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1.
Recent developments in educational technologies have provided a viable solution to the challenges associated with scaling personalised feedback to students. However, there is currently little empirical evidence about the impact such scaled feedback has on student learning progress and study behaviour. This paper presents the findings of a study that looked at the impact of a learning analytics (LA)-based feedback system on students' self-regulated learning and academic achievement in a large, first-year undergraduate course. Using the COPES model of self-regulated learning (SRL), we analysed the learning operations of students, by way of log data from the learning management system and e-book, as well as the products of SRL, namely, performance on course assessments, from three years of course offerings. The latest course offering involved an intervention condition that made use of an educational technology to provide LA-based process feedback. Propensity score matching was employed to match a control group to the student cohort enrolled in the latest course offering, creating two equal-sized groups of students who received the feedback (the experimental group) and those who did not (the control group). Growth mixture modelling and mixed between-within ANOVA were also employed to identify differences in the patterns of online self-regulated learning operations over the course of the semester. The results showed that the experimental group showed significantly different patterns in their learning operations and performed better in terms of final grades. Moreover, there was no difference in the effect of feedback on final grades among students with different prior academic achievement scores, indicating that the LA-based feedback deployed in this course is able to support students’ learning, regardless of prior academic standing.  相似文献   

2.
Learning protocols are a self-guided way of writing that allows for elaboration and reflection on learning content. In an experimental study (N = 103), we supported protocol writing with prompts to elicit important strategies as postulated by a cyclical model of self-regulated learning. Students received either (a) no prompts, (b) cognitive prompts, (c) metacognitive prompts, (d) mixed prompts without, or (e) including prompts for planning of remedial strategies. Prompting all essential sub-processes of self-regulated learning (group e) fostered students' comprehension best. Thus, with appropriate support, writing can serve as a beneficial medium helping students to self-regulate their understanding of subject matter.  相似文献   

3.
This study explored the effects of web-enabled pedagogies on students' involvement in learning. A series of quasi-experiments were conducted to investigate whether students' involvement increases over time if intervened, respectively, by problem-based learning (PBL), self-regulated learning (SRL), and their combinations. Two classes of 102 first-year students at a vocational school in a one-semester course were chosen for this empirical study. The results were generally supportive. The authors further discuss the implications for schools, scholars, and teachers engaged in e-learning.  相似文献   

4.
This study examined the effects of guided elaboration on students' learning outcomes in a computer-supported collaborative learning (CSCL) environment. The programme provided students with feedback on their elaborations, and students reflected on this feedback. It was expected that students in the experimental (elaboration) programme would show better learning gains and that students from immigrant families would especially benefit. Two hundred primary school students of 9 different schools participated. The research can be characterized as a quasi-experimental study with a pre-test, post-test, control group design. In a multilevel regression analysis, no main effect of the intervention was found. However, there was a significant differential effect of the intervention; students from immigrant families in the experimental programme outperformed their counterparts in the control group. It can be concluded that guided elaboration in a CSCL programme through feedback and reflection is a promising approach.  相似文献   

5.
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   

6.
Abstract

This article investigates how a structured post-course follow-up reflection activity affects the depth of reflection and facilitates the transfer of learning. The research is reflective, based on the findings from the Action Learning Management Practicum, a 3rd year paper at Massey University, New Zealand. The initial reflections at the end of the course generally went no deeper than students “noticing”, or “making sense” of the experiences. With the benefit of distance and time away from the course, the students' reflection was deep and insightful. The findings suggest that the post-course reflection activity enables participants to “make meaning” from their experiences with the benefit of time and distance from the initial post-course reflection, thus enhancing the transfer of learning. The article argues for an extension and adaptation to Kolb's “Experiential Learning Cycle” model in relation to the time of reflection based on the empirical evidence provided.  相似文献   

7.
在线教学中学生要具备一定的在线自我调节学习能力才能取得好的学习成效，而学生的在线自我调节学习受诸多因素的影响。本研究从先赋性背景和后致性学校过程性因素的视角，基于“新冠疫情期间研究型大学本科生学习体验调查”项目中某大学的数据，考查学生家庭背景和先前在校在线学习经历与在线自我调节学习的关系。研究发现：家庭背景和先前在校的在线学习经历都显著影响学生在线自我调节学习，且先前在线学习经历的影响独立于家庭背景。超过七成的学生在新冠肺炎疫情前有过在线学习经历，且主要是来源于本校的正式在线学分课。这一研究结果的实践启示是：高校可以通过提供正式在线学习的机会抵消学生家庭背景的负面作用来培养学生的在线自我调节学习，这将有助于他们应对紧急情况下大规模在线教学时可能面临的挑战。  相似文献   

