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1.
Responses to the Learning Process Questionnaire (Biggs, 1992) of three hundred one 14- to 15-year-old Malaysian students were compared both to those of three hundred one older peers and to those of like-age samples of Australian and Hong Kong junior high school students reported by Biggs (1992). The Malaysian (and the Hong Kong) students tended to report deeper level learning motivation and strategies than the Australians. This supported earlier research questioning the "Asian learner as a rote learner" stereotype. The older Malaysians and the females were more likely to report utilizing superficial learning strategies. Further research using culture as a unit of analysis will be necessary to determine whether these findings are due to significant differences in cultural dimensions such as individualism-collectivism and masculinity-femininity. 相似文献
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3.
While research has documented the key role of monitoring processes during hypermedia learning, limited empirical research
has used process data to examine the possibility that these processes mediate the relationship between motivational constructs
(such as self-efficacy) and cognitive factors (such as prior domain knowledge) with hypermedia learning outcomes. This multi-method
study addressed this issue by examining: (1) The extent to which the relationship between self-efficacy and hypermedia learning
outcomes is mediated by the use of specific monitoring processes and; (2) The extent to which the relationship between prior
domain knowledge and hypermedia learning outcomes is mediated by the use of specific monitoring processes. Participants included
68 education majors. A self-report questionnaire was used to measure self-efficacy, a pretest was used to measure prior domain
knowledge, a posttest was used to measure learning outcomes, and a think-aloud protocol were used to identify the deployment
of monitoring processes during a 30-min hypermedia learning task. Results indicated that the relationship between self-efficacy
and specific monitoring processes (Monitoring Understanding, Monitoring Environment, and Monitoring Progress Towards Goals) was significantly detectable. Additionally, the relationship between prior domain knowledge and Monitoring Understanding was significantly detectable. Lastly, regression analyses revealed that the relationship between self-efficacy and hypermedia
learning outcomes was mediated by the extent to which participants monitored their understanding and the environment. 相似文献
4.
Agnes Chang Shook Cheong 《Asia Pacific Journal of Education》1992,12(1):87-90
Teachers should not only be concerned with the products of learning but also with the processes of learning as good teaching involves teaching pupils how to learn effectively. The importance of teaching pupils ‘to learn how to learn’ has gained momentum as recent research provides more and more evidence that substantial variance in learning outcomes can be attributed to learning approaches adopted by pupils (Marton, 1976; Marton and Sayo, 1978; Svenssin and Theman 1983; Marton and Saljo, 1984; Biggs, 1987; Chew 1988; Cheng, 1985). 相似文献
5.
Kim Bryceson 《Learning Environments Research》2007,10(3):189-206
Organisations that provide education are businesses and, as such, are not immune from the impact that the Internet has had
in recent years, both on the way organisations conduct their business and as a business supporting technology. Indeed, the use of the Internet as a facilitating mechanism for educational course delivery
has been growing steadily over the last 5–8 years and, although there are some significant issues that have arisen in that
time in relation to the quality of learning that can be achieved, there is no doubt that it will continue to be developed
as an educational tool. The real issue for educators is, therefore, not whether the Internet will be used in course delivery, or if it is a useful tool, but rather how can a teacher make best use of it to enhance learning? This article documents a study that has analysed five years of student
reflections on the scaffolding mechanisms used to promote and encourage learning in five Internet-based courses at the University
of Queensland run between 2001 and 2005. The courses involved include three Internet-delivered Masters coursework courses
and two Internet-delivered undergraduate courses in three different discipline areas. The outcomes of the study are: (1) a
Report Card documenting student evaluations of the scaffolding mechanisms used; (2) a What, Why, How, Where framework of scaffolding
mechanisms that are best suited to enabling deep learning through the online environment, and (3) a proposed new model of
knowledge acquisition in online learning environments entitled ESCIE, which is based on Nonaka’s SECI and Ba models of knowledge
creation. 相似文献
6.
