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This research focuses on the study of the processes of collaborative solving of information problems and their impact on group learning outcomes. Forty-nine pairs of students solved three learning tasks with learning goals of increasing complexity: information selection, information interpretation, and interrelating concepts. We analysed two types of data: group work processes and group learning outcomes. The group work processes were assessed using eight dimensions, and group learning outcomes were evaluated in two ways: quality of the group written product, and shared correct knowledge. Findings reveal the significant influence of some aspects of the group work processes (such as searching for information, processing information, shared task regulation, the construction of shared knowledge, and emotional climate) in the group learning outcomes. Results also show that this influence is most evident in tasks with more complex learning demands. Finally, some educational proposals for school education are provided. 相似文献
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Theodor Leiber 《Quality in Higher Education》2019,25(1):76-97
In contemporary knowledge societies, performance indicators are an indispensable element of sustainable quality management and enhancement through monitoring and evaluating quality performance of higher education institutions. It is argued that learning and teaching quality in higher education should be approached in a holistic way, namely across the four subdomains of learning and teaching environment, teaching processes, learning processes and learning outcomes and their assessment. performance indicators related to these areas must align with a synoptic understanding of learning and teaching comprising behavioural, information processing, cognitive, social (constructivism) and humanistic theories of learning. Selected issues from a comprehensive set of about 280 performance indicators for learning and teaching are presented and contextualised. The indicators set resulted and emerged from critical reflection of research literature and explorative surveys of various informed and engaged stakeholders, from 14 public European universities, and a general theory of learning and teaching. 相似文献
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Jeffrey A. Greene Leigh Anna HutchisonLara-Jeane Costa Helen Crompton 《Contemporary educational psychology》2012
Winne and Hadwin (2008) identified four phases of self-regulated learning (SRL) including defining the task, setting goals and making plans, studying (i.e., learning), and adaptation. The vast majority of SRL research has focused on processing during the third phase, studying. In this study, we developed coding rubrics that allowed us to examine how the results of college students’ processing during phases one and two of Winne and Hadwin’s model, task definitions and plans, affected their SRL processing while learning with a hypermedia learning environment (HLE), and their subsequent academic performance. Our findings showed that, on average, participants gained both factual knowledge and integrated conceptual understanding over the course of learning with the HLE. The quality of participants’ task definitions and plans at pretest, as well as their SRL processing during learning, were related to learning outcomes. On average, participants’ task definitions improved from pretest to posttest. The findings from this study and the associated coding methodologies have implications for educational research and practice. 相似文献
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同伴互评作为一种形成性评价策略,已经成为现阶段网络学习评价领域研究的热点。本研究将同伴互评策略应用于高校混合式教学之中,设计同伴互评学习活动。研究整体采用行动研究法设计、修改同伴互评活动,并分析学习者对活动的改进意见。研究一方面分析互评活动对在线学习效果的影响以及活动对于两类学习风格学习者影响的差异;另一方面深入分析学习者对于活动的态度及改进意见。主要研究结论认为：（1）研究设计的同伴互评活动能够促进学习者深入理解学习内容,并提升最终成果的质量。（2）相对综合型学习风格的学习者而言,同伴互评更加有助于提升序列型学习者对知识运用的水平。最后,研究总结了同伴互评活动设计的改进方案及后续设计要点。 相似文献
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交互是在线学习的灵魂,在线学习交互程度包含交互频度和交互深度两个方面。学习风格的差异是否会影响学习者的在线学习交互程度及其学习结果,已经成为在线学习交互研究领域的热点问题。本研究首先通过理论分析提出假设:学习风格会影响在线学习交互程度及学习效果,然后通过实验研究验证假设。研究根据Kolb的学习风格分类模型对被试对象进行分类,并使用QQ群作为交互工具,对一段时间内的教学实验数据进行分析。参与交互的频度以学习者在QQ群中的发言数量(条数)来考察,并使用内容分析法将学习者的发言内容划分为简单分析类、分享资源类、探讨问题类以及情感交流类等四种类型;以学习者发布探讨问题类发言的数量来衡量其参与交互的深度,并运用方差分析法对实验结果进行验证。本研究得出以下结论:学习风格直接影响在线学习交互的频度和深度;学习风格对学习绩效并没有造成直接的影响;交互的频度对学习绩效的影响也不显著,交互深度对学习绩效的影响非常明显。基于此结论,参与在线学习的教师应该关注学习者的学习风格差异,改变交互方式和交互策略,从而改进在线学习者的交互绩效。 相似文献
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Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes 总被引：6，自引：0，他引：6
Previous studies of the relationship between perceptions and/or evaluations of the learning environment and approaches to study have either not included measures of students' learning outcomes, or have included quantitative differences and not qualitative differences in learning outcomes. The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study. The results support previous research in identifying relationships between perceptions/evaluations of the learning environment and approach to study and between approach to study and the quality of the learning outcomes. The second of the two studies reported also identifies a relationship between perceptions, approaches and the quality of the outcomes. The results suggest that perceived environments which encourage deep approaches are more likely to facilitate higher quality learning than environments designed to discourage surface approaches. 相似文献