8.
From a self-regulated learning perspective, adequate monitoring of own learning processes and outcomes is crucial to regulate one's own learning effectively. Research on metacognitive judgments, however, clearly indicates that students frequently overestimate their actual performance. Therefore, the present study with N = 209 undergraduate students aimed to support students in developing accurate judgments in order to improve learning processes and, eventually, performance. A quasi-experimental design with three conditions (metacognitive training, testing, and control) and five testing sessions was implemented. In addition to repeated testing plus individual feedback in the testing group, students in the metacognitive training group received psychoeducation, made item-specific judgments, and were given feedback. Over and above the positive effects of repeated testing, metacognitive training positively influenced several monitoring accuracy scores (bias, absolute accuracy, and specificity) and students' performance. Moreover, the metacognitive training group exhibited a nonlinear interindividual decrease in overconfidence. Overall, the study provided considerable evidence that monitoring accuracy and performance can be improved by means of judgment training.  相似文献   

9.
Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students’ decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one’s own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design (N?=?242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education.  相似文献   

10.
The authors examined the implementation of written reflections in a Grade 4 mathematics classroom over the course of 8 weeks. Students in this case study engaged in a workshop modeled after Calkin's Writers' Workshop and within this workshop the use of writing as a reflective tool in mathematics was introduced. The authors explore how students used writing to evaluate their learning and how the teacher used the students' written reflections as a formative assessment for instructional purposes. Students' written reflections were coded and these codes were used to conduct an inductive thematic analysis. Analysis of written reflections via constant-comparison analysis was used for further differentiation. The findings show students' ability to accurately self-evaluate their problem-solving skills and highlighted students' confidence level with certain mathematical concepts. Teachers were able to use students' reflections as a place to begin conferring with a student for further clarification. The written reflections aided in instructional decisions and increased individual instruction when needed. The authors include implications for teacher practice and areas for future research.  相似文献   

11.
Reflective learning in distance education   总被引：1，自引：0，他引：1  
This article addresses one of three major challenges which it is argued, currently face distance education, namely its claimed over-reliance on behaviourist approaches to teaching and learning. In particular, the derivation of principles of course design which can be applied irrespective of difference of context, content and learners, has not proved to be a realistic and effective way forward. Fortunately, the practice of distance education has not been limited to applied behaviourism only, and has included approaches which draw upon social constructivist and cognitive approaches to learning. These have worked well in combination with regular feedback to students in programmes at undergraduate level at the UK Open University (UKOU). Other conceptualisations of learning have also begun to make an impact, notably the experiential and the relational. The former emphasises reflection on direct experience and the transformation of existing knowledge. The latter reveals the shaping influence of students conceptions in these areas. Distance education already has many examples of activities and projects which require students to process existing and new experience in relation to course concepts and goals. A number of courses at the UKOU are also encouraging students to review their own learning approaches and to be proactive about their study methods. A case study of two courses is introduced, as an example of teaching approaches which foster reflection on experience, integrated with conceptual learning, and reflection by the learner on their own learning process in parallel with the study of course content. Evidence is provided from evaluation of the extent to which these learning process oriented course materials, have affected the learned outcomes students identify for themeselves. The integration of a reflective component into assessment of the course has been especially effective. Students report changes most frequently at the level of general awareness of purpose of study and learning transfer, rather than in the area of detailed study skills.  相似文献   

12.
Extensive research (Black & Wiliam, 1998) notes the importance of feedback for learning. It is posited that even final-year undergraduate students will benefit from feedback and would thus value tutor feedback as an integral part of the student self-assessment process. At a British university, students were trained to carry out self-assessment of two types: firstly, self-assessment prior to peer and tutor feedback and secondly, self-assessment which integrated feedback as part of the process. Students overwhelmingly favoured the latter. In addition, analysis of student errors showed that, contrary to expectations, the majority of students' errors in translation were principally caused by their native language. Furthermore, discussion and questions on criteria revealed that students' expectations of their grades were closely related to the amount of time and effort which they had invested in their work. This was external to the actual standard of their work and their awareness of this.  相似文献   

