共查询到20条相似文献，搜索用时 15 毫秒
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Christopher H. Palmer 《欧洲师范教育杂志》1992,15(3):227-238
Diaries are now a well‐established tool in educational research. They have been used in studies looking at language learning, programme evaluation and, more recently, teachers in training. However, the procedures adopted in these studies are often loosely defined and thus limited in scope. Research conducted recently at the University of York has made use of questionnaires and controlled diary writing to focus participants on the possible content of their diaries and guide them through the writing process. This paper will describe one such study which looked at the value of continuous self‐assessment for both evaluating and extending the outcomes on short‐term INSET programmes. 相似文献
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This paper explores how a group of undergraduate students in the United Arab Emirates (UAE) use their mobile phones to perform
informal learning activities related to the content of their courses outside the classroom. The paper also addresses the usefulness
of informal learning activities to support students’ learning. The study adopts an exploratory case study design and uses
multiple methods of data collection including questionnaires, interviews and diary entries. Main findings suggest that students
performed informal learning activities mostly from home, interacting mainly with classmates. It also shows that students were
in control of their informal learning activities without teachers’ input. However, it was found that students used only a
limited number of applications but these were considered useful to their learning. The paper contributes to a discussion of
the implications of training and instructor support to help students to take more advantage of mobile phone applications to
support informal learning. Recommendations for further research are discussed. 相似文献
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Sabine Fabriz Charlotte Dignath-van Ewijk Gregory Poarch Gerhard Büttner 《European Journal of Psychology of Education - EJPE》2014,29(2):239-255
The self-regulation of learning behavior is an important key competence for university students. In this presented study, we aimed at fostering students’ self-regulation of learning by means of a standardized learning journal. In two of four courses that were included in the study, students had to keep a structured learning diary and/or received further intervention on self-regulated learning through a weekly course. Students who received these interventions were compared to students who received no treatment whatsoever in their self-regulation and learning achievement. The study reports pre–post measures as well as process analyses. Results revealed that keeping a structured learning diary without any further intervention did not improve students’ self-regulation. Those students who only kept learning diaries even showed a decrease in their motivation. Students who kept the learning diary and at the same time received further information on self-regulation showed increases in their strategy use and their self-efficacy. However, no improvements were found for students’ academic performance. It can be concluded that in order for students to profit in keeping a structured learning diary, they should be informed on the benefits of self-monitoring to increase their motivation. 相似文献
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Broadbent Jaclyn Panadero Ernesto Fuller-Tyszkiewicz Matthew 《Educational technology research and development : ETR & D》2020,68(5):2351-2372
Self-regulated learning (SRL) is associated with increased academic achievement and improved learning outcomes for students. Thus, it is import to find ways to improve SRL, such as through training. Face-to-face training, discipline-dependent training, and paper-and-pencil diaries are limited in the number of students they can reach. The current randomised control study implemented discipline-independent online training and novel mobile-app based diaries and tested SRL motivation and perceived strategy use in 73 University students from mixed disciplines and study mode. Results showed that participants in the combined condition (training with diaries) improved more than other conditions. Specifically, they improved on SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation and critical thinking), and resources management strategies (time-management and effort regulation). The present study extends previous findings, showing that positive effects can be found for SRL when a discipline-independent approach is used coupled with online training and a mobile-app based daily diary.
相似文献6.
