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1.
Evolving technologies and globalisation presents educators with the challenge of creating learning experiences to help students develop competencies to enable them to function successfully in a dynamic society. Today’s learner is expected to be multiliterate – able to analyse and construct multi-modal texts. A qualitative embedded multi-case study was conducted to investigate the learning experiences and multiliteracy outcomes for students engaged in an educational program with a media studies focus. The program, designed for a secondary school English curriculum, was underpinned by multiliteracies pedagogy and delivered within a technology-mediated environment. This paper reports a single class case drawing upon examples from small group cases embedded within the class. The findings suggest that educational programs underpinned by multiliteracy pedagogy supported by technology can provide meaningful learning experiences for students whilst achieving multiliteracies focused learning outcomes. For this to occur important factors such as teacher technology competencies and expertise, access and integration of technology and facilitation of effective learning scaffolds should be considered.  相似文献   

2.
While research indicates that technology can be useful for supporting learning and collaboration, there is still relatively little uptake or widespread implementation of these technologies in classrooms. In this paper, we explore one aspect of the development of a multi-touch classroom, looking at two different designs of the classroom environment to explore how classroom layout may influence group interaction and learning. Three classes of students working in groups of four were taught in the traditional forward-facing room condition, while three classes worked in a centered room condition. Our results indicate that while the outcomes on tasks were similar across conditions, groups engaged in more talk (but not more off-task talk) in a centered room layout, than in a traditional forward-facing room. These results suggest that the use of technology in the classroom may be influenced by the location of the technology, both in terms of the learning outcomes and the interaction behaviors of students. The findings highlight the importance of considering the learning environment when designing technology to support learning, and ensuring that integration of technology into formal learning environments is done with attention to how the technology may disrupt, or contribute to, the classroom interaction practices.  相似文献   

3.
What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002  相似文献   

4.
The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment.

As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery.  相似文献   

5.
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   

6.
This study explores how students' learning styles influence their learning while solving complex problems when a case‐based e‐learning environment is implemented in a conventional lecture‐oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3‐week period. Five learning‐outcome tests and two course‐satisfaction surveys were implemented during the case‐based instruction using a blended approach (online and face‐to‐face). The results of one‐way ANOVAs with repeated measures revealed that the four learning styles (active–reflective, sensing–intuitive, visual–verbal, sequential–global) did not influence students' learning experience and learning outcomes during the implementation of case‐based e‐learning. However, the pattern of the students' performance graph and further analysis with a liberal approach implied that the active–reflective learning style may influence learning outcomes slightly at an earlier time during the case‐based learning implementation; however, as time passed, this learning style no longer influenced their learning at all. Thus, learning styles may not be considered important or may be considered only during the early stages of instructional implementation in order to facilitate the students' transition to the new case‐based learning environment. It is more efficient to encourage students to adapt to different learning environments than to design adaptive systems in order to embrace diverse learning styles.  相似文献   

7.
Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning.  相似文献   

8.
Despite the need for information technology knowledge in the business world today, enrollments in information systems (IS) courses have been consistently declining. Student performance in lower level IS courses and student assumptions about the level of difficulty of the courses seem to be reasons for lower enrollments. To understand how student motivation may explain learning outcomes in introductory IS courses, this study investigates the impact of intrinsic and extrinsic academic motivations as framed by self‐determination theory on two measures of learning outcomes: (1) student self‐reported measures of learning and (2) actual grades obtained in courses and course components. Using 269 student responses collected in a second‐year undergraduate core course and a first‐year MBA core course, both of which are offered in a traditional face‐to‐face classroom environment, study hypotheses are analyzed. Results indicate that the motivational model explains both the affective and cognitive perceptions of learning held by students. In examining overall grades and grades in course components, the motivational model, however, was unable to sufficiently explain student performance. Data also indicate that there are significant differences between undergraduate and graduate students in terms of their motivation and learning outcomes.  相似文献   

9.
The rise in interactive digital media has catapulted faculty‐student contact abilities from the traditional Web 1.0 model to a post‐Web 2.0 world where students and faculty can have much more interaction in classroom exchanges. Since business cases have long been a pedagogy of choice among professors concerned with training the next generation of decision makers, the intent of this exploratory teaching execution was to gain insight into the case teaching experience in Second Life (SL). SL is a virtual world developed by Linden Lab that enables its users to interact with each other through avatars (virtual representations of the self). While online classrooms in SL are not new (a number of universities throughout the world have set up virtual campuses), business education scholarship is lacking as related to the use of virtual worlds for educational purposes. The aim of the execution was not to suggest that SL case teaching should displace the traditional case classroom interactions. Rather, the exercise found that a case‐based class can be held and attended independent of time, distance, and location should the need arise. Case teaching in SL offers an availability alternative or supplement to the traditional case teaching and learning approach.  相似文献   

