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1.
Structured argumentation support environments have been built and used in scientific discourse in the literature. However, to the best our knowledge, there is no research work in the literature examining whether student’s knowledge has grown during learning activities with asynchronous argumentation. In this work, an intelligent computer-supported collaborative argumentation-based learning platform that detects whether the learners address the expected discussion issues is proposed. After each learner presents an argument, a term weighting method is adopted to derive input parameters of a one-class support vector machines classifier which determines if the learners’ arguments are related to the discussion topics. Notably, a peer review mechanism is established to improve the quality of the classifier. Besides, a feedback module is used to issue feedback messages to the learners if the learners have gone off on a tangent. The experimental results revealed that the students were benefited by the proposed learning-assistance platform.  相似文献   

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Improving retention and identifying ‘at risk’ learners are high profile issues in higher education, and a proposed solution is to provide good learner support. Blending of online learning with classroom sessions offers the potential to use a virtual learning environment to deliver learning activities, and to support learners using a distance learning model. Online tracking can also help to target ‘at risk’ learners quickly. In an action research project to improve retention, a blended module with proactive tutor support was compared with a previous cohort of the module and with similar classroom-only modules where there was no focus on learner support. Learners were also interviewed and the tutor kept records of the learner contact time. The resulting improved coursework submission rate was attributed to learner motivation as a result of peer and tutor support. The total teaching time was no greater in this model, although the workload distribution changed, and the tutor needed to be highly skilled in e-learning.  相似文献   

5.
This study examined how message-response exchanges produced in the interactions between active learners only, reflective learners only, active-reflective learners and reflective-active learners affected how often active versus reflective learners posted rebuttals to arguments and challenges across four types of exchanges that believed to promote critical discourse (argument–challenge, challenge–counterchallenge, challenge–explain, challenge–evidence) in computer-supported collaborative argumentation (CSCA). This study found that the exchanges between reflective learners produced 44% more responses than in the exchanges between active learners ( ES  = +0.17). The reflective–reflective exchanges produced 47% more responses than the active–reflective exchanges ( ES  = +0.18). These results suggest that groups with reflective learners only are likely to produce more critical discourse than groups with active learners only, and the ratio of active–reflective learners within a group can potentially influence overall group performance. These findings illustrate how specific traits of the learner can affect discourse processes in CSCA and provide insights into process-oriented strategies and tools for structuring dialogue and promoting critical inquiry in online discussions.  相似文献   

6.
Because learning English is extremely popular in non-native English speaking countries, developing modern assisted-learning schemes that facilitate effective English learning is a critical issue in English-language education. Vocabulary learning is vital within English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, numerous studies have attempted to increase the efficiency and performance of learning English vocabulary. ‘The situational learning approach’ proposed that ‘context’ is an important consideration in the language learning process and can enhance learner learning interest and efficiency. Restated, meaningful vocabulary learning occurs only when the learning process is integrated with social, cultural and life contexts. With the rapid development of context-awareness techniques, the development of context-aware mobile learning systems, which can support learners in learning without constraints of time or place via mobile devices and associate learning activities with real learning environment, enables the conduct of a novel context-aware ubiquitous learning mode to enhance English vocabulary learning. Accordingly, this study proposes a personalised context-aware ubiquitous learning system (PCULS) for learning English vocabulary based on learner location as detected by wireless positioning techniques, learning time, individual English vocabulary abilities and leisure time, enabling learners to adapt their learning content to effectively support English vocabulary learning in a school environment. Experimental results indicated that the accuracy of the employed wireless positioning scheme is over 92%, which is sufficient to help learners detect their locations. Additionally, the PCULS has been successfully implemented on PDA devices in a school environment to support effective situational English vocabulary learning. Experimental result indicates that the learning performance of learners who used personalised English vocabulary learning systems with context awareness (i.e. PCULS) was superior to learners who used personalised English vocabulary learning systems without context awareness.  相似文献   

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A vast body of research has indicated the importance of distinguishing new vs. continuing students’ learning experiences in blended and online environments. Continuing learners may have developed learning and coping mechanisms for ‘surviving’ in such learning environments, while new learners might still need to adjust their learning approaches to the new learning context. In this large-scale replication study, we investigated whether and how the learning satisfaction experiences of 16,670 new vs. 99,976 continuing students were different. Using logistical regression modelling of learner satisfaction scores of 422 undergraduate blended and online modules (including 232 learner and module learning design variables), our findings indicated that new learners indeed differed subtly in their learning and teaching experiences across two consecutive academic years. The minor differences in key drivers between the 2014 and 2015 cohorts also indicate that institutions need to continuously monitor and act upon changing learning needs.  相似文献   

