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Carol K. K. Chan 《Metacognition and Learning》2012,7(1):63-73
This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning
(CSCL) environments extending research on self-regulated learning in computerbased environments. The discussion employs a
socio-cognitive perspective focusing on social and collective views of learning to examine how students co-regulate and collaborate
in computer-supported inquiry. Following the review of the articles, theoretical, methodological and instructional implications
are discussed: Future research directions include examining the theoretical nature of collective regulation and social metacognition
in building models of co-regulated learning; expanding methodological approaches using trace data and multiple measures for
convergence and construct validity; and conducting instructional experiments to test and to foster the development of co-regulated
learning in computer-supported collaborative inquiry. 相似文献
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This article comments on the five papers published in this special issue on understanding and measuring emotions in technology-rich learning environments. The articles identify a number of emotions that frequently occur in digital learning environments across different tasks, goals, populations, and subject matters. The Control Value Theory of achievement emotions unifies the research reported in the articles, whereas social emotions surface in contexts where there are significant social interactions, such as group learning or the training of medical students. The emotions that were detected and tracked in the reported studies rely on self-reports of learners and judges who observe them. This commentary identifies a number of limitations of the studies that will hopefully stimulate future research. Researchers are encouraged to collect (1) larger sample sizes, (2) longer interventions with learning technologies, (3) physiological, multimodal, and behavioral signatures of emotions to complement the subjective judgments, (4) more precise timing and transitions between emotions to uncover emotion dynamics, (5) assessments of nonlinear relations between variables, and (6) interventions designed to regulate and productively respond to learner emotions. 相似文献
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Murad Abdu Saeed Huda Suleiman Al Qunayeer 《International Journal of Research & Method in Education》2021,44(1):3-19
ABSTRACT Due to the complex nature of research methodology courses, the current study focused on implementing the active teaching and learning approach to a postgraduate research method course in a Malaysian university over an academic semester. A qualitative analysis of observations, instructor-learner interactional exchanges, students’ drafts of tasks and pre-course and focus group discussion was performed. The findings revealed three types of challenges: student-oriented challenges, subject-matter-related challenges and instructor-oriented challenges. Three main pedagogical strategies: instructional scaffolding, peer scaffolding and engaging the postgraduates in drafting their tasks were employed as a response to these challenges. Although the active teaching and learning practices resulted into students’ enhancement of the assigned research methodology tasks and positive research learning experience, such practices were time and effort-consuming. Therefore, future research will need to examine the applicability of our active teaching and learning approach to research methodology courses in different contexts. 相似文献
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Hannah Sevian Yehudit Judy Dori Ilka Parchmann 《International Journal of Science Education》2018,40(10):1095-1107
ABSTRACTContext-based learning (CBL) has influenced teaching and learning science in many countries over the past decades. Twelve years ago, a special issue on CBL was published in this Journal, focusing on CBL curriculum development. Seven papers in this current special issue on CBL now address the question of how a context influences the learning process. The papers focus on the stimulation of learning STEM subjects within contexts, how the learning process occurs and is enhanced, and the application of contexts in different settings. The approaches, results, and implications of the papers are located in a larger view that considers the question of what must be the case if a student not only engages in the tasks of learning but also succeeds at them. Concerning willingness and effort by learners, the papers draw conclusions about which STEM-related interests of students endure and are ephemeral across a decade, design criteria for maximising students’ situational interest, and students’ engagement with content and context simultaneously. Focusing on the opportunity to teach and learn, the papers reveal how a professional development approach functions to support STEM teachers to develop CBL materials, and how specific scaffolding acts in teaching bring students to more complex reasoning. Regarding good teaching, insights are offered on how metacognitive prompts improve teaching. Centring on the social surround that supports teaching and learning, a comparison of two contexts for teaching the same content reveals which aspects of the contexts move student learning forward. From this mapping, paths toward future research are projected. 相似文献
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This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions benefit learning when compared to test-enhanced learning over time. The results showed that feedback does not seem to have any effect if provided to a discussion group, and that test-enhanced learning leads to better learning than the discussion groups, independent of retention interval. Moreover, we examined whether memory and learning might be influenced by the participants’ need for cognition (NFC). The results showed that those scoring high on NFC remembered more than those who scored low. To conclude, testing trumps discussion groups from a learning perspective, and the discussion groups were also the least beneficial learning context for those scoring low on NFC. 相似文献
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Nancy J. Stone 《Educational Psychology Review》2000,12(4):437-475
The calibration and self-regulated learning literatures were reviewed. Calibration is a measure of how accurately individuals assess their confidence in their own knowledge. Self-regulated learning is a process of developing goals, using strategies, and monitoring performance in order to complete tasks. Individual characteristics, self-testing, and feedback are common components of both calibration and self-regulated learning; however, the specific aspects of these components often differ. Different levels of calibration might suggest different applications of self-regulated learning or different phases in task completion or learning. Certain types of self-regulation might impact calibration. These reciprocal effects between calibration and self-regulation are unclear and should be evaluated. Determining whether self-regulated learners can and should become well calibrated also is an important instructional design issue. Suggestions for research are presented. 相似文献