10.
This article integrates management education and organizational learning theories to identify the factors that drive the differences in student outcomes between the online and classroom settings. We draw upon theory on knowledge transfer barriers in organizations to understand the interlinking relationships among presage conditions, deep learning process, and product in the 3P model of student learning. We test our model in the context of undergraduate education and find that confidence in the instructor's expertise, perceived content relevance, and the social richness of the classroom learning environment enhance student enjoyment of the course. Confidence in instructor's expertise and perceived content relevance also contribute to greater understanding of causal relationships among course concepts. Enjoyment is positively associated with learning performance in the classroom, but not online, and student ability is positively associated with learning performance in the online context, but not in the classroom. Our results have implications for course designs in the traditional classroom context and the more innovative online environment.  相似文献   

11.
ABSTRACT

The flipped classroom pedagogy has been widely used recently. Despite many researches have paid attention with the learning outcome of flipped classroom, there has been limited attention in regard to investigate the relationship between learning behavior and learning outcomes in a flipped classroom. In this paper, we proposed to investigate the influence of online learning behaviors on short-term and long-term learning outcomes in a flipped classroom. This study used Calculus and grade point average (GPA) scores to represent short-term and long-term learning outcomes, respectively. Multiple linear regression indicated that students’ online learning behavior does not have a significant effect on short-term learning outcomes, but has a significant effect on long-term learning outcomes. For applying multiple correspondence analysis, students were divided into groups according to five grade levels based on their scores. According to GPA grade level, students’ online learning behaviors had a significant effect on long-term learning outcomes for the five groups (GPAa, GPAb, GPAc, GPAd, GPAe). According to their Calculus grade level, students’ online learning behaviors had a significant effect on short-term learning outcomes for three groups (CALa, CALd, and CALe), but two groups (CALb and CALc) did not demonstrate this trend. For exploring the effects of online learning behaviors on future learning outcomes, GPA can be considered representative because the GPA was calculated for the entire academic year 2015. Students in the CALa group exhibited the highest frequency of online learning behaviors and obtained the highest GPA grade levels (GPAa and GPAb). For the CALb, CALc, CALd, and CALe groups, students with a higher frequency of online learning behaviors obtained a higher GPA grade level. These results indicate that students’ online learning behaviors have a positive effect on future learning outcomes.  相似文献   

12.
In this paper, we analyse interactions between secondary students and pre‐service teachers in an online environment in order to understand how their meaning‐making processes embody distributed cognition. We begin by providing a theoretical review of the ways in which literacy learning is distributed across learners, objects, tools, symbols, technologies and the environment in modern English language arts classrooms. This is followed by a case study where we identify how programme values, textual resources and cultural schema function as distributed tools. In traditional schools, with an emphasis on taking standardised tests, the learning environment is designed on the view that learning is a transaction that happens solely ‘inside the head’. Unfortunately, this pushes many students to the margins of classroom engagement and participation. By analysing students' and pre‐service teachers' online discourse, we argue that virtual spaces can facilitate critical dialogue and can act as catalysts for a distributed theory of mind.  相似文献   

13.
This study reports on an investigation into the campus‐based experience of university students studying mammalian physiology that was significantly supported with learning technologies. The design of the course enabled the students to interrogate the key ideas that they came across in their lectures and laboratories through online activities which prepared the students for practical classes. Close‐ended questionnaires were used to uncover qualitative variation in the population sample, particularly the differences in the concepts of learning technologies and approaches to learning technologies. Qualitative variation in concepts of, and approaches to, learning technologies was found to be significantly associated with variation in academic achievement. The outcomes have important implications for the approaches to teaching of campus‐based experiences of learning supported by learning technologies when we seek to support all students to realise their learning outcomes in technology‐mediated processes  相似文献   

14.
Mobile technology‐enhanced literacy initiatives have become a focus of efforts to support learning for students with literacy difficulties. The Laptops Initiative for Post‐Primary Students with Dyslexia or other Reading/Writing Difficulties offers insights into and addresses questions about ICT policy making regarding m‐learning technologies for students with literacy difficulties. Thirty‐one schools participated in this initiative. Adopting an intepretive perspective, research and data analysis centred on four school case studies and involved classroom observations, teacher, student and principal interviews as well as a survey of teachers in other participating schools. Findings are presented under three headings: laptop deployment models (fixed, floating and fostered), constraints and supports for teacher and student agency, and technology‐enhanced literacy pedagogy. We conclude by noting the increasing appeal of m‐learning to support literacy and how schools mediate access to laptops and associated literacy learning.  相似文献   

