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1.
ABSTRACT

Especially in the context of technology-enhanced informal learning, it is crucial to understand how to design information sources in such a way that learners are not overwhelmed by the demands of the learning process, but at the same time are engaged in higher order thinking processes. Guidance aids learners in dealing with the demands of a learning process. The authors examined the effects of different levels of guidance provided by an information source. To this end, the effects of a preconstructed externalization are compared to a self-constructed externalization. Thirty-eight students participated in the study. The results revealed no significant differences between the groups with respect to posttest retention. However, performance in application tasks was promoted by the condition associated with a lower level of guidance. This suggests that having learners self-construct an externalization might be a suitable means to elicit learners’ higher order thinking processes in technology-enhanced informal learning.  相似文献   

2.
Background: Despite the growing body of research on self-efficacy, previous studies have failed to clarify exactly how it is constructed. Meanwhile, the literature indicates that, in Taiwan, junior high school students tend to show lower self-efficacy in learning science compared with elementary and senior high school students.

Purpose: This study aimed to develop a mediational model providing the factors accounting for Taiwanese junior high school adolescents’ science learning self-efficacy (SLSE), especially from the perspectives of both interpersonal and intrapersonal factors.

Design: We therefore proposed a mediational model to delineate the relationships among students’ perceived responses to capitalization attempts – science learning (PRCA-SL), science learning hardiness (SLH) and SLSE by conducting structural equation modeling (SEM).

Sample: A total of 1,170 junior high school students in Taiwan were invited to take part in the study.

Results: The results confirmed our hypothesis that students’ PRCA-SL fostered their science learning hardiness, which in turn contributed to their science learning self-efficacy.

Conclusions: The findings confirmed the mediational model wherein science learning hardiness completely mediated the relationship between PRCA-SL and science learning self-efficacy.  相似文献   


3.
Abstract

Two experiments investigated the retention of knowledge as a latent measure of learning outcome. Based on an analysis of previous classroom studies, a prediction of a 15% relative loss of knowledge that had been gained during original learning was made for two video teletraining courses, one concerning air traffic control and the other battle staff duties. A total sample of n = 90 participated in the distance learning versions of either of the two courses; a total sample of n = 137 participated in a comparable residence classroom version of either course. Retesting of the same content was conducted ten, twenty, or forty weeks after completion of the course. Results demonstrated knowledge losses of between 14% and 16%, in line with predictions. The merits of knowledge retention as a construct for examining initial evidence of learning is discussed, especially for training related to the safety of others.  相似文献   

4.
An investigation was made of the effects of amount of guidance, sequence of instruction, and attribute-treatment interactions on speed of learning, retention, and transfer of ten intellectual skills that form part of a learning hiererchy and which are commonly part of secondary school physics courses. Four clearly-defined instructional methods were used; the methods form a linear scale from least to most guidance. It was found that the numbers of errors made in reaching a criterion performance on the skills decreased as the amount of guidance was increased, but transfer and retention were unaffected. Two sequence styles were used, which were both consistent with the requirement that no skill should be taught before the skills that were subordinate to it in the learning hierarchy. Form of sequence had no effect on speed of learