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1.
Summary The objectives of this study were to examine (1) the relative effectiveness of closed-circuit television for classroom teaching compared to conventional teaching and (2) the acceptability of closed-circuit television teaching to the students. A course was offered both by closed-circuit television and by conventional teaching. Students within each group were asked to rate the course and other related concepts. In addition, their examination grades were obtained. No differences were found with respect to performance. The students taught via television rated the course and their instructors relatively lower than those who received conventional instruction. Howard M. Bobren is assistant to the director, Institute of Communications Research and Sheldon L. Siegel is research assistant, College of Education, both at the University of Illinois.  相似文献   

2.
Abstract

Student attitude toward classroom observation experience in an educational psychology course were explored as a function of whether observations were made in person, by closed circuit television, or kinescope recordings. Two hundred fifty-seven college juniors were randomly grouped to observe the same classroom demonstrations by different means or to receive a control lecture.

At the conclusion of the course mean subject ratings of the special observation (or lecture) experience were significantly different for the four treatment groups. Highest ratings were given by students who observed In person, next highest were given by “live” television observers, next highest by kinescope observers, and lowest by those who received the control lecture. No significant differences were observed between groups on ratings of the course of which the observations were a part.  相似文献   

3.
This study investigated the effects of computerassisted instruction on student problem-solving ability and student attitude toward computers and quantitative methods. This was done in conjunction with a traditional introductory management science course. Scores on a departmental group final and responses to pre- and post-course questionnaires were analyzed. The findings indicate that the use of computer-assisted instruction did affect student attitudes. The students who used the computer materials showed an overall increase in their appreciation of computers and quantitative methods. The students who did not use the computer-assisted instruction showed no overall change in their attitudes.  相似文献   

4.
Abstract

The authors investigated the interactive and differential effects of professors' instructional methods and university students'conceptual levels on students' achievement and motivation in a course designed to teach computer technologies. As predicted, matching high-conceptual-level persons with student-centered instruction and low-conceptual-level learners with teacher-centered instruction enhanced students' achievement and motivation in the classroom. In addition, an unpredicted main effect for type of instruction was discovered with respect to motivation-regardless of conceptual level, students exposed to student-centered instruction demonstrated greater motivation than did students exposed to teacher-centered instruction. These findings have ramifications for the design and implementation of computer technology courses and deserve further research.  相似文献   

5.
Abstract

Twenty‐eight classroom teachers identified students in their rooms who were low achievers, at‐risk learners; low achievers, not at risk; average achievers; and special education students. We videotaped these students during reading lessons conducted by their teachers. Using a stimulated recall procedure, we interviewed teachers and asked them to report their thought processes during instruction, especially those that pertained to the target children. We found that teachers reported significantly more negative thoughts about at‐risk learners' than about average achievers' attending behavior and ability‐performance. Furthermore, at‐risk learners received a greater number of comments focused on the need to monitor their performance. Special education students received significantly more positive and negative comments about attending than did average achievers. In addition, they received more miscellaneous positive comments than did low, not at‐risk, and average achievers. Finally, teachers reported making more classroom modifications for this group than for average students. Implications for prereferral classroom interventions are discussed.  相似文献   

6.
The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students’ autonomous learning needs. A quantitative analysis of students’ academic performance using final course grades was performed for a fundamentals of electronics course and we examine students’ perception of their autonomy using surveys. The students’ progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students.  相似文献   

7.
This study examined achievement when an interactive textbook (iBook) was used in place of lecture to teach students to create instructional flipcharts for a Promethean interactive whiteboard. The study was conducted with students enrolled in a required technology course for teachers at a large research-intensive university in the southeastern United States. Further, the study examined the iBook group's perceptions of the benefits and challenges of using an interactive text as an educational tool. The results showed a significant difference in the achievement of students who received instruction delivered through the use of the interactive textbook versus those who received lecture instruction. In addition, the participants indicated that the iBook provided a new way of learning, and also motivated them to learn, made learning more exciting, increased their attention toward instruction, was more efficient, and increased their interest in the class. A few students disliked viewing in landscape view versus portrait view, felt more cues were needed to alert less intuitive multimedia components, and desired access extended to Android platforms. (Keywords: 21st-century skills, interactive textbooks, iBooks, ebooks, teacher education)  相似文献   

