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1.
《College Teaching》2013,61(4):302-306
Abstract. This article describes a university course, Methods of Inquiry, that teaches strategies and techniques for students to become self-regulated learners and thereby enhance their active and dynamic approach to school. The purpose of this study was to examine if this course was successful in increasing the students' learning strategies. Pre- and post-tests were administered to 680 students over four semesters, and results verify that the course did significantly increase the students' learning strategies. Demographic variables were shown not to have a significant impact on student learning strategies. This article concludes with a discussion of the transferability of this skill and the benefits it has to high education retention rates. 相似文献
2.
Online learning courses are hypothesized to be influenced by the instructors' and students' cultural values. This study collected survey data from online instructors and students to analyze the effects that Hofstede's individualism/collectivism and ambiguity (in)tolerance cultural dimensions exert on online courses offered from an individualist/ambiguity tolerant perspective. Results revealed that the students' cultural dimensions relate significantly to some of their perceptions of culture in the online classroom. Contrary to their individualist peers, collectivist learners felt that their individualist instructors were not usually aware of cultural differences in the online classroom and that their culture was not being considered to make learning relevant to their cultural context. Ambiguity intolerant students, in contrast with their ambiguity tolerant peers, felt that cultural background consideration is important and would appreciate being informed about relevant cultural differences they might experience taking an online course based on a different cultural perspective. Students from ambiguity intolerant cultures also reported less motivation to participate than their counterparts. In addition, language was found to influence the participation patterns when the ambiguity (in)tolerance values of the students were studied. However, language was not found to influence participation patterns for the individualist/collectivist dimension. The results of the study suggest that cultural differences do affect how students perceive the online classroom. 相似文献
3.
This article discusses the ePortfolio system for grades 9–12 at the Virtual Learning Academy Charter School (VLACS). ePortfolio implementation at VLACS developed from an Advisory course curriculum that supports students' journey toward becoming college, career, and citizenship ready. We provide a unique perspective for implementation in that VLACS is completely online. Drawing from experiences in brick-and-mortar schools, online instruction, and research on digital portfolio programs, we utilize online portfolios to build a virtual community and engage students in their learning. The article summarizes key components to ePortfolio implementation and highlights how ePortfolios enable VLACS students to both reflect on their experience as learners and demonstrate academic and professional competencies. 相似文献
4.
Overcoming Graduate Students' Negative Perceptions of Statistics 总被引：1，自引：1，他引：0
Marina Lalayants 《Journal of Teaching in Social Work》2013,33(4):356-375
Although there has been some attention in the literature to such issues as students' attitudes toward statistics, instructors are still constantly faced with the challenge to engage students; understand their perceptions, motivations, and interests; and deal with their reluctance and negative attitudes toward the field of statistics. The purpose of the present study was to (1) examine students' attitudes toward statistics; (2) identify characteristics of students with the most negative attitudes toward statistics; (3) determine methods of statistics instruction that students most prefer; and (4) present strategies to overcome fears, resistance, anxiety, and negative attitudes and enhance the learning environment. The findings from the study of 195 graduate social work students demonstrate that factors contributing to statistics anxiety include math phobia, lack of relevance to social work, instructor's characteristics, and classroom environment. Among the preferred instructional methods students identified helpful strategies such as instructors' being attentive to students' anxiety, setting a slow course pace, and providing additional tutoring. The study findings suggested three major areas for enhancing statistics learning: (1) fostering environment that is nonthreatening, friendly, and conducive to learning; (2) clarifying statistical concepts in plain terms; and (3) offering practical skills relevant to students' field of specialization. 相似文献
5.
《The Internet and Higher Education》2007,10(3):204-211
This study provides an example of one institution's efforts to design coursework that meets the simultaneous challenges of supporting the aims of increasing access to online courses and simultaneously better preparing teachers to work in diverse classrooms. Based on online pre- and post-surveys and monthly open-ended writing prompts administered to students in an introductory teacher preparation course, the study sought to discover students' motivation to select online or blended courses, student perspectives on the benefits and challenges to taking this course online, characteristics of the learning environment that promoted or interfered with students' learning, instructor's perspective of learners' reaction to topics addressing K-12 classroom diversity, and the impact of an online format on students' discussions of issues related to learner diversity. Findings suggest that online courses should include a classroom placement component in which students experience a diverse classroom in order to best prepare students for diverse teaching assignments. Thus, the best online teacher preparation courses maybe those that blend virtual and face-to-face interaction rather than being strictly online. 相似文献
6.