During the last decades, traditional learning environments have been criticised for not developing the prerequisites for professional expertise (H. Mandl, H. Gruber &; A. Renkl, Interactive minds: Life-span perspectives on the social foundation of cognition, pp. 394–412, Cambridge, UK: Cambridge University Press, 1996; P. Tynjälä, International Journal of Educational Research, 31, 357–442, 1999). To meet this criticism, educational approaches such as problem-based learning, project-based learning and case-based learning are being implemented to an increasing extent. Research also concentrates on the efficiency of these approaches in terms of students’ learning outcomes. At the same time, classroom-based theories of learning (J. B. Biggs, British Journal of Educational Psychology, 63, 3–19, 1993; M. Prosser &; K. Trigwell, Understanding learning and teaching. Buckingham, UK: SRHE and Open University Press, 1999) stress the importance of the investigation of subjective learning environments in order to understand the nature of these students’ learning outcomes, for learning results are not a mere function of the learning setting because each student operates as a filter for the possible influence of the environment. However, most research on students’ perception of the learning environment is conducted in predominantly traditional learning environments.The goal of our research was to investigate students’ perceptions of the key design variables of a problem-based learning environment and if students perceive that they enhance learning. There are four research questions. First, to what extent do students’ perceptions of a PBL environment match the theoretical assumptions of PBL? Second, do their perceptions differ as a function of the institutional context? Third, is there a difference in the perceptions of students between groups of first year and experienced students and between disciplines? Fourth, are there interaction effects between study phase and discipline?The results show that, in general, students value the key variables of the learning environment as powerful (i.e. enhancing learning). Also, the results indicate that students’ perceptions of the learning environment in various institutional contexts differ significantly. In general, no distinctions were found related to students in different study phases. However, in terms of specific design variables, students studying in diverse disciplines showed significantly divergent perceptions. Finally, significant interaction effects were found between study phase and discipline. 相似文献
7.
Brian Hand 《Research in Science Education》1989,19(1):133-144
Conclusion This study had indicated that further research needs to be done into the examination of how subsequent learning will interact
with knowledge previously gained. Does the learning of new knowledge in relation to previously understood knowledge cause
interference (Biggs & Telfer 1986) or does it result in some confusion culminating in lack of linkages (Osborne & Freyberg,
1985)? Can the benefits of constructivism be built upon when using other strategies? These are some of the questions which
arise from the results obtained in this study. This study does not provide any definitive solution to the questions; however
it does show that long term retention of concepts learnt using a constructivist strategy does occur. 相似文献
8.
In order to examine the relationship between broad personality traits and learning approaches, 852 university students completed the NEO-FFI [Costa, P. T., Jr., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI): Professional manual. Odessa, FL: Psychological Assessment Resources] and SPQ [Biggs, J. B. (1987). The Study Process Questionnaire manual. Victoria: Australian Council for Educational Research], which assess personality and learning approaches, respectively. Seven previous studies were used to generate hypotheses on the relationship between these two measures, but only the positive link between Openness to Experience and Deep learning was supported by both correlational and structural equation modelling tests. Openness was also found to be negatively linked to Surface learning, but other Big Five traits were not saliently associated with learning approaches. Results indicate that the overlap between learning approaches and personality traits is lower than previously suggested. Implications are discussed. 相似文献
9.
Towards a theoretical basis for students' alternative frameworks in science and for science teaching 总被引：1，自引：0，他引：1
Dr Brian L. Jones Professor Kevin F. Collis Dr Jane M. Watson 《Research in Science Education》1993,23(1):126-135
As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to
look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of
teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning
based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being
applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER
and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of
further research.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. 相似文献
10.
David James 《Curriculum Journal》2013,24(1):83-96
One of the defining features of the Teaching and Learning Research Programme is that it ‘aims to improve outcomes for learners of all ages in teaching and learning contexts across the UK’. This article argues that, although it is possible to use the terms outcomes for learners and learning outcomes interchangeably, they have an important difference in connotation. Particular meanings of the latter term are dominant within the Further Education sector. Some insight from analysis in the TLRP project Transforming Learning Cultures in Further Education is presented to illustrate this difference and to underline the necessity for educational research to engage critically with both outcomes for learners and learning outcomes if it is to provide knowledge with a practical application. 相似文献
11.
