共查询到20条相似文献，搜索用时 31 毫秒
1.
This article reports a study involving: (1) developing and validating a learning environment instrument, (2) investigating whether reflection on feedback generated using the instrument led to improvements in the learning environment and (3) examining how teachers used the feedback. For the new learning environment instrument, validity was supported for a sample of 10,345 secondary students over 3 years (2,042 students in 2008, 4,467 in 2009 and 3,836 in 2010). To investigate whether reflection on feedback from this instrument led to improvements in the learning environment, multivariate analysis of variance and effect sizes were used to examine pre–post differences. Statistically significant improvements in students’ views of the learning environment were found for 8 of the 11 scales. Finally, we examined how teachers used the student feedback. Of the 459 teachers, 45 focus teachers used the feedback as part of a formal action research approach involving entries in reflective journals, written reports, discussions and participation at a forum. These data were analysed to provide an overview of the ways in which the information was used, and to provide a more detailed account of the journey of one of the teachers. 相似文献
2.
Starting from difficulties that students display when they deal with correlation analysis, an e-learning environment (‘Koralle’)
was developed. The design was inspired by principles of situated and example-based learning. In order to facilitate reflective
processes and thus enhance learning outcomes, reflection prompts were integrated into the learning environment. A total of
57 university students were randomly assigned to two experimental conditions: 28 students were prompted to give reasons for
their decisions while working within the learning environment (EG 1); and 29 students dealt with Koralle without being prompted
(EG 2). The control group consisted of 67 students who had already attended regular statistics lectures but had no access
to the e-learning environment. EG 1 scored significantly higher in the posttest than EG 2, and the effect was practically
relevant and sustainable. Reflection prompts did not influence time on task, task choices and motivational outcomes. Both
experimental groups clearly outperformed the control group. 相似文献
3.
Practical training and actual application of acquired knowledge and techniques are crucial for the learning of technical skills. We established a wireless sensor network system (WSNS) based on the 5E learning cycle in a practical learning environment to improve students’ reflective abilities and to reduce difficulties for the learning of technical skills. Student learning was investigated using a Technical Expertise Assessment Form and Reflective Abilities Investigation Tool that we had developed. Results of the forms showed that the 5E learning cycle-based WSNS helped improve students’ reflection and the ease in acquiring technical skills. Students’ reflection was also shown to be significantly correlated with the learning of technical skills. We concluded that reflection provided by the sensory functions of the WSNS was able to reduce students’ difficulties when learning technical skills. 相似文献
4.
我们从三个方面入手为学生建立了外语学习课外辅助教学平台。1.课外英、日语资料库学习平台;2.外语多媒体网络课堂学习平台;3.英、日语课外活动辅助教学平台。这三个辅助平台的应用,为学生自主学习和个性学习创造了条件,提供了开放式的语言学习环境。多种形式的外语辅助教学,在提高学生学习外语的兴趣、主动性、创造性和实际运用语言能力方面发辉了重要的作用。 相似文献
5.
Chien-Hua Hsiao Ying-Tien Wu Chung-Yen Lin Terrence William Wong Hsieh-Hai Fu Ting-Kuang Yeh Chung-Yen Chang 《Learning Environments Research》2014,17(3):389-399
This study aimed to develop an instrument, named the inquiry-based laboratory classroom environment instrument (ILEI), for assessing senior high-school science students’ preferred and perceived laboratory environment. A total of 262 second-year students, from a senior-high school in Taiwan, were recruited for this study. Four stages were included in the development of the ILEI: (1) item formulation, (2) content validation, (3) construct validation and (4) reliability calculation. The study revealed that the ILEI was valid and reliable. Most students showed a preference for a student-directed and teacher-guided hybrid learning environment. The development of the ILEI is likely to help researchers and teachers to more effectively understand student views of the laboratory classroom environment. Our profound hope is to utilise ILEI to improve teachers’ assessment and students’ learning in inquiry-based laboratory classroom environments. 相似文献
6.
Beverley Jackling Riccardo Natoli Salina Siddique Nick Sciulli 《Assessment & Evaluation in Higher Education》2015,40(4):542-556
The aim of this study is to evaluate the capacity of an e-learning tool (blog) to facilitate reflection among students as part of collaborative group learning. The paper provides insights into student attitudes towards blogs as an interactive and reflective learning tool. Additionally, the study highlights the differences between domestic and international student attitudes towards reflection as part of collaborative learning in groups. The results indicate that international students consistently viewed the use of e-learning tools more positively than domestic students. For educators, the results provide direction in terms of enhancements to assessment tasks incorporating e-learning, including the professional development of staff to address the rapidly changing learning environment. 相似文献
7.
