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1.
文章选取"学堂在线"平台上参与"STEM课程设计与案例分析"慕课学习的1068名学习者进行研究,以视频观看比例、平时作业得分率、期末考试得分率、课程得分率四个变量来表征学习者的学习行为特征,并运用凝聚层次聚类分析、K-Means聚类算法、相关性分析和逻辑回归分析来处理获取的课程数据。研究结果表明,案例慕课的学习者群体可分成积极学习者、一般学习者、单纯注册者三类;四个变量在3个学习者群体之间均存在差异,其中平时作业得分率、期末考试得分率、课程得分率对积极学习者有显著影响,视频观看比例对单纯注册者有显著影响;视频观看比例是影响慕课学习者学习效果的主要因素。  相似文献   

2.
Flipped learning (FL) has had a substantial impact on higher education worldwide, prompting active dialog among educational researchers and practitioners. It is widely accepted that the value of FL lies in enabling in-depth, learner-centered learning experiences by offloading content delivery onto pre-class online learning. The in-class component is thus generally considered more critical, even though both pre-class and in-class elements are indispensable components of FL and practitioners are faced with the issue of under-prepared learners. In this study, we examine the significance of pre-class learning as a gateway to the intended benefits of FL. We aim to investigate the extent to which FL pre-class learning influences overall FL success and what other factors affect FL pre-class learning to ascertain the implications of designing and implementing FL pre-class learning. A college life science course was designed and implemented with the FL model for a semester, from which data were collected and statistically analyzed. The results indicate that the influence of pre-class learning on final FL success is significant and strong. Regarding the modality of pre-class learning materials, learners demonstrated higher levels of performance in the weeks with video materials than during those with reading materials. Among several learner factors, self-direction was found to significantly influence pre-class learning performance and perceived learning readiness. The role of FL pre-class learning to attain the intended value of FL is discussed, and theoretical and practical design implications are suggested.  相似文献   

3.
Researchers have identified three approaches to learning—surface, strategic, and deep. These approaches are influenced by various contextual and student factors, including teaching methods, assessments, and relevance to future career. The global objective of this study was to explore the influence of course elements and students’ emotional connection to section content on students’ approaches to learning in an introductory Food Science and Human Nutrition course. Students completed two questionnaires for the Nutrition and Health (NH) and Composition and Chemistry (CC) course sections: (a) Entwistle's ASSIST Inventory and (b) a questionnaire developed to assess students’ perceived usefulness of assignments, learning resources, and emotional connection to section content. Students’ approaches to learning did not significantly differ between NH and CC sections, with the majority reporting use of strategic or deep approaches. Generally, positive correlations were obtained for learners who used the deep and strategic approaches and their perceived usefulness of assignments and learning resources. In stark contrast, negative correlations were identified for learners who used the surface approach and their perceived usefulness of learning resources and assignments. Regarding emotional connection to section content, compared to learners who used the deep and strategic approaches, learners who used the surface approach did not enjoy and felt anxious about learning the content in both sections. Furthermore, based on regression analysis, the surface learning approach was a predictor for low exam scores in both sections. Based on these findings, instructors should implement practices in course design, instructional methods, and assessment strategies that help students choose deep and strategic approaches to learning, while minimizing surface approaches.  相似文献   

4.
The learning analytics dashboard (LAD) is a newly developed learning support tool for virtual classrooms that is believed to allow students to review their online learning behavior patterns intuitively through the provision of visual information. The purpose of this study was to empirically validate the effects of LAD. An experimental study was conducted with a dashboard treatment group and a control group. The researchers developed a LAD and evaluated its effectiveness on the sample of 151 college students at a private university located in Korea, who were taking the online course titled “Management Statistics” in the first semester of 2014. The following results were obtained. First, the students who received dashboard treatment presented higher final score than those who did not. Second, the dashboard usage frequency, as measured by the number of times the dashboard was opened, did not have a significant impact on learning achievement. However, a slightly positive correlation between satisfaction with LAD and learning achievement was observed. Further analysis indicated that learners who used the dashboard only a few times showed relatively high satisfaction with LAD. On the other hand, high academic achievers who opened LAD relatively frequently showed lower satisfaction with dashboard. The results guide that LAD should be revised in a way to motivate learners consistently and support learners who have different academic achievement levels. The study discusses the further research tasks in terms of LAD development as an effective and personalized feedback tool to improve learners’ academic achievement.  相似文献   

