共查询到20条相似文献，搜索用时 31 毫秒
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Anastasia Kulpa 《College Teaching》2017,65(2):58-68
This piece reports on an early attempt at gamification (reframing post-secondary classrooms drawing on the structure of games). The attempt began in the 2011–2012 academic year and is structured to allow students substantial autonomy in determining which assignments, and how many of them, to complete over the course of the semester. Initial results show small increases in overall student achievement and suggest students may take greater risks in their learning in gamified classrooms. Themes in student responses to gamified classrooms are reported, challenges for both faculty and students in employing such an approach (e.g., pacing student work, confronting assumptions about the nature of academic work, and communicating the nature of the system) are discussed, along with strategies that can help address them. 相似文献
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Patrick Buckley 《Interactive Learning Environments》2016,24(6):1162-1175
The literature suggests that gamified learning interventions may increase student engagement and enhance learning. We empirically investigate this by exploring the impact of intrinsic and extrinsic motivation on the participation and performance of over 100 undergraduate students in an online gamified learning intervention. The paper makes a number of contributions. First, by synthesizing the literature the central concepts required for a learning intervention to be considered gamified are mapped and the development of an online gamified learning intervention is described. Second, the effect of gamification on learning outcomes is examined using a pre- and post-intervention survey. We find that gamified learning interventions have a positive impact on student learning. Third, our results show that while generally positive, the impact of gamified intervention*ns on student participation varies depending on whether the student is motivated intrinsically or extrinsically. These findings will be of practical interest to teaching and learning practitioners working in a range of educational contexts, and at all levels of education, who wish to increase student engagement and enhance learning. 相似文献
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In this article, we provide a commentary on the current state of gamification in higher education by reviewing the research literature, noting a lack of research focused on the design of gamified postsecondary courses. To address this issue, we discuss four potential pitfalls instructors may encounter when designing gamified learning activities. We conclude with suggestions related to how instructors can avoid these common stumbling blocks. 相似文献
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Abstract This article presents ten strategies instructors can use to get their students to take more responsibility for their learning. Suggestions are given about the importance of getting students to verbalize why they are taking the course, helping students get into the proper mindset for each class, and structuring assignments so students will be more likely to come to class prepared. Other suggestions include teaching students to look out for each other, behave responsibly when working in groups, and analyze their learning experiences. By teaching responsibility, as well as content, in our classrooms, we can enhance learning, raise the level of our classrooms, and produce more responsible members of society. 相似文献
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Online videos are used increasingly in higher education teaching as part of the explosion of Web 2.0 tools that are now available. YouTube is one popular example of a video-sharing resource that both faculty and students can use effectively, both inside and outside of the classroom, to engage students in their learning, energize classroom discussion, and meet course learning goals. The authors, integrating current literature with their own classroom experiences, describe different types of assignments for which online video can be effectively used. 相似文献
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Liz McDowell 《Teaching in Higher Education》2013,18(4):423-435
Existing research identifies that students’ approaches to assignments are related to their general approaches to study. It is suggested that students need to better understand the requirements of assignments and acquire new concepts such as ‘argument’. This fine-grained study proposes four qualitatively distinct assignment pathways: gathering, connecting, minimalist and performing. Students negotiate assignment pathways to sustain a sense of control, confidence and connection. Making changes to their approaches to assignments is not straightforward. Suggestions are made for using insights from the research to more effectively support assignments as vehicles for learning. 相似文献
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在学生习作遇到困难时,把支架引入习作教学中,能降低学生习作难度,使学生产生习作自信。我们要明确不同类型支架的特点及设计原则,根据教学任务和学情准确设计习作支架,根据教学需要灵活运用多种习作支架,真正为学生习作助力。 相似文献
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Miles Wisenthal 《College Teaching》2013,61(1):30-32
