Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education     

《Educational Research Review》2021

Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning.  相似文献   

Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities     

Julio Guerra  Margarita Ortiz-Rojas  Miguel Angel Zúñiga-Prieto  Eliana Scheihing  Alberto Jiménez  Tom Broos  Tinne De Laet  Katrien Verbert 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):973-1001

Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under-explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision-making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision-making and advising tasks.  相似文献   

Self-derivation through memory integration: A model for accumulation of semantic knowledge     

《Learning and Instruction》2020

Semantic knowledge accumulates through explicit means and productive processes (e.g., analogy). These means work in concert when information explicitly acquired in separate episodes is integrated, and the integrated representation is used to self-derive new knowledge. We tested whether (a) self-derivation through memory integration extends beyond general information to science content, (b) self-derived information is retained, and (c) details of explicit learning episodes are retained. Testing was in second-grade classrooms (children 7–9 years). Children self-derived new knowledge; performance did not differ for general knowledge (Experiment 1) and science curriculum facts (Experiment 2). In Experiment 1, children retained self-derived knowledge over one week. In Experiment 2, children remembered details of the learning episodes that gave rise to self-derived knowledge; performance suggests that memory integration is dependent on explicit prompts. The findings support nomination of self-derivation through memory integration as a model for accumulation of semantic knowledge and inform the processes involved.  相似文献   

Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss     

《International Journal of Educational Development》2021

This paper uses a calibrated “pedagogical production function” model to estimate the potential long-term losses to children’s learning from the temporary shock of Covid-19 related school closures. It then models possible gains from two mitigation strategies. Without mitigation, children could lose more than a full year’s worth of learning from a three-month school closure because they will be behind the curriculum when they re-enter school and will fall further behind as time goes on. Remediation when children return to school reduces the long-term learning loss by half, but still leaves children more than half a year behind where they would have been with no shock. Remediation combined with long-term reorientation of curriculum to align with children’s learning levels fully mitigates the long-term learning loss due to the shock and surpasses the learning in the counterfactual of no shock by more than a full year’s worth of learning. Systems need to begin planning now for remediation programmes, and as they do so they should build programmes and train teachers in ways that can continue to produce benefits beyond the period immediately following reopening.  相似文献   

An analysis of the reach and effectiveness of distance learning in India during school closures due to COVID-19     

《International Journal of Educational Development》2021

In India, more than 276 million children and youth were out of school for extended periods since March 2020 due to school closures in response to COVID-19. A key challenge has been how to measure the impact of responses to continuity of learning both to ensure more effective responses in the event of further disruptions, but also to help the education community conceptualize more creative and effective approaches to learning, through blended and flexible approaches. This study reflects on the findings from a UNICEF survey targeting parents and adolescents across 6 states in India, and identifies lessons learned for addressing learning inequities during future school closures. We focus on measuring three key variables – access to technology, their utilization, and perceived learning for different profiles of children. As students began learning from home, technology access rates in households were initially used to determine the estimated maximum reach of different distance learning modalities during school closures. Beyond access, we find significant variations in adolescents’ use of technology for learning purposes and their perceptions of learning, linked to the type of remote learning modality, gender, location and type of school. We discuss the implications for government strategies and policies to ensure better utilization of technologies which are available in households and to address equity gaps in learning opportunities.  相似文献   

Exploring student learning approaches on an initial teacher education programme: A comparison of mature learners and direct entry third-level students     

《Teaching and Teacher Education》2018

This article compares the learning approaches of students on an initial teacher education programme. Using a mixed method approach, the study examines differences between mature learners and direct entry students, across the domains of deep, strategic and surface learning approaches. Following the quantitative phase, group interviews were conducted to gain additional insights into the factors, which impacted learning approach. Significant differences were evident between both cohorts. The key categories that contributed to learning approach included; motivation to learn, collaborative and competitive learning, prior educational experiences and school placement. The findings provide insights into the diversity of student cohorts.  相似文献   

The purpose of education: pedagogues’ and teachers’ negotiations in Danish primary schools*     

Signe Hvid Thingstrup  Lene S. K. Schmidt  Randi Andersen 《Educational Action Research》2018,26(3):354-364

