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Designers of computer-based practice systems give primary attention to aspects of cognitive learning. However, observations of students practicing arithmetic, with two CAI systems widely used in Israel, revealed factors in the computer learning environment that substantially affected students' social behavior, particularly with respect to competition and cooperation in the course of learning. A questionnaire was designed on the basis of the observations to examine the effects of these factors in CAI work. It was administered to 457 fourth graders in 16 classes (two CAI systems x two SES categories x two schools x two classes). While neither CAI system was intended to foster competition, the observations and questionnaire data suggested that one encourages social comparison and competition whereas the other discourages these features and encourages cooperation and peer help. Boys appear to be significantly more competitive than girls. One system, compared with the other, significantly increases competitive behavior of high achievers (but not of low achievers); results in teachers' greater encouragement of social comparison and competition among students; and, as used in the schools we studied, causes disadvantaged students rather than advantaged students to develop negative feelings because of low CAI performance. The other system discourages competitive behavior and encourages cooperation. All these findings bear important implications for the instructional design of computer-based learning environments. 相似文献
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As retrieval systems become more complex, learning to rank approaches are being developed to automatically tune their parameters. Using online learning to rank, retrieval systems can learn directly from implicit feedback inferred from user interactions. In such an online setting, algorithms must obtain feedback for effective learning while simultaneously utilizing what has already been learned to produce high quality results. We formulate this challenge as an exploration–exploitation dilemma and propose two methods for addressing it. By adding mechanisms for balancing exploration and exploitation during learning, each method extends a state-of-the-art learning to rank method, one based on listwise learning and the other on pairwise learning. Using a recently developed simulation framework that allows assessment of online performance, we empirically evaluate both methods. Our results show that balancing exploration and exploitation can substantially and significantly improve the online retrieval performance of both listwise and pairwise approaches. In addition, the results demonstrate that such a balance affects the two approaches in different ways, especially when user feedback is noisy, yielding new insights relevant to making online learning to rank effective in practice. 相似文献
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Shimon Shur 《Higher Education》1989,18(3):309-320
Most students of motivation for adult education in general, and post-secondary and higher education in particular, are preoccupied with motives from the standpoint of the individual learner. This article comprises an attempt to examine study motivations from the standpoint of societal expectations. The question raised is: to what degree do post-secondary and higher students take into consideration the collective needs (or ‘functional imperatives’) of their community, instead of, or rather in addition to, their individual aspirations? The question is examined by means of a multi-year statistical follow-up of post-secondary and higher Israeli kibbutz students and a pilot study of their study motives in a random sample. The findings tend to indicate that in micro-social community settings such as that of the kibbutz, individual aspirations in the sphere of post-secondary and higher education may be reconciled to a certain degree with societal needs and expectations. 相似文献
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Shimon Abramovici 《Journal of Research in Reading》1990,13(1):3-17
It has often been demonstrated that adults are more likely to remember important text elements than less important elements –“levels effect”. It is not clear whether the same effect exists in children because the evidence is inconsistent. Most of the existing studies with children can be criticised for failing to include adult subjects as well as children, thereby making it impossible to determine whether the observed differences between adults and children reflect genuine differences in processing or just the effects of strategies for coping with the specific texts selected for the children. The present study partly replicated a study that found no evidence for a levels effect in children (Baumann, 1981) with a group of adults. With one passage stronger evidence for a levels effect was found with the adults in our study than was found with children, whereas with the second passage no evidence for a levels effect was found in either study. It was argued that this finding suggested that there were differences between adults and children in the extent to which they engaged in the type of processing that resulted in levels effects, but also that texts differed in the degree to which they induced this type of processing, and that the latter factor had to be taken into account in developmental studies. 相似文献
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Masha Tsaushu Tali Tal Ornit Sagy Yael Kali Shimon Gepstein Dan Zilberstein 《CBE life sciences education》2012,11(4):402-412
This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students’ outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from “knowledge transmitters” to “role model scientists.” 相似文献
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The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition 总被引：1，自引：0，他引：1
The purpose of the present study is to examine the effects of IMPROVE, a meta-cognitive instructional method, on students'
mathematical knowledge, mathematical reasoning and meta-cognition. Participants were 81 students who studied a pre-college
course in mathematical. Students were randomly assigned into one of two groups and groups were randomly assigned into one
of two conditions: IMPROVE vs. traditional instruction (the control group). Both groups were exposed to the same learning
materials, solved exactly the same mathematical problems, and were taught by the same experienced teacher. The IMPROVE students
were explicitly trained to activate meta-cognitive processes during the solution of mathematical problems. The control group
was exposed to traditional instruction with no explicit exposure to meta-cognitive training. Results indicate that the IMPROVE
students significantly outperformed their counterparts on both mathematical knowledge and mathematical reasoning. In addition,
the IMPORVE students attained significantly higher scores then the control group on the three measures of meta-cognition:
(a) general knowledge of cognition; (b) regulation of general cognition; and (c) domain-specific meta-cognitive knowledge.
The theoretical and practical implications are discussed. 相似文献
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The need to establish a data bank of available audiovisual software in our 38 regional pedagogic centers (v. EMI 1981/3, p 25 ff) arose because of difficulties experienced when we needed current and up-to-date information on such material, for curriculum planning, periodical stocktaking, or the publishing of regional and national level catalogues. The Ministry put at our disposal its central mainframe computer and its staff. They helped us to clarify the aims and general framework of the project, and prepared the computer programme, the necessary input forms, the coding system, the tentative framework for subjectmatter classification, and its notation. One of the most important aspects of this project is the standardisation of nomenclature, classification and cataloguing rules both for the national and the regional centres, which will facilitate communication between managers and users of the service. 相似文献
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