One form of professional development available to faculty is the opportunity to co-teach. Studies of team teaching report increased communication between teachers and students and improved retention and achievement. This article describes a multiyear collaboration between two faculty members that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. The co-teaching relationship led to examination of processes and outcomes of their teaching and co-writing. Over time, this professional experience has grown into an exchange of roles and responsibilities. Although this collaboration did not begin as a scholarship endeavor, it has become a long-lasting one built on trust and mutual interest. 相似文献
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在大学的教学管理中,学生并不是简单的被动者、接受者,而是通过参与选课和评教,影响高校的课程质量。通过全国大样本的问卷调查和深入访谈发现:学生选课和评教时较多考虑教师口碑、投入、自己的收获、兴趣、就业等积极因素,但也有相当比例的学生赞同点名少、容易通过、作业简单、得分高等消极因素。学困生和没有读硕意愿的学生更多考虑消极因素,不同成绩段的学生行动策略也不同。在考虑消极因素时,学生也理性衡量了自己短期、显性的成本与收益,却可能损害长期、潜在的收益,导致非理性的后果。学生在选课与评教中的非理性行为正是引发课程"变水"的重要原因,必须完善相关制度设计,保障课程质量。 相似文献
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Edna Vahter 《The International Journal of Art & Design Education》2016,35(1):51-67
Traditionally, the learning of arts in the Estonian primary school has meant completion of practical assignments given by the teacher. The new national curriculum for basic school adopted in 2010 sets out new requirements for art education where the emphasis, in addition to practical assignments, is on discussion and understanding of art. The teacher must introduce pupils to both art history and contemporary art. As a result, primary teachers would likely serve their pupils more effectively if they reconsidered their current understandings of art education and update their teaching correspondingly. The action research method seeks to answer the following question: how should one change the art education process in primary school so that in addition to practical activities pupils would have opportunities to talk about and understand contemporary art? The article discusses a framework for modernising art education in primary school. Research shows that primary school learners are open to innovation and thus discussion of contemporary art can become a natural part of primary school art classes. The balance between creating and responding is a key to planning the art education processes today. 相似文献
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Harold H. Punke 《College Teaching》2013,61(3):112-114
Group-based learning is common practice in university classrooms. Despite the frequent student complaint of social loafing from teammates, methods for teaching students how to address teamwork issues are rarely incorporated into group assignments. Students are instructed on their final product, rather than their group process. In this article, an instructional method based on group emotional intelligence (GEI) theory for assisting students in addressing potential group derailment is described. The effectiveness of the model for building strong group norms and reducing social loafing was evaluated using a comparison group design. Formative and summative evaluation results are presented. Findings suggest that the instruction positively affected group handling of emotions and reduced social loafing behaviors. 相似文献
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Informed by the latest research on how people learn, effective teachers address both aspects of the teaching–learning equation—they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of student‐centered learning practices on students’ perceptions of their ability to learn, specifically in a large enrollment, introductory food science and human nutrition course. Featured student‐centered learning practices included required assignments, optional study tools, and supplemental learning resources. A mixed method survey instrument with 5‐point Likert scales and qualitative, open‐ended questions was used to determine students’ (1) use of optional study tools and supplemental learning resources; (2) perceptions as to the quality and impact of required assignments, optional study tools, and supplemental learning resources to enhance their ability to learn; (3) perceptions as to the usefulness of required assignments, optional study tools, and supplemental learning resources to help them perform better in this course; and (4) overall satisfaction, as a learner, in this course. Overall, students identified study guides (developed using Bloom's taxonomy action verbs) (Mean = 4.34), microthemes (Mean = 4.27), and quizzes (Mean = 4.11) as the most beneficial resources to enhance their learning of the course material. Overall, 85% of students said they were extremely or very satisfied as learners in the course and nearly 75% of the students said the student‐centered learning practices should be offered to future FSHN 101 students. 相似文献
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Yvonne Hodgson Cristina Varsavsky Kelly E. Matthews 《Assessment & Evaluation in Higher Education》2014,39(5):515-530
