共查询到20条相似文献，搜索用时 15 毫秒
1.
Dongil Kim Boong-nyun Kim Kijyung Lee Joong-kyu Park Sungdoo Hong Hyoungsoo Kim 《Asia Pacific Education Review》2008,9(4):409-422
The purpose of this study was to synthesize the cognitive learning strategy intervention studies conducted in Korea between 1990 and 2006, using meta-analysis. By means of pre-established systematic criteria, 50 articles were selected and 97 effect sizes were calculated. Effect size was calculated using ‘the Cohen’s d’ (Cooper &; Hedges, 1994). The research questions of the present study were as follows: (a) Are cognitive learning strategies generally effective? (b) What type of cognitive learning strategy is most effective? (c) Are effect sizes of different types of cognitive learning strategies different according to the applied domains, grade levels, and achievement levels? The results of the study indicate that, first of all, the overall cognitive learning strategies (97 ESs) yielded a large effect size (ESsm=.96), which was not homogenous (Q=55.19,p <.05). Thus, in each subcategory of learners’ characteristics and applied domains, we calculated effect sizes and conducted the test of homogeneity separately. Except for grade level, the effect sizes were generally homogenous in each subcategory. The findings revealed that cognitive strategies had large effect sizes (.82–1.69). For average achieving students as well as underachieving students (Learning Disabilities), cognitive learning strategies were very effective (.82–1.42). The effect of cognitive learning strategies was very large in terms of students in all grades (1.02–1.34), except for middle school students (.70). Lastly, the implications for the application of different cognitive learning strategies were discussed. 相似文献
2.
Megan Tucker Kerry Byrnes-Loinette David Bodary 《Community College Journal of Research & Practice》2018,42(3):218-221
Academia in the United States stands face-to-face with the constant call for greater levels of assessment and accountability. Academics question whether our students are learning what they’re taught? Are they able to secure employment upon completing their education? Are they prepared to be active, productive citizens in society? Community colleges provide education to those who may typically not have the opportunity to attend an institution of higher education. A foundation of any assessment process is the articulation of the core learning outcomes. It is from this foundation, then, that community college faculty can start assessing the effectiveness of teaching and curricular design. The present investigation details a project that focused on creating discipline-specific student learning outcomes and how these outcomes can be utilized to aligning learning outcomes and mapping to curriculum. Communication studies faculty can utilize the learning outcomes to strengthen and clarify curriculum, demonstrate the acquisition of competencies, and improve departmental offerings. 相似文献
3.
Research shows that multiple representations can enhance student learning. Many curricula use multiple representations across multiple task types. The temporal sequence of representations and task types is likely to impact student learning. Research on contextual interference shows that interleaving learning tasks leads to better learning results than blocked practice, but this research has not investigated whether it matters on which dimension we interleave learning tasks. Many educational materials include multiple task types and multiple representations. Should we interleave representations or task types? We conducted a classroom experiment to investigate the effects of interleaving task types (while blocking representations) and interleaving representations (while blocking task types). The participants (158 5th- and 6th-graders) worked with a corresponding version of an intelligent tutoring system for fractions. Our results show an advantage for interleaving task types over interleaving representations. These results extend prior work on contextual interference by showing that this effect is sensitive to the dimension being interleaved. We also extend the literature on learning with multiple representations by investigating the effect of interleaved practice with different representations. The results provide guidance to designers of complex curricula. 相似文献
4.
The concreteness of training materials influences learning and—perhaps more importantly—transfer. Building on prior research finding abstract representations best facilitated transfer to a game task, we conducted a similar study using training figures varying in concreteness but directly assessed transfer to modular arithmetic problems. Training figures: (a) were purely abstract, (b) were abstract but with features relevant to the transfer task, or (c) included additional concrete-relevant features. We hypothesized that concreteness—or number of relevant features—would be positively correlated with learning and transfer—especially among younger and/or lower-ability students. Although there was no overall difference in initial learning, the concrete-relevant and abstract-relevant features independently facilitated near-transfer, where concrete-relevant features supported lower-reasoning students. For far-transfer, eighth-graders benefited from the abstract-relevant features, whereas sixth-graders required additional concrete-relevant features. These findings suggest that concreteness interacts with learner and task characteristics to produce learning and transfer outcomes. 相似文献
5.
Although previous research has shown the potential of innovative learning for enhancing motivation and learning outcomes, further understanding is needed on which aspects of IL are most effective and whether these are equally motivating for different types of students. The present study investigated how developments in students’ motivation and achievement related to different aspects of innovative learning (i.e. authentic learning, collaborative learning and focusing on self-regulation), and whether these relations varied by students’ background characteristics. A sample of 722 grade five students from the Netherlands (average age 11?years old) and their teachers completed questionnaires during four measurements from grade five to grade six. Autoregression analyses were performed. Results showed both positive and negative relations between IL and developments in students’ motivation and achievement, indicating that IL is not a unidimensional construct. Furthermore, the effectiveness of different aspects of IL depended on students’ gender, and social and ethnic background characteristics. 相似文献
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7.