Susan R. Goldman M. Anne Britt Willard Brown Gayle Cribb MariAnne George Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246
This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines. 相似文献
12.
The use of humour in teaching and learning can be contentious, with some authors suggesting that the efficacy of humorous materials is mediated by the culture of the student. Nevertheless, humour represents a potential vehicle for the introduction of active learning in a classroom setting, as judicious use of humour may lead to a more relaxed learning atmosphere and greater student engagement. This article describes how humour was used to good effect in creating a suite of online materials designed to enhance the academic English skills of international students. The materials, funded through a grant from the Office for Learning and Teaching and now openly accessible on the English for Uni website, were developed using an action research process. This involved an iterative process of designing, trialling and evaluating the resources to ensure that humour was used appropriately. In the final stages, Biggs’ Structure of the Observed Learning Outcome taxonomy was also used to evaluate student learning. The results show that the materials improved students’ understanding of the topics presented on the site and that the element of humour stimulated student interest in learning. 相似文献
13.
远程学习支持新发展与知识工程 总被引：2，自引：2，他引：2
随着网络等双向通信技术在远程教育中的应用，交互逐渐成为远程学习的重要因素，这种变化使得原来以支持独立学习为主的学习支持难以满足远程学习的需求，实践发展需要一种具有智能性和交互性特征的，支持交互、协作和社区化的学习支持，因此，这就需要借鉴和吸收其他学科的理论和方法。知识工程是源于专家系统而形成的一门研究人类智能及人类知识的机理，以及如何用机器模拟人的智能并促进人类知识发展的学科，该领域的研究为学习支持在交互和智能化方面的研究提供了重要的技术和方法基础。因此，本提出远程学习支持的新特征和关键研究领域，并重点探讨了知识工程有关领域在支持未来远程学习支持相关技术的研究和开发方面的潜力。作希望本能够对远程学习支持的理论和研究提供新的视角。 相似文献
14.
Amanda P. Montgomery Amin Mousavi Michael Carbonaro Denyse V. Hayward William Dunn 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):114-127
Blended learning (BL) is a popular e-Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to investigate fourth-year undergraduates' (n = 157) use of self-regulated learning (SRL) within the online components of a previously unexamined BL discipline, Music Teacher Education. SRL behaviors were captured unobtrusively in real time through students' interaction with course materials in Moodle. Categorized by function: (1) activating—online access location, day-of-the-week, time-of-day; (2) sustaining—online frequency; and (3) structuring—online regularity and exam review patterns, all six SRL behaviors were revealed to have weak to moderate significant relationships with academic achievement. Results indicated access day-of-the-week and access frequency as the strongest predictors for student success. Findings regarding access regularity when viewed through results from previous SRL-LA research may suggest the importance of this SRL behavior for successful students within several BL discipline areas. In addition, the role of learning design (eg, flipped instruction) in potentially scaffolding students' choices toward specific SRL behaviors, was revealed as an important context for future researchers' consideration. 相似文献
15.
Omid Noroozi Armin Weinberger Harm J.A. Biemans Martin Mulder Mohammad Chizari 《Educational Research Review》2012,7(2):79-106
Learning to argue is an essential objective in education; and online environments have been found to support the sharing, constructing, and representing of arguments in multiple formats for what has been termed Argumentation-Based Computer Supported Collaborative Learning (ABCSCL). The purpose of this review is to give an overview of research in the field of ABCSCL and to synthesize the findings. For this review, 108 publications (89 empirical studies and 19 conceptual papers) on ABCSCL research dating from 1995 through 2011 were studied to highlight the foci of the past 15 years. Building on Biggs’ (2003) model, the ABCSCL publications were systematically categorized with respect to student prerequisites, learning environment, processes, and outcomes. Based on the quantitative and qualitative findings, this paper concludes that ABCSCL environments should be designed in a systematic way that takes the variety of specific conditions for learning into account. It also offers suggestions for educational practice and future research. 相似文献
16.
