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1.
The introduction of in-class cooperative learning to a two semester large lecture college physics sequence was evaluated using
both qualitative and quantitative measuremets. The first semester of the sequence was taught using traditional formats for
lectures, tutorials and laboratories. A group of six students with apparent weaknesses in their academic backgrounds (from
a class size of 200) was examined closely through weekly group meetings, journal writing and formal interviews. After several
weeks, the group meetings became cooperative learning sessions, and the meetings appear to have helped the students to achieve
at a higher level than expected. In addition, a classroom environment survey was administered during the first semester. During
the second semester, in-class cooperative learning was implemented in tutorials. Student reaction to the new tutorial format,
as measured by the survey, was positive. Field notes taken during the tutorials in the second semester revealed additional
positive aspects of this reform. Many of the data support the hypothesis that in-class cooperative learning addressed student
concerns about the learning environment and was perceived as an effective reform by most students. 相似文献
2.
A. W. G. Ewing 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):163-183
The proceedings of thirteen undergraduate tutorials in a variety of disciplines were tape‐recorded and analysed to determine the amount of speech contributed by each member and the cognitive content of the verbal interaction. A small number of groups worked without a tutor. Tutors spoke for rather more than half of the time and when the tutor was absent many students doubled their own contributions and participation was spread more evenly. There was a marked emphasis on providing information in almost all of the meetings but in the leaderless groups this tended to diminish and there was rather more stress on argument. It is suggested that the use of leaderless tutorials be more widely adopted. 相似文献
3.
Many distance learning programmes include an element of face-to-face tuition. This paper reports on a research project concerned with various issues related to face-to-face tutorials in the Open University of Hong Kong's distance education system, including students' expectations of the benefits they will gain; their reasons for attending; the approaches they prefer; and their overall satisfaction with what tutors actually provide. Some comparisons are drawn between students in the university's different schools-and the overall findings are compared with those reported for distance learners in the West, in an effort to assess the impact of cultural context on student attitudes to tutorials. The research found that the Hong Kong students' attendance at tutorials was very high compared to that found in other similar studies, possibly reflecting Hong Kong's geographical compactness, but also possibly reflecting a preference for face-to-face meetings; that the students looked for specific guidance and support from tutors within a largely directive framework; that even where the format of the tutorial departed from the students' expectations, the students did not necessarily give the tutorial a low evaluation, provided that it was a fruitful experience; and that the cultural context within which a distance education system operates affects students' expectations and learning styles. 相似文献
4.
在线论坛对整个远程开放学习环境价值的提升具有很大的潜力。研究、分析放大学四个院系所开设20多门课程的100多个在线论坛,目的是阐述在线论坛与其他教学方法相结合时所起的积极作用。使用探究社群模型来评估论坛内容的有效性,对社交场感、认知存在和教学存在进行检查。研究表明,在线论坛对马来西亚开放大学混合学习环境下的学习作出了重大贡献。 相似文献
5.
While case-based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case-based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non-native English speakers, suggesting that non-native speakers may be hesitant or reluctant to fully participate in front of peers. While online case-based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that “digital natives” have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies. 相似文献
6.
Tian Belawati 《Learning, Media and Technology》2005,30(1):15-25
Providing learning support for students has been the most challenging issue for Universitas Terbuka (UT) in Indonesia since most students live in rural areas within which qualified tutors are hard to find. Attending face‐to‐face meetings within regular scheduled times is not feasible for most working students. Similarly, disseminating academic administration and information on time has also been very difficult to do since students are scattered throughout the country. These unresolved problems are believed to have resulted in low course completion. The recent development of ICT as well as its infrastructure in Indonesia has opened up a possibility for UT to provide its students with a fast, reliable and affordable two‐way communication channel. In accordance with this, UT piloted the use of ICT (specifically the Internet) to provide online tutorials to its students. It was expected that students taking advantage of the online tutorials would contribute to higher completion rates and achievement than those who did not. The project was carried out with the aid of a grant from the International Development and Research Centre, Ottawa, Canada. This paper reports the findings of that pilot project, which show that student participation in online tutorials does indeed improve course completion rates and achievement. 相似文献
7.
Understanding the relevance of basic science knowledge in the determination of patient assessment, diagnosis, and treatment is critical to good medical practice. One method often used to direct students in the fundamental process of integrating basic science and clinical information is problem‐based learning (PBL). The faculty facilitated small group discussion format traditionally used for PBL is a significant challenge for faculty and facilities with a large class. To provide inductive learning to a large class early in the preclerkship curriculum, a series of online, case‐based tutorials was created using the method of inquiry‐based learning. The tutorial paradigm is designed to challenge students through a guided inquiry process in which clinical skills and basic science information are seamlessly joined. The psychosocial dimension of patient care is added to the documented case presentation of the tutorials in the form of patient/physician history taking and physical examination videos. These videos augment the written case with additional information providing the student with visual exposure in methods of patient communication and appropriate professional patient/physician interactions that address competencies of patient care, communication, and professionalism. The tutorials were made available via learning management system course sites. The study tracked usage of the tutorials by 270 first‐year medical students. Anat Sci Educ 2:238–243, 2009. © 2009 American Association of Anatomists. 相似文献
8.