9.
This paper examines university teachers’ conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of ‘learning through dialogue’, ‘community of learners’ and ‘meta-learning’ emerge as crucial in supporting students’ learning. These conceptions extend understanding of effective teaching in higher education and illuminate how teachers transform their teaching to transform learning. Insights emerge about the importance of social contexts. Theoretical dimensions informing pedagogy, knowledge construction, relationships between teaching and research, and professional learning are congruent: dialogue and collegiality are key. What inhibits teachers’ effectiveness is the ‘performativity’ culture especially setting aside preferred ways of operating as colleagues. A model is constructed to explain opposing standpoints.  相似文献   

10.
This article explores the use of Biographical Narrative Interpretive Methods (BNIM) in research on motivations for trade union learning. Our use of BNIM – a new methodological approach for us – was intended to test our own research practice in an effort to get further inside the ‘felt world’ and ‘lived life’ of the union learner. We concluded that educational deficit, employability, ways of learning and collectivism motivate union learners and that BNIM, though problematic, exposes a raw subjectivity in union learner agency and motivation which may not be fully invoked in traditional interview approaches, and which is of interest methodologically to multiple research fields including industrial relations. Whilst we have concerns that BNIM may privilege subjectivity and obscure social locations, we also find that semi-structured interviews may prompt learners to adopt hegemonic frameworks, whereas BNIM can allow the articulation of wider social relationships, desires and counter-hegemonic impulses.  相似文献   

11.
E-learning allows learners individually to learn “anywhere, anytime” and offers immediate access to specific information. However, learners have different behaviors, learning styles, attitudes, and aptitudes, which affect their learning process, and therefore learning environments need to adapt according to these differences, so as to increase the results of the learning process. In addition, providing the same learning content to all the learners may lead to a reduction in the learner's performance. Hence, there is a need to classify the learners based on their performance and knowledge level. Learner profiles play an important role in making the e-learning environment adaptive. Providing an adaptive learning environment, catering to the changing needs and behavior of the learner can be achieved by evolving dynamic learner profiles. Navigation logs can be used to analyze learners’ behavior over a period of time. In this work, we propose dynamic learner profiling to cater to changing learner behaviors, styles, goals, preferences, performances, knowledge level, learner's state, content difficulty, and feedbacks. Based on the continuous observation of learner preferences and requirements, the learner profile is dynamically updated. Furthermore, we propose an automatic learner classification to construct the learner profile and identify the complexity level of learning content, using the Bayesian belief network and decision tree techniques. We evaluated our system with two traditional adaptive e-learning systems, using static profiles and behavioral aspects, through our performance evaluation method of different learner types. In addition, we compared the actual learners’ data with the system generated results for various types of learners, and showed the increased interest in their learning outcomes.  相似文献   

12.
A small-scale action research project was used to consider the policy and rhetoric surrounding development of the ‘expert learner’ and how this might be further explored to provide opportunities for learners to have greater direct involvement in reflection and discussion with teachers. The research was based within a further education setting, using participants from an ‘HE in FE’ curriculum area: teacher education. It sought to explore how involving students as partners in the peer observation process might be used to engage with student voice and enhance the teaching and learning experience for all involved. To evaluate the creation, sharing and development of teaching and learning that might be generated in such circumstances, the research used two theoretical frameworks to analyse the data: communities of practice and ecological learning systems. This article reviews the literature around these two frameworks and critically reflects on the influences of these approaches in communities of teaching and learning. Analysis of interviews, and the interactions and dialogue contained within these, revealed something else happening within these connections. As such, it considers the opportunities facilitated in this context and how development of a newly-devised continuum of practice may be used to enable professional dialogue to enhance student–teacher interactions.  相似文献   

13.
As visual connectivity improves, an opportunity to enrich and rethink the place of learning design in online and distance education is presenting itself. The opportunity is derived from the increasing scope for personalised synchronous interaction which has been missing in computer mediated communications (CMC) and previous generations of distance education. This paper presents a model which distinguishes between planned learner‐content interaction and learner‐learner interaction and suggests that a blend of planned and non‐planned learner‐learner interaction is worthwhile. It concentrates on technology enhanced learning using video communications which provide opportunities for more authentic online collaborative learning, formally and informally. This conceptualisation is underpinned by beliefs which promote constructivist and transformative learning in the hope of stimulating debate as universities focus more towards quality learning. The intent is to explore the implications of learning in higher education becoming enhanced in online environments as learner‐learner dialogue occurs ‘face‐to‐face’, thus, extending the potential of online learner‐content environments.  相似文献   

14.
计算机支持的协作学习（CSCL）是近年来教育技术和学习科学研究的热点,协作知识建构是CSCL的主要学习方式和学习目标,如何支持和促进协作知识建构是教育研究者和实践者关注的焦点问题之一。在社会建构主义和对话学习理论基础上建立的基于对话的教学设计和基于研究与实践的协作学习过程模型可以作为一种系统的教学模式,引入到CSCL学习环境中来支持协作知识建构。网络环境下协作学习困难和问题调查,以及CSCL课程实践证明：旨在提高学生对话能力,促进学生不同类型对话产生和发展,培养学生批判性思维能力的促进协作知识建构的教学设计和实施策略是有效的,学生在协作学习中能掌握并运用这些策略来促进协作学习。实现知识建构的目标。  相似文献   