This paper reports an initial study on investigating inquiry-based learning in science in an upper primary class guided by an inquiry-based learning model in a seamless learning environment. Two questions are addressed: (1) how students advanced their domain knowledge?; and (2) how students developed their inquiry skills? One teacher and 27 Grade-four students from a local primary school were involved in the study. Six inquiry-based learning lessons focusing on a scientific “rustproofing” learning unit were conducted in a seamless learning environment, initiated in a digital classroom and extended to online discussions on a social network platform. Qualitative data were collected and analysed over two weeks. The results show ways that the students advanced their domain knowledge and developed their inquiry skills. 相似文献
8.
Jens Ove Riis Poul Israelsen Poul Kyvsgaard Hansen John Johansen Jochen Deuse 《European Journal of Engineering Education》2017,42(4):396-412
Challenged by increased globalisation and fast technological development, we carried out an experiment in the third semester of a global business engineering programme aimed at identifying conditions for training student in dealing with complex and ill-structured problems of forming a new business. As this includes a fuzzy front end, learning cannot be measured in traditional, quantitative terms; therefore, we have explored the use of reflection to convert tacit knowledge to explicit knowledge. The experiment adopted a Plan-Do-Check-Act approach and concluded with developing a plan for new learning initiatives in the subsequent year’s semester. The findings conclude that (1) problem-based learning develops more competencies than ordinarily measured at the examination, especially, the social/communication and personal competencies are developed; (2) students are capable of dealing with a complex and ambiguous problem, if properly guided. Four conditions were identified; (3) most students are not conscious of their learning, but are able to reflect if properly encouraged; and (4) improving engineering education should be considered as an organisational learning process. 相似文献
9.
基于高校网络教学平台的混合学习模式应用研究 总被引：1，自引：0，他引：1
鉴于混合学习模式在普通高校的应用优势和趋势,混合学习已成为高校教学改革的重要内容。基于高校网络教学平台的混合学习模式应用,将为高校教学改革提供一个新的思路。通过分析高校师范专业必修课程《现代教育技术》混合学习设计需求,构建了基于高校网络教学平台的《现代教育技术》课程混合学习模式,设计了该课程的混合学习实施流程图,并从混合学习的学习环境、学习内容、学习资源、学习活动、学习评价等方面,阐述该课程是如何基于网络教学平台进行混合学习实践。课程混合学习实施结果显示:教师教育技术能力、网络课程内容设计、网络课程学习导航、网络学习活动设计与组织、及时的师生互动交流、学生的信息素养、学生网络学习参与度、师生对网络学习的认可度等因素对混合学习的有效实施有重要影响。基于高校网络教学平台开展混合学习的对策主要包括加强网络教师培训;重视混合学习环境设计;强化混合学习活动设计与组织;提供在线学习辅导与支持;明确学校激励措施与网络教学发展政策。 相似文献
10.
Marine education comprises rich and multifaceted issues. Raising general awareness of marine environments and issues demands the development of new learning materials. This study adapts concepts from digital game-based learning to design an innovative marine learning program integrating augmented reality (AR) technology for lower grade primary school students. The proposed activity integrates physical and virtual learning materials, encouraging students to engage in an interactive learning environment that makes learning fun and interesting. The program introduces Taiwan’s marine ecology and water resources. To assess learners’ engagement, a quasi-experimental research design was used, where the participant pool consisted of 51 primary school students in Taiwan. Results indicate that (1) students were highly confident by the learning activities and viewed them satisfactorily, (2) students acquired the target knowledge, and (3) the innovative learning program specifically helps low academic achievers improve learning performance. 相似文献
11.
《The Internet and Higher Education》2010,13(4):179-187
Facebook (FB) is currently considered as the most popular platform for online social networking among university students. The purpose of this study is to investigate if university students consider FB as a useful and meaningful learning environment that could support, enhance and/or strengthen their learning of the English language. A survey was carried out with 300 undergraduate students at Universiti Sains Malaysia (USM), Penang. It was found that the students believed FB could be utilized as an online environment to facilitate the learning of English. Nevertheless, teachers or language instructors have to integrate FB as an educational project with pre-determined learning objectives and outcomes for the learning experience to be meaningful. It is suggested that future research should focus on the meaningfulness of FB to students' language learning experiences. 相似文献
12.
