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Jennifer Hall Rivera 《Open Learning》2016,31(3):209-218
An increase in online education is causing science educators to evaluate student cognitive understanding after completing virtual, computer-simulated laboratories. Online education has demonstrated comparable learning gains when analysed to those of the traditional classroom, but research is mixed when reviewing students’ ability to manipulate tangible laboratory equipment after participating in online experimentation. The question remains, are students who are exclusively enrolled in online science courses equipped with the cognitive ability to operate laboratory equipment within a physical laboratory? When considering the optimal learning environment for science majors, educators have discovered the blended classroom may provide the perfect opportunity to combine the benefits of face-to-face instruction and feedback with the reinforcement of scientific theory through technology integration. New advances in virtual education provide promising examples of enhancing the online classroom laboratory in all scientific disciplines. Further insight into the blended classroom has the potential to influence the field of education towards an optimal learning environment for science majors in colleges and universities. 相似文献
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Eva Erdosne Toth Lisa R. Ludvico Becky L. Morrow 《Interactive Learning Environments》2013,21(5):614-630
This study examined the characteristics of virtual and hands-on inquiry environments for the development of blended learning in a popular domain of bio-nanotechnology: the separation of different-sized DNA fragments using gel-electrophoresis, also known as DNA-fingerprinting. Since the latest scientific developments in nano- and micro-scale tools are based on molecular movement in electric fields, gel electrophoresis is an excellent model for learning-related concepts and processes. This study employed two environments (a 2D virtual laboratory (VRL) and a hands-on laboratory (HOL)) and documented the benefit of using VRLs to ground students' knowledge construction, before more complex, hands-on investigation. A comparative analysis explored how the perceptual features of the two learning environments supported students in designing experiments, evaluating data from experimental trials and reasoning for the mechanisms by which these data came about. The findings provide evidence for the design of blended inquiry-learning environments that integrate virtual and hands-on laboratories. 相似文献
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'Blended' education and the transformation of teachers: a long-term case study in postgraduate UK Higher Education 总被引：1，自引：0，他引：1
Gary Motteram 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(1):17-30
This paper discusses the role of blended learning in teacher education on a Master's programme at Manchester University. Blended learning is the bringing together of traditional physical classes with elements of virtual education. The paper focuses on one particular module of the degree and attempts to capture students’ experiences of using a number of online tools. As our students are primarily in‐service teachers, this experience is particularly relevant and equips them to make use of educational technology in the language classroom. Some comparisons are also made with a cohort of teachers studying the programme at a distance. The paper explores a range of issues that currently feature in the adult education literature, namely, deep and surface learning, communities of practice, and the importance of educational dialogue. The paper illustrates how important the blended nature of this module is for the teachers to get a balanced programme that upgrades skills and knowledge, but which also enables them to reflect on past and future practice. A transformative education scale is used to show that teachers can be transformed. The paper is a case study that makes use of data that explore the student perspective on a series of research questions. 相似文献
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物流仿真类课程教学理论和实践兼顾,强调学生综合实践能力的培养,而混合式学习能够整合线上和线下教学的优势,为提高教学效果提供了有力支撑。基于OBE教育理念,以培养学生综合能力为导向,借用线上教学平台和虚拟仿真工具,对“物流系统建模与仿真”课程的实验教学进行层次化、模块化和迭代化设计;合理分配教与学学时,兼顾线上学习的灵活性和课堂教学的互动优势,采用混合模式培养学生的沟通、协作和思辨能力;对课程考核进行持续改进,考核环节贯穿全过程,构建多维评价视角,保证课程目标的实现。 相似文献
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Prior to the challenges imposed by the Covid-19 pandemic, anatomy practical sessions at Trinity College Dublin involved eight to 10 students per donor station, rotating between digital learning, anatomical models/osteology, and dissection activities for three hours weekly. To maintain cadaveric participation in the anatomy laboratory while adhering to distancing guidelines, a transition to dyad pedagogy was implemented. This mode of delivery allowed two students per donor station to spend one hour per week in the anatomy laboratory with all digital learning elements transferred to the virtual learning platform Blackboard as pre- and post-practical session learning activities. Dyad pedagogy has been explored in clinical settings and simulation procedural-based training but is yet to be fully verified in anatomy education. To determine the effectiveness of hybrid practical sessions and reduced donor to student ratios, the opinions of first year medical students were examined using an online questionnaire with a 51% response rate. Although students recognized the merits of more time in the anatomy laboratory, including opportunities for self-directed study and exposure to anatomical variation, they felt that having two students per station enabled sufficient hands-on time with the donor body and fostered learning opportunities that would not be possible with larger groups. Strong preferences for quality time with the donor body supported by online resources suggests this modality should be a key consideration in course design for anatomy curricula and emphasizes the importance of gauging students' preferences to optimize satisfaction and learning output when pivoting to blended learning strategies in anatomy education. 相似文献