15.
Using a grounded theory research design, the author examined 180 reflective essays of teacher candidates who participated in a ‘Learning Process Project,’ in which they were asked to synthesize and document their discoveries about the learning process over the course of a completely new learning experience as naïve learners. This study explored (1) the use of grounded theory as a systematic and exploratory research tool, (2) the transformative insights of the teacher candidates as they discovered the impact of the naïve learner perspective on their teaching philosophies, and (3) the role of the naïve learner perspective in effective refinement of teaching and learning ability. Further discussion in this study examined the potential of the ‘Learning Process Project’ to assist post secondary instructors as mentors in supporting empathic teacher candidates who will in turn support and mentor the children in their care.  相似文献   

16.
‘'Learner control'’ refers to the proposal that learners will benefit if given more control over the pace or style of instruction they receive. It is often assumed that providing increased learner control will “accommodate”; individual differences. This article argues that such a view is naive. It is argued that research on learner control will benefit from (a) avoidance of reference to panacea, (b) basic work on a detailed taxonomy of the various forms learner control might take, and (c) a substantial review of related research which, while not labelled “learner control,”; has implications for the educational benefits that can be expected from giving learners control of certain aspects of instruction. Research examples are used to explicate these suggestions. It is concluded that no form of individualization of instruction, including learner control, has yet been shown to erase the relevance of prior individual differences to learning from instruction.  相似文献   

17.
Drawing from social resource-social capital theory, this paper aims to clarify and characterize the role of harmonious learner–instructor and learner–learner relationships in promoting experience and retaining learners in online learning environments. Hypotheses are tested by applying a structural equation model and the data are collected from a survey of online learning website (n?=?539). The results suggest that harmonious relationships have a positive impact on learners’ experience (i.e. perceived performance, enjoyment and social presence), which, in turn, strengthen learners’ continuous intention to use the e-learning platform. And learners’ expertise moderates the relationships between harmonious relationships and learner experience. Based on the analysis results, this study can provide educational institutions with useful tactics to retain learners in the e-learning environments.  相似文献   

18.
The ‘independent learner’ is a key construct within discourses of educational policy and practice in the UK. Government policy statements stress the importance of developing learner independence, and higher education pedagogical practices tend to rest on the assumption that students are independent learners. This paper draws on research with undergraduate students in a post-1992 university to offer a critical appraisal of the discourse of the independent learner. The paper examines students’ perceptions of independence in both their first year of undergraduate study, and in the later years of their degree courses. Support for learning and issues related to asking for help are discussed. Whilst students tend to both expect and want to be independent, it is suggested that dominant constructions of the independent learner are gendered and culturally specific, and as such are inappropriate for the majority of students in a mass higher education system.  相似文献   

19.
Abstract

This research employs novel techniques to examine older learners’ journeys, educationally and physically, in order to gain a ‘three-dimensional’ picture of lifelong learning in the modern urban context of Glasgow. The data offers preliminary analyses of an ongoing 1500 household survey by the Urban Big Data Centre (UBDC). A sample of 1037, with 377 older adults aged 60+, was examined to understand older learner engagement in formal, in-formal, non-formal and family-learning contexts. Preliminary findings indicate that all forms of older learning participation are lower than younger and middle-age counterparts. However, there is a subset of ‘actively ageing’, socially and technologically engaged older adult ‘learner-citizens’, participating in educational, physical, cultural, civic and online activities (including online political discussions and boycotts). These older learners were more likely to be working, caretakers and report better health overall. Long-term disabilities were associated with less engagement in non-formal learning activities. Additionally, engaged older learners’ GPS trails show more city activity than their matched non-learning-engaged counterparts. Place-based variables, such as feeling safe and belonging to the local area, moderated adult participation in learning activities. The full data-set will be accessible to researchers and the general public via UBDC, providing a complex data source to explore demographically diverse learners’ within an urban context.  相似文献   

20.
A central assumption behind innovations in education and training over the last 20 years has been that learners need to take greater responsibility for the direction and pace of their own learning. The rationale for this is provided by an analysis of the contemporary social and economic order which highlights instability and change as core conditions. A discourse of ‘learner-management’ has emerged, linked with techniques of personal development planning and recording achievement, which appears to offer learners the possibility for individual autonomy and control. The article examines some of the assumptions embedded in this discourse, questioning the relevance of the rational decision making model, and the origins of the ‘character’ of the self-managing learner. ‘Learner management’ is viewed as a discursive form of power, shaping subjective understandings of what it means to be a learner, a manager, a person. It is suggested that this is not the only discourse of learner management available, and that education has a role to play in mapping more creative and diverse forms of learner identity.  相似文献   

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