15.
While supplementation of face‐to‐face (F2F) teaching with online engagement is increasingly common, the educators' challenge of teaching F2F personalities and facilitating online personalities has not been widely explored. In this paper, we report on a project in which 1st‐year students attended F2F sessions and engaged with an anonymous online questioning environment. The differences between students' F2F and online behaviour led to intended and unintended consequences. The purpose of this paper is to explore these intended and unintended consequences of technology use. The project was undertaken over a 3‐year period, starting in 2004. In 2004, a pilot project was conducted based on a class of 35 students studying a 1st‐year programming course in information systems. The investigation was again conducted in 2005 for the same course, this time with 63 students. In 2006, the project was extended to a class of 610 1st‐year commerce students studying an introductory information systems course. In all cases, students met F2F and when online, engaged with an anonymous Web/SMS collaborative tool. The intended consequence was that a blending of F2F with online interaction extended student engagement beyond the limitation of a classroom and provided a forum for further collaboration and consultation. The intended outcome was achieved. An unintended consequence was that the tool provided the lecturer with diagnostic information that was used to impact on pedagogical designs. This was often a result of students taking on an online personality that would very often be extremely frank and honest about the manner in which the course was conducted, and how learning was taking place. The findings show that students used the tool in ways that exceeded the envisaged intention, and student use of the tool positively impacted on the curriculum, pedagogy and general running of the course. The paper concludes that integration of online engagement with F2F teaching adds value to the teaching and learning experience.  相似文献   

16.
The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers’ perceptions of “cloud pedagogy”—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers (N = 48) and pre-service science teachers (N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the “cloud pedagogy” was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous.  相似文献   

17.
In this paper, the authors describe their journey from a teacher-student relationship to that of research partners and co-authors, thus providing a case study situated within the literature on students as partners. The instructor's use of drama-based pedagogy organically facilitated this journey both by flattening the hierarchy between teacher and students, and by being the subject under study. As a research group, the authors designed and collaborated on a scholarship of teaching and learning (SoTL) project. They analyzed existing classroom data to study the effects of drama-based pedagogy on their classroom environment and presented findings at conferences and through publication. This collaboration between a graduate student instructor and her undergraduate learners benefited all parties from both research and professionalization perspectives, which mirrors positive outcomes in the students as partners literature. The partnership can thus serve as a model for similar partnerships with minimal institutional infrastructure. Graduate students become research mentors and gain greater access to their students' classroom experiences, while undergraduate students explore the next step of an academic career track by conducting and disseminating original research as equal partners. The authors highlight reciprocity in their collaboration and call on institutions to facilitate this kind of partnership with funding and institutional support.  相似文献   

18.
Although students in Introductory Information Systems courses are taught new technology concepts, the complexity and constantly changing nature of these technologies makes it challenging to deliver the concepts effectively. Aiming to improve students’ learning experiences, this research utilized the five phases of design science methodology to develop an experiment to solve a real‐world problem, and then implemented it in an undergraduate classroom. As part of their classwork, students participated as subjects testing new information technologies to solve a real‐world problem. They were asked to complete a questionnaire and answer questions in a focus group to assess the effectiveness of the technologies tested and determine whether the experience had added to the learning they gained from the course. The results revealed that the students were able to use the new technologies effectively and provide useful feedback to the company sponsoring the study, contributing to the release of a new commercial product line. Students also reported that participating in this research project improved their satisfaction with the introductory MIS course. These results encourage educators to conduct hands‐on experience involving real‐world research projects since they provide valuable additional learning opportunities in introductory MIS courses.  相似文献   

19.
We report on the initial attempts at evaluating at scale a particular technological/curricular innovation that enables more students to develop deeper knowledge. The methods, issues, and findings of the current pilot experiment speak not only to the success of SimCalc MathWorlds, the focus of our research program, but also to the evaluation at scale of a broad class of representationally innovative technologies and to the merit of long-term investment in design-based research. In particular, we present conditions and findings from a completed pilot experiment involving 21 seventh-grade mathematics teachers from Texas. Pilot outcomes suggest that (a) innovative representational technologies can have an important impact on student learning, (b) considerable impact can be found across a wide range of teachers and conditions, and (c) these gains can be detected even in the absence of other desirable conditions. In particular, detection of student gains does not, in our case, depend on having a long-term context of learning, long-term teacher professional development, or a shift to learner-centered constructivist pedagogy. The full experiment will replicate and extend our experimental design with a wider range of teachers and schools, model the factors that contribute to classroom success with such technology, and explore what happens as research support fades away.  相似文献   

20.
This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class? (WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents. Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students. Associations were found between some learning environment dimensions (especially task orientation) and student outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the classroom environment, but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving both parents and students.  相似文献   

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