8.
《The Educational forum》2012,76(4):421-424
Abstract

All students must start learning new literacies skills early if they are to gain the skills they will need as adults. Integrating these skills into classroom instruction at a young age is especially important for economically disadvantaged students. Moreover, the interactive nature of the Internet and other digital tools may hold special learning opportunities for young children. New literacies instruction not only is necessary and appropriate for young children; it will define their future.  相似文献   

9.
ABSTRACT

The effects of cooperative group learning on students’ persistence, self‐regulation, and efforts to please teachers and parents were examined. Eighty‐one high school geometry students were randomly assigned to either a cooperative learning or traditional lecture group. Twenty‐seven students received cooperative group instruction for nine weeks and then received traditional classroom instruction for nine weeks. Twenty‐five students received traditional instruction for nine weeks and then received cooperative group instruction for nine weeks. Twenty nine students received traditional classroom instruction for 18 weeks. Participants completed pre, post, and post‐posttest motivation questionnaires at each phase of the project. Students in the cooperative group classrooms exhibited significantly greater gains in persistence, self‐regulation, and efforts to please their parents and teacher. The implications of these findings for motivation theory and cooperative group structures are discussed.  相似文献   

10.
ABSTRACT

Although Augmented Reality (AR) technology has already been adopted into mobile learning environments, additional effort must be put towards providing strong evidence that AR-based mobile systems are excellent educational tools that make a positive impact in or outside of the classroom. Our study utilized a similar AR-based mobile learning system developed to authentically teach a liberal arts course at a Taiwanese university. Under controlled study environments, we were able to design a system that could impart relevant concepts from the course to students outside of the traditional classroom setting. Experimental results demonstrated that students with the opportunity to learn through the proposed system demonstrated higher learning motivation, had better learning performance and comprehension abilities than those studying via the conventional outdoor instruction approach. Moreover, the questionnaire survey conducted after our study revealed that “confidence” was the most highly rated motivational factor among students who used the proposed system, suggesting that students were quite motivated to learn using the novel system supplemented with technological advances because they felt more sure of their knowledge and performance. Thus, we believe that using the proposed system can effectively improve the learning outcomes of students enrolled in the liberal arts course, with the particular benefit of boosting confidence in gaining new knowledge, which leads to an improvement of overall learning performance and motivation.  相似文献   

11.
Abstract

The authors examined the effects of implementing an instructional system that automates application of evidence-based components of effective instruction on student mathematics achievement and on classroom behaviors known to be related to overall student achievement outcomes. A treatment group of 157 4th- and 5th-grade students used the intervention in conjunction with the Everyday Math curriculum. Student performance was compared with a within-school control group of 61 4th- und 5th-grade students, as well as all 4th- and 5th-grade students in the district (N = 6,385). The students in the control groups received only the Everyday Math curriculum. Results indicate that the implementation of the instructional management system as an enhancement to Everyday Math resulted in an increase in the amount of time spent on classroom activities that researchers have identified as contributing to positive academic outcomes. Furthermore, students who used the Accelerated Math program demonstrated greater mathematics achievement gains than did the control groups.  相似文献   

12.
Abstract

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short-term memory). Also, student attention demonstrated a significant indirect effect on third-grade reading comprehension via word reading but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed.  相似文献   

13.
Abstract

The problem with which this research is concerned is that of determining the effectiveness of television instruction as compared to conventional instruction. Data was secured by organizing control and experimental groups in Finite Math and General Botany. The control groups received their instruction via conventional means. The experimental groups received their instruction via live or closed circuit television.

