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R.F. Fell 《The Journal of Agricultural Education and Extension》2013,19(2):73-81
Abstract The Rural Extension Centre (REC) has developed an approach to accredited training that is based on adult learning principles and is driven by an action learning approach. One of the central features of this approach is the use of real workplace based learning projects to allow participants to immediately apply the theory of the subject being studied in a practical and useful way. The emphasis is on learning in these projects, however, they are directly based in the workplace with immediate benefits for the individual, their organisation and their clients. Action learning is applied in the courses offered by the REC at three levels. The levels are micro-, macro- and mega- that is; on a daily basis in the residential sessions, on a weekly basis as developing learning projects and on a subject basis over the three to four months that the subject takes. The learning project is a key vehicle for learning between the residential sessions. During residential sessions time is taken to ensure that the theory is delivered in a practical and useful way, to the extent that in some subjects there is real case study activity which allows the application of theory as the week goes on. 相似文献
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Kay Livingston 《欧洲师范教育杂志》2018,41(4):415-417
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Teachers’ learning in a learning study 总被引：1，自引：0，他引：1
Mona Holmqvist 《Instructional Science》2011,39(4):497-511
The point of departure in this study is the question: do teachers who develop theoretical knowledge of the variation theory change the way(s) they offer their pupils the object of learning due to the theoretical framework. The aim of the study is to describe this development, i.e. to find if and how teachers developed theoretical knowledge when planning instruction, and in what way(s) this has an impact on the pupils’ learning outcome when using contrasts in the instruction. The theoretical framework is strongly content related, and by analysing the learning object’s critical aspects the teachers are guided to focus on the content in this particular way. The question “what does it take to develop knowledge about the object of learning?” has to be answered by the teachers before choice of teaching method is made. The research method used is Learning Study, a fusion between lesson study and design experiment. The teachers (6) have carried out nine research lessons in three Learning Study cycles (containing three lessons each). The pupils belong to three different classes and are between 9 and 11 years old. The result shows how the teachers gradually use the variation theory when planning instruction and how the learning outcomes shown by the pupils improve. The developed theoretical insight seems to affect the teachers’ ways of seeing the object of learning, such as subtle changes of how to organize the critical features of the learning object, are discerned. In every learning study cycle contrasts are used in one lesson, and in the analysis of the effect of the contrasts, the two remaining lessons are used as control groups. The results show the impact of contrasts in the pupils’ learning outcomes. The need to complement a lesson study with a theoretical perspective on learning is that the teachers are then given the opportunity to make use of the theory when planning instruction individually, not only in a lesson study. There again, the Learning Study model seems to be a powerful model with which to develop teachers’ understanding of the theoretical framework. 相似文献
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Rachel Dudley 《英语辅导》2005,(2)
适用对象大、中学英语教师如果语法和词汇是难以消化的英语大餐,而natural language则是易消化、又易于掌握的语言小甜饼。其实natural language也就是高频词重新组合而成的日常短语。它是语法和词汇之间的衔接部分,也是英语教学中应该引起关注的部分。 相似文献
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When blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice. 相似文献
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Educational video games are hypothesized to be good environments for promoting learning; however, research on conceptual learning from games is mixed. We tested whether embedding a learning support in the form of short animations illustrating physics concepts that can be used to aid gameplay improved learning. Ninety-six 7th to 11th grade students were randomly assigned to play Physics Playground with or without the learning supports over a 4-day period. Results indicate that students who played a version of the game with embedded learning supports showed more improvement on a far- (d = 0.36), but not on a near-transfer physics assessment (d = 0.17) compared to those who played without the supports. The learning supports did not affect students’ enjoyment with the game. We conclude that the game-embedded animations were effective at promoting conceptual learning without sacrificing the fun of game-based learning. 相似文献
8.