Marco Kools Pierre Gouëdard Bert George Bram Steijn Victor Bekkers Louise Stoll 《European Journal of Education》2019,54(3):426-442
Does the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large. 相似文献
8.
John E. McEneaney 《Instructional Science》2016,44(1):87-106
Instructional technologies critically depend on systematic design and learning hierarchies are a commonly advocated tool for designing instructional sequences. But hierarchies routinely allow numerous sequences and choosing an optimal sequence remains an unsolved problem. This study explores a simulation-based approach to modeling learning hierarchies and the sequencing problem with a special focus on mastery learning over time. Computer simulations of eight hierarchies from the literature address two general questions about hierarchies and sequences: Do different valid instructional sequences for a given hierarchy lead to significant differences in simulated learning outcomes?, and How do hierarchy structures and student ability influence learning? Two findings emerge from the simulations: equally valid instructional sequences can produce widely divergent learning outcomes, and student ability can interact with sequence and hierarchy structure to disadvantage lower-ability learners. The paper concludes with observations on the role of simulations in the analysis and validation of instructional design and large-scale instructional systems. 相似文献
9.
Are ‘Mathematics’ and ‘Science’ such universal notions that one curriculum can serve equally well in all societies, subject only to exemplification from local circumstances? Or do different human cultures construct and use ‘Mathematics’ and ‘Science’ so differently that each culture needs to construct its own curriculum to teach its own children? At issue is whether curricula developed in industrialised states can be readily transferred or adapted to developing countries.Taking as its starting point the fates of the Scools Mathematics and the Schools Science Projects in Kenya, — both adaptations of British models, — this paper reviews the research addressed to these questions. Its conclusion is that definitive answers are not yet possible. Nevertheless, what evidence there is seems to question the possibilities of transferability or even of simple adaptation. 相似文献
10.
Raymond Duval 《Educational Studies in Mathematics》2006,61(1-2):103-131
To understand the difficulties that many students have with comprehension of mathematics, we must determine the cognitive functioning underlying the diversity of mathematical processes. What are the cognitive systems that are required to give access to mathematical objects? Are these systems common to all processes of knowledge or, on the contrary, some of them are specific to mathematical activity? Starting from the paramount importance of semiotic representation for any mathematical activity, we put forward a classification of the various registers of semiotic representations that are mobilized in mathematical processes. Thus, we can reveal two types of transformation of semiotic representations: treatment and conversion. These two types correspond to quite different cognitive processes. They are two separate sources of incomprehension in the learning of mathematics. If treatment is the more important from a mathematical point of view, conversion is basically the deciding factor for learning. Supporting empirical data, at any level of curriculum and for any area of mathematics, can be widely and methodologically gathered: some empirical evidence is presented in this paper. 相似文献
11.
Regina Baron Brunner 《Computer Science Education》2013,23(2):131-137
Articles concerning computer law abound. Institutions of higher learning have produced lengthy documents addressing computer ethics on campus, and several organizations have printed materials to educate the public. Are these efforts working? Are the ethics and values in the business world and in the education world the same? Several scenarios are examined in investigating these questions. 相似文献
12.
Two studies are reported in this paper. The object of learning in both is the economic principle of changes in price as a function of changes in the relative magnitude of changes in demand and supply. The patterns of variation and invariance, defining the conditions compared were built into pedagogical tools (text, graphs, and worksheets). The first study is the latest in a series of studies aiming to test the fundamental conjecture of the Variation Theory of Learning that new meanings are acquired from experiencing differences against a background of sameness, rather than experiencing sameness against a background of differences. The study compares the learning outcomes under conditions consistent with the basic conjecture with the learning outcomes under conditions not consistent with the theory. The results support the conjecture. The second study shows, however, that the conditions that are consistent with the theory cannot be decided unless the learners’ pre-requisites for the task in question are taken into consideration. One set of the pedagogical tools was found to be highly effective for learners with a better initial grasp of the object of learning, while another set was found to be equally effective for learners with a weaker initial grasp of the object of learning. The two sets were equally ineffective when used for the “wrong” group of learners. 相似文献
13.
Carolyn Haynes 《About Campus》2006,10(6):17-23
Advocates of educating the whole student have argued for years that emotional, social, and cognitive development are equally important aspects to consider in creating effective learning environments. Honors students—the cognitively accomplished—need integrated learning as much as anyone. 相似文献
14.
Michael Szabo Francis M. Dwyer Hermes DeMelo 《Educational technology research and development : ETR & D》1981,29(3):177-187
One dimension of visual literacy is concerned with the use of visual materials for the improvement of student learning. Might not the use of visual testing employing similar types of visual materials provide a more valid assessment of the level of information acquisition achieved by students receiving visualized instruction? This exploratory study took a look at that question — and in itself raised some interesting questions for future study. 相似文献
15.
