共查询到20条相似文献，搜索用时 31 毫秒
1.
E. Alpay P. S. Cutler S. Eisenbach A. J. Field 《European Journal of Engineering Education》2010,35(1):17-32
We describe and evaluate an approach to student learning that aims to instil a culture of formative assessment based on peer-assisted learning. The idea is for suitably qualified undergraduates to assist in the running of weekly first-year tutorials. They mark submitted work, provide written and verbal feedback and lead problem-solving discussions during tutorials. However, contrary to normal practice, the marks they award do not contribute to the students’ end-of-year total; all tutorial work becomes essentially voluntary. We report results from a pilot implementation of the scheme over a 12 month period in an engineering department at a leading academic institution. The scheme was such that a comparative and triangulated assessment was possible among the students and tutor team. Results show no discernible degradation in student attendance, submission rates and performance in either the weekly exercises or end-of-year examinations. Important benefits to the peer tutors are also found. 相似文献
2.
José Palazón-Herrera 《Cultura y Educación》2013,25(4):663-692
AbstractThe objective of this study is to highlight the potential of video tutorials for learning how to use music editing software as well as students’ perceptions of their use. The project has been developed within a flipped-classroom approach, in which students studied with two types of resources: video tutorials and printed tutorials created ad hoc. Using a quantitative study with a quasi-experimental design, students participating in the project (n = 48) were divided into an experimental group (video tutorials) and a control group (printed tutorials) in order to evaluate the resource used according to: (1) academic results achieved; (2) students’ independence; (3) time spent completing tasks; (4) motivation generated by the resource. The resource used did not result in an improvement of academic performance in those students who used video tutorials. However, there has been an improvement in time invested in the production of scores, students’ autonomy in relation to the teacher and motivation towards the resource used. 相似文献
3.
李文斐 《中国远程教育(综合版)》2010,(1)
面授辅导是开放教育的教学组织形式之一,是教师传授知识和辅导答疑的主渠道之一,也是全面提高教育教学质量的关键。面授辅导课中的学生到课率在某种意义上反映了学生学习积极性、自觉性,也是学风的重要标志之一。本研究试图通过对广州电大2007-2008年度三个学期开设课程到课率数据的整理分析,查找开放教育面授辅导课到课率的影响因素,从而为提高开放教育教学管理效率、增加面授辅导课的有效性、促进学生的学习提供理论支持。 相似文献
4.
Anna Turula 《Technology, Pedagogy and Education》2018,27(2):233-250
The article investigates a system of academic education called tutoring implemented in a blended format. It looks at this teaching and learning experience based on the results of a student satisfaction survey (N = 9) as well as the analysis of the discourse between the tutor and six tutees recorded during four meetings: two traditional and two cloud tutorials. It is argued here that the blended format is a good solution which enables the two modes to reinforce each other and compensate for each other’s deficiencies. By offering more interaction and establishing good rapport, the face-to-face meetings develop social presence. In turn, cognitive presence is stronger in the online tutorials, in which the students appear to have reached higher levels of critical thinking. What is more, these two types of tutorials appear to pave the way for each other. 相似文献
5.
Manjula D. Sharma Alberto Mendez John W. O’Byrne 《International Journal of Science Education》2013,35(11):1375-1389
The School of Physics at the University of Sydney has introduced voluntary workshop tutorials in large first‐year courses. The tutorials are based on informal cooperative groupings with structured worksheets and short hands‐on activities. In this study we explore the relationship between attendance at the workshop tutorials and student performance in examinations. We show that about 80% of the students attend more than two‐thirds of the voluntary tutorials. Discounting the students who attend very few tutorials, on average, examination marks improve significantly with increased tutorial attendance. In particular, on average, students with poor senior high school scores have significantly better examination marks if they work in the same group for eight or more tutorials than those who do not work in the same groups. There is evidence that the improvement in examination performance is more pronounced in qualitative concept questions, most dramatically again for students who did poorly in senior high school. 相似文献
6.
