between distance education (DE) student level of self-regulated learning (SRL) and their preference for audio-recorded vs. written feedback from tutors. DE students (n = 102) enrolled in a first-year university course completed an online questionnaire that assessed eight dimensions of SRL as well as a personal evaluation of written vs. audio-recorded tutor feedback that was provided during the academic study period. In general, the participating DE students expressed preference for written over audio-recorded feedback. However, complex patterns of relationships emerged between dimensions of SRL and evaluation of written vs. audio-recorded feedback. For example, DE students who were most likely to listen to audio-recorded feedback appreciated peer interaction and personal challenges more than students who preferred written feedback. In DE learning environments, a variety of feedback formats may best meet the needs of all students, although exposure to various technologies may facilitate SRL. 相似文献
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A total of three hundred and fifteen (n = 315) gifted students from the 10th and 12th grade from the United States (n = 102), China (n = 125) and Germany (n = 88) were surveyed regarding their motivation and self‐regulation in chemistry learning. A 3×2×2 MANOVA revealed “nation” as having the largest major effect on these variables. The American group scored higher in most of the motivational and self‐regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples. 相似文献
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S. J. van der Wal-Maris D. Beijaard G. L. M. Schellings J. J. M. Geldens 《Teacher Development》2018,22(3):375-393
The present study identifies ways of how meaning-oriented learning is enhanced in academic primary teacher education, a new route to the teaching profession in the Netherlands. Meaning-oriented learners are generally described in the literature as being capable to regulate their own learning, to understand a topic thoroughly, to form their own opinion about it and to draw their own conclusions. Semi-structured interviews were held with both student teachers (n = 32) and educators (n = 18) who participated in this new route. Interviewees perceived common ways of enhancing meaning-oriented learning, such as encouraging students to structure, relate and critically process knowledge. Other ways are related to the development of students’ professional identity as an academic primary teacher in general, for example, through students’ reflection on the development of such an identity and their sharing of knowledge, not only with peers and educators, but also externally in publications, on a conference or on the Web. The present study indicates that the newly developed route to the teaching profession successfully contains elements that provoke meaning-oriented learning. The results of this study are useful for the (further) development of teacher education contexts in which the enhancement of meaning-oriented learning by student teachers is an important aim. 相似文献
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Recent research has shown interest in studying the relationship between epistemological beliefs and numerous aspects of learning. A new question interests us: Is this kind of relationship homogeneous across cultures? This study focuses on the relationship between epistemological beliefs, learning conceptions, and approaches to study. A sample of Chinese (n = 299) and Flemish (n = 324) first-year university students in Beijing, China and Flanders were involved in the study. A structural equation model (SEM) relating the three concepts was applied to the sample data, largely confirming the theoretical assumptions. The results validated the postulation that epistemological beliefs predict students' conceptions of learning, which in turn are related to specific approaches to study. Multiple group analysis using SEM was applied and the structural weights model was confirmed across the two cultural groups. Mean level variations of the three main concepts were detected between the Chinese and Flemish groups. The results identified in the study offer valuable contributions to a deeper understanding of the interplay between epistemological beliefs and student learning from a cross-cultural perspective. Implications for learning and instruction are discussed. 相似文献
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This research addresses issues in the design of online scaffolds for regulation within inquiry learning environments. The
learning environment in this study included a physics simulation, data analysis tools, and a model editor for students to
create runnable models. A regulative support tool called the Process Coordinator (PC) was designed to assist students in planning,
monitoring, and evaluating their investigative efforts within this environment. In an empirical evaluation, 20 dyads received
a “full” version of the PC with regulative assistance; dyads in the control group (n = 15) worked with an “empty” PC which contained minimal structures for regulative support. Results showed that both the frequency
and duration of regulative tool use differed in favor of the PC+ dyads, who also wrote better lab reports. PC− dyads viewed
the content helpfiles more often and produced better domain models. Implications of these differential effects are discussed
and suggestions for future research are advanced. 相似文献
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Lucie S. Dvorakova 《Assessment & Evaluation in Higher Education》2017,42(6):900-913
The development of transferrable skillsets, articulated in statements of graduate learning outcomes, is emphasised in undergraduate science degree programmes. Science students enrolled in dual (double) degrees comprise a significant minority of Australian science undergraduates. Research comparing perceptions of single and dual degree students on their science learning outcomes has rarely been explored. The Science Students Skills Inventory was used to compare the perceptions of single (n = 640) and dual (n = 266) degree undergraduate science students. The instrument explored science graduate learning outcomes across six indicators: importance; the extent to which outcomes were included; the extent to which they were assessed; improvement; confidence; and likely future use. Analysis of findings, employing the planned–enacted–experienced curricula framework, offers insight into potential avenues towards coherence of the experienced curriculum by arguing the need for shared perceptions of graduate learning outcomes for single and dual degree science students. The key contribution of this study is a shift towards progressive curriculum development that draws on both single and dual degree student perspectives to achieve graduate learning outcomes. Recommendations include: whole-of-programmes curricular pathways premised on progressive development of learning outcomes that are inclusive of dual degree students, explicit interdisciplinary learning opportunities, and adoption of dual/single status as a demographic variable reported in future research. 相似文献