9.
José Palazón-Herrera 《Cultura y Educación》2013,25(4):663-692
AbstractThe objective of this study is to highlight the potential of video tutorials for learning how to use music editing software as well as students’ perceptions of their use. The project has been developed within a flipped-classroom approach, in which students studied with two types of resources: video tutorials and printed tutorials created ad hoc. Using a quantitative study with a quasi-experimental design, students participating in the project (n = 48) were divided into an experimental group (video tutorials) and a control group (printed tutorials) in order to evaluate the resource used according to: (1) academic results achieved; (2) students’ independence; (3) time spent completing tasks; (4) motivation generated by the resource. The resource used did not result in an improvement of academic performance in those students who used video tutorials. However, there has been an improvement in time invested in the production of scores, students’ autonomy in relation to the teacher and motivation towards the resource used. 相似文献
10.
Elspeth Mckay 《教育心理学》1999,19(4):471-487
ABSTRACT The effect of instructional materials enhanced with textual metaphors versus graphical metaphors was investigated. In the text‐plus‐textual metaphor material, the learning content described computer programming logic patterns (i.e. sequence, selection and repetition control structures) in a generic text format, followed by expository examples in the form of textual metaphors. The text‐plus‐graphical metaphor material consisted of the generic text instruction with the expository examples replaced by graphical metaphors (pictures). A total of 37 adult learners attended one lecture and two tutorials to learn how to write programming algorithms. All of the participants completed Riding and Cheema's (1991) Cognitive Styles Analysis (CSA) to measure their position on two cognitive style dimensions: Wholist‐Analytic and Verbal‐Imagery. The participants were paired based on their similar CSA ratios. One participant from each pair was given the text‐plus‐textual metaphor treatment, while the other was given the text‐plus‐graphical metaphor treatment. The treatment groups were controlled for instructional format and cognitive style. These independent variables were used to test for their effect on learning abstract computer programming concepts. Performance, as measured by the difference between pre‐test and post‐test scores, was analysed using statistical means and the QUEST probability analysis program. Both methods show that graphical metaphors improve participants’ performance. They also show that the best performance is achieved by Verbalisers, given the graphical metaphor instructional material. 相似文献
11.
Kenneth Davey 《European Journal of Engineering Education》2017,42(6):775-799
A detailed study of learning and teaching (L&;T) of chemical engineering distillation to a mixed-ability small class of 13 students who are ordinarily full-time in-house employees in industry is reported. The course consisted of 9? ×? 2-h lectures (18 hours) and 9? ×? 2-h tutorials (18 hours). It was delivered over nine business days in situ in an established distillery. The purpose was to (re)learn core distillation of ethanol–water mixes at the level of higher education of a bachelor programme. There was 90% broad agreement that the course encouraged more learning. Students (40%) felt the course was too mathematical, however. Pointedly, there was good agreement (63%) that the course stimulated communication with each other professionally, and customers of the distillery. Results overall provide good evidence that students valued their L&;T. The experimental design(s) could be readily applied to a range of fields of knowledge. 相似文献
12.
Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample 总被引：1，自引：1，他引：0
J.B. Arbaugh Martha Cleveland-Innes Sebastian R. Diaz D. Randy Garrison Philip Ice Jennifer C. Richardson Karen P. Swan 《The Internet and Higher Education》2008,11(3-4):133
This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the CoI as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors—one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the CoI measures for researchers, designers, administrators, and instructors. 相似文献
13.
Katie Goeman Luc De Grez Eline van den Muijsenberg Jan Elen 《Educational research; a review for teachers and all concerned with progress in education》2020,62(3):340-356
ABSTRACT
Background
While open-cohort blended education programmes allow for accessible and flexible study trajectories, they may present social challenges to learners. Social presence is a possible a way of enhancing adult learners’ success. It can lead to an increased perception of community, which may result in lower rates of dropping out. 相似文献14.
15.