There is still limited understanding of the impact of high-stakes examinations on students’ out-of-class learning. The current study attempts to fill this research gap by addressing this issue in the context of tertiary education in Mainland China. The study examines how far the revised College English Test Band 4 (CET-4) actually influenced Chinese non-English-major undergraduates’ out-of-class learning by following three cases in one university from the day when they began their college English study to the day when they sat the examination. A total of 106 diary entries and 30 post-diary interview recordings were collected in the study. The data analysis shows that, under the influence of the target test, the informants were more likely to change what they learnt than how they learnt. Furthermore, the types of washback seemed to be closely related to how individuals imagined their possible CET-4 selves. 相似文献
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Jane Roberts 《Environmental Education Research》2011,17(5):675-688
This paper takes as a case study an undergraduate field class from a UK university to rural Uganda. It describes and evaluates the use of video diaries as a tool for investigating the process of transformative learning in the context of education for sustainability. The applicability of threshold concept theory to this learning is investigated. Results show the video diary technique to be much more successful in capturing the development of student learning than written diaries. Despite some practical difficulties, rich data were generated. Analysis demonstrated that learning met three of the five criteria for threshold concepts: the learning was transformative, integrative and troublesome. Further research could test whether the learning in this case study met the threshold concept criterion of irreversibility. Further elaboration of the theoretical relationship between threshold concepts, transformative learning and education for sustainability is also needed. It is concluded that the video diary method is potentially transferable to other educational research contexts and may be particularly suitable for researching learning in threshold spaces. 相似文献
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Raquel Gilar María de los ngeles Martínez Ruiz Juan Luis Castejn Costa 《Teaching and Teacher Education》2007,23(8):1334-1344
Our work is based on the study of learning strategies used by a group of trainee teachers in a real learning situation, and how this use of strategies influences the results of the learning process. We use a diary as a tool to assess the learning strategies and compare the results obtained with those using an inventory. Our findings indicate that the deliberate use of strategies (measured by diaries) has a positive effect on knowledge acquisition, with the qualitative analysis method of the verbal protocols noted in the diaries proving more valuable than the use of traditional inventories. 相似文献
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New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data 总被引：1，自引：0，他引：1
The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of Zimmerman’s (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standardized diaries over a five-week period. The effectiveness of the intervention was demonstrated using trend analyses that evinced significant improvements in self-regulatory behavior. In addition, interrupted time-series analyses and control group comparisons confirmed essential treatment effects. The results demonstrate the advantages of using standardized diaries to obtain ecologically valid data on daily learning. 相似文献
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Video diary: a method for exploring learning dispositions 总被引：1，自引：0，他引：1
Andrew Noyes 《Cambridge Journal of Education》2004,34(2):193-209
This paper presents an innovative method for qualitative research in education. The video dairy technique was developed and used alongside other qualitative methods to map the socio‐cultural landscape of primary‐school children's learning dispositions prior to their transfer to secondary school. The larger project comprised a case study of a group of children transferring from one Year 6 classroom to their local comprehensive secondary school, with particular reference to their learning of mathematics. Theoretically framed by Pierre Bourdieu's sociological tools, the study explored the impact of three fields—school, family and peer group—upon children's learning dispositions and trajectories at this school interface. The alternative perspectives afforded by the diary entries highlighted the inter‐relatedness of the three fields of interest, often in ways that had not been anticipated or considered. I will explain practical aspects of the process and consider some of the challenges that might be experienced by researchers using video diary techniques. 相似文献
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This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during
math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following
the theory of self-monitoring, frequent selfmonitoring of self-regulation will lead to an enhancement of self-regulated learning.
Complete data stem from a sample of 195 8th grade students. 95 students from the experimental group answer questions in diaries
for a period of 49 days and participate in the pre-post measurement whereas the control group only works on the pre- and posttests.
The diary consists of questions regarding main components of self-regulation. The time-series analyses of the diary variables
show a positive linear trend for self-regulation. The results of the analyses of variance for the pre-post experimental-control
group comparison yielded time by group interactions for self-regulation and the math test. 相似文献
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Elizabeth Hewitt 《International Journal of Research & Method in Education》2017,40(4):345-359
The article is a reflection on the use of an oral diary as a qualitative research tool, the role that it played during fieldwork and the methodological issues that emerged. It draws on a small-scale empirical study into primary school teachers' use of group discussion, during which oral diaries were used to explore and document teacher reflective thinking across time. The paper considers the design of the oral diary tool in this context and how its use created both a window on the developing construction of teachers' ideas about their practice of using group discussion in science and also a space to explore emerging analytical themes. The way in which the regular routine of the oral diary entries helped to make connections between the researcher and the participant and nurture fieldwork relationships is discussed in addition to the limitations of this specific research tool. 相似文献
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Ruth Hubbard 《高等教育研究与发展》1994,13(2):133-142