5.
Hybrid learning, or blended learning, has become an interesting learning delivery method in recent years. Many universities have sought to develop their own hybrid learning courses as another option for students and instructors who prefer to replace some portion of traditional face-to-face meeting time with online instruction. This paper provides some pragmatic guidance for establishing hybrid learning courses in universities. The authors focus on the use of information technology, as well as the development and the design of the course content. The paper also illustrates a case study of hybrid learning courses at NJIT. The research results showed no significant difference between the performance of the students who took a course in hybrid mode versus the performance of those who took the identical course in distance learning mode. Some positive feedback in terms of perceived benefit from the hybrid course instruction and course materials was obtained from the students. The student learning styles were also investigated. The results demonstrated that the majority of students who participated in the hybrid learning course are active/sensing/sequential/visual learners. Most of them preferred visual presentations to verbal explanations. The research results also revealed the difference between learning styles of students with high performance, and those with low performance.  相似文献   

6.
Given the recent reported common occurrence of mediocre or substandard academic performance by students in colleges and universities, it has become essential to identify pedagogical factors that might lessen or reverse this trend. Kolb’s experiential learning, Pintrich’s student learning motivation, and cognitive load theories were used as a framework to assess active teaching moderation of the effects of course difficulty on course performance and learning motivation. Hierarchical ordinary least squares (OLS) regression was used to analyse the data. Research subjects were recruited from a medium-sized historically Black college and university (HBCU) students enrolled in STEM (science, technology, engineering, and mathematics) and Business (i.e. management, economics, or accounting) classes. Active teaching was a positive predictor of course grade and learning motivation. Course difficulty was a negative predictor of course grade. Interaction analysis revealed that increases in active teaching reduced (i.e. moderated) the negative relationship between course difficulty on both course grade and learning motivation. Overall, the findings suggest that student learning outcomes are certainly a function of pedagogy (e.g. active teaching), psychological/affective (e.g. learning motivation), and learning content complexity. Active teaching environments should (1) address both cognitive load and emotional responses attributed to difficult coursework, and (2) provide efficacy building opportunities during instructional delivery.  相似文献   

7.
兴趣是指人力求认识某种事物或进行某种活动的心理倾向。兴趣在学习活动中有着重要的意义,孔子曾经说过,"善知者不如好知者,好知者不如乐知者"。一旦引起了学习者学习的兴趣,他就会产生强烈的求知欲望,明显地表现出对所学内容必须理解,必须掌握的心理倾向,因而就学得十分积极主动,也很有成效,可见在学习中,浓厚的学习兴趣是与良好学习效果之间存在着必然的联系。在军队卫生士官中医教学过程中,我们发现,由于中医不是学生今后的主要任职方向,因此大多数学生对于中医课程的学习存在走过场的心理,在如何调动学生的学习兴趣方面我们进行了积极地探索。  相似文献   

8.
Impact of class lecture webcasting on attendance and learning   总被引：1，自引：0，他引：1  
The present study investigated the impact of class lecture webcasts on students’ attendance and learning. The research design employed four data collection methods in two class sections—one with webcast access and another without—of the same course taught by the same instructors. Results indicated the following four major findings. (1) The availability of webcasts negatively impacted student attendance but the availability of other online resources such as PowerPoint slides had a greater negative impact on attendance. (2) Webcast access appeared to nullify the negative effects absenteeism had on student performance. (3) For most performance measures based on lecture content, more webcast viewing was associated with higher performance. (4) Most students in the webcast section reported positive learning experiences and benefits from using webcasts, even though a majority also reported using webcasts for missing a class. In summary, these results collectively suggest that webcasts could have positive effects on students’ learning experiences and performance, even if class attendance does decline.  相似文献   

9.
Although ubiquitous learning is a novel and creative teaching approach, two key issues inhibit its success overall: a lack of appropriate learning strategies regarding learning objectives, and ineffective learning tools for receiving knowledge regarding the chosen subjects. To address these issues, we develops and designs a game-based educational app and an object-linked knowledge environment in order to help learners learn about Taiwan’s Austronesian culture. 70 fifth-grade students are split into experimental and control groups to determine whether there are significant learning differences. For the experimental group, we use a questionnaire survey to assess students’ learning condition and to measure their willingness to continue to use this app. The questionnaire examines mobile learning from the perspectives of service quality, hedonic value,and certain control variables. Service quality reliability is found to be the key factor driving learners’ willingness to use the system. The perception of hedonic value also has significant influence on learners’ willingness. The control variable of subjective norm is found to be beneficial in encouraging learners to use the system, thus affecting and increasing learners’ willingness. We conclude that in an outdoor object-linked knowledge environment, students learn more effectively when the activities involve the use of an educational app.  相似文献   