The literature on first-year study success has identified a host of factors that may affect a student’s chances of succeeding, ranging from personal circumstances to educational environment. One of the factors that often emerges in this context is (non-)attendance of classes, lectures and tutorials. Intuitively, one would expect this to be all the more important in programmes that employ a student-centred and interactive approach to learning, such as problem-based learning. Interestingly, there is little dedicated research that looks into the importance of (non-)attendance in such a learning environment. This article addresses this gap in the literature by looking at the effect of (non-)attendance on the study success of three cohorts of Maastricht University’s Bachelor in European Studies (annual intake of 325–350 students). Controlling for a range of factors, we find that attendance matters for several measures of study success and also for the committed and participating student. 相似文献
7.
This article evaluates the relationship between social-economic factors, students’ factors, student academic goals and performance of students. The study adopts a cross-sectional survey, with largely quantitative approaches. A sample of 950 students was randomly and proportionately drawn from undergraduates in four institutions of higher learning. A response rate of 61% was recorded. We observed significant positive relationships between student factors (except competence in quantitative subjects and grades earned in high school) and student performance, as well as student learning goals and student academic performance. We did not observe a significant relationship between socio-economic factors and student performance at higher institutions. The model was significant, and explained 47% of the variation in student performance. The study recommends that higher institutions should place considerable emphasis on inculcating a reading/preparation culture among students, enforce attendance at lectures and encourage students to set learning goals, if they are to improve the performance of their students. 相似文献
8.
Brandi Rima Crystal C. Rodriguez Tom DePaola 《Community College Journal of Research & Practice》2013,37(12):840-853
ABSTRACTThe objective of this study was to examine the benefits of a learning community created for first-year students enrolled in a criminal justice degree program at an urban community college in the Northeast. Quantitative and qualitative survey data were collected from three cohorts of students in the program-based learning community. Survey questions examined students’ satisfaction with the learning community structure and their perceptions of social networking and academic skills gained from participation in the learning community. Quantitative data from the college’s records were used to compare the academic progress and retention of criminal justice students in the program-based learning to other first-year criminal justice students. Our findings indicate that participants had positive experiences in the learning community reporting satisfaction with the learning community structure and significant social networking and academic benefits from their participation in the learning community. Findings also indicated that program-based learning community students exhibited greater academic progress and were retained at higher rates than other first-year criminal justice students. This study substantiates the positive impact of program-based learning communities on students’ satisfaction, their academic success toward degree completion, and retention. 相似文献
9.
This work reports on the results obtained from the application of learning environments on the basis of one integrative problem and a series of other smaller problems that limit the contents to be investigated and learned by the students. This methodology, which is a variation to traditional problem-based learning approaches, is here illustrated in terms of its application in an engineering economics course, a subject that is taught in most engineering programs. The purpose of this methodology is to improve students’ learning, which is measured through the students’ academic performance and their learning strategies, and to characterise them as a function of these variables. The results obtained after the systematic application of this methodology are positive. The surveyed students showed significant changes in the examined variables as well as in their satisfaction and motivation level, and in their commitment to learning. 相似文献
10.
Many distance learning programmes include an element of face-to-face tuition. This paper reports on a research project concerned with various issues related to face-to-face tutorials in the Open University of Hong Kong's distance education system, including students' expectations of the benefits they will gain; their reasons for attending; the approaches they prefer; and their overall satisfaction with what tutors actually provide. Some comparisons are drawn between students in the university's different schools-and the overall findings are compared with those reported for distance learners in the West, in an effort to assess the impact of cultural context on student attitudes to tutorials. The research found that the Hong Kong students' attendance at tutorials was very high compared to that found in other similar studies, possibly reflecting Hong Kong's geographical compactness, but also possibly reflecting a preference for face-to-face meetings; that the students looked for specific guidance and support from tutors within a largely directive framework; that even where the format of the tutorial departed from the students' expectations, the students did not necessarily give the tutorial a low evaluation, provided that it was a fruitful experience; and that the cultural context within which a distance education system operates affects students' expectations and learning styles. 相似文献
11.
12.