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Zuhal Okan 《Learning Environments Research》2008,11(1):31-48
Whereas most research on computer-assisted language learning (CALL) tends to rely heavily on the assessment of academic achievement and language learning outcomes, this study involved an evaluation of the psychosocial learning environment in computing laboratories. The What Is Happening In this Class? (WIHIC) and Attitude to Computers and Computing Courses (ACCC) questionnaires were administered to 152 university students undertaking 1-year compulsory education courses in English at the Centre for Foreign Languages (YADIM) at Çukurova University in Turkey. Analysis of data illuminated students’ perceptions of the computer laboratory class as a language learning environment and paved the way for further learning environment studies involving both students and teachers. 相似文献
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Alyson Simpson 《Technology, Pedagogy and Education》2016,25(2):135-151
This article focuses on the pedagogic value of dialogue to strengthen pre-service teachers’ reflective practices and improve their knowledge about the power of talk for learning. Dialogic learning was introduced to a unit of study taken by a final-year cohort of students in an initial teacher education degree at an urban university in Australia. Various opportunities for dialogue were designed into the unit through blended learning such as face-to-face tutorials, social networks and Viva Voce contexts. In the face of mixed opinion on their efficacy, the author profiles the use of social networks as a means of incorporating more interactive discourse through Web 2.0 platforms in higher education. The mixed-methods study reports on data collected from focus group interviews run at the end of the semester. An analytical framework based on Alexander’s principles of dialogic learning is used to interrogate the data set. The results illustrate the positive impact that dialogue employed as a pedagogic tool had on the value students perceived of their learning experience. It is recommended that designs for learning in higher education incorporate iterative exchanges across a variety of blended learning contexts to encourage productive interactions between students, peers and tutors. 相似文献
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Yukiko Kawashiro Reiko Anahara Toshihiko Kohno Chisato Mori Yoshiharu Matsuno 《Anatomical sciences education》2009,2(6):273-279
At Chiba University, gross anatomy laboratory sessions (“laboratories”) are required for physical therapy students. Though most physical therapy schools require their students to participate in laboratories so that they will better understand the structure of the human body, few data exist on the value of these laboratories specifically for physical therapy students. We administered questionnaires to physical therapy undergraduate students both before and after they participated in laboratories. Questionnaire items focused on student attitudes toward the laboratories and on human life and dignity. Data from 83 students were analyzed, with the following results: (1) 74.7% of students had a positive attitude about attending laboratories before doing so; (2) with few exceptions, students' attitudes about upcoming laboratories grew more positive after experiencing the laboratory work (P < 0.001); (3) laboratories caused students to contemplate the topics of human life and dignity; and (4) 83.1% of students hoped to participate in laboratories at least four times. These results indicate that laboratories reinforce physical therapy students' positive attitudes about laboratory learning and promote student reflection on human life and dignity. This study provides support for the implementation of multiple laboratory sessions using cadavers into a uniform curriculum for physical therapy students in Japan. Anat Sci Educ 2: 273–279, 2009. © 2009 American Association of Anatomists. 相似文献
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《师资教育杂志》2012,38(1):71-92
This paper discusses some of the conditions that have facilitated the use of a customised virtual learning environment as part of a blended learning approach on a part‐time postgraduate initial teacher training programme for prospective primary school teachers. It is based on data gathered as part of a study of the impact of e‐learning on students following a part‐time flexible postgraduate route to Qualified Teacher Status. It concludes that the success of these particular virtual communities can be attributed to the balance, on the programme, between face‐to‐face and e‐learning together with the nature and structuring of the e‐learning tasks; the focus on professional learning with the immediacy of its application in the work‐place; its focus on independent and student‐led interaction; and the motivation and personal circumstances of the students involved. 相似文献