10.
With the rapid development of online learning platforms, learners have more access to various kinds of courses. However, they may find it difficult to make choices due to the massive number of courses. The main contribution of our research is the design of a course recommendation framework which extracts multimodal course features based on deep learning models. In this framework, different kinds of information of course, such as course title, and course audio and course comments, are used to make proper recommendation in online learning platforms. Moreover, we utilize both explicit and implicit feedback to infer learner’s preference. Based on real-world datasets, our empirical results show that the proposed framework performs well in course recommendation, achieving an AUC score of 79.03%. This framework can provide technical support for course video recommendation, thus helping online learning platforms to manage course resources and optimize user learning experience.  相似文献   

11.
Learning paths have the potential to play an important role in the way educators serve their learners. Empirical research about learning paths is scarce, particularly in a secondary education setting. The present quasi-experimental study took place in the context of a biology course involving 360 secondary school students. A 2?×?2 factorial research design was adopted. Learners were engaged in learning activities in a learning path. These learning activities (1) differed in design and (2) were either undertaken individually or collaboratively. Gender was considered as a critical co-variable, given the focus on science learning. All learning paths were developed on the basis of visual representations, but in the experimental design conditions, learners worked with learning paths designed according to Mayer's multimedia guidelines (2003). Multilevel analyses were applied to study the impact on learning outcomes according to the design of learning paths, the individual/collaborative setting, and the co-variable gender. The study provides empirical evidence that both the design and the group setting (collaborative versus individual) have an impact on learning outcomes. Although there was no main effect, several significant interaction effects with gender were found. The results are helpful to direct research about the design and implementation of learning paths in a secondary school setting and underpin the relevance of representation modes in science learning.  相似文献   

12.
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   

13.
Being overconfident when estimating scores for an upcoming exam is a widespread phenomenon in higher education and presents threats to self-regulated learning and academic performance. The present study sought to investigate how overconfidence and poor monitoring accuracy vary over the length of a college course, and how an intervention consisting of (1) a monitoring exercise and (2) a monitoring and regulation strategy, improves students’ monitoring accuracy and academic performance. Moreover, we investigated how personality factors (i.e., grandiose and vulnerable narcissism, optimism) influence monitoring accuracy. We found that the Monitoring and Regulation Strategy positively influenced monitoring accuracy and exam scores, whereas the Monitoring Exercise that confronted students with their overconfidence protected students against overconfidence in the second exam score prediction but did not affect exam score. The results further revealed that exam score predictions lowered from the start to the end of the course for both poor and high performing students, but still leaving poor performers overconfident and high performers underconfident. Topic knowledge gained in the course did not wash out the Dunning Kruger effect, and results indicate that poor and high performers use different cues when predicting exam scores. Both grandiose and vulnerable narcissism contributed to overconfidence on exam score predictions but not on the Monitoring Exercise. These findings underline the potential of the Monitoring and Regulation Strategy intervention and ask for upscaling it to include measurements of self-regulated learning activities.  相似文献   

14.
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   

15.
This study investigated whether active learning within computer‐based training courses can be measured and whether it serves as a predictor of learner‐perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data. Twenty sample courses were subdivided into 1,884 time‐based instructional events and categorized by eight design principles for learner engagement: attend, organize, recall, practice, interact, apply, explore, and absorb. This analysis produces a quantitative pattern for the cognitive activity a course encourages within the learner, summarized as the active learning index. A regression model, with the active learning index as a predictor variable for learner‐perceived course quality, resulted in a correlation coefficient of .83 (r2=.69) and a p‐value <.0001. These results suggest a framework for quantifying the active learning components in computer‐based training courses and guiding the work of instructional designers toward higher‐quality courses.  相似文献   