13.
This study reports on student teachers' views of portfolios as a learning tool when they are combined with a weekly test conducted at the end of each lesson to help student teachers self‐evaluate. Student teachers' written reflections during the process provided data for the study. Analysis of the data showed that a majority of student teachers initially felt that compiling a portfolio would be time‐consuming and an extra burden added to their already busy schedule. However, later on they all found that the process was a useful learning experience. Moreover, the portfolio process – especially combining self‐reflection with weekly tests – encouraged students to study regularly, increased retention and made learning more enjoyable. Suggestions for the successful portfolio implementation include the following: guiding students both at the beginning of and during the process, providing continuous and prompt feedback during the process and making self‐reflection – especially guided by reflection prompts – an essential part of the process.  相似文献   

14.
The use of instant messaging to support e-learning will continue to gain importance because of its speed, effectiveness, and low cost. This study developed an MSN agent to mediate and facilitate students' learning in a Web-based course. The students' acceptance of the MSN agent and its effect on learning community identification and learning achievement were investigated using the technology acceptance model. Results indicated that the MSN agent proved easy to use, and that students recognized its benefits with regard to their learning. In more detail, students perceived that the MSN agent would be beneficial to learning community identification, but this perceived usefulness had less effect on their learning achievement. However, it was found that perceived system usage of the MSN agent was significantly related to learning achievement, which differed from the result of analyzing students' perceived usefulness of the agent. Rather than using a systematic recording log, the perceived system usage of the MSN agent was measured through questionnaires. Interview feedback revealed that effective learning was related to the learners' engagement in the MSN agent and not just from their perceived usefulness of it. Therefore, the MSN agent could have more potential to facilitate students' learning in an online environment if learning activities related to study are designed to promote students' engagement.  相似文献   

15.
Portfolios are an established method of assessment, although concerns do exist around their validity for capabilities such as reflection and self‐direction. This article describes an e‐portfolio which closely aligns learning and reflection to graduate capabilities, incorporating features that address concerns about portfolios. Students are required to complete assessments linked to graduate capabilities. In Year 3, a portfolio review occurs (205–248 students per year), focusing on students' grades and feedback from assessments and a reflective essay is submitted. In the essay, students reflect on their progress, identify areas of weakness and detail plans for improvement. Progress in each capability is summatively graded against specific criteria and feedback is provided. Students progressively accumulate evidence of learning linked to the graduate capabilities. The provision of sufficient structure prevents evasion of areas of weakness. Importantly, the equal weighting given to all graduate capabilities emphasises that competence in all areas is required. The requirement for a degree of self‐direction and reflection in all assessments promotes regular review of progress. This e‐portfolio explicitly links graduate outcomes with assessment in order to drive learning. Further research is required to evaluate acceptability to students, as well as the efficacy of portfolios in developing reflective practice and self‐directed learning.  相似文献   

16.
The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.  相似文献   

17.
The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed.  相似文献   

18.
As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team‐based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the course, student's grades on mid‐term examinations and students' perceptions of their experiences. Students reported a positive attitude toward the use of the TBL sessions, and the results showed a significant improvement in their learning between the first and second sessions. Significantly positive correlations (P < 0.05) were obtained between (a) the individual students' readiness test performance 1 and mid‐term examination 1, (b) the individual readiness test performances from Session 1 to Session 2, and (c) the group readiness test performances from the first and second sessions. These results point to positive learning experiences for these students. Analyses of the students' reflections on their activities also pointed toward future challenges. Anat Sci Educ 7: 399–405. © 2014 American Association of Anatomists.  相似文献   

19.
《College Teaching》2013,61(4):302-306
Abstract. This article describes a university course, Methods of Inquiry, that teaches strategies and techniques for students to become self-regulated learners and thereby enhance their active and dynamic approach to school. The purpose of this study was to examine if this course was successful in increasing the students' learning strategies. Pre- and post-tests were administered to 680 students over four semesters, and results verify that the course did significantly increase the students' learning strategies. Demographic variables were shown not to have a significant impact on student learning strategies. This article concludes with a discussion of the transferability of this skill and the benefits it has to high education retention rates.  相似文献   

20.
Using a quasi-experimental design, we integrated systematic learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning affected preservice physics teachers' capacity to teach students self-regulated learning (SRL). Results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences. The current study suggests the need to integrate systematic learning from problematic and successful experiences into teachers' preparatory programs as means of developing preservice teachers' capacity to promote students' SRL.  相似文献   

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