This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six nominated skills. In this quantitative study involving two Australian research-intensive universities, the teaching activities identified by students as developing the broadest number of skills were laboratory classes and tutorials. Lectures were only effective for developing scientific knowledge and, to a limited extent, ethical thinking. Assessment tasks that students perceived to utilise the broadest range of skills were assignments and oral presentations. The findings of this study document the students’ perspective about their gains in skill sets, and the teaching activities and assessment tasks that require them to use and thus develop these skills. The findings provide an opportunity to evaluate the constructive alignment of skills development, teaching activities and assessment tasks from a student’s perspective. Further research is required to actually measure the skills that students gain over their whole programme of study. 相似文献
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Muhterem Dindar Lei Ren Hanna Järvenoja 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):142-159
Gamification has become a popular approach to blending learning with fun and enjoyable experiences. However, gamification research has been criticized for mostly focusing on game mechanics and related outcomes while paying little attention to the psychological processes that mediate the relationship between these mechanics and outcomes. Furthermore, the majority of existing gamification studies have focused on competitive game features. Thus, the full potential of cooperative gamification has yet to be explored. Given this background, the current study compared how gamified cooperation and competition impact task effort, learning achievement, motivation and social relatedness in English vocabulary learning with a mobile application. The study utilized Social Interdependence Theory to explicate the psychological processes in gamified cooperation and competition. 75 participants were randomly assigned to either the gamified cooperation or the gamified competition condition and studied English vocabulary for 14 days. No difference was observed between the conditions regarding task effort, learning achievement and motivation. However, social relatedness in the gamified cooperation group was significantly higher than in the gamified competition group. The current findings emphasize that the positive influence of gamified cooperation on creating meaningful connections amongst learners should not be ignored, even though it facilitates similar learning and motivational outcomes as gamified competition. 相似文献
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"自主性学习"是由"学习者自主性"直接发展而来的一个重要术语,指学习者独立完成学习任务与学习活动的过程。学生受传统教育、教学的影响已暴露出种种弊端,教学改革势在必行。在自主性学习模式中,学生的地位发生重大改变,并将扮演四种角色:学习过程的主人翁角色、知识体系的设计者角色、自我评价机制的决策者角色、教材体系和课程建设的成果转化者角色。 相似文献
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Shelly J. Schmidt 《Journal of Food Science Education》2020,19(2):59-73
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
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Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students’ approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course assignments and the relevance of their studies was related to students having a deep approach to learning and being organised in their studies. Moreover, students applying a deep approach to learning and being organised in studying seemed to perceive their study success more positively. Furthermore, the better students’ perception of how well their courses were organised and aligned with other studies, the lower their stress level was. The Asian students in our study exhibited a slightly more surface approach to learning, and were more organised in their studies than the European students, but the differences were very small. 相似文献
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Michael Sailer Maximilian Sailer 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):75-90
For higher education, the question of how in-class activities can be supported in large lectures is of great relevance. This paper suggests a gamified flipped classroom approach to address this challenge. In an experimental study, N = 205 educational science students performed either gamified in-class activities using a gamified quiz with points and a team leaderboard, or non-gamified in-class activities using exercise sheets. In line with the theory of gamified learning, the results show a positive indirect effect of gamification on application-oriented knowledge that is mediated by learning process performance. Furthermore, based on a self-determination theory framework, the results show positive effects of gamified in-class activities on intrinsic motivation and social relatedness, but no significant effect on competence need satisfaction. The study provides insights into a particular casual construct of game design elements (points and team leaderboards) triggering specific mechanisms (immediate task-level feedback and team competition) affecting a mediator (learning process performance) that in turn affects a learning outcome (application-oriented knowledge). 相似文献
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教学活动的本质特征是学生在教师组织指导下对知识经验和文化成果的一种特殊认识活动：又是学习主体自主学习改造主观,发展个性的实践活动。本文从历史教学的角度,论述了如何培养个性化学习方法,即在课堂上、作业中、课堂外等环节里给学生提供广泛自由的发展空间,让学生个性化学习顺利实现,学生的个性得以充分发展。 相似文献