Chia-Wen Tsai Pei-Di Shen I-Chun Chiang Wen-Yu Chen Yi-Fen Chen 《Interactive Learning Environments》2018,26(6):815-826
The application of online learning and educational technologies in higher education has changed teaching methods, the channels of delivering learning materials, and modes of communication between teachers and students. This study is aimed to improve learning effects and investigate, via quasi-experiments, the effects of web-mediated socially-shared regulation of learning (SSRL) and experience-based learning (ExBL) on improving students’ learning results. The experimental design in this study was a 2 (SSRL vs. non-SSRL)?×?2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes in a one-semester course titled “Applied Information Technology: Data Processing” at university level were chosen for this study. Based on the analysis carried out in this study, students who received the treatments of web-mediated SSRL and/or ExBL did not have significantly better computing skills in using Excel. The reasons for these insignificances and implications thereof are discussed in this paper. Nevertheless, students in the SSRL and non-ExBL class had significant increases in scores for their learning motivation at the end of semester compared with the beginning. 相似文献
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Yin‐kum Law 《教育心理学》2008,28(5):567-582
Two studies were conducted to investigate the effects of cooperative learning on second‐graders’ motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers’ instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second‐graders participated in the instructional intervention programme. The results showed that students’ positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension. 相似文献
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Teija Räihä Kerttu Tossavainen Jorma Enkenberg Hannele Turunen 《Technology, Pedagogy and Education》2014,23(2):181-197
This paper presents a study that examined pupils’ views on an ICT-based learning environment in health learning. The study was a part of the wider European Network of Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe, SHE) in Finland, and particularly its sub-project, From Puijo to the World with Health Lunch, which sought to renew secondary schools’ health education by developing and utilising an ICT-based learning environment. The research data were collected through a structured questionnaire presented to pupils (N = 92) in two secondary schools, one rural and one urban, in Eastern Finland. The results showed that pupils’ opinions about the ICT-based learning environment were fairly positive. Pupils felt that the ICT-based learning environment was easy to use and supported cooperative learning. Computing and Internet skills positively supported pupils’ favourable attitudes towards the ICT-based learning environment. An interesting result from the point of view of e-learning was that the pupils increased their awareness of how to critically evaluate health information found on the Internet. 相似文献
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Ulrik Lögdlund 《Studies in Continuing Education》2013,35(3):183-199
This article explores videoconferencing in the context of local learning centres in Sweden. The practice is described as a ‘learning space’ in which adult learners construct socio-spatial relations. The study goes beyond a sociological apprehension of actors and opposes the idea of the material as neutral, passive and conformed by practice. On the contrary, the classroom layouts and the technical artefacts have a profound impact on interaction, communication and learning. The results of the study concern how human actors have to take on different strategies to escape the influence of material actors. It will be argued that the learning space of videoconferencing is a network of interrelations in which control is handed over from humans to material actors. In terms of learning, we may have to rethink the roles of environments and technical artifacts and reconsider such predetermined and static roles of material objects. 相似文献
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Does learning in clinical context in anatomical sciences improve examination results,learning motivation,or learning orientation? 
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下载免费PDF全文 The preclinical compulsory elective course “Ready for the Operating Room (OR)!?” [in German]: “Fit für den OP (FOP)”] was implemented for students in their second year, who were simultaneously enrolled in the gross anatomy course. The objective of the study was to determine whether the direct practical application of anatomical knowledge within the surgical context of the course led to any improvement in learning motivation, learning orientation, and ultimately examination results in the gross anatomy course, as compared with a control group. Within the scope of five teaching sessions, the students learned surgical hand disinfection, suturing techniques, and the identification of commonly used surgical instruments. In addition, the students attended five surgical demonstrations performed by surgical colleagues on cadavers. Successful learning of these basic skills was then assessed based on an Objectively Structured Practical Examination. Learning motivation and learning orientation in both subgroups was determined using the SELLMO‐ST motivation test and the Approaches and Study Skills Inventory test. While a significant increase in work avoidance was identified in the control group, this was not the case for FOP participants. Similarly, an increase in the “deep approach” to learning, as well as a decrease in the “surface approach,” was able to be documented among the FOP participants following completion of the course. The results suggest that students enrolled in the gross anatomy course, who were simultaneously provided with the opportunity to learn in clinical context, were more likely to be successful at maintaining learning motivation and learning orientation required for the learning process, than students who attended the gross anatomy course alone. Anat Sci Educ. 7: 3–11. © 2013 American Association of Anatomists. 相似文献
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《师资教育杂志》2012,38(2):197-212
The Developing E‐learning for Teachers (DEfT) project, a collaborative venture between UK and Chinese universities, has produced e‐learning modules for master's level programmes for in‐service high school teachers in China. E‐learning offers Chinese teachers new and innovative forms of professional development and provides for transformative learning. The paper investigates teachers' online learning experiences and how e‐learning facilitates teacher transformation from three perspectives: the ‘learner‐centred perspective’, the ‘knowledge‐centred perspective’ and the ‘community‐centred perspective’. The paper concludes that e‐learning, while not without some caveats, is a feasible solution for the training needs of serving Chinese teachers. 相似文献