Alla T. Alzhanova-Ericsson Christina Bergman Patrik Dinnétz 《Journal of Further & Higher Education》2017,41(1):1-15
The value and importance of lectures in higher education is part of a modern education discourse worldwide. This study aims to estimate the importance of lectures for prospective teachers of kindergarten, preschool and early primary school. We analysed academic achievements of prospective teachers who had either mandatorily or voluntarily attended lectures in the subject of teaching and learning mathematics. Students’ examination grades in a maths course with mandatory or voluntary lecture attendance were analysed with a logistic model testing the association between lecture attendance requirement and grades. We show that mandatory lecture attendance (1) more than double the odds of students receiving a pass grade when their situated and tacit knowledge was examined and (2) quadrupled the odds of students achieving the highest grade (pass with distinction) when both their understanding of elementary mathematics and their situated and tacit knowledge of teaching and learning mathematics were examined. Our study provides evidence for a significant positive role of lecture attendance for students acquiring skills in Teaching and Learning Mathematics. While attending lectures students receive situated tacit knowledge of the subject which is otherwise difficult, if not impossible, for them to obtain in a different way. The observed improvement may have an additional positive effect in being a step towards overcoming a maths anxiety, which is otherwise relatively common among prospective teachers. 相似文献
13.
This study was aimed to find which tutoring styles significantly predict learners’ satisfaction with an e-learning service, academic involvement, and academic achievement. The tutoring styles included subject expert, facilitator, guider, and administrator. In this study, 818 Korean sixth-grade students (ages 11–12 years), enrolled in the e-study program, and completed tutoring style and academic satisfaction evaluation surveys. Students’ login and posting frequency in the e-study program were measured to assess their academic involvement. Academic achievement was computed using completion rates and assessment scores. Multiple regression analyses indicated that there is some association between tutoring styles and academic outcomes. Of the four tutoring styles, facilitating tutoring styles particularly showed strong associations with the three outcome variables. Tutors’ guiding activities as opposed to facilitating were not significant contributors to students’ academic outcomes. The effect of tutors’ facilitating styles in an online learning environment was significant as being found in the existent literature. 相似文献
14.
Ataur Rahman 《European Journal of Engineering Education》2017,42(3):252-259
This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand written tutorial solutions, discussion board and online practice quizzes. The lecture and tutorial class times have been primarily utilised to discuss confusing topics and engage students with practical issues in applying the theories learnt in fluid mechanics. Based on the data of over 734 students over a 4-year period, it has been shown that a BLA has improved the learning experience of the fluid mechanics students in UWS. The overall percentage of student satisfaction in this subject has increased by 18% in the BLA case compared with the traditional one. 相似文献
15.
Feraco Tommaso Resnati Dario Fregonese Davide Spoto Andrea Meneghetti Chiara 《European Journal of Psychology of Education - EJPE》2023,38(1):109-130
The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and life satisfaction. A sample of 603 students (5th to 12th graders) participated in the study. The results of a Bayesian path analysis based on meta-analytical priors show that soft skills were (i) directly positively associated with students’ achievement emotions, self-regulated learning, motivation, and life satisfaction and (ii) indirectly related with academic achievement through the mediation of self-regulated learning and motivation. On the other hand, only soft skills and achievement emotions were directly related to life satisfaction. Extracurricular activities showed a positive association with both soft skills and cognitive abilities. These results are the first to demonstrate the importance of soft skills and extracurricular activities when integrating all the above-mentioned factors in a model of students’ academic achievement and life satisfaction.
相似文献16.
ABSTRACT Capstone projects are common in undergraduate programmes, providing students with a culminating educational experience designed to draw on the knowledge and skills accumulated over the course of their studies. While there are many benefits to capstone projects, they are not without challenges. In particular, when these projects are conducted in groups, forming groups to optimise the learning outcomes and managing group dynamics can be challenging. In this article, we report on the analysis of data collected from 346 undergraduate business students who completed capstone projects at a Hong Kong university. Measures included students’ learning goal (mastery and performance), satisfaction with their supervisor and group diversity in relation to gender, prior academic achievement, self-report nationality and programme of study. Analysis of this data in conjunction with student grades for the project was conducted to inform improvements in design and delivery of the capstone subject to improve students’ learning outcomes. The results showed that for groups consisting of three students, group diversity in respect to prior academic achievement as measured by grade point average (GPA) is positively related to the grade achieved in the capstone project. However, diversity in respect to the nationalities in the group was related to poorer performance. Furthermore, the more teacher-focused the group supervisor’s approach was, the worse the grade achieved for the project. The results suggest that groups made up of students of different nationalities tend to have lower grades compared to homogeneous groups. In contrast, having a group with a mix of GPAs can result in higher grades on the project. While these findings have informed our understanding of group performance on capstone projects, work is needed to fully understand what underlies the diversity effects identified which will be explored with future cohorts. 相似文献
17.
