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1.
Niki Lambropoulos Xristine Faulkner Fintan Culwin 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):295-306
In the last decade, we have seen the emergence of virtual learning environments. Initially, these environments were a little more than document repositories that tutor used unicast to the students. Informed in part by social constructivist theories of education, later environments included capabilities for tutor–student and student–student, synchronous and asynchronous communication. The initial research of this paper reports the typical low usage of these capabilities. The main research attempted to ameliorate this problem by the provision of tools to promote a sense of social awareness as self‐presence and copresence, and evaluation techniques to analyse e‐learners' interactions. Data was obtained from prepost questionnaires, log files and social network analysis which augmented the data provided by the tools embedded in Moodle. The results indicate the importance of social awareness in effective e‐learning; the quality of active participation can be increased by the use of associated tools. The e‐tutor's role is still pivotal to facilitate and to support such engagement towards collaborative learning. Implications for future research suggest that social awareness tools and evaluation techniques can create awareness cues in an interface with a potential impact on learning. 相似文献
2.
胡勇 《现代远程教育研究》2013,(1):69-77
已有的研究和实践证明,社会临场感有助于降低学习者在线学习过程中的孤独感、提升学习满意度和促进虚拟学习社区的建立。社会临场感与交互的关系十分密切,以往研究者主要借助内容分析方法或调查问卷来分析两者之间的关系,注重测量个体的意见和主观的感知,但无法反映社会临场感随时间发展变化的动态特征。社会网络分析(SNA)的中心度、密度、中心势、派系等参数能够较为合理地表征在线协作学习中师生的交互过程特征,为研究这一问题提供了新的思路。通过对一门网络课程实施期初、期中和期末三个阶段师生在线论坛中的交互过程与行为进行定量和可视化的社会网络分析,结果显示:学习者在不同学习阶段的社会临场感存在显著差异,交互和社会临场感之间具有十分紧密的联系,个体的社会临场感会随时间的发展而变化。社会网络分析有助于理解在线学习环境中社会临场感的形成和发展变化,有助于教师改进教学,提升网络教学的质量。 相似文献
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University students with a learning disability (LD) represent a growing fraction of the student population within North America. Although past research has focused on cognitive aspects of living with an LD and/or attention‐deficit/hyperactivity disorder (ADHD), social–emotional factors have received less attention. Such factors may play an important role in self‐regulation of learning. This study investigated the relations among self‐compassion, self‐acceptance of an LD, and self‐regulated learning in university students with an LD and/or ADHD. Participants were 78 university students who self‐identified as possessing an LD and/or ADHD. Variables were measured using an online questionnaire. These students had lower self‐compassion scores than found by researchers in other studies. Correlational analyses revealed significant associations among self‐acceptance of an LD, self‐compassion, and self‐regulated learning. 相似文献
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联通主义理论揭示了"互联网+"时代教与学的新规律,学习者社会网络的形成是联通主义学习的重要过程,因此,深刻认识联通主义理论中的社会网络规律显得尤为重要。该研究使用社会网络分析法对国内第一门cMOOC微信群中的交互数据进行收集与分析,探究了联通主义学习情境中的社会网络特征。研究发现:在宏观层面,整个课程微信群交互形成的社会网络是一个多中心的复杂网络;在中观层面,内部子结构形成了8个凝聚子群;在微观层面,度数中心性和中间中心性较高的节点(参与者)在网络中发挥着重要的联通作用。最后,从三个方面进行了总结:联通主义学习中教师是引导者、促进者,符合联通主义课程的教师观;自组织是联通主义理论的重要特征;联通主义学习者的网络地位可以反映其联通主义学习的情况。 相似文献
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The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment 
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下载免费PDF全文 The importance of teamwork skills as part of employability has been widely acknowledged and accompanied by active research on successful cooperative learning. However, relatively few studies have focused on the effects of gender on students' group work, and only a limited number of empirical studies exist that examine students' group work process and performance through the results of self‐ and peer‐assessment. This study examines the effects of gender on group work process and performance using the self‐ and peer‐assessment results of 1001 students in British higher education formed into 192 groups. The analysis aggregates all measures on the group level in order to examine the overall group performance. Further, a simple regression model is used to capture the effects of group gender compositions. Results suggest that students in gender balanced groups display enhanced collaboration in group work processes. The enhanced collaboration could be associated with less social loafing behaviours and more equitable contributions to the group work. However, the results imply that this cooperative learning environment does not lead to higher student performance. Students' comments allow us to explore possible reasons for this finding. The results also indicate underperformance by all‐male groups and reduced collaborative behaviours by solo males in male gender exception groups (i.e., groups consisting of one male student and other members being female). The results thus have implications for the composition of groups. The pedagogical implications of these findings are discussed. 相似文献
7.