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错题本身是一种学习资源,而且是为学习者量身定做的资源,对错题进行深加工,有助于实现＂轻负担、高质量＂的教育愿景。对于学生来说应建立错题本、错因归类、善于反思、多种利用方式并举;对于教师来说应以错定教,善于运用多种教学策略,加深正解思维的深刻性。 相似文献
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Knut‐Andreas Christophersen Eyvind Elstad 《Scandinavian Journal of Educational Research》2013,57(5):413-429
What influence does the teacher exercise over their students' learning outcomes? This study investigates the impact of teacher quality on student learning outcomes in science halfway through the first year of high school. A multiple‐measurement model estimates the potential impact of teacher influence on learning outcomes for 1,060 secondary school students (16‐year‐olds), as well as the influence on student engagement, motivation, and self‐discipline. Teacher quality has a very weak effect on student learning outcomes. However, teacher quality seems to influence student motivation and self‐discipline to a significantly larger extent. Further, there is an indirect effect of teacher quality on learning outcomes in science via student engagement, motivation, and self‐discipline. Holding the science teacher accountable for pupils' learning outcomes is highly problematic. 相似文献
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Although grades are still considered important signifiers of graduates’ quality, greater attention has been paid to other measures of learning outcomes in higher education. This shift in attention is attributed to an increased focus on study quality, employability, quality development and accountability. This article examines how grades relate to different measures of self-reported learning outcomes in engineering, health programmes and education programmes. Longitudinal data from national surveys in Norway are analysed in combination with data from public registers. Self-reported learning outcomes are related to student engagement and factors indicative of effective educational practices, while grades are related more to student background characteristics. Self-reported learning outcomes therefore measure individual gain or value added, using the personal starting point as a reference In this regard, this paper argues that it is important to critically discuss what kind of measures should be used as learning outcomes. 相似文献
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Jason West 《Curriculum Journal》2017,28(3):389-402
Interdisciplinarity requires the collaboration of two or more disciplines to combine their expertise to jointly develop and deliver learning and teaching outcomes appropriate for a subject area. Curricula and assessment mapping are critical components to foster and enhance interdisciplinary learning environments. Emerging careers in data science and machine learning coupled with the necessary graduate outcomes mandate the need for a truly interdisciplinary pedagogical approach. The challenges for emerging academic disciplines such as data science and machine learning center on the need for multiple fields to coherently develop university-level curricula. Using text mining, we empirically analyze the breadth and depth of existing tertiary-level curricula to quantify patterns in curricula through the use of surface and deep cluster analysis. This approach helps educators validate the breadth and depth of a proposed curriculum relative to the broad evolution of data science as a discipline. 相似文献
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Naomi Rudoe 《British Educational Research Journal》2020,46(5):1012-1025
This article addresses the issue of ‘quality’ in early years education, with the aim of highlighting the voices of nursery school head teachers. Government early years achievement statistics display a reductive and de-contextualised focus on young children’s developmental outcomes, with measures of the percentage of 5-year-olds achieving a ‘good level of development’ at the end of the Early Years Foundation Stage. Early years practitioner understandings of ‘quality’ are more sophisticated and multi-dimensional, and yet are marginalised in debates around what constitutes ‘quality’ early years provision and around what are desired outcomes for young children and how these can be achieved. Using qualitative data from interviews with nursery school head teachers and classroom teachers from across England, the article analyses these participants’ understandings of ‘quality’ early years provision. The study finds a consensus amongst these teachers that quality provision emanates from the professional skills of staff providing education for the whole child and their wellbeing: they conceive of ‘quality’ as relating to a depth of understanding of each child as an individual, enabling the child to progress in their learning. 相似文献
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远程高等教育质量保证:反思与评论 总被引：1，自引：0，他引：1
本文主要针对开放远程教育质量保证的理论与实践进行了思考,着重分析了开放远程教育质量保证实践的现状、存在的不足、今后发展的策略等。 相似文献
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Dr. William P. McLemore 《Clearing house (Menasha, Wis.)》2013,86(5):205-206