学习投入是衡量学生学习过程质量的重要指标,与学生的学习持续性、学业满意度、学习绩效以及学业完成情况高度相关。近年来我国学者围绕学习投入的研究增长迅速,但研究内容多集中在理论层面,实证研究相对较少。国外在学习投入研究方面已经积累了较为丰富的经验,其在多情境下进行的学习投入实证研究,可以为我国学者提供更多的实践参考。利用系统性文献综述法对国外近十年的实证研究论文进行统计分析后发现:(1)国外学习投入实证研究主要涉及教育学、医学和语言学三个学科领域,研究场景主要包括传统课堂、游戏化课堂以及在线学习,研究对象多为大学生,研究方法则以定量研究和混合研究为主;(2)学习投入的概念框架复杂多元,包含学生在学业上的身体和心理的双重投入;(3)学习投入的指标体系相对宽泛,为不同情境下学习投入指标体系的构建提供了参考;(4)影响因素是国外学习投入实证研究的关注重点,主要包括教师、学生、课程、环境以及同伴等;(5)学习投入的测量仍以自我报告和编码等传统方式为主,基于多模态数据对学生的学习表现进行预测与评价将成为重要的发展方向。我国学者在开展学习投入实证研究时,需注重概念的情境化、指标的多维化、场景的多样化、结构的多元化以及数据的多源化,加强学习投入实证研究的深度与广度。 相似文献
18.
Girls’ attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls’ perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students (N?=?291) in four schools: one to assess students’ perceptions of the learning environment and another to assess students’ attitudes towards mathematics. Positive and statistically-significant (p?<?.01) associations emerged between learning environment factors important to an inquiry approach and students’ attitudes. These findings provide important information about how IBL might improve girls’ attitudes towards mathematics classes and whether IBL environments are related to their attitudes.
相似文献19.
《Journal of Further & Higher Education》2012,36(1):55-65
The Great Britain Committee of Enquiry into Higher Education (1997) highlighted the significant role that higher education would be required to play in providing the United Kingdom with individuals that could consistently meet the demands of a global market place. Higher education institutions have been entrusted with the task of removing existing barriers to learning and implementing initiatives that will enable students to achieve beyond current expectations. A current initiative by the University of Glamorgan aims to meet some of the challenges laid down by the Great Britain Committee of Enquiry into Higher Education (1997). Peer-Assisted Student Support (PASS) is a scheme directed at facilitating student-centred learning. The initiative encourages students to take responsibility for the learning process in terms of academic achievement and social development. This article offers a unique insight into the scheme, detailing demographic and subject attendance patterns during Semester B of the 1997/98 academic year. Furthermore, the research undertaken also builds on previous work investigating the effect of support mechanisms on academic performance. The article reports that the scheme is primarily dominated by female attendees and students in the under-21 age group. Moreover, whilst the research substantiates previous claims that schemes such as PASS have a positive effect on academic performance, the nature of academic appraisal within the context studied suggests that this generalisation can only be extended to coursework-related assessment. 相似文献
20.
María V. López-Pérez María C. Pérez-López Lázaro Rodríguez-Ariza Eva Argente-Linares 《Educational technology research and development : ETR & D》2013,61(4):625-638
In blended learning, the internet acts as an instrument to complement traditional forms of instruction, in the belief that the incorporation of new information and communication technologies may lead to more efficient and effective education. This paper presents a study carried out in the University of Granada, during the first year of undergraduate courses, which considered a total of 1,128 students organized into 17 groups during the academic year 2009–2010 and focused on the students’ voluntary use of online learning activities. The results show that the students’ participation in these activities and the number of tasks completed both had a positive effect on the students’ final marks. The time employed in carrying out online tasks did not influence the results achieved but the marks obtained in such activities were a significant factor. In addition, the students’ respective background, rate of class attendance and interest in the subject were explanatory variables of the outcome. 相似文献