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Learning a language through distance means is becoming increasingly widespread. The investigation reported in this paper was part of a large study (n = 590) carried out in 2011, which examined the experience of English-speaking students learning French pronunciation in a distance setting. This paper explores the hypothesis that there is a link between foreign language anxiety (FLA) and phonological attainment when learning in a distance setting. Quantitative methods included a questionnaire which explored FLA and learning pronunciation of English-speaking students learning French in a distance setting (n = 590). Pronunciation competence and FLA were measured using two instruments: an adapted version of the Foreign Language Classroom Anxiety Scale, which was part of the questionnaire, and a phonological attainment rating table, assessed through a reading activity. A significant correlation was found between good pronunciation skills and low levels of FLA. 相似文献
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Effects of repeated testing on short- and long-term memory performance across different test formats
This study examined whether practice testing with short-answer (SA) items benefits learning over time compared to practice testing with multiple-choice (MC) items, and rereading the material. More specifically, the aim was to test the hypotheses of retrieval effort and transfer appropriate processing by comparing retention tests with respect to practice testing format. To adequately compare SA and MC items, the MC items were corrected for random guessing. With a within-group design, 54 students (mean age = 16 years) first read a short text, and took four practice tests containing all three formats (SA, MC and statements to read) with feedback provided after each part. The results showed that both MC and SA formats improved short- and long-term memory compared to rereading. More importantly, practice testing with SA items is more beneficial for learning and long-term retention, providing support for retrieval effort hypothesis. Using corrections for guessing and educational implications are discussed. 相似文献
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Vanessa L. Peters Nancy Butler Songer 《Journal of Science Education and Technology》2013,22(5):681-696
This paper reports the results of a three-stage usability test of a modeling tool designed to support learners’ deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students’ task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students’ mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students’ productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students’ use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning. 相似文献
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Ibis M. Alvarez Crista Weise Berta Vall Montserrat González Andy Morodo 《Teachers and Teaching》2018,24(1):81-94
Educational Psychology makes a significant contribution to the development of skills to research the effectivity of teacher practices in class. However, there is little agreement on what educational psychology concepts are most relevant for teacher training. This paper reports on trainee teachers’ self-perceived mastery of, and attributed importance to, the syllabus content of the Learning & Development module taken as part of the BA Primary Education programme at a university in Barcelona (Spain). Data were collected through a questionnaire answered by all the participants (N = 561) and a focused interview conducted with a representative sample (n = 24). Results showed that students attributed greater importance to syllabus topics related to socio-emotional development and teaching roles in the classroom. Theoretical topics, such as conceptual frameworks for development and learning, were less rated. Students reported deficient mastery of the syllabus topics and significant gaps between attributed importance and self-perceived mastery of contents were confirmed. Implications of our study results for teaching psychology to primary school pre-service teachers are discussed. 相似文献
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Erin L. Robinson 《Journal of Teaching in Social Work》2013,33(5):536-550
Immersion learning is one form of experiential education and has great utility in social work education. However, there is limited research on student learning outcomes from immersion learning courses in social work education. This ethnographic research describes an immersion learning course offered to BSW students (N = 9) and the learning outcomes gained. This semester-long course focused on macrolevel practice with people experiencing poverty, homelessness, and the sexual exploitation of women. As part of this course, students went on a weeklong immersion trip, where they visited a dozen human service organizations and interacted with people experiencing poverty and homelessness. Qualitative analysis produced three findings. First, students reported that these interactions helped them realize their biases and impacted their understanding of poverty. Second, students reported enhanced social work practice skills, such as cultural competency, self-awareness, and interpersonal expertise. They also gained a better appreciation for macrolevel practice. Third, students reported a better understanding of how to deploy classroom knowledge in practice and how to apply what they learned back in the classroom. These findings have implications for undergraduate social work education and how immersion learning programs can be a tool for enriching both knowledge and practice skills. 相似文献