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基于哈尔滨工业大学两年制硕士研究生培养模式,对海洋科学专业硕士研究生必修课程“学术写作与规范”进行重新建设,以“项目牵引+成果展示”为主轴,引入科教融合和政教融合理念,优化教学内容,改革教学模式,创新考核方式。将教师的科研项目和对应发表的高水平学术论文作为讲授案例,部分授课地点从教室换成教师实验室,通过网络线上线下答疑解惑,并采用多元化、过程式考核模式。上述举措实现了科研赋能教学、科研与教学相长的目的,大大缩减了研究生从课堂到实验室的时间成本,进一步激发了学生的学习主观能动性,保证了教学质量与效果。 相似文献
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Alana Ramlal 《Educational Action Research》2020,28(3):518-533
ABSTRACT Due to limited exposure to the reflective genre, students experience cognitive, psychological and linguistic issues that prevent them from producing proficient reflective pieces. This study investigated how these issues could be addressed through modelling, the 6 + 1 traits writing rubric and blended learning. The study reports on the experiences of 37 participants in the fourth year of secondary schooling at an all male school in Trinidad and Tobago. Change in a regional examination syllabus which introduced a focus on the reflective mode and reflective writing had implications for teaching and learning. Through one cycle of a practical action research project using an embedded quasi-experimental design, an intervention to address cognitive, psychological and linguistic issues was implemented. Quantitative data were collected using a pre- and post-test and a Writing Attitude Survey (WAS). Qualitative data were gathered through student journals and students’ formative writing assessment artefacts. The intervention succeeded in positively changing students’ dispositions towards reflective writing, developing students’ reflective writing and addressing text organization issues. This research is significant for teachers and students where intentional reflection and reflective writing are competencies that can enhance critical thinking and metacognition and potentially lead to personal, intellectual and professional development. 相似文献
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Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n?=?95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners’ self-regulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners’ self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments. 相似文献
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Margaret E. Miers Caroline E. Rickaby Brenda A. Clarke 《Assessment & Evaluation in Higher Education》2009,34(6):673-691
This paper reports on a study of student learning about collaboration and discusses the effectiveness of different forms of assessment in facilitating learning. The study was conducted in a large health and social care faculty in which all students on pre‐qualifying professional programmes learn together in modules aimed at developing collaborative skills. Data about student learning were collected through interviews with 42 students and analysis of 53 students’ completed assignments. The paper focuses on two questions: (1) What did students learn about collaborating in groups and about their own collaborative skills? (2) Which forms of assessment were effective in recording this learning? Interview and assignment data demonstrated that students learned about groups and group participation, about themselves in group situations and about the relevance of interprofessional learning to working collaboratively in professional practice. Module 3 (third year) assessments provided evidence of transference of learning from module to practice. Whereas learning logs, completed during the module as a form of reflective assessment, appeared to promote self‐awareness about own collaborative skills, reflective essays, completed after module sessions had ended, provided more opportunities for analysis and to link theory to practice. 相似文献
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Many forms of e‐learning (such as online courses with authentic tasks and computer‐supported collaborative learning) have become important in distance education. Very often, such e‐learning courses or tasks are set up following constructivist design principles. Often, this leads to learning environments with authentic problems in ill‐structured tasks that are supposed to motivate students. However, constructivist design principles are difficult to implement because developers must be able to predict how students perceive the tasks and whether the tasks motivate the students. The research in this article queries some of the assumed effects. It presents a study that provides increased insight into the actual perception of electronic authentic learning tasks. The main questions are how students learn in such e‐learning environments with “virtual” reality and authentic problems and how they perceive them. To answer these questions, in two e‐learning programs developed at the Open University of the Netherlands (OUNL) designers’ expectations were contrasted with student perceptions. The results show a gap between the two, for students experience much less authenticity than developers assume. 相似文献
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The call for preservice teachers to exercise reflective practices has echoed through U.S. education policy and research for a number of years and is evident in U.S. preservice teaching standards. As a result, educator preparation programs are challenged to design learning experiences and assessments that foster reflection skills. This study describes a promising assessment technique, named Assessment360, which can be implemented during coursework to prepare future teachers to be reflective practitioners. Assessment360 is a formative assessment technique in which students reflect on the content of a quiz individually and collaboratively in order to develop a deeper and more integrated understanding of the material. Thirty-one preservice education students enrolled in an undergraduate educational psychology course participated in this research. Results of the questionnaire suggested participation in Assessment360 potentially (a) fostered reflection, (b) encouraged peer interaction and learning (i.e., collaboration), and (c) promoted timely and frequent feedback. Implications and significance are discussed. 相似文献