Tara Winters 《The International Journal of Art & Design Education》2011,30(1):90-101
Art and design programmes are educationally unique in that students themselves play a central role in determining their own learning needs. To be successful in their study, art and design students are required to operate with a high degree of independence and self‐direction. Developing the skills for greater self‐reliance requires students to become aware of their conceptions of the subject of study, and of themselves as learners in a particular learning context. Developing greater self‐awareness as a learner and becoming more independent in one's learning is captured by the concept of meta‐learning. In this article I present an alternative strategy to prevalent diagnostic approaches to assist in developing a student's capacity for meta‐learning in the subject context of art and design. An inquiry cycle was created to provide a structure within which to facilitate generative thinking about learning through engaging with fundamental questions related to the subject of learning (art and design) rather than the learning subject (i.e. the student). This method represents a departure from existing approaches to engaging students in meta‐learning. A pilot study used to trial the effectiveness of this strategy is also presented here. The inquiry map, and the conceptual base upon which it was developed, were found to be useful ways to structure reflective thinking about learning and to assist in developing a student's conception of the subject. 相似文献
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Self‐regulation is of interest both to psychologists and to teachers. But what the word means is unclear. To define it precisely, two studies examined the American Psychological Association's system of controlled vocabulary—specifically, the 447 associated terms it presents—and used techniques from the Digital Humanities to identify 88 closely related concepts and six broad conceptual clusters. The resulting analyses show how similar ideas are interrelated: self‐control, self‐management, self‐observation, learning, social behavior, and the personality constructs related to self‐monitoring. A full‐color network map locates these concepts and clusters relative to each other. It also highlights some of the interests of different audiences, which can be described heuristically using two axes that have been labeled abstract versus practical and self‐oriented versus other‐oriented. 相似文献
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Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; MAge = 13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation. 相似文献
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This article describes a training program, Self‐Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self‐motivating cycles of learning. It is a two‐part approach whereby self‐regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess students' self‐regulation beliefs and study strategies and (b) train students to use these strategies in a cyclical, self‐regulation feedback loop. Ultimately, students learn how to set goals, select and monitor strategy effectiveness, make strategic attributions, and adjust their goals and strategies. The program was developed from social‐cognitive theory and research and integrates many of the essential features of the problem‐solving model. Interventions used in the SREP include graphing, cognitive modeling, cognitive coaching, and structured practice sessions. A case study is presented to illustrate procedures for implementing the program. Implications for school psychologists and teachers also are presented and discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 537–550, 2004. 相似文献
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Culture,role and group work: A social network analysis perspective on an online collaborative course
Karen Stepanyan Richard Mather Roger Dalrymple 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):676-693
This paper discusses the patterns of network dynamics within a multicultural online collaborative learning environment. It analyses the interaction of participants (both students and facilitators) within a discussion board that was established as part of a 3‐month online collaborative course. The study employs longitudinal probabilistic social network analysis (SNA) to identify the patterns and trends within the network. It conjectures and tests a set of hypotheses concerning the tendencies towards homophily/heterophily and preferential attachment. The paper presents identified interaction network patterns in relation to cultural differences. It also evaluates network dynamics by considering participant roles and group work in the course under study. Results of social network analyses are reported along with measures of statistical confidence in findings. The potential for extending exploratory SNA methods and visualisation techniques in educational research are discussed here. 相似文献
12.
Dolores R. Serrano Maria Auxiliadora Dea‐Ayuela Elena Gonzalez‐Burgos Alfonso Serrano‐Gil Aikaterini Lalatsa 《European Journal of Education》2019,54(2):273-286
Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor. 相似文献
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Jun Sun Javier Flores Jesus Tanguma 《Decision Sciences Journal of Innovative Education》2012,10(1):63-77
The contribution of the e‐textbooks can be enormous considering their additional supporting features, but adoption has not crystallized yet. This study examines the relevant experiences of college students in terms of how the use of e‐textbooks may enhance their learning. A survey study was conducted to measure the perceptions of each student on how helpful an e‐textbook is for facilitating learning (i.e., E‐book Helpfulness), how well it promotes his/her involvement in learning (i.e., Student Involvement), and how much improvement it makes on learning outcome (i.e., Learning Outcome). Results indicate that e‐textbooks are perceived as enhancers of student learning experiences in two complementing routes: (1) E‐textbook Helpfulness enhances students’ learning outcomes directly and (2) Student Involvement plays an important mediating role between E‐textbook Helpfulness and Learning Outcome if students use e‐textbooks in class. These findings suggest that the successful adoption of e‐textbooks requires schools to provide necessary resources (e.g., computer labs) and instructors to actively engage students in using e‐textbooks. 相似文献
14.
