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1.
Notwithstanding the growth of online learning, little is known about the personal factors that predict student decisions to enroll in online courses. This study examined the relations between several personal factors and students' choice of instructional format. After completing an online course, service academy undergraduates (N = 564) completed a survey that assessed their motivational beliefs (task value and self-efficacy), achievement-related emotions (enjoyment, boredom, and frustration), and satisfaction with the course. Results indicated that students who preferred to take future courses in an online format (as opposed to face-to-face) also reported greater confidence in their ability to learn online (self-efficacy) and greater satisfaction with their recent online learning experience. Logistic regression analysis confirmed and extended these findings, indicating that membership in the online preference group was predicted by higher self-efficacy and satisfaction, and lower task value beliefs. Taken together, results from this study provide researchers and practitioners with a better understanding of how several personal factors relate to students' choice of instructional format.  相似文献   

2.
The main purpose of the study is to develop a Facebook Effect Scale on Teacher Quality (FESTQ) based on the pedagogical content knowledge, technological pedagogical content knowledge and lifelong learning frameworks. Study participants comprised 556 teachers. Explanatory factor analysis and confirmatory factor analysis were conducted in the development and testing of the FESTQ. The results showed that the FESTQ is reliable and valid to measure Facebook effect on teacher quality. The FESTQ consists of 40 positive six-point Likert-type items along with six factors, instructional knowledge for in-class applications, general culture knowledge, individual characteristics, instructional knowledge related to student characteristics, instructional knowledge for preparing an assessment tool and special content area knowledge. The psychometric properties of the FESTQ, the study limitations and suggestions for future studies are discussed.  相似文献   

3.
Our research objective focused on examining the instructional efficiency of tutoring as a form of instructional change as opposed to a non-tutoring approach in an outreach laboratory. We designed our laboratory based on cognitive load (CL) theory. Altogether, 269 twelfth-graders participated in our day-long module Genetic Fingerprinting. In a quasi-experimental design, the control group (n?=?121) followed the non-tutoring approach previously used, while the treatment group (n?=?148) followed the newly developed tutoring approach. Each tutor was in charge of two student work groups and recorded the tutoring activities requested by the tutees throughout the day. We measured the students’ invested mental effort (as an index of CL), cognitive achievement (in a pre-post-follow-up design), and the students’ cooperation in their work groups as well as calculated the student instructional involvement (as a motivational variable). Additionally, we examined which aspects of the hands-on phases were of particular relevance to the students’ invested mental effort. Unexpectedly, the combined mental effort and cognitive achievement data indicated that our implemented tutoring approach resulted in a lower instructional efficiency despite the relevance of tutoring for students’ mental effort invested during the experimental phases. Most of the tutor assistance was unnecessarily requested for performing the procedural steps and using the equipment. Our results indicate an assistance dilemma and consequently underscore the necessity for effective tutor preparation in outreach laboratories.  相似文献   

4.
Mathematicians commonly distinguish two modes of work in the discipline: Problem solving, and theory building. Mathematics education offers many opportunities to learn problem solving. This paper explores the possibility, and value, of designing instructional activities that provide supported opportunities for students to learn mathematics theory-building practices. It begins by providing a definition of these theory-building practices on the basis of which to formulate principles for the design of such instructional activities. The paper offers theoretical arguments that theory-building practices serve not only the synthesizing role that they play in disciplinary mathematics, but they also have the potential to enrich learners’ reasoning powers and enhance their problem solving skills. Examples of problem sets designed for this purpose are provided and analyzed.  相似文献   