Bob McClelland 《European Journal of Engineering Education》2001,26(2):107-115
Whilst there has been a great deal of activity in the exploration of learning situations, especially with the development of computer-aided learning, the introduction of holistic views of learning situations can be useful. In particular, one current approach is that of supported web-based learning systems to complement traditional teaching. This paper focuses on recent work at Liverpool John Moores University (JMU) for one undergraduate module, which with one other has served to provide a rationale for a web-based teaching, learning and support environment for academic staff and students. The approach has enabled researchers at JMU to explore module/programme support development possibilities on the web from academic, quality and commercial perspectives as well as the cybernetic and evolutionary nature of learning. It has also enabled an exploration of student attitudes and perceptions to the technology, insights into the learning strategies adopted by students and their relation to student learning styles. The emphases in studying this system are appropriateness in terms of pedagogy, quality of content, presentation and technology fit. The innovation has appeal with students, it has flexibility as a delivery platform and there are cost benefits and external commercial possibilities. The development process for academics has been mapped and cost benefits of the web site gauged, in order to develop the strategy of a quality-based web-supported teaching and learning environment, coupled with a suitable support mechanism and evaluation model, for staff and students at JMU. 相似文献
13.
Krishnashree Achuthan Vysakh Kani Kolil Shyam Diwakar 《Education and Information Technologies》2018,23(6):2499-2515
Molecular symmetry plays a central role in chemistry education with regard to predicting chemical properties such as bonding and spectroscopic transitions. Better understanding of the symmetry of molecules requires high visual-spatial thinking ability. Conventional teaching methodologies, with limited teaching aides, fall short in providing a detailed understanding of scientific theories and related concepts. Incorrect understanding has been known to perpetrate concepts that are not consistent with the consensus of the research community or alternate conceptions. This work elaborates a methodology designed to discover the alternate conceptions stemming from teaching molecular symmetry in a typical classroom environment and the impact of the virtual laboratory (VL) environment in correcting these misconceptions. Three significant contributions presented in this paper include: (1) the development of a media and information-intense VL experiment platform designed to enhance understanding of symmetry elements and point groups of molecules with diverse structural geometries. (2) the development of an instrument, Molecular symmetry Alternate Conception Test (MACT), designed to capture and estimate the extent of alternate conceptions. (3) the successful identification of typical alternate conceptions amongst students in the context of molecular symmetry. In addition to perceived alternate concepts in symmetry education, the results indicate a significant statistical improvement of 156% in understanding of molecular symmetry concepts (p?<?0.05) after subjecting students to the interactive VL platform. This study also shows identifying bond angles and planarity as concepts crucial for students. It is also implicit that estimations of discrimination skills related to identifying concept-based learning may be relevant for perceiving alternate concepts among learners. 相似文献
14.
从跨文化的角度审视反思 总被引：2，自引：0，他引：2
反思在跨文化交流中具有潜在优势,当人们处于一个新的文化环境或社区甚至是一个新的班级时,他们会加强对自己身份、归属感和责任的反思。反思是一种深层次的社会行为,其在跨文化互动过程中具有两种社会功能:一是帮助人们确定文化中哪些方面适合自己,以及怎样根据自己的兴趣去适应文化中其他方面;二是帮助人们变得更加善于接受不同文化的价值观和行为。培养反思能力的设计原则包括:创建以教育目标为目的的反思活动;在活动中创造能够真正激发反思的机会;在呈现文化背景的时候尽量采用小模块;鼓励个人的独立反思,并与其进行沟通;设计“提倡实践并提高适应能力”的技术;人性化的文化交流可使人们更乐于进行反思。作为改变教师和学生教育价值观和行为的一种方式,技术在促进跨文化交流中发挥着重要的作用。利用技术可以把地域文化上的障碍转变成学习和个人成长的新契机。 相似文献
15.