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网络协助学习活动设计不仅仅关注表现和内容,更注重学习者的学习体验。本研究采用调查法、案例分析法相结合的研究方法,以提出网络协助学习活动的设计策略为根本目标,一方面通过已有学者对收集到的诸多网络协助学习活动案例深入剖析,来归纳其中的有效策略;另一方面通过对教学设计领域的相关研究成果进行提炼,提出“目标渐进策略”、“注重引控策略”、“提升吸引策略”、“评估反馈策略”四项适用于网络协助学习活动设计的策略,并通过Blackboard平台展开实证研究。研究结果对于网络协助学习活动设计有一定的实践参考价值。 相似文献
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Using a virtual physics lab, we analyzed the impact of metacognitive support on simulation-based scientific discovery learning (SDL). The dependent variables for learning outcome were the immediate conceptual knowledge gain and the retained conceptual knowledge three weeks later. Additional dependent variables were the actual use of a domain-specific cognitive strategy, motivation, emotions, and cognitive load. To contrast the effects of metacognitive support with possible effects of goal specificity, the experimental study followed a 2 × 2 design with a sample of N = 129 ninth grade students and with metacognitive support (yes vs. no) and learning goals (specific vs. nonspecific) as factors. The results showed positive effects of metacognitive support on learning outcome, on actual cognitive strategy use, and on learning emotions. No interaction effect of metacognitive support and goal specificity on learning outcome was observed. 相似文献
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Hui-Chen Lin 《Interactive Learning Environments》2019,27(8):1011-1027
ABSTRACTMedical education is a domain with fast-changing knowledge and attention to knowledge application and higher order thinking; therefore, how to implement effective teaching is a crucial issue. Based on the technology-based learning model, this study provides a multi-dimensional analysis of published papers on the flipped classroom in medical education from the SCOPUS database, including the form of the learning materials, learning system or player, learning strategies, educational technology, application domains, research issues, participants, and research methods. Based on the results, the application of flipped classrooms in medical education has grown rapidly over the past decade, with the number growing dramatically from 7 papers in 2014, to 16 papers in 2015, and 22 papers in 2016. It was found that a great number of studies adopted instructional videos uploaded on online learning systems or used existing online videos to conduct before-class teaching in the before-class stage of the flipped classroom; moreover, most studies involved no online discussion in the before-class stage. As for learning strategies in the in-class stage, the most frequently adopted strategies were issue discussion, practicing or doing exercises, and problem-based learning. This implies that most studies mainly emphasized basic knowledge understanding and skills training, while little attention was paid to developing learners’ higher order thinking skills. In addition, the majority of studies explored students’ learning interest/satisfaction, learning experience, and performance on the cognitive aspect, while little research was found to investigate their preparation degree or cognitive loading. Based on the review results, this study provides the research trends and potential research issues of flipped medical education to serve as a reference for researchers, instructors, and decision makers. 相似文献
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Randomised control trials (RCTs) are an evidence-based research approach which has not yet been adopted and widely used in open and distance education to inform educational policy and practice. Despite the challenges entailed in their application, RCTs hold the power to robustly evaluate the effects of educational interventions in distance learning and conclude on whether (or not) these interventions should be adopted and used extensively. The aim of this paper is to spark discussions around the use of RCTs in distance learning by illustrating their benefits and drawbacks including challenges in adopting RCTs in education. To achieve this aim, a RCT was implemented to examine whether a small-scale intervention in four language modules could improve attendance at an end-of-module speaking assessment, and in consequence, performance, completion and pass rates. Results raise the need for further research in order to identify what type of interventions should be designed and put into practice to elicit a positive impact on learners. The paper concludes with a discussion on why RCTs should be brought to the forefront as a viable method for the effective evaluation of the impact of open learning analytic interventions. 相似文献
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Inclusive education (IE), which calls for equal opportunities for students with diverse abilities in the achievement of knowledge, has been developed as a central pedagogical strategy in primary schools worldwide, including those in Turkey. Besides educators, the issue of IE becomes an important discussion area among designers who question the provision of supportive learning environments in terms of inclusion. Equal opportunity, diversity, social justice and participation are necessary parameters for a comprehensive understanding of inclusion and the evaluation of the spatial character of inclusive learning environments. The lack of clarity of ideas about inclusion leads to limited implementation of IE in Turkey. Insufficient provision of school facilities that are necessary for IE and a lack of effective and comprehensive design approaches for physical learning environments further complicate this situation. Design specifications in Turkish regulations regarding inclusive learning environments in primary schools remain too technical, as they merely focus on the issue of disability and special education rather than inclusion. This paper focuses on assessing the conformity of these regulations to universal design (UD), a recent architectural design strategy that supports the idea of inclusion in physical environments through its mission of design for all and design for equity and social justice and seeks to make physical environments accessible, usable and tolerable for all students with diverse abilities. 相似文献
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学习障碍学生在运用学习策略方面存在显著困难 ,学习策略干预对提高学习障碍学生的学习效率和学习效果具有显著作用。学习障碍学生学习策略干预研究主要包括学习障碍学生学习策略缺乏的表现、学习策略干预的内容与模式以及学习策略干预应注意的问题三个方面。后继的研究应扩大研究对象的类型和干预策略所适用的学科种类并进一步提高干预的可迁移性。 相似文献
