Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice     

Tamara van Gog  K. Anders Ericsson  Remy M. J. P. Rikers  Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81

Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the “expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical framework of deliberate practice have given us a better understanding of the principles and activities that are essential in order to excel in a domain. This article explores how these activities and principles can be used to design instructional formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed. In their preparation of this article, the first and last authors were supported by an Internationalization grant from the Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010).  相似文献   

    

Jan Wilson 《TechTrends》2004,48(6):3

  相似文献   

Implementing ICT in education faculty-wide     

Jenny Brakels  Els van Daalen  Wim Dik  Sofia Dopper  Fred Lohman  Andre van Peppen 《European Journal of Engineering Education》2002,27(1):63-76

  相似文献   

Does teachers’ pedagogical content knowledge affect their fluency instruction?     

H. T. G. Van den Hurk  A. A. M. Houtveen  W. J. C. M. Van de Grift 《Reading and writing》2017,30(6):1231-1249

The relation is studied between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant γ-value of .29, indicating that only 8% of the variance in teachers’ classroom behaviour in teaching fluent reading is accounted for by teachers’ pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction.  相似文献   

Using an Attribution Support Tool to Enhance the Teacher Efficacy of Student Science Teachers     

Eveline de Boer  Fred J. J. M. Janssen  Jan H. van Driel 《Journal of Science Teacher Education》2016,27(3):303-324

To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine student biology teachers used this attribution support tool when reflecting on multiple lessons taught in classes they considered difficult. They scored their lessons and filled in a teacher efficacy questionnaire after each lesson. The results show that teacher efficacy increased and the number of failures during the lessons decreased; on average, the self-awarded marks per teacher per lesson increased, indicating an increase in mastery experiences. Therefore, the attribution tool seems to be a promising tool for student teachers to enhance their teacher efficacy and to support reflection on problematic teaching experiences.  相似文献   

Beyond Foundations: Signs of a New Normativity in Philosophy of Education     

Roel van Goor  Frieda Heyting  Gert&#;Jan Vreeke 《Educational theory》2004,54(2):173-192

  相似文献   

Positive teacher–student relationships go beyond the classroom,problematic ones stay inside     

Luce C. A. Claessens  Jan van Tartwijk  Anna C. van der Want  Helena J. M. Pennings  Nico Verloop  Perry J. den Brok 《The Journal of educational research》2017,110(5):478-493

The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed.  相似文献   

The Misspecification of the Covariance Structures in Multilevel Models for Single-Case Data: A Monte Carlo Simulation Study     

Mariola Moeyaert  Maaike Ugille  John M. Ferron  S. Natasha Beretvas  Wim Van den Noortgate 《Journal of Experimental Education》2016,84(3):473-509

The impact of misspecifying covariance matrices at the second and third levels of the three-level model is evaluated. Results indicate that ignoring existing covariance has no effect on the treatment effect estimate. In addition, the between-case variance estimates are unbiased when covariance is either modeled or ignored. If the research interest lies in the between-study variance estimate, including at least 30 studies is warranted. Modeling covariance does not result in less biased between-study variance estimates as the between-study covariance estimate is biased. When the research interest lies in the between-case covariance, the model including covariance results in unbiased between-case variance estimates. The three-level model appears to be less appropriate for estimating between-study variance if fewer than 30 studies are included.  相似文献   

Assessment of Communication Competencies in Engineering Design Projects     

Gert W. Brinkman  Thea M. van der Geest 《Technical Communication Quarterly》2003,12(1):67-81

Reforms in engineering education have caused a shift from the traditional stand-alone course in technical communication for Engineering students towards communication training integrated in courses and design projects that allows students to develop four layers of competence. This shift creates opportunities for realistic and situated learning, but offers challenges for assessment of communication competence at student, course and program levels. On the basis of a detailed definition of communicative competence, three formats for integrated communication training are described: Linked to design projects, integrated in design projects and integrated at program level. Assessment of communication competence in these formats is constrained by their characteristics with regard to student motivation, individual and group work, and situated learning.  相似文献   

Does maternal employment influence poor children’s social development?     

Bruce Fuller  Gretchen Caspary  Sharon Lynn Kagan  Christiane Gauthier  Danny Shih-Cheng Huang  Judith Carroll  Jan McCarthy 《Early childhood research quarterly》2002,17(4):240

Various initiatives over the past 40 years have aimed to strengthen children’s early learning and social development. One policy theory—manifest in recent welfare reforms—postulates that requiring single mothers to work more outside the home will advance children’s well-being. We first examine whether young children’s social development is related to maternal employment among 405 women who entered welfare-to-work programs in 1998. For girls, age 24–42 months, we found that their mother’s recent employment duration was significantly associated with a lower incidence of aggressive behavior and inattentiveness, measured by two scales from the Child Behavior Checklist (CBCL 2/3). Yet these relationships with employment were weaker than more robust associations observed for proximal child-rearing practices, including the frequency of reading with the child, enforcing a regular bedtime, the propensity to spank the child, as well as levels of maternal depression. We then assess whether broader measures of the mother’s economic security help to predict these proximal determinants of development. We observed that food security and indicators of job quality consistently predicted the proximal factors. Structural equation models (SEM) provided additional evidence that these broader indicators of economic security, but not recent employment per se, operated through parenting practices and maternal depression to influence girls’ and boys’ social development. These results are consistent with recent findings from random-assignment experiments, showing that employment gains rarely affect child outcomes unless mothers’ income and broader economic security also improve.  相似文献