Reducing the prior-knowledge achievement gap by using technology-assisted guided learning in an undergraduate chemistry course     

Anna J. Lou  Susanne M. Jaeggi 《科学教学研究杂志》2020,57(3):368-392

There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from educational research and best teaching practices to enhance guided student-centered learning in chemistry. A total of 185 community college students were randomly assigned to learn stoichiometry through either TAGL or one of two active control interventions, traditional direct instruction and Khan Academy, a widely used web learning platform. We found that the TAGL group significantly outperformed both active control groups immediately after instruction, and furthermore, despite the fact that all groups received additional instruction in stoichiometry, the beneficial effects of TAGL compared to the control groups were maintained a month later. Notably, TAGL was able to eliminate the achievement gap between students with low prior knowledge and students with high prior knowledge. Furthermore, prior-knowledge activation was found to be especially beneficial for students with low prior knowledge. Our work contributes to existing research in learning theories and provides new insight toward the development of more effective and adaptive instructional designs. By translating research into practice, this study demonstrates the great potential of using innovative computer-based technology to improve student learning for all.  相似文献   

Leading Developmental Peer Observation of Teaching in Higher Education: Perspectives from Australia and England     

Dallas Wingrove  Linda Hammersley-Fletcher  Angela Clarke  Andrea Chester 《British Journal of Educational Studies》2018,66(3):365-381

Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such schemes can be mitigated through approaches to educational leadership that enact a respectful and collegiate ethos. This we suggest can support developmental academic engagement in peer observation for positive and lasting change.  相似文献   

Towards a pedagogy of science teaching: an exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school     

A. Magaji  G. Ade-Ojo  M. Betteney 《International Journal of Science Education》2018,40(9):1076-1093

This mixed method study investigated the extent to which the use of a model built around student-led questioning and feedback improved the learner engagement and attainment of a cohort of students. It compared outcomes from an experimental with a control group of students in Key-Stage 3 using a set of parameters. It found that the experimental group, who were taught using this model, showed improvements in engagement and attainment when compared to the control group. A model of discourse was proposed to help students take ownership of their learning and offered as a means of helping to transform science teachers’ classroom pedagogy.  相似文献   

What factors promote student resilience on a level 1 distance learning module?     

Joan Simons  Kythe Beaumont  Lesley Holland 《Open Learning》2018,33(1):4-17

Resilience is understood to be the ability to adapt positively in the face of adversity. In relation to new students on a distance learning module, this can mean how they adapt and make sense of the demands of their chosen study to enable them to persist in their studies. This article reports a small-scale study involving semi-structured telephone interviews with students on a level 1 distance learning module at the UK Open University. Students identified the challenges they experienced such as carving out time to study alongside other commitments, as well as developing their academic writing. Students also identified factors that enabled them to adapt to these challenges and be successful in continuing to study. Students rated highly the support they received from tutors in the form of tailored, detailed feedback on their assignments. Other factors that enabled students to persist in their studies were time management, self-belief and motivation.  相似文献   

Transforming,storing and consuming athletic experiences: a coach’s narrative of using a video application     

C. Cronin  A.E. Whitehead  S. Webster  T. Huntley 《Sport, Education and Society》2019,24(3):311-323

The analysis of sport performance in competitive contexts has become synonymous with the use of a range of software applications and hardware e.g. heart rate monitors and gps systems. With the prevalence of technology in mind, a small but growing corpus of literature has begun to consider this phenomenon and its influence upon the coaching process. This study adds to this literature by detailing the autoethnographic experiences of a case study coach; Derek. A contextualised and richly described narrative account of Derek’s experience of using coaching applications is provided. Analysis of Derek’s narrative suggests that technology can be a useful means by which individuals make sense of their experience. Specifically, (1) technology can be a ‘ready-to-hand’ instrument that enhances the coaching process. Unfortunately, (2) technology may become the only and ‘calculative’ means by which individuals come to understand their performance. In such instances, it is important to note that (3) the videos we use to understand our performance are transformed and incomplete representations of lived athletic experiences. Thus, Derek’s story illustrates how technology can be both an enabler and barrier to athletes who wish to holistically understand their own lived experiences and engage in coach-athlete relationships. The accompanying analysis draws upon concepts from Heideggerian philosophy to add insight into the use of technology within the coaching process. In so doing, the study prompts coaches to critically view their coach-athlete relationships as situated in a wider world which contains, and can be mediated by, technology. In addition, Derek’s story (re)directs researchers and coaching practitioners interested in technology to a useful literature (philosophy of technology) which may further inform their understanding of coach-athlete relationships.  相似文献   