常桐善 《高等工程教育研究》2021,(2):6-14
院校研究与学习分析在学习研究方面同异并存,皆利用大数据探寻学生学习的优劣.院校研究主要依赖大学的管理和调查数据,学习分析主要使用学习管理系统收集的数据.院校研究聚焦于帮助大学“知己知彼”,学习分析旨在助力“知学生”“知学习”“知教育”.院校研究为学校层面决策提供实证研究证据,学习分析识别学生个体学习行为从而支持个性化学... 相似文献
16.
Céline Darnon Céline Buchs Delphine Desbar 《European Journal of Psychology of Education - EJPE》2012,27(3):439-449
Can teenagers’ self-efficacy be improved in a short time? Previous research has shown the positive effect of cooperative learning methods, including “jigsaw classrooms” (Aronson and Patnoe, 1997), on various outcomes (e.g., the liking of school, self-esteem, and reduction of prejudices). The present practice report investigated the effects of jigsaw technique in boosting the self-efficacy of students enrolled in a vocational curriculum. Over a period of four sessions, 33 male participants studied school materials either in jigsaw groups or in a traditional class (individual work). Their academic self-efficacy in math and French was measured before and after treatment. Results indicated that students’ self-efficacy increased after the four sessions, but only in the jigsaw group. This report provides additional evidence supporting the benefit of jigsaw classrooms based on a different outcome than the one used in previous research—namely, self-efficacy—and among a particular population—namely, vocational trainees. Implications for classroom practice are discussed. In particular, the present practice report demonstrates that implementing the jigsaw approach in classrooms might be an effective tool for enhancing the quality of vocational students’ school experience. 相似文献
17.
This study investigates secondary-task interference on eye movements through learning with multimedia. We focus on the relationship between the influence of the secondary task on the eye movements of learners, and the learning outcomes as measured by retention, matching, and transfer. Half of the participants performed a spatial tapping task while studying the instructional materials, whereas the other half studied the materials, without spatial tapping. The results revealed suboptimal learning outcomes under the secondary task, which was accompanied by fewer transitions of gaze between the text and the figure. We propose that the suboptimal learning outcomes might be due to the disrupted processing of pictures, and possibly due to the less efficient integration, of the information gathered from the text and figures. 相似文献
18.
You may be able to identify several ways students can be prepared to take an upcoming test, but which ways are ethical to use? There are available materials that you may purchase and use to prepare students for a test: Are they effective and is it ethical to use them? What constitutes an ethically acceptable test preparation procedure? 相似文献
19.
Brigid Smith 《International Journal of Early Years Education》2003,2(1):77-87
Two education projects, one in Southern India and the other in the rural Punjab, Pakistan, have as their focus the shift of the curriculum from a rote learning of text books to an active, experiential and child centred approach to learning. Achieving literacy is a key element in the success of these projects. In these two areas the drop out rate from education can be particularly high from the first year in school, where learning to read is seen as learning complex letter shapes in a de-contextualised way which does not build on early language experience. Class 1 children are not exposed to texts in any form until they have mastered letter formations. Further reading is often rote learning of the text books and book materials can be almost non existent in public schools. The question has to be raised of how easy it is, in reality, to implement active approaches to learning to become literate in conditions where lack of training and inadequate materials make the task difficult for teachers. Are there aspects of recent research and understanding of language acquisition and children learning to read that might be generalisable even in very different pedagogical and cultural conditions? Experience suggests that there are language resources available to teachers at little or no cost and that once they have experienced using these materials they can become enthusiastic and inventive teachers of literacy. The ubiquitous ‘action song’ is a popular element in early education, enjoyed by both teachers and children. Encouraging teachers to produce a written version of the action song to be learned can give access to a text right from the earliest time in school. Common rhyme and letter patterns in the songs can be identified and high lighted and children have shown that they can quickly identify these written elements in the text. Versions of stories derived from pictures and told to the teacher for writing down have resulted in simple Big Books being used for shared reading with children in Class 1. Teachers have been surprised at how detailed and accurate these children's drawings can be. Both these simple, low cost literacy approaches can be undertaken by teachers of large classes without them needing to change very much in the way that they manage the class. Even so the focus of learning shifts from the teacher to the learner and the methodology is based on sound, relevant and up to date research in language acquisition. Examples that are given show that active learning approaches can be successful if teachers are given training and support that takes account of their previous understanding and classroom conditions. 相似文献
20.
Tzu-Ling Hsieh 《Higher Education》2014,68(3):417-433
The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted from the Motivated Strategies for Learning Questionnaire and the National Survey of Student Engagement College Student Report. Multiple hierarchical regression analysis was used in data analysis. Findings confirm that different student background characteristics and learning motivation can predict different learning outcomes. However, student engagement behaviors cannot significantly predict different types of learning outcomes when student background and learning motivation variables are included. This study also finds that student’s majors play an important role in explaining learning outcomes. Overall, the findings highlight the importance of learning motivation and suggest that instructors can provide students with more successful learning experiences to ensure more confidence in their learning abilities. 相似文献