This paper describes a project in which instruction in mathematical language and strategies for adapting to the Australian university environment were integrated into mathematics classes. The classes were part of a program which enables overseas students to meet the entry requirements of Australian business faculties. The project used the action research methodology in which observations of the students' reactions motivated further activities. The outcomes of the project are described using the diary entries made by students, teacher and observer. These show that students developed an awareness of the need to improve their language skills and to make cultural adjustments and made some progress in these directions. 相似文献
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Aisha Kawalkar 《International Journal of Science Education》2013,35(13):2113-2146
We present an analysis of students' reflective writing (diaries) of two cohorts of Grade 8 students, one undergoing inquiry and the other traditional science teaching. Students' writing included a summary of what students had learned in class on that day and their opinions and feelings about the class. The entries were analysed qualitatively and quantitatively. This analysis of students' first-person accounts of their learning experience and their notes taken during class was useful in two ways. First, it brought out a spectrum of differences in outcomes of these two teaching modes—conceptual, affective and epistemic. Second, this analysis brought out the significance and meaning of the learning experience for students in their own words, thus adding another dimension to researchers' characterisation of the two teaching methods. 相似文献
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We investigated the use of self-regulated study strategies among undergraduates with dyslexia by means of extensive web-based diary data, comparing their strategy use to that of matched students without dyslexia who completed the diary in the same period. Additionally, we examined the perceived benefits of using the recorded strategies in both groups, as well as relationships between the recorded strategies and perceived self-efficacy and academic performance. Results indicated that across lecture, individual study, and social study contexts, students with and without dyslexia recorded a comparable, broad range of strategies, yet students with dyslexia seemed to use particular visual and social strategies more consistently than did students without dyslexia. Across the three study contexts, both students with and without dyslexia also perceived the strategies they recorded in the diaries to be quite beneficial, but with particular visual and social strategies seemingly perceived as more helpful by students with dyslexia. Finally, self-regulated study strategies were positively related to perceived self-efficacy and academic performance among the students with dyslexia but not among the students without dyslexia. We discuss the possibility that the diary method used to assess strategy use among students with dyslexia in different study contexts over time was more appropriate for revealing the breadth and value of their strategy repertoire than the decontextualized, one-time questionnaire and interview approaches used in prior work. 相似文献
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Mark Huxham Phyllis Laybourn Sandra Cairncross Morag Gray Norrie Brown Judy Goldfinch 《Assessment & Evaluation in Higher Education》2008,33(6):675-686
A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first‐ and second‐year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to ‘questionnaire’ and ‘comparator’ groups. ‘Questionnaire’ students completed the standard end‐of‐module questionnaire, whilst ‘comparator’ groups evaluated the modules using ‘rapid feedback’, ‘H form’, focus group and reflective diary methods. The responses of 335 students to questionnaires were compared with those of 160 using the other methods; no results were obtained from the reflective diary students. Only a minority of the issues raised by students using the comparator methods were covered by the questionnaire, and the comparator methods showed different rankings of the issues in common. The key difference between questionnaire and comparator methods was the use of closed and open questions respectively, with comparator methods being more appropriate for formative evaluation. 相似文献
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Sam J. Cooley Mark J. G. Holland Jennifer Cumming Emily G. Novakovic Victoria E. Burns 《Higher Education》2014,67(1):105-121
Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students’ perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore students’ perceived learning processes and developmental outcomes when taking part in an outdoor groupwork skills course. Participants (n = 40) were undergraduate engineering students who were taking part in the 3 day residential course as part of their degree course. Students’ experiences were captured whilst immersed in the course, using a semi-structured video diary room. Participants entered the diary room at different time points throughout the course and responded to openended questions. Following a thematic analysis, students were found to arrive on the course with mixed feelings towards groupwork and expected learning outcomes. Activities were enjoyable yet challenging, revealing students’ weaknesses and demanding a range of skills and coping methods. The outdoor environment added novelty, risk and natural consequences. Students reported developing a range of skills in groupwork, adaptability, persistence, planning, problem-solving, time-management, communication, leadership, cooperation, group reflection and team spirit, as well as benefits to physical activity, self-confidence, self-awareness, peer and staff relationships and internationalisation. These findings provide a base for future investigation into the long-term impact on student development and skill transfer. The semi-structured video diary room yielded rich data, contributing to the literature by offering a simple, yet effective, qualitative research method that can be implemented in a variety of contexts. 相似文献
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This paper reports on a small‐scale study of students’ perceptions of selected aspects concerning the organisation of, and learning from, fieldwork. Two main findings emerge. (a) In the choke of working partners, students either seek partners whom they regard as capable of making positive contributions to the fulfilment of the learning tasks, or they opt for friendship groups. In the case of the former, the qualities looked for are predominantly subject knowledge and subject‐related skills: competence in the management of group learning does not appear as a major consideration. (b) Although the outcomes from group work were invariably judged to be positive, a large minority of students appeared to regard themselves as contributors to, rather than beneficiaries from, such work. These students judged the extent of their learning from group work as low or very low. 相似文献
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心理绘画日记,指的是学生运用图画加文字的形式,在纸上表达自己的所思、所想、所感、所悟,将自己内心中对外界的认识表现出来,能够有效反映学生的内心世界。小学心理健康教育是小学阶段非常重要的课程,教师可以应用生动有趣的心理绘画日记开展教学活动,探究小学心理健康教育中应用心理绘画日记的作用和方式,落实运用心理绘画日记讲解新课程、开展心理绘画日记的交流活动、创设心理绘画日记的实践活动。 相似文献