5.
Changes in conceptualization and measurement of the verbalizer–visualizer dimension led us to re-examine the hypothesis that students learn best when instructional material matches their cognitive style. First-year psychology university students (n = 41) studied information on three personality theories presented in text only, text+picture, or text+schematic diagram format, demonstrated recall and comprehension of each theory, and completed an adapted cognitive styles questionnaire. Spatial and object visual scale scores were not correlated, but the latter showed a significant though relatively weak negative correlation with verbal scale scores. Recall could be predicted from students' verbal and object visual scores when presentation format matched these cognitive styles. All three styles significantly predicted students' comprehension, but only when they matched the presentation format. The results support the distinction between spatial and object visual styles, and provide evidence that learning outcomes improve when instructional material is matched to students' cognitive styles.  相似文献   

6.
Having students write learning protocols is an established follow-up task to course work that elicits processes of self-regulated learning. To date, a wealth of research has focused on optimizing the learning protocol task itself by integrating instructional support measures such as prompts. By contrast, research that focuses on optimizing the context in which learning protocol writing is embedded is widely missing. In the present study, we approached this gap by focusing on the role of the contextual factor goal structure. Specifically, in an experiment with N = 166 high school students we tested whether embedding the learning protocol task in a mastery goal structure would be more beneficial than embedding it in a performance goal structure. The mastery goal structure fostered metacognitive processes, learning outcomes, and learning efficiency. We conclude that considering contextual factors such as the goal structure is crucial for understanding and optimizing the effects of learning protocols.  相似文献   

7.
Gagné’s instructional events are more focused on the human internal learning process than on the learning context. This study fills this gap because it presents certain instructional events that are focused on the construction of a positive learning context through the teacher–student relationship. Therefore, it’s proposing an adaption of Gagné’s instructional model to the learning context derived from observation of the instructional activities performed in the Romanian educational system. This paper added two new events (Learning organization and Final appreciation) to Gagné’s original nine instructional events. Out of these eleven, it’s considered that three in particular should be regarded as essential events in every teaching activity. These three particular events are categorised and defined in the first part of this study. The effectiveness of this newly proposed theoretical model was tested on a sample of 894 university teaching activities, using a systematic observational grid. The results indicated a significant correlation between the adapted model and students’ perceptions of the effectiveness of the teaching activity. It is therefore suggested that this proposed model provides operational guidance for the development of instructional approach. The implications and the limitations of these findings are discussed and possible directions for new research are suggested.  相似文献   

8.
This study describes the development of three case studies that included a combination of multimedia production and instructional design skills within a particular setting. These case studies incorporated real-life incidents from 47 professional instructional designers. These instructional designers described a total of 146 activities involving instructional design and/or multimedia production activities. Employing an emergent theme analysis approach, nine distinct themes developed from these activities and were included in the case studies. These themes included: Collaboration; Diffusion of Innovations; Formative Evaluation; Instructional Design; Interactive Instruction; Learner Analysis; Online Instruction; Technical Infrastructure; and Video Solutions. Fifty-seven Instructional Design and Technology graduate students evaluated the effectiveness of these case studies and considered the case studies as being valuable in furthering their understanding of related multimedia production and instructional design activities. The intent of these case studies was to enable Instructional Design and Technology students to comprehend the relationship between multimedia production and instructional design activities.  相似文献   

9.
The study of personal epistemology has typically addressed the theories and beliefs that individuals hold about knowledge and knowing, and the way in which such epistemological perspectives are related to academic learning. This qualitative, exploratory case study focuses on the epistemology of instructional practices as interpreted by students in two versions of introductory-level college chemistry, each with different underlying epistemological assumptions. Classroom observations and interviews of 25 first-year students provide a contextualized perspective on the dimensionality of beliefs as identified in the literature: certainty of knowledge, simplicity of knowledge, source of knowledge, and justification for knowing. This research suggests that students’ perceptions of instructional practices are interpreted through the lens of their epistemological assumptions, but that such perspectives are evolving and instructors may influence them in multiple ways.  相似文献   