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We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing. 相似文献
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Although computer-supported collaborative learning has been successfully applied in educational settings to improve group learning performance, most such systems still lack effective strategies for knowledge representation which could help reduce discussion time. In this study, concept mapping, already applied as a tool to help visualize and organize existing or newly learned knowledge, is incorporated to address this problem in a newly developed concept map and computer-supported collaborative learning system (CMCLS). It was designed as a quasi-experiment study and was carried out with 77 university students. The system was first used by the groups of students to illustrate their knowledge and achieve consensus during a learning activity, after which their performance and feelings of satisfaction with this innovative approach were evaluated. Patterns of learning within the proposed framework were explored. The learning behaviors, including the actions and interactions with peers of the participants during the learning activity were recorded. Finally, lag-sequential analysis was used to compare the interactions and the differences in the behavior patterns of the two groups, one using the newly developed CMCLS consensus map-embedded approach and a control group which did not use this approach. The results showed significant improvement in the learning achievement of students using the novel approach, as well as a higher degree of perceived usefulness and satisfaction. The novel consensus map-embedded approach was useful for knowledge construction and for assisting with integration of the team members’ results to produce the final ER diagram. 相似文献
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Having students write learning protocols is an established follow-up task to course work that elicits processes of self-regulated learning. To date, a wealth of research has focused on optimizing the learning protocol task itself by integrating instructional support measures such as prompts. By contrast, research that focuses on optimizing the context in which learning protocol writing is embedded is widely missing. In the present study, we approached this gap by focusing on the role of the contextual factor goal structure. Specifically, in an experiment with N = 166 high school students we tested whether embedding the learning protocol task in a mastery goal structure would be more beneficial than embedding it in a performance goal structure. The mastery goal structure fostered metacognitive processes, learning outcomes, and learning efficiency. We conclude that considering contextual factors such as the goal structure is crucial for understanding and optimizing the effects of learning protocols. 相似文献
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Oyelami Olufemi Moses 《美中教育评论》2008,5(11):22-27
More recent motivational research focuses on the identification of effective techniques for enhancing instructional design and meeting the needs of diverse student populations （Wlodkowski R. J., 1981）. Learning-motivation researchers are applying some of the same theories and concepts found to be effective in industry to the development of motivational models that enhance the teaching-learning environment. One of such models is the Attention Relevance Confidence Satisfaction （ARCS） model of motivational design developed by John M. Keller （Small Ruth V., 2007）. The continuous improvement in handheld devices technologies has led to a new learning paradigm called mobile learning which involves the delivery of learning contents to learners utilizing mobile computing devices. Handheld devices, however, have constraints which limit their use for effective learning. Towards improving the effectiveness of mobile learning is a new mobile learning model proposed by Shih on which instructional designs for mobile learning can be based to facilitate mobile learning design and to achieve better mobile learning outcomes （Yushin E. Shih ＆ Dennis Mills, 2007）. Shih＇s model is based on Graphical User Interface （GUI）. This paper presents an enhanced Shih＇s model for effective mobile learning outcome in a university environment by making provision for instructional design to include online library search for both e-books and audio books using collaborative filtering algorithm to aid the search and posting and reading of testimonials about positive mobile learning outcomes so as to encourage other mobile learners. It also incorporates the use of Voice User Interface （VUI） to access the learning portal in order to overcome mobile devices interface limitations in addition to Graphical User Interface （GUI） proposed by Shih, so as to cater for the learning needs of the blind and the visually impaired. 相似文献
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Min Liu Emily McKelroy Stephanie B. Corliss Jamison Carrigan 《Educational technology research and development : ETR & D》2017,65(6):1605-1625
Educators agree on the benefits of adaptive learning, but evidence-based research remains limited as the field of adaptive learning is still evolving within higher education. In this study, we investigated the impact of an adaptive learning intervention to provide remedial instruction in biology, chemistry, math, and information literacy to first-year students (n = 128) entering a pharmacy professional degree program. Using a mixed methods design, we examined students’ learning in each of the four content areas, their experience using the adaptive system, and student characteristics as related to their choice of participating in the intervention. The findings showed the adaptive learning intervention helped address the knowledge gap for chemistry, but the same effect was not observed for the other three content areas. Math anxiety was the only student characteristic that showed a significant relationship with students’ participation. While the students reported an overall positive experience, the results also revealed time factor and several design flaws that could have contributed to the lack of more student success. The findings highlight the importance of design in adaptive learning. 相似文献
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伴随教育信息化、教育资源网络化的发展,学习的概念和方式也发生了显著变化。基于计算机网络的数字化学习,基于数字移动设备的移动学习日益受到人们的关注并在实践中得到应用。本文从E-learning和M—learning概述入手,从学习模式、学习资源和技术支持系统三个不同的视角分析探讨了两者在教育培训中的应用成效,以期对现有的教育培训活动有指导和借鉴意义。 相似文献
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Tani Massimiliano Manuguerra Maurizio Khan Samia 《Educational technology research and development : ETR & D》2022,70(5):1675-1693
Educational technology research and development - We examine the effect of an innovation in an educational context, a class of 500?+?first-year economics students at a well-known... 相似文献