Using feedback to promote student participation in online learning programs: evidence from a quasi-experimental study     

Li  Jessica  Wong  Seohyun Claire  Yang  Xue  Bell  Allison 《Educational technology research and development : ETR & D》2020,68(1):485-510

Educational technology research and development - How should learner analytics and different media be used to optimize feedback to increase students’ motivation and sense of learning...  相似文献   

Decolonising the religious education curriculum     

Liam Gearon  Arniika Kuusisto  Yonah Matemba  Saija Benjamin  Petro Du Preez  Pia Koirikivi 《British Journal of Religious Education》2021,43(1):1-8

  相似文献   

Pedagogy of the Spirit: Comparing Evangelical and Latter-day Saint Youth Self-Reported In-Class Spiritual Experiences     

Arch Chee Keen Wong  Anthony Sweat  Ryan Gardner 《Religious education (Chicago, Ill.)》2017,112(5):569-584

This study statistically analyzes data from 756 evangelical and Latter-day Saint youth regarding their perceived in-class spiritual experiences of twenty items related to Christian theology. The data indicates similar spiritual outcomes between the two groups, with no statistically significant differences between eleven of the twenty spiritual experience items. However, evangelical participants most highly reported affective spiritual outcomes and least commonly reported action-oriented spiritual outcomes, while Latter-day Saint youth most highly reported action-oriented spiritual outcomes and least commonly reported cognitive spiritual outcomes. Action-oriented spiritual outcomes constitute the greatest difference between the two groups. We explore how the differences between evangelical and Latter-day Saint pedagogy and theology might account for these differences.  相似文献   

Random Permutation Testing Applied to Measurement Invariance Testing with Ordered-Categorical Indicators     

Benjamin A. Kite  Terrence D. Jorgensen  Po-Yi Chen 《Structural equation modeling》2018,25(4):573-587

We describe and evaluate a random permutation test of measurement invariance with ordered-categorical data. To calculate a p-value for the observed (?)χ², an empirical reference distribution is built by repeatedly shuffling the grouping variable, then saving the χ² from a configural model, or the ?χ² between configural and scalar-invariance models, fitted to each permuted dataset. The current gold standard in this context is a robust mean- and variance-adjusted ?χ² test proposed by Satorra (2000), which yields inflated Type I errors, particularly when thresholds are asymmetric, unless samples sizes are quite large (Bandalos, 2014; Sass et al., 2014). In a Monte Carlo simulation, we compare permutation to three implementations of Satorra’s robust χ² across a variety of conditions evaluating configural and scalar invariance. Results suggest permutation can better control Type I error rates while providing comparable power under conditions that the standard robust test yields inflated errors.  相似文献   

A theory of instruction for introductory programming skills     

Benjamin Xie  Dastyni Loksa  Greg L. Nelson  Matthew J. Davidson  Dongsheng Dong  Harrison Kwik 《Computer Science Education》2019,29(2-3):205-253

ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.  相似文献   

Effectiveness of an Intensive Learning Skills Course for University Students on Restricted Enrolment     

Emmanuel Manalo  Glenis Wong‐Toi  Marcus Henning 《高等教育研究与发展》1996,15(2):189-199

Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one‐half or more of their papers in the previous year were invited to attend a four‐day intensive learning skills course conducted by the Student Learning Centre of the University. The course covered various topics such as effective time management and study organisation, preparing for and taking tests and exams, memory and concentration, and writing skills. A total of 74 students attended the course. After final examinations, the results of these students were analysed. As a group these students significantly improved on their previous year's pass rates. Furthermore, their pass rates were significantly better than those of a randomly selected group of students who were in a similar situation with regard to their previous year's academic performance, but who did not attend the course.  相似文献   

Moving from a Personal to a Social Constructivist View of Learning: Implications for Support in the Student Teaching Experience 1     

May Cheng May Hung  Winnie So Wing Mui  Wong Yu Lai Wah  Lee Man Yuk Ching 《Asia Pacific Journal of Education》2003,23(1):85-98

Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.

  相似文献   

‘Just turn to us’: the persuasive features of contract cheating websites     

Susan Rowland  Christine Slade  Kai-Sheng Wong  Brooke Whiting 《Assessment & Evaluation in Higher Education》2018,43(4):652-665

Academic integrity is important to universities and students must abide by codes of academic conduct around assessment. Students are, however, subject to multiple pressures around assessment, some of which can push them to cheat. Modern contract cheating websites are the fronts for sophisticated, commercial operations that offer individually written assessment items for a fee; to combat their use we need a better understanding of the tools they use to persuade students to become customers. In this study we examined the persuasive features of 11 highly-visible contract cheating websites and mapped these features to a previously used persuasiveness framework. We find that contract-cheating websites use a variety of credibility, interactive and informative features designed to persuade students to use their services. In addition, the sites offer low-cost, customisable products available in very short timeframes. We suggest ways in which educators can encourage academic integrity by talking with their students about how the websites promulgate their ‘just turn to us’ message.  相似文献   

Web &; Wild     

Bibek Bhattarai  Mike Wong  Rahul Singh 《TechTrends》2003,47(2):68-68

  相似文献   

Students’ Emotive Reasoning Through Place-Based Environmental Socioscientific Issues     

Herman  Benjamin C.  Zeidler  Dana L.  Newton  Mark 《Research in Science Education》2020,50(5):2081-2109

Research in Science Education - Engaging environmental socioscientific issues (SSI) requires navigating diverse positions regarding people and nature. This qualitative investigation determined how...  相似文献