Purificación Checa Rosa Rodríguez‐Bailón M. Rosario Rueda 《Mind, Brain, and Education》2008,2(4):177-187
ABSTRACT— The aim of the current study was to examine the role of individual differences in neurocognitive and temperamental systems of self‐regulation in early adolescents’ social and academic competence. Measures used in the study included the Attention Network Test, the Early Adolescence Temperament Questionnaire, a peer‐reported Social Status Questionnaire, a self‐reported measure of Schooling Skills, and information on grades obtained by the students in a variety of school subjects (n= 69 12‐year olds). Results showed that efficiency of the neurocognitive network of executive attention is related to academic outcomes, particularly in mathematics, as well as to aspects of social adjustment. Temperamental effortful control appears to be a significant predictor of all dimensions of school competence assessed in this study and mediates the relationship between social adjustment and poor schooling outcomes. These data suggest that individual differences in systems of self‐regulation are central to understanding processes of learning and social adjustment in the school. 相似文献
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The past several decades of e‐learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e‐learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e‐learning success model, and such a model should incorporate the interdependent (not independent) process nature of e‐learning success. We applied structural equation modeling to empirically validate a comprehensive model of e‐learning success at the university level. Our research advances existing literature on CSFs of e‐learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e‐learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e‐learning success model satisfactorily explains and predicts the interdependency of six CSFs of e‐learning systems (course design quality, instructor, motivation, student‐student dialog, student‐instructor dialog, and self‐regulated learning) and perceived learning outcomes. 相似文献
16.
Jerry Chih‐Yuan Sun Robert Rueda 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):191-204
This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south‐western USA, who completed an online survey assessing their levels of situational interest, computer self‐efficacy, self‐regulation and engagement in distance education. Situational interest and self‐regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self‐efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self‐regulation in distance education environments. 相似文献
17.
Val Klenowski 《Assessment in Education: Principles, Policy & Practice》1995,2(2):145-163
Student self‐evaluation processes and their impact on pedagogy, in the promotion of sound reflective student [1] practices, are the focus of this article. The ways in which students self‐evaluate and teachers integrate these self‐evaluative processes into their teaching practice in Australian and English contexts are analysed. The educational sites chosen for focus are engaged in implementing student‐centred teaching and learning practices. This article is based on research that draws on data analysed using case‐study methodology. For a period of 6 months student self‐evaluation processes were examined in both an Australian secondary high school and an English Further Education (EE) college which was piloting the advanced General National Vocational Qualification (GNVQ) science programme. The introduction of the skills of self‐evaluation to students offers an added dimension to the current learning environment. It provides students with opportunities to take increased responsibility for, and a more active role in, their own learning. An underlying assumption of this research is that there exists a need to examine how learning in the classroom is structured, and that it is this dimension to teaching and learning that makes a difference. A fundamental premise is that student self‐evaluation is an educative activity. 相似文献
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L. Oriana Linares Nicole Rosbruch Marcia B. Stern Martha E. Edwards Gillian Walker Howard B. Abikoff Jose Ma. J. Alvir 《Psychology in the schools》2005,42(4):405-417
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, including student self‐efficacy, problem solving, social‐emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self‐efficacy, problem solving, social‐emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 405–417, 2005. 相似文献
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Andrew Martinez Susan D. Mcmahon Crystal Coker Christopher B. Keys 《Psychology in the schools》2016,53(8):817-830
Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school‐level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student‐related outcomes (i.e., high‐risk behaviors, barriers to learning, student social–behavioral climate). Teachers across 29 high schools, in a large urban school district serving primarily low‐income students, completed self‐report surveys. Multilevel regression was used to test both individual‐ and school‐level predictors of student outcomes. Findings suggest that teacher practices at the individual and school levels are linked to student high‐risk behaviors, barriers to student learning, and school climate. More specifically, findings indicate that better supervision/discipline and instructional management are associated with fewer high‐risk behaviors and barriers to learning. More instructional management is also linked to positive social–behavioral climate. Results from this study highlight the association between teacher practices and a range of student‐related problem behaviors, and suggest that system‐level interventions in the school may have positive effects. 相似文献