The authors have been engaged in research focused on students' depth of learning as well as teachers' efforts to foster deep learning. Findings from a study examining the teaching practices and student learning outcomes of sixtyfour teachers in seventeen different states (Smith et al. 2005) indicated that most of the learning in these classrooms was characterized by reproduction, categorizing of information, or replication of a simple procedure. In addition to these and other findings, in this article, the authors provide a definition of surface and deep learning and describe the structure of the observed learning outcome taxonomy, which was used to evaluate depth of learning. The authors also provide implications for practitioners interested in fostering deep student learning. 相似文献
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This is a study of the Connections project; a collaborative design exercise between Birmingham School of Architecture and Landscape, and local primary schools. It explains the processes and outcomes of this annual collaborative design exercise, in which students of architecture join forces with primary school children, to explore connections between architecture, and various subjects of the National Curriculum. It shows how graphical learning methods, from architectural education, have been adopted successfully across the curriculum at primary level. Three phases of the project, and their different kinds of graphic communication, are identified. Learning in each of these is explored with supporting evidence from students’ diaries and interviews with teachers. Two examples of recent project work are used to show processes and outcomes. The first, a Science and Architecture project, demonstrates how methods of working gave a clear relationship between abstract ideas, and representational models and drawings. The second illustrates quality of outcomes, and depth of understanding in an Art and Architecture project. Finally the study introduces ongoing research, based on the Connections project experience, which addresses the scope of learning at both curriculum levels. 相似文献
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Higher Education Learning Outcomes and their Ambiguous Relationship to Disciplines and Professions 
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下载免费PDF全文 Svein Michelsen Agnete Vabø Hanne Kvilhaugsvik Endre Kvam 《European Journal of Education》2017,52(1):56-67
This article highlights the significance of professional and disciplinary spaces in the shaping of Learning Outcomes (Los) in higher education. It is based on empirical studies of three programmes (engineering, the humanities and medicine) at two Norwegian universities. The results demonstrate both similarities and differences in the dynamics of learning outcomes formation. In the humanities and engineering they were translated into learning objectives, closing in on course rationalisation and portfolio coherence. Whilst the focus in the humanities remained internal in orientation, in engineering, internal processes of implementation merged with quality assurance and external development processes mediated by the engineering profession. In medicine, the introduction and implementation of learning outcomes were mediated by prior experiences with problem‐based learning practices. During that process, learning outcomes became oriented towards professional identity and conformity to international quality standards. In that sense, learning outcomes could function as regulatory mechanisms sheltering medical education from outside interference rather than as a tool for structuring learning. Within the framework of learning outcomes, professional compliance with external scrutiny through the display of standards has become more important, but also more linked to the university as an organisational actor. 相似文献
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Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: mastery-goal instructions, which prompt learners to develop skills or master new knowledge, and performance-goal instructions, which are frequently used in game environments and which encourage individuals to demonstrate their ability to succeed, particularly by surpassing others. Results showed that a mastery-goal instruction elicited deeper learning (as assessed with a transfer task) than a performance-goal instruction. No effect of instruction was observed on either learning (demonstration consultation) times at the start of the game or on training task (solving riddles) performances during it. These results are discussed in terms of learning processes. This study demonstrates that mastery goal-oriented instructions can promote active processing of educational content in a serious game environment. 相似文献
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Peter Shea Mary Gozza‐Cohen Sedef Uzuner Ruchi Mehta Anna Valentinova Valtcheva Suzanne Hayes 《Educational Media International》2013,50(2):101-113
This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete online courses were examined for the quality of both collaborative learning processes and learning outcomes. The study examines evidence beyond learner reported satisfaction and learning, instead measuring both learning inputs and outcomes. Analysis of input includes quantitative content analysis of discussions using the CoI framework. Analysis of outcomes looks at both the quality of student learning artifacts such as case studies using the SOLO taxonomy as well as instructor‐assigned grades of specific related assignments. Results suggest that understanding of online instructional effort, processes, and learning outcomes can be improved through this more comprehensive, conceptually driven approach. 相似文献