Colin Conrad Qi Deng Isabelle Caron Oksana Shkurska Paulette Skerrett Binod Sundararajan 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):534-557
Practitioner notes
What is already known about this topic- University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
- The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
- Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.
- Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
- Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
- Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.
- We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
- We offer insights into student experience concerning online learning environments during an abrupt transition.
- We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.
7.
在线教学中学生要具备一定的在线自我调节学习能力才能取得好的学习成效，而学生的在线自我调节学习受诸多因素的影响。本研究从先赋性背景和后致性学校过程性因素的视角，基于“新冠疫情期间研究型大学本科生学习体验调查”项目中某大学的数据，考查学生家庭背景和先前在校在线学习经历与在线自我调节学习的关系。研究发现：家庭背景和先前在校的在线学习经历都显著影响学生在线自我调节学习，且先前在线学习经历的影响独立于家庭背景。超过七成的学生在新冠肺炎疫情前有过在线学习经历，且主要是来源于本校的正式在线学分课。这一研究结果的实践启示是：高校可以通过提供正式在线学习的机会抵消学生家庭背景的负面作用来培养学生的在线自我调节学习，这将有助于他们应对紧急情况下大规模在线教学时可能面临的挑战。 相似文献
8.
Joanna C. Dunlap 《Performance Improvement Quarterly》2005,18(1):5-33
ABSTRACT In a climate of continual change and innovation, lifelong learning is a critical professional development objective which has a direct impact on organizations' effectiveness and ability to compete and innovate. To help learners continually upgrade their skills and knowledge so they can effectively address emerging organizational and professional needs and opportunities, educators must prepare learners for their professions using teaching methodologies that develop learners' capacity for and disposition toward lifelong learning. Problem‐based learning (PBL) is one such method. PBL uses professional problems of practice as a starting point, stimulus, and focus for student activity, and one of PBL's stated educational outcomes is students' use of lifelong learning skills. This study examined the changes in students' use of lifelong learning skills while participating in a PBL project. Twenty‐six undergraduate university computer science students completed a 15‐week C++ programming course. Using guided reflective journal responses as process data, students were observed to increase their application of lifelong learning skills during their PBL experience. Design and research recommendations are shared. 相似文献
9.
10.
Bryan H. Chen 《Interactive Learning Environments》2013,21(4):485-496
The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed. 相似文献
11.
Saouma B. Boujaoude 《科学教学研究杂志》1992,29(7):687-699
The purposes of this study are as follows: (a) to investigate the relationship between high school students' learning approaches, prior knowledge and attitudes toward chemistry, and their performance on a misunderstandings test; and (b) to describe and analyze the differences between the responses of students with different learning approaches on the same test. Forty-nine suburban high school students enrolled in two sections of New York State Regents Chemistry classes participated in the study. The students' performance on a misunderstandings pretest and the students' learning approach both accounted for a statistically significant proportion of the variance on their performance on the misunderstandings posttest. Additionally, the results showed that the relatively meaningful learners performed significantly better than the relatively rote learners on the misunderstandings posttest. 相似文献
12.
The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation* 总被引：1，自引：0，他引：1
Sean B. Eom H. Joseph Wen Nicholas Ashill 《Decision Sciences Journal of Innovative Education》2006,4(2):215-235
In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self‐motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types. 相似文献
13.
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
14.