10.
ABSTRACT An adaptation of Bagley's (1990) experiment which compared the interaction of instructional format with adult learners was carried out replacing the Wechsler Adult Intelligence Scale (WAIS) arithmetic reasoning subtest with the Riding & Cheema (1991) Cognitive Styles Analysis (CSA). There was an additional inclusion of graphics to the structured instructional format, as an independent variable. A total of 45 participants attended workshops to learn how to write PASCAL programs. All of the participants completed the CSA and their CSA‐ratio was used to select pairs of similar CSA‐ratios. One participant from each pair was given a text‐only instructional booklet, while the other was given a text‐plus‐graphics instructional booklet. The treatment groups were controlled for instructional format (text‐only/text‐plus‐graphics) and cognitive style. The independent variables were used to test for their effect on learning abstract computer programming concepts. It was found that the Verbal‐Imagery cognitive style and instructional treatment interacted in their effect on the performance‐difference scores. The Novice‐Verbal programmers performed best with a text‐plus‐graphics instructional format, performing significantly better than the Novice‐Imagers’ subgroups using the same text‐plus‐graphics material. Conversely, the Novice‐Imagers participants performed better with the material. However, the Experienced‐Imagery participants performed better with the text‐plus‐graphics instructional material than the Experienced‐Verbalisers. Overall, the Verbalisers’ worst performance occurred with the text‐only materials, while their best performance occurred with the text‐plus‐graphics material. This pilot experiment suggests that learning performance is affected by an interaction of cognitive style and instructional format. However, this interaction was contrary to expectations (Riding & Douglas, 1993), with Verbalisers performing best with text‐plus‐graphics instructional material and Novice‐Imagers performing best with text‐only instructional material.  相似文献   

11.
ABSTRACT

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about ‘active learning’ in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified in-class activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept ‘active learning’ and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.  相似文献   

12.
This ethnographic study identifies and explains instructional strategies that result in different kinds of classroom discussions. These discussions are described as active, silent, and controlled. Three dimensions are used to explain strategies teachers use in leading and organizing classroom discourse: the discussion's structural sequence, the content of teachers' questions, and the use of informal language. The success of certain instructional strategies in leading to active discussions is interpreted in terms of differences between the features of classroom conversations and everyday conversations. Contrary to the assumption that students learn and accept organizations of school discussions, it is suggested that high school students may express resistance to such organizations in various ways such as silence or reluctant participation.  相似文献   

13.
In an undergraduate Calculus III class, we explore the effect of “flipping” the instructional delivery of content on both student performance and student perceptions. Two instructors collaborated to determine daily lecture notes, assigned the same homework problems, and gave identical exams; however, compared to a more traditional instructional approach, the flipped instructor utilized videos to communicate more procedural course content to students out-of-class, with time in-class spent on more conceptual activities and homework problems. Findings from two semesters indicate similar performance on more procedural problems and small to moderate gains for the flipped students (N = 74) over their traditional counterparts (N = 77) on more conceptual exam problems. However, student perceptions remain mixed, with flipped students reporting increased communication during class but traditional students perceiving more effective use of class time, despite the gains in performance for flipped students.  相似文献   

14.
Theories on learning with Multiple External Representations (MER) claim that low prior knowledge learners in science have difficulties using MER, which are seen as necessary to achieve a conceptual understanding. In two experiments, we analyze the mechanisms underlying the learning of chemistry with MER. Our first experiment focuses on how MER can support learning. We found no difference in learning gains of conceptual understanding, regardless of the format (whether MER were provided or not). It is concluded that chemical MER on themself cannot be seen as learning aids. The second experiment compares three types of instructional aids (prompts, prompts with an answer, and note-taking) to determine which types of aids enhance learning with MER. Contrary to the findings of Seufert (Learn Instr 13:227?C237, 2003), path-analysis suggests that the lowest prior knowledge group benefits the most from instructional aids such as prompts and note-taking. These aids guide learners?? attention towards one specific representational format (symbols), while other formats (submicroscopic representations) receive less attention.  相似文献   