An assumption that knowledge arises from research outcomes has been expanded in recent years to include the possibility that knowledge may also be created from the process of engaging in research. Action research (AR) is particularly well suited to such knowledge development. This article offers a brief overview of knowledge in AR as well as the origins and purpose of participatory AR, and discusses selected contributions to knowledge development published in Educational Action Research. The author augments the literature with personal learning developed in a research partnership between adults and adolescents. Relational knowledge development was understood through addressing concepts of building trust, being treated like a human being and mental health promotion. Reflective knowledge was built through reflections on the meaning of participating as co‐researchers. 相似文献
17.
Jana M. Hanson Teniell L. Trolian Michael B. Paulsen Ernest T. Pascarella 《Teaching in Higher Education》2016,21(2):191-206
The scholarship of teaching and learning in higher education is concerned with advancing pedagogical knowledge and teaching practice to improve student learning and associated outcomes in higher education. This study used data from the Wabash National Study of Liberal Arts Education to examine the effects of peer learning experiences on gains in psychological well-being after four years of college. Results indicate a significant, positive influence of peer learning on the Ryff scale of psychological well-being [Ryff, C. D., and C. L. Keyes. (1995). “The Structure of Psychological Well-Being Revisited.” Journal of Personality and Social Psychology 69 (4): 719–726]. In addition, peer learning had a significant positive effect on all but one of the Ryff well-being subscales (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance). This research supports the use of peer learning as an important pedagogical practice. 相似文献
18.
Knut‐Andreas Christophersen Eyvind Elstad 《Scandinavian Journal of Educational Research》2013,57(5):413-429
What influence does the teacher exercise over their students' learning outcomes? This study investigates the impact of teacher quality on student learning outcomes in science halfway through the first year of high school. A multiple‐measurement model estimates the potential impact of teacher influence on learning outcomes for 1,060 secondary school students (16‐year‐olds), as well as the influence on student engagement, motivation, and self‐discipline. Teacher quality has a very weak effect on student learning outcomes. However, teacher quality seems to influence student motivation and self‐discipline to a significantly larger extent. Further, there is an indirect effect of teacher quality on learning outcomes in science via student engagement, motivation, and self‐discipline. Holding the science teacher accountable for pupils' learning outcomes is highly problematic. 相似文献
19.
Gillian Boulton-Lewis 《Higher Education》1994,28(3):387-402
This paper is a report of the analysis of statements by 869 students and their 21 lecturers in 12 courses in 5 Faculties in the Queensland University of Technology (QUT). The students and lecturers were asked to write a page about learning. The objectives were to collect data to devise a taxonomy of levels of knowledge of learning held by tertiary students and lecturers and to use this to describe student knowledge to lecturers as a basis for planning for teaching. The statements were categorised, using the SOLO Taxonomy as a model (c.f., Biggs and Collis 1982, 1989), by two trained researchers and checked by the author and a consultant. The majority of responses for both students and lecturers were multistructural. A MANOVA for SOLO levels by deep, surface and achieving motives and strategies showed that as SOLO levels increased surface motives declined and deep motives and strategies assumed more importance. The key concepts in learning identified by a random sample of 100 students were further analysed and described for each SOLO level. A SOLO type model of levels of knowledge of learning is proposed, based on the structure of the responses. 相似文献
20.
Educators often use manipulatives when teaching mathematics because manipulatives are assumed to promote learning. However, research indicates that instructional variables impact the effectiveness of manipulatives. In this article, the authors consider the relations between two instructional characteristics: (a) level of instructional guidance and (b) perceptual qualities of manipulatives. Results from the randomized experiment with preschoolers (N = 72) suggest that learning is improved when instruction is conducted with high levels of instructional guidance and is impacted by the perceptual qualities of manipulatives. Perceptually rich manipulatives decreased learner performance on outcomes associated with conceptual knowledge and improved performance on transfer of learning. In addition, transfer was positively affected by perceptually rich manipulatives when low levels of instructional guidance were present. 相似文献