The study examined the relationships among students’ perceptions of the learning environment, prior academic achievement, engagement, and learning outcomes (cumulative university GPA, generic skills development, and learning satisfaction) with a sample of 2,616 seniors from a full-time research-oriented university in Mainland China. The results supported a model which showed that students’ perceptions of the learning environment and prior academic achievement had direct effects on learning outcomes, and indirect effects via their engagement. The effects, however, varied depending on the type of the outcome in question: (1) Student engagement mediated the relationship between course experience and generic skills development, (2) cocurricular experience positively predicted learning satisfaction, (3) first semester GPA positively predicted cumulative university GPA, and (4) National College Entrance Examination scores did not correlate with any other factor. A major proportion of the variance in the three types of learning outcomes was accounted for by the model, showing its effectiveness in predicting university students’ learning. Implications for improving undergraduate education in China are provided. 相似文献
16.
Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
17.
Many first year students of anatomy and physiology courses demonstrate an inability to self-regulate their learning. To help students increase their awareness of their own learning in a first year undergraduate anatomy course, we piloted an exercise that incorporated the processes of (1) active learning: drawing and plasticine modeling and (2) metacognition: planning, monitoring, reaction, and reflection. The activity was termed "blank page" because all learning cues were removed and students had to create models and diagrams from reflection and recall. Two hundred and eighty-two students responded to a questionnaire reporting qualitative feedback on the exercise. Based on student responses, the "blank page" activity was a positive learning experience and confirmed a need to teach metacognitive skills. From this pilot study, we established that drawing or plasticine modeling is an excellent vehicle for demonstration of the metacognitive processes that enable self-regulation: a known predictor of academic success. 相似文献
18.
闫俊伢 《实验室研究与探索》2011,30(4):66-70,80
基于.NET的Web开发技术,提供了一个易学易用、方便、灵活的课件集成制作平台,即Web课件自动生成系统,教师借助该工具完成课件制作、进行课堂演示,为学生的个性化学习提供一个因材施教的学习环境。从Web课件的应用现状、系统开发采用的.NET开发平台及相关技术、B/S体系结构及Web课件自动生成系统的部分功能的实现进行了分析与阐述。 相似文献
19.
Gwo-Dong Chen Nurkhamid Su-Hang Yang Wei-Yuan Lu Chih-Kai Chang 《Interactive Learning Environments》2013,21(2):172-183
This study proposes a platform to provide a near-authentic environment, context, and situation for task-based learning. The platform includes two projection screens (a vertical and a horizontal screen) combined for situated or authentic learning. The horizontal screen extends the vertical screen scene to form a space for learning activities and performance. The platform creates learning situations using robots as surrogates of students to accomplish real-life tasks. Kolb's four-stage experiential learning cyclical model was adopted in the learning design. A simple practice was developed to examine the effect on teaching children English as a foreign language. The results reveal that children could engage deeply and feel more enjoyment using the system. Moreover, as surrogates for students to imagine that they are accomplishing real-life missions, robots could be a vital element of authentic learning in future classrooms. 相似文献
20.
ABSTRACTDespite a significant body of literature espousing the transformative impacts of Australian Indigenous Studies curriculum upon students, there remains a limited body of work related to how these students experience and learn within this complex environment. This is particularly notable for research aligned with Mezirow’s transformative learning theory. Reporting on a qualitative study, this paper offers a perspective into students’ transformative experiences within a tertiary first-year Indigenous Studies health course. Thirteen non-Indigenous students were interviewed about their learning experiences within this context. Explicitly framed by Mezirow’s transformative learning theory, thematic analysis findings suggest students consistently experience precursor steps to transformative learning including disorienting dilemmas, self-examination with guilt or shame, critical reflection on assumptions, exploration of new roles, and trying on new roles. The manifestation of these steps highlights the ways in which students experience learning in this space, and a range of elements influencing this – from students’ own positioning and approaches to learning, to the nature of the curricular and pedagogical approaches. This study offers nuanced insight into the complexity of students’ transformative learning experiences, suggesting students hold a range of contradictory perspectives at any one time. If curricular models are to be effective for the broader student body, we propose that (1) the complex intersection of students’ identity development, need for group belonging, learning approach, limitations in existing knowledge and capacity for complex thought requires further consideration in this context, and (2) greater institutional investment is necessary in both the development of educators in this space, and educational opportunities beyond first-year, lest we risk reinforcing extant beliefs and paradigms held by non-Indigenous Australians about Indigenous Australians, and a continuation of the health disparities these curricular offerings are designed to alleviate. 相似文献