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Candace Walkington Matthew L. Bernacki 《Journal of Research on Technology in Education》2020,52(3):235-252
AbstractThis article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experience based on a learner characteristic, and the relationships between PL design and outcomes achieved in an educational context. Based on observations of contemporary PL research, we identify key issues to be addressed by the field and recommendations for future researchers to undertake to advance a PL theory. Chief among issues with PL are the role of technology, the agency of the learner, and the absence of a consistent theoretical grounding to motivate PL design choices. Future directions that would advance PL include the adoption of a theory of change in PL design, a design-based research approach to refine PL initiatives, more intensive and iterative research in authentic classroom contexts, and a greater focus on student input into and ownership of the PL experience. 相似文献
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Adult students have become the new majority in online distance education. Research in online distance education, however, is still predominantly based on the historical perspective of the traditional student profile. This study examines adult students' learning engagement in online courses and explores the impact of online course design models and the type of online discussion on adult students' self-perceived and observable learning performance. The study findings inform that age itself does not predict adult students' learning satisfaction and performance. Instead, an integrated course model promotes learning satisfaction, while a Content + Support course model reinforces knowledge–constructive online interactions. The study findings also indicate disadvantages of close-ended discussion tasks in supporting students' online learning success. 相似文献
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王冬 《南昌教育学院学报》2008,23(2):37-41
学习绩效评价在整个学习活动中起反馈调节的作用,是每个学习者获取学习信息、改善学习决策、提高学习效率的关键因素。通过对学生学习绩效概念的明确界定,详细论述学生学习绩效所包含的三个维度的内涵与逻辑关系,它为绩效评价的设计与实施提供了新的思路,其价值取向更有利于学生面对真实情境下的问题解决和未来职业生涯规划。 相似文献
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Many students in primary education learn arithmetic using adaptive learning technologies (ALTs) on tablets every day. Driven by developments in the emerging field of learning analytics, these technologies adjust problems based on learners' performance. Yet, until now it is largely unclear how students regulate their learning with ALTs. Hence, we explored how learners regulate their effort, accuracy and learning with an ALT using moment-by-moment learning curves. The results indicated that moment-by-moment learning curves did reflect students’ accuracy and learning, but no associations with effort were found. Immediate drops were associated with high prior knowledge and suboptimal learning. Immediate peaks were associated with robust learning and pointed to effective student regulation. Close multiple spikes showed moderate learning and lower initial levels of accuracy but, with system support, these students seemed able to regulate their learning. Separated multiple spikes indicated reduced learning and accuracy and potentially signal the inability of students to regulate their learning. In this light, moment-by-moment learning curves seem to be valuable indicators of accuracy regulation during learning with ALTs and could potentially be used in interventions to support SRL with personalized visualizations. 相似文献
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Addressing a drawback in current research on computer-supported collaborative learning (CSCL), this study investigated the influence of motivation on learning activities and knowledge acquisition during CSCL. Participants’ (N = 200 university students) task was to develop a handout for which they had first an individual preparing phase followed by a computer-supported collaborative learning phase immediately afterwards. It was hypothesized that in both phases current motivation (in terms of expectancy and value components) influences both learning activities and knowledge acquisition in a positive way. According to main results, only goal orientations (before learning) were associated with knowledge acquisition respectively observed learning activities during the collaborative phase. Expectancy and value components of current motivation related neither to observed learning activities nor to knowledge acquisition during collaborative learning but were in part associated with learning activities and knowledge acquisition during individual learning. The discussion addresses several possible explanations for these unexpected results. 相似文献
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Jessica Gale Stefanie Wind Jayma Koval Joseph Dagosta Mike Ryan Marion Usselman 《International Journal of Science Education》2016,38(14):2284-2302
This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students’ understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force, acceleration, velocity, and inertia. Illustrative examples drawn from the administration of these simulation-based PA tasks to a sample of eighth-grade students (n?=?74) highlight the potential of simulation-based tasks for revealing conceptual understanding of science concepts and for informing curriculum development within the context of design-based implementation research. The paper also describes a variety of challenges encountered over the course of the development, administration, and analysis of the PA data that may be informative for researchers and educators as they consider implementing simulation-based PAs. 相似文献
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AbstractThe use of flipped classrooms, blended learning environments and the application of technology has been extensively studied and reported in the literature, but the impact of learning activity design on cultivating better learning attitudes has rarely been explored. A rapid adoption of ‘e-schoolbag’ in basic education in China has been observed in recent years. Its impact on academic performance varies from different ways of e-schoolbag adoption. We conducted a two-year longitudinal study to review the relationship between learning behaviours and academic performance in a primary school with a blended learning environment, and investigated how interventions through learning activity redesign could improve the academic performance by cultivating better learning attitudes. The results show that learning attitudes are positively related to academic performance with proper learning activity design. It is therefore suggested that teachers’ interventions through learning activity redesign can cultivate better learning attitudes and thus improve academic performance for learners. 相似文献