16.
This study examines the sudden enlightenment sect of Chan (or Zen in Japanese terms) in order to understand various aspects of teaching and learning in the Buddhist tradition in China. To unravel Chan’s educational import, we analyze its aesthetic features through a Western lens in order to highlight significant aspects of the teaching/learning process. Using connections, risk taking, imagination, sensory experience, perceptivity, and active engagement, a six-theme framework in the Western aesthetic education literature, we summarize five characteristics of Chan teaching and learning that specifically facilitates learners to be actively engaged and connected in their learning and modestly facilitates the learner’s sensory experience and imagination. We argue that Chan’s teaching and learning do not enable learners to take risks or to become overly perceptive. These aesthetic features might make Chinese learners more able learners in a lecture-directed learning environment that is usually associated with ineffective learning in Western teaching and learning discourse. Lack of risk taking in Chan tradition might relate to the lack of creative thinking in China, which still needs more in-depth exploration.  相似文献   

17.
Practising self-regulated learning (SRL) has been proposed to develop learning autonomy. However, there is lack of empirical evidence on how SRL strategies affect autonomous learning capacity. This study attempts to bridge that gap by utilizing the learners’ trace data for measuring the learners’ autonomous interactions, and investigates the effects of four SRL strategies on learners’ autonomous choices. The goal is to explain how the employed SRL strategies impact autonomous control (in terms of frequencies of self-enforced decisions, as well as time-spent on decision making). The results from an exploratory study with undergraduate learners (N = 113) shown that goal-setting and time-management have strong positive effects on autonomous control, effort-regulation moderately positively affects learners’ autonomy, while help-seeking has a strong negative effect. These findings provide empirical evidence and contribute to clarifying the role of each one of the SRL strategies in the development of autonomous learning capacity, from a learning analytics perspective. Limitations and potential implications for research and practice are also discussed.  相似文献   

18.
The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches – learners starting with observational learning versus learners starting with practice opportunities only – were compared. It was hypothesised that learners starting with observational learning would outperform learners in the practice only condition. The results suggest a significant differential impact on development of oral presentation skills. This impact of the observational learning training approach is only found in a limited number of evaluation criteria. Results additionally suggest that students are highly motivated to learn this type of skill. Interaction effects between student characteristics and instructional interventions were not significant.  相似文献   

19.
Educators,learners and active learning methodologies   总被引：1，自引：0，他引：1  
Picking up from a previous publication in IJLE, the primary objective of this article is to engage in a critical analysis of the concept and practice of ‘active’ (including ‘participatory’) learning as well as the usefulness to educators of ‘active learning methodologies’. Through a review of relevant literature and research, highlighting problems in theory, and an analysis of examples of active learning in practice, the article addresses a number of issues raised by previous attempts to promote active learning. It argues, in conclusion, that while promoting active learning is generally a good thing, the success of an active learning methodology depends not on methodology alone but, ultimately, on the constantly‐evolving, dialectical relationship between methodology and learners, mediated by the educator. Practical implications are that educators need not be over‐obsessed about questions of methodology, though it is important to experiment with new methods and make them a constant focus of discussion between educators and learners; further research could focus on the extent to which (and under what circumstances) educators and/or learners might change (or already have changed) their perceptions about different ways of teaching and learning.  相似文献   

20.
Research has shown that the potential benefits of a flipped classroom could be diminished by the way students perceive and prepare information prior to class. This study aims to explore individual characteristics, such as learner motivation, self‐efficacy and epistemology beliefs, that might have an impact on learning outcomes in a flipped classroom. Data were collected using four instruments during a 7‐week flipped classroom conducted from mid‐September 2014 to mid‐November 2014 with a total enrolment of 85 students (10 females and 75 males) in the required course, Applied English for Vocational Education. After controlling for pre‐test and other covariates (eg, gender, grade and experience), an analysis based on structural equation modeling showed a positive and significant (β = 0.12, p < 0.05) indirect effect of instrumentality (promotion) on the change in test scores through averaged quiz scores. Beliefs had a significant positive effect on change in scores between pre‐ and post‐tests (β = 0.20, p < 0.05). Findings revealed that language learners with a high level of motivation in instrumentality (promotion) followed quiz mechanisms closely and thus benefited most from the flipped classroom. Learners with high beliefs exhibited improvement in the post‐tests without doing well in quizzes. The implications for a flipped language learning classroom are discussed, including multiple strategies for regulating learners of different personal traits to preview the online course content before class.  相似文献   

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