The next step was to secure student and instructor opinions concerning television instruction. The achievement of the groups was tested using the “null hypothesis.” The .05 level was used to accept or reject each research hypothesis. This research indicated that there was no significant difference between the methods used in Finite Math. Although slight, there was a significant difference in General Botany.  相似文献   

14.
As universities extend their distance education offerings to reach more time‐ and place‐bound students, the degree to which online students are successful, as compared to their classroom counterparts, is of interest to accreditation review boards and others charged with assessment. Teaching faculty use information about the effectiveness of their instruction to evaluate and improve the learning experience. By comparing persistence and performance measures from the author's five semesters of online and traditional sections of a required undergraduate business statistics course, this paper provides evidence that while there are significant differences in persistence between the two cases, accomplishment of the learning objectives, as measured by the final grade in the course for those students who persist, is independent of the mode of instruction.  相似文献   

15.
ABSTRACT

Challenge-based teaching facilitates students’ simultaneous development of content mastery and strategies for applying technical knowledge innovatively. The University of Texas at Austin Department of Biomedical Engineering has offered a challenge-based course on biotransport as an accelerated study-abroad learning experience in Cambridge, England. We used a mixed methods approach to characterize students’ learning trajectory, to include technical prowess, problem-solving self-efficacy, and engineering identity throughout the entirety of this course. Students developed problem solving strategies and confidence over the semester and readily transferred their acquired solution framework to technical domains outside of the course subject of biotransport. Students identified challenge-based pedagogies as their preferred methods of classroom instruction, became familiar with corresponding assessments, and identified strongly as practitioners within the engineering field. We believe this illustrative case study provides significant evidence for the effectiveness of challenge-based instruction and can serve as a model for pedagogy-sensitive classroom assessment in engineering.  相似文献   

16.
《Africa Education Review》2013,10(2):244-262
Abstract

The development and use of Information and Communication Technologies (ICTs) in education has led to most universities incorporating elements of online learning into their traditional classrooms via the use of a Learning Management System (LMS) (Burrell-Ihlow 2009, Angeli 2005, Salisbury and Ellis 2003). However, it is not known how well students who are used to traditional face-to-face learning environments and who do not necessarily prefer online environments adapt when placed in such environments. This study investigated the attitudes of students towards the use of a LMS in a traditional face-to-face classroom. The combination of the LMS and the face-to-face mode of instruction were considered as a “mixed learning mode of instruction”.

The study aimed at assessing the attitudes of students towards a mixed learning mode of instruction. The results showed a positive trend towards the acceptance of a mixed learning mode of instruction for learning. Many students involved in this mode said that it was the mixed mode of delivery that enabled them to benefit from this course, have more contact with the lecturer and were motivated to work. Most students felt that the efficiency and quality of education had improved. These results suggest that more courses should be offered using a mixed mode delivery.  相似文献   

17.
ABSTRACT

The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills instruction per week for 5 weeks in contrast to the free note-taking group and the free-recall writing group who did not receive any instruction. A note-taking evaluation task and a comprehension test were used to evaluate the effectiveness of the instruction on students’ performance in note taking and reading comprehension, respectively. The study yielded 2 findings: first, teaching students a note-taking strategy significantly improved their performance in note taking and reading comprehension, and second, poor readers showed the greatest gains in note-taking skills with instruction.  相似文献   

18.
ABSTRACT

The authors compared the performance of students who received integration of number sense activities in instruction with students who received instruction using regular mathematics textbooks. Two classes of third-grade students (N = 60) were randomly assigned to experimental and control groups. Students in each group were given a pretest, post I test, and post II test, and were interviewed individually across 20 class periods of intervention. Results showed that the performance of the students in the experimental group was significantly higher than those in the control group. The interview data also showed that the students in the experimental group performed better than students in the control group in flexible and effective ways to use number sense.  相似文献   

19.
ABSTRACT

This experimental study directly compared the effects of two prevalent forms of classroom writing instruction, interactive writing and writing workshop, on kindergarten students’ acquisition of early reading skills. Repeated measures data was collected at four points over 16 weeks to monitor growth of 151 kindergarten students in phonological awareness, alphabet knowledge, and word reading. Results of this study showed students in both the interactive writing group and the writing workshop group demonstrated significant growth over time for each of the three outcome measures, with no statistically significant difference between groups for any of the outcome measures at any of the time points. This study provides evidence that, when consistently implemented during the first 16 weeks of kindergarten, interactive writing and writing workshop are equally effective in promoting acquisition of early reading skills.  相似文献   

20.
The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research‐based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research‐based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test‐III administered at pretest received additional small‐group supplemental vocabulary intervention. Results of within‐subjects comparisons indicated that, overall, at‐risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom‐based instruction. In addition, at‐risk students who received the supplemental intervention demonstrated word‐learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed.  相似文献   

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