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Joseph C. O'Rourke Lillian Smyth Alexandra L. Webb Krisztina Valter 《Anatomical sciences education》2020,13(2):206-217
Teaching internal structures obscured from direct view is a major challenge of anatomy education. High-fidelity interactive three-dimensional (3D) micro-computed tomography (CT) models with virtual dissection present a possible solution. However, their utility for teaching complex internal structures of the human body is unclear. The purpose of this study was to investigate the use of a realistic 3D micro-CT interactive visualization computer model to teach paranasal sinus anatomy in a laboratory setting during pre-clinical medical training. Year 1 (n = 79) and Year 2 (n = 59) medical students undertook self-directed activities focused on paranasal sinus anatomy in one of two laboratories (traditional laboratory and 3D model). All participants completed pre and posttests before and after the laboratory session. Results of regression analyses predicting post-laboratory knowledge indicate that, when students were inexperienced with the 3D computer technology, use of the model was detrimental to learning for students with greater prior knowledge of the relevant anatomy (P < 0.05). For participants experienced with the 3D computer technology, however, the use of the model was detrimental for students with less prior knowledge of the relevant anatomy (P < 0.001). These results emphasize that several factors need to be considered in the design and effective implementation of such models in the classroom. Under the right conditions, the 3D model is equal to traditional laboratory resources when used as a learning tool. This paper discusses the importance of preparatory training for students and the technical consideration necessary to successfully integrate such models into medical anatomical curricula. 相似文献
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This article addresses learning in desktop virtual worlds where students role play for professional education. When students role play in such virtual worlds, they can learn some knowledge and skills that are useful in the physical world. However, existing learning theories do not provide a plausible explanation of how performing non-verbal virtual-world actions (e.g. performing a virtual chest examination in a virtual hospital) can lead to the learning of the physical world equivalent. Some theories are particularly implausible because they claim that students learn to perform physical world actions by acting on the virtual world in an embodied way. This is implausible because learning requires a high degree of correspondence between the learning performance and the target performance, and there is insufficient physical correspondence between the performance of a virtual-world action where students click on a mouse to make the avatar take actions and the physical-world equivalent where students perform the action with their own body. In this article, we use Austin’s speech act theory to provide a more plausible theory of learning in virtual worlds. We show how non-verbal virtual-world actions performed by avatars can function as performatives and as performatives, they can correspond sufficiently to physical world actions to explain how performing non-verbal virtual-world actions can lead to physical world learning. 相似文献
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Tzu-Ling Wang Yi-Kuan Tseng 《International Journal of Science and Mathematics Education》2018,16(2):203-219
The purpose of this study was to investigate the relative effectiveness of experimenting with physical manipulatives alone, virtual manipulatives alone, and virtual preceding physical manipulatives (combination environment) on third-grade students’ science achievement and conceptual understanding in the domain of state changes of water, focusing on the concepts of evaporation and condensation. A pretest-posttest design was used that involved 208 third-grade students assigned to the three learning conditions. A science achievement test and a two-tier conceptual test were administered to students before and after a teaching intervention. The results revealed that using virtual preceding physical manipulatives and virtual manipulatives alone enhanced students’ knowledge gains about evaporation and condensation greater than the use of physical laboratory activities alone. It was also found that the combination environment promoted students’ knowledge gains about these concepts equally well as the use of virtual laboratory activities alone. On the other hand, the results showed that using virtual preceding physical manipulatives promoted students’ conceptual understanding most efficiently compared to the use of either physical or virtual manipulatives alone; in contrast, experimenting with physical manipulatives alone was least influential for students’ conceptual understanding compared to the other manipulatives. 相似文献