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Zhu Meina Bonk Curtis J. Doo Min Young 《Educational technology research and development : ETR & D》2020,68(5):2073-2093
Educational technology research and development - Given that massive open online learning courses (MOOCs) are considerably different from traditional classrooms in terms of roles and... 相似文献
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Thomas H. Reynolds Curtis Jay Bonk 《Educational technology research and development : ETR & D》1996,44(3):83-97
Recent research into composing processes has focused on instructional intervention strategies that promote effective composition practices within computerized writing environments. The field of computers and composition has benefitted both from advances in computing tools and developments in learning theory. The innovative computer tool discussed in this paper uses the macro-command language of a full-featured word processor to enact strategic support designed to help writers with their written work. From a theoretical standpoint, this tool created a writing environment based on Vygotskian theory of mediated learning and was grounded in an instructional strategy known as “procedural facilitation.” To evaluate the effectiveness of this computerprompting tool, a second macro application was used to log student keystrokes, thereby tracking student writing development, revisionary practices, and keystroke reactions to the prompting partner. Students using the prompting tool enacted divergent and convergent thinking assistance that appeared at the bottom of their computer screens while the system saved a process record of their keystrokes. Procedures for creating macro-driven prompting programs and keystroke-logging devices are discussed. Additionally, a catalog of prompts and summary of keystroke-mapping benefits are provided. Finally, our research using the macro-driven prompting partner and keystroke-register tool is detailed. 相似文献
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Tomasz Maruszewski Edyta Bonk Bartosz Karcz Sylwiusz Retowski 《Educational gerontology》2017,43(11):531-539
The aim of the study was to compare different types of materials that evoke memories in a sample of Polish seniors. We applied stimuli that referred to the period of reminiscence, that is, to the period between the ages of 10 and 30 in the lives of the investigated individuals. The sample consisted of 121 people between the ages of 65 and 96 years, living in Trójmiasto (the Tri-city), a metropolitan area in northern Poland. The participants were presented with photographs, fragments of popular songs and musical compositions, as well as excerpts from well-known Polish movies. We also applied a memory game as a procedure for stimulating memory in the elderly. The subjects were asked to evaluate the attractiveness of the presented materials on five-point rating scales. It turned out that all of the applied stimuli were assessed positively (the mean ratings were slightly above 4). The most highly valued group of stimuli was the one with musical material. We also observed differences in the evaluation of the applied materials between the group of “younger” seniors (<73 years) and “older” ones (>74 years). The memories evoked under the influence of contact with the presented materials were, in the vast majority of cases, very positive. The obtained data make it possible to infer that materials that evoke memories from the period of reminiscence can improve both the subjects’ memory functions, and their well-being. 相似文献
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This article reports survey findings related to the current status and future trends of blended learning in workplace learning
settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals
from five different countries, mostly from the Asia-Pacific region (i.e., China, South Korea, Taiwan, United States, and the
United Kingdom). The results show that blended learning will become a popular delivery method in the future of workplace learning
not only in Western countries but also in Asian countries. Still, the respondents indicated that there were several barriers
to blended learning; one of the most noticeable issues was their lack of understanding of blended learning. There is a pressing
need, therefore, to provide practitioners with guidance on how to implement blended learning in their organizations. Additionally,
among the countries surveyed, the results of the present study revealed that there were significant differences in the current
level of adoption of blended learning, the respondents’ attitudes toward and perceptions of blended learning, and the content
areas taught by blended learning. Respondents’ predictions related to emerging instructional strategies, technologies, and
evaluation techniques for blended learning are also reported. 相似文献
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The R2D2 method—read, reflect, display, and do—is a new model for designing and delivering distance education, and in particular, online learning. Such a model is especially important to address the diverse preferences of online learners of varied generations and varied Internet familiarity. Four quadrants can be utilized separately or as part of a problem‐solving process: the first component primarily relates to methods to help learners acquire knowledge through online readings, virtual explorations, and listening to online lectures and podcasts. As such, it addresses verbal and auditory learners. The second component of the model focuses on reflective activities such as online blogs, reflective writing tasks, self‐check examinations, and electronic portfolios. In the third quadrant, visual representations of the content are highlighted with techniques such as virtual tours, timelines, animations, and concept maps. Fourth, the model emphasizes what learners can do with the content in hands‐on activities including simulations, scenarios, and real‐time cases. In effect, the R2D2 model is one means to organize and make sense of the diverse array of instructional possibilities currently available in distance education. It provides new ways of learning for diverse online students, and demonstrates easy‐to‐apply learning activities for instructors to integrate various technologies in online learning. When thoughtfully designed, content delivered from this perspective should be more enriching for learners. The R2D2 model provides a framework for more engaging, dynamic, and responsive teaching and learning in online environments. 相似文献
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Online MBA students' perceptions of online learning: Benefits, challenges, and suggestions 总被引：1，自引：0，他引：1
Online MBA programs have seen a rapid rise in student enrollments in recent years and institutions of higher education have keen interests in offering quality online MBA programs to meet the demands. The present study reports the results of a case study in which over 100 students enrolled in a top-ranked online MBA program were interviewed and surveyed to investigate their perceptions of the benefits and challenges in online learning and their suggestions for improving the quality of the online MBA program. It was found that virtual teaming was a major factor that influenced the students' online learning experience; they viewed virtual teaming experiences as valuable for preparing them for the increasingly global business environment; at the same time, it also served as a key challenge to their learning in the online environment. Students' suggestions for improving the quality of online MBA program are discussed as well. 相似文献
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The relationship between intellective and non-intellective variables and counseling competence was investigated by comparing student counselors rated as falling within the top 25 percent in overall competence at the end of an evaluation seminar with their counterparts rated in the bottom 25 percent. Competence was operationally defined as a composite of knowledge of counseling theories and techniques, knowledge of and ability to use test data in counseling, and counseling skill. Significant differences between the high-rated and low-rated student counselors were observed on the dimension of chronological age, five of six intellective variables, and five of 11 non-intellective variables. 相似文献
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A surge in the proliferation of educational technology tools and models means that postsecondary learners and instructional designers have more options than ever before. Selecting the most appropriate tool for a given learner-centered instructional situation is challenging. The construct of feedback is central to an effective learner-centered instructional design. The present summary of the research on feedback in learner-centered instructional design models provides a rationale for the value of defining the dimensions of a high-quality learner feedback experience. Six dimensions of feedback are proposed; namely, timeliness, frequency, distribution, source, individualization, and content. Key questions posed include whether an analysis of the learner’s feedback experience is a better proxy for measuring the quality in postsecondary online learning than grades, satisfaction, or regular and substantive contact. 相似文献