15.
In the last decades, many bilingual programs such as content and language integrated learning (CLIL) have emerged. A crucial question in CLIL is whether to assess students' content-subject knowledge in the common language or the dominant language of instruction. In two experimental field studies with N = 361 6th-graders and N = 703 8th-graders, we investigated test-language effects and their moderation by CLIL-experience, language background, instructional language use and item format. In both studies, students' achievement was higher when items were presented in the common language. This effect was less pronounced in experienced CLIL-learners and for multiple-choice than cloze-test items. Moderation effects of language background were only partially and for instructional language use not statistically significant. The results show that using the dominant language of instruction to assess content-subject knowledge in bilingual education might underestimate students’ learning and that test-language and item-format effects need to be considered.  相似文献   

16.
Research has demonstrated that oral explaining to a fictitious student improves learning. Whether these findings replicate, when students are writing explanations, and whether instructional explaining is more effective than other explaining strategies, such as self-explaining, is unclear. In two experiments, we compared written instructional explaining to written self-explaining, and also included written retrieval and a baseline control condition. In Experiment 1 (N = 147, between-participants-design, laboratory experiment), we obtained no effect of explaining. In Experiment 2 (N = 50, within-participants-design, field-experiment), only self-explaining was more effective than our control conditions for attaining transfer. Self-explaining was more effective than instructional explaining. A cumulating meta-analysis on students’ learning revealed a small effect of instructional explaining on conceptual knowledge (g = 0.22), which was moderated by the modality of explaining (oral explaining > written explaining). These findings indicate that students who write explanations are better off self-explaining than explaining to a fictitious student.  相似文献   

17.
ABSTRACT

Research in the United States show that professional learning (PL) can improve classroom instruction. However, teachers, especially educators in the content areas, receive insufficient training specific to meeting the language and academic needs of English learners (ELs). The purpose of the current randomized controlled trial (RCT) study was to introduce a high-quality PL program for supporting middle school teachers in teaching science to ELs through classroom observations, so as to evaluate whether in-service science teachers’ instructional delivery can be shaped by intensive, structured, and ongoing PL. Results indicated that after receiving PL, treatment teachers allocated a significantly higher portion of their instructional time in teaching content language, developing students’ expressive language skills, small group and pair activities, implementing strategies evidenced to effective with ELs, and providing more opportunities for students to participate in hands-on activities that were content-related and grade-appropriate. Practical implications for PL were discussed for an international audience.  相似文献   

18.
Three brief instructional programs for beginning counselors are described. Each program is for the purpose of inducing entry-level social skills that support effective counseling interaction. Design of microcounseling activities for a class-size group is detailed. Pilot data and experimental data are presented demonstrating gains in observable learner behaviors. Implications for a competency-based counselor education format are discussed.  相似文献   

19.
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20.
Listening is a major challenge for many English as a foreign language (EFL)/English as a second language (ESL) learners. Many learners find it difficult to immediately process and segment an ongoing stream of sounds. Decoding training is one of interventions that have been used to assist EFL/ESL learners. This paper reviewed empirical studies of the effectiveness of decoding training in developing EFL/ESL learners' listening. We examined the following four major factors: (a) the types of instructional activities used; (b) the effects of decoding training on student listening outcomes; (c) the main instructional enablers of decoding training; and (d) the main instructional barriers to decoding training. The two activities most frequently used for decoding training were dictation and pronunciation instruction. A meta-analysis of 13 intervention studies showed an overall significant effect in favor of decoding training over non-decoding instruction for listening education (Hedges's g = 0.553, CI = 0.348–0.759, 95% confidence interval, p = 0.000), with no evidence of publication bias. Two theoretical frameworks, cognitive learning theory and the attention, relevance, confidence, and satisfaction model, were used to synthesize 33 studies to analyze the common elements that promote and hinder the development of learners' decoding skills. We proposed a set of design principles for decoding training that are expected to enhance the effectiveness and efficiency of decoding training in EFL/ESL listening education.  相似文献   

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