In 2014, the Danish primary school system went through a major reform. One main change is the greater participation of pedagogues in school. This is a dramatic change both for teachers and for pedagogues, a distinct profession, traditionally working outside school and representing a creative and social approach to learning and wellbeing. This article examines how teachers and pedagogues in an action research project negotiate their new common work and which understandings of good pedagogical practice these negotiations express. The article shows that international educational rationales about learnification and attainment that are found in the Danish reform, affect the professionals’ understandings of professionalism and educational practices, and that this marginalises some traditional pedagogical practices. However, the article also shows that both pedagogues and teachers critique dominant educational policy rationales and explore what space for action exists in the reform.  相似文献   

Analysis and evaluation of lecturers’ activity in Learning Management Systems: Subjective and objective perceptions     

Magdalena Cantabella  Belén López  Alberto Caballero 《Interactive Learning Environments》2018,26(7):911-923

Learning Management Systems (LMS) have become the principal resource for the distribution of educational material and collaboration among lecturers and students in Higher Education. The potential of these platforms does not limit to a simple manager of contents, but they also offer a wide range of tools that support the development of different methodologies according to the learning modality, namely on-campus, blended or online. This work analyzes the use of LMS and the interactions with their different tools from the lecturers’ point of view, in order to detect possible incidents, check the tools’ utility and evaluate their complexity. All these metrics represent valuable information to the Degree Coordinators, if they are presented in a suitable manner, to detect and resolve deficiencies in the methodology. For the analysis of the teaching activity two methods are employed: (1) surveys, to measure the subjective perception of lecturers when using LMS tools; and (2) visual analysis of the real lecturer’s activity through OnlineData, a graphical analytic tool developed as part of our work to monitor LMS tools metrics. The results of both methods show differences among the perceived self-usage and actual usage, especially for the e-learning methodologies  相似文献   

Health-related fitness knowledge growth in middle school years: Individual- and school-level correlates     

Xihe Zhu  Justin A. Haegele  Haichun Sun 《运动与健康科学(英文)》2020,9(6):664-669

BackgroundHealth-related fitness knowledge (HRFK) has been an essential concept for many health and physical education programs. There has been limited understanding and longitudinal investigation on HRFK growth. This longitudinal study examined HRFK growth and its individual- and school-level correlates in middle school years under 1 curriculum condition: Five for Life.MethodsParticipants were 12,044 students from 47 middle schools. Data were collected at both individual/participant and school/institution levels. Individual-level variables included gender, grade, and HRFK test scores. School-level variables included percentage of students receiving free and reduced meals (FARM), student-to-faculty ratio for physical education, and school academic performance (SAP). We used hierarchical linear modeling to examine HRFK 3-year growth in relation to individual- and school-level correlates.ResultsThe average HRFK score at 6th grade for females was 42.81% ± 1.32%. The predicted HRFK growth was 17.06% ± 1.02% per year, holding other factors constant. A 1-standard deviation increase in FARM correlated with a 14.68%-point decrease in predicted test score (p = 0.02). A 1-standard deviation increase in SAP was associated with an 11.90%-point increase in HRFK score. Males had a significantly lower growth rate than females during the middle school years (0.78%/year, p = 0.02).ConclusionThe result showed that both individual- and school-level variables such as gender, FARM, and SAP influenced HRFK growth. Educators should heed gender differences in growth curves and recognize the correlates of school-level variables.  相似文献   

Exploring factors that improve mathematics achievement in Brunei     

《Studies in Educational Evaluation》2019

The low pass rate in Brunei Year 13 mathematics is a source of concern for many stakeholders. Success in mathematics is required for students wishing to attend university and pursue courses in the sciences and technology. Many different factors contribute to success and failure in mathematics. This field survey (N = 330 randomly selected Year 13 students representing 179 females and 151 males) determined the extent to which coping mechanisms, study strategies, learning styles, and self-efficacy were related to academic achievement in mathematics. Stepwise multiple regression analysis with backward elimination identified six statistically significant main effect variables with links to mathematics achievement (task-oriented coping, textbook reading, concentration, self-efficacy, time management, and activist learning style). Two-way interactions of the male and female genders with deep processing and reflector learning styles were also significantly associated with mathematics achievement. Other significant interaction variables were beneficial to both genders.  相似文献