Gregory P. Thomas Campbell J. McRobbie 《International Journal of Science Education》2013,35(6):667-685
Changing students' views of themselves as learners and the learning strategies they use requires methods to make their views regarding teaching, learning and their roles as learners explicit to themselves and to teachers. This was an interpretive study that investigated students' metaphors for themselves as learners within a Year 11 chemistry classroom. Students' metaphors were found to be congruent with their views of learning and their learning processes as evidenced from multiple data sources. In making students' views explicit, metaphors can provide valuable information for practicing teachers and researchers who aim to investigate and enhance students' learning processes and encourage metacognition. 相似文献
15.
Sally Inman 《Curriculum Journal》2013,24(4):469-483
This article describes some of the findings of an evaluation of a ‘cross- curricular’ digital media arts project for Year 8 students at Lister Community School in the London Borough of Newham. The project was designed to provide opportunities for a thematic curriculum in which quality learning encompassing both independent and collaborative learning was central. The project was also aimed at fostering a range of knowledge, skills and attitudes around students' personal and social development. The findings of the evaluation suggest that the project was successful in a number of ways: in enhancing students' personal and social development; in developing a community of learners in which learning was shared between teachers and students; in developing students' confidence and skills in their own learning; and in providing models of a more integrated and thematic curriculum. 相似文献
16.
《International Journal of Educational Research》1995,23(7):581-594
This chapter offers a view of the cognitive and affective aspects of language learning through students' introspective narratives about their learning histories. These narratives reflect “situated cognition”, in which learners are embedded in their own learning communities, which can be either nurturing or destructive. Some primary themes in the students' narratives are motivation, anxiety, self-esteem, learning styles, and learning strategies. Language learning histories can be very powerful sources of information for students and teachers alike. 相似文献
17.
This study evaluated students' affective learning in an introductory computing course that was taught in Hong Kong once in a lecture format and twice in a rich interactive multimedia online format to 414 college students in all. A simplified experience sampling method was used to assess affective learning at the midterm and end of each course in terms of intrinsic engagement (positive affect, perceived challenges, perceived skills in course activities), extrinsic engagement (performance expectations, performance goals, performance self‐efficacy), and negative affect in course activities. Controlling for students' computing background and pre‐enrollment academic ability, multivariate analysis of covariance indicated that, compared to lectures, e‐learning modules fostered more intrinsic engagement, comparable extrinsic engagement, and more negative affect. Findings suggest directions for developing online courses that optimise both cognitive learning and affective learning. 相似文献
18.
Rana M. Tamim 《Journal of Research on Technology in Education》2018,50(1):70-83
Blended learning (BL) is still in its infancy in the United Arab Emirates, but is gaining growing attention and acceptance. The particular university under investigation offers its nationally accredited graduate programs with a BL format that makes use of synchronous virtual classrooms, asynchronous self-study, and face-to-face sessions. The current qualitative research study investigates students' perceptions about their experience with the BL model within their relatively conservative cultural context. In addition, the project aimed at gauging their suggestions for course design considerations that would meet their needs as adult learners and enhance their learning experience. Twenty-one graduate students participated in the study, with findings indicating an overall positive perception about the BL experience with a strong positive impact on female empowerment. The most salient themes for successful instructional strategies indicated the importance of student-centered practices, particularly collaborative projects and student-led activities. 相似文献
19.
The rapid growth of online courses in higher education has led to developments in the field of e-assessment. This paper presents a study, which examined the quality of online academic courses using a multidimensional assessment of students' activities and perceptions, using educational data mining and an online questionnaire. The assessment focused on four aspects: instructional, communication, course workload and overall learning experience. The course instructional model was found well-structured. The video lectures, assignments and materials designed for the online course were the most used and contributing learning resources. However, the number of students who entered the video lectures decreased as the course progressed. Low activity was found in the discussion forums. Students perceived the course workload as low. Overall, the learning experience was high and the students were highly satisfied. These findings provide insights that may assist in improving the quality of future online courses. 相似文献
20.
Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online video-based instruction. This study compared online video-based instruction that made use of relationship-building strategies with online video-based instruction that did not use those strategies. The two instructions were identical in every other way. The results show that the attitudes of the college students were positively affected by the relationship building strategies in a statistically significant way (p = .025) and that learning gains were also positively affected at a very near-significant level (p = .052). The implications of the findings are discussed. 相似文献