Using interactive content and online activities to accommodate diversity in a large first year class 总被引：1，自引：0，他引：1
J. D. Snowball 《Higher Education》2014,67(6):823-838
As in many universities, class sizes have increased more quickly than teaching and learning resources. A related challenge is the increasing diversity of the student body in terms of socio-economic background, learning styles, English language ability and preparedness. This paper explores ways in which traditional face-to-face teaching methods (such as lectures and tutorials) can be combined with online teaching and learning activities in a “blended” learning approach to improve teaching and learning and to accommodate student diversity. Using a large first year Economics class as a case study, data were collected on student perceptions of the use of blended learning. A statistical model was used on a sample of 50 students to determine which online activities were most beneficial in improving student performance. The majority of students agreed that replacing one lecture a week with online activities and resources improved their learning, although about 20 % of the class would have preferred more lecturing and fewer online resources. Statistical finding showed that more active online resources, such as multiple choice and graphing questions, were most beneficial in improving student performance, but that more passive lecture capture was also useful in modelling the discourse of the discipline. 相似文献
16.
Howard Wainer Charles Lewis Bruce Kaplan James Braswell 《Journal of Educational Measurement》1991,28(4):311-323
Earlier (Wainer & Lewis, 1990), we reported the initial development of a testlet-based algebra test. In this account, we provide the details of this excursion into the use of testlets. A pretest of two 15–item algebra tests was carried out in which examinees' performance on a 4-item subset of each test (a 4–item testlet) was used to predict performance on the entire test. Two models for constructing the testlets were considered: hierarchical (adaptive) and linear (fixed format). These models are compared with each other. It was found on cross–validation that, although an adaptive testlet is superior to a fixed format testlet, this superiority is modest, whereas the potential cost of that superiority is considerable. It was concluded that in circumstances similar to those we report a fixed format testlet that uses the best items in a pool can do almost as well as the optimal adaptive testlet of equal length from that same pool. 相似文献
17.
Social presence is a popular construct used to describe how people socially interact in online courses. Online educators continue to try different ways to establish and maintain social presence in online courses. However, research to date has not identified which strategies, or types of strategies, are best for establishing social presence. We investigated student perceptions of various strategies of establishing and maintaining social presence using a mixed methods case study approach in two different fully online courses. Results suggest that students are more interested in connecting with their instructor than their peers; different students like different social presence strategies; and students have different overall social presence needs. Various strategies and implications for practice are addressed throughout. 相似文献
18.
A synchronous blend of online learning and “face-to-face” teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were explored for enhancing learning. A qualitative approach was adopted using the case study method to examine the instructor and students’ pedagogic interactions in the social presence of a blended synchronous learning environment. This paper reports an exploration of the blended learning with an online group of students at a remote site attending a computer-aided engineering drawing course synchronously with a face-to-face group taught by an instructor in a laboratory. The process of interaction was visually and verbally mediated by videoconference as if in an online face-to-face learning community. The findings show that the online and face-to-face groups had different social presence experiences in which interaction emerged. Emotional adaptation and practice is needed for the students and the instructor in such a complex environment. Based on the interaction patterns, a framework of interactions in the blended synchronous learning environment is conceptualised to inform course development and instructional design. Implications for further study are also discussed. 相似文献
19.
Alyson Simpson 《Technology, Pedagogy and Education》2016,25(2):135-151
This article focuses on the pedagogic value of dialogue to strengthen pre-service teachers’ reflective practices and improve their knowledge about the power of talk for learning. Dialogic learning was introduced to a unit of study taken by a final-year cohort of students in an initial teacher education degree at an urban university in Australia. Various opportunities for dialogue were designed into the unit through blended learning such as face-to-face tutorials, social networks and Viva Voce contexts. In the face of mixed opinion on their efficacy, the author profiles the use of social networks as a means of incorporating more interactive discourse through Web 2.0 platforms in higher education. The mixed-methods study reports on data collected from focus group interviews run at the end of the semester. An analytical framework based on Alexander’s principles of dialogic learning is used to interrogate the data set. The results illustrate the positive impact that dialogue employed as a pedagogic tool had on the value students perceived of their learning experience. It is recommended that designs for learning in higher education incorporate iterative exchanges across a variety of blended learning contexts to encourage productive interactions between students, peers and tutors. 相似文献
20.
Susan Gomez Zwiep William J. Straits Kristin R. Stone Dolores D. Beltran Leena Furtado 《Journal of Science Teacher Education》2011,22(8):769-785
This paper explores one district’s attempt to implement a blended science and English Language Development (ELD) elementary
program, designed to provide English language learners opportunities to develop proficiency in English through participation
in inquiry-based science. This process resulted in blended program that utilized a combined science/ELD lesson plan format
to structure and guide teachers’ efforts to use science as the context for language development. Data, collected throughout
the first 2 years of the program, include teacher-generated lesson plans, observation notes, and interviews with teachers
and principals. The process by which the blended program was developed, the initial implementation of the program, the resulting
science/ELD lesson plan format, and teachers’ perceptions about the program and its impact on their students are described. 相似文献