影像反馈教学法在羽毛球选项课中的实验研究     

孙凯 《当代体育科技》2020,(12):135-136

本文以中国劳动关系学院学生为研究对象展开实验性研究,采用文献调查法、专家访谈法、问卷调查法、实验对比研究法、数理统计法等研究方法,通过对比在羽毛球选项课中应用影像反馈教学法与传统教学方法在调动学生积极性及各项技术动作等方面的实际差别,总结出影像反馈教学法在羽毛球选项课中的独特优势,同时归纳出高效、适合实际情况的影像反馈教学模式。  相似文献   

The Ultimate Survey: Asking One Question at a Time to Get Feedback from Library Users     

Leticia Camacho  Brian Wages  Taylor Harris 《The Reference Librarian》2020,61(1):1-14

ABSTRACT

Libraries use surveys and other instruments to gather feedback from their users. However, with competition from many other campus entities requesting input, how can survey fatigue be avoided? To gather this feedback, the Social Sciences Reference Desk utilized a short, fun and easy method. Each week for 10 weeks during the fall semester of 2017, the reference assistants wrote a survey question on a whiteboard and provided sticky notes for patrons to write their answers. The survey provided valuable information about patrons’ needs and expectations. It also fostered changes that were easily implemented to improve the delivery of library services.  相似文献   

Assessment feedback in examiner reports on master’s dissertations in translation studies     

《Studies in Educational Evaluation》2020

Assessment is a crucial part of degree programmes in higher education. While previous research has been primarily concerned with PhD thesis assessment practice in western countries, this article considers the focus and assessment criteria of 40 examiner reports on master’s dissertations in translation studies at a Chinese university. The results indicate that these examiners structured their reports in four rhetorical moves: ‘preparing the candidate for a decision’, ‘expressing an evaluation’, ‘conveying the decision’, and ‘making recommendations’. These examiners appeared to place more emphasis on the expression of ideas, rather than on the accuracy and originality of those ideas. They apparently adopted flexible working criteria, assessing the dissertations based on institutional requirements and on their own experience. This article concludes with a discussion of implications for dissertation writing.  相似文献   

Using pictorial mnemonics in the learning of tax: a cognitive load perspective     

Bernadette Smith  Sonia Shimeld 《高等教育研究与发展》2014,33(3):565-579

The scope and complexity of the Australian taxation system (as with other tax regimes) is daunting for many accounting students. This paper documents the implementation of new practices that were initiated in an effort to address some of the challenges faced by undergraduate students studying taxation. Based on the principles of cognitive load theory, summaries of the lecture material became the focus of tutorials. These summaries provided the impetus for teaching staff to experiment with illustrations as a strategic means of delivery. Drawing diagrams and presenting them in the form of pictorial mnemonics proved to be effective tools in helping students understand and synthesize basic taxation concepts, thereby promoting effective deep learning. Both formal and informal feedback was overwhelmingly positive and affirming of this innovative approach to the subject. A selection of the pictorial mnemonics we designed is provided.  相似文献   

An Overall Study on Automated Writing Evaluation     

魏蕊  常青 《海外英语》2014,(12)

Automated Writing Evaluation (AWE) program is designed to provide instant scores based on automated writing scor?ing engine along with diagnostic feedback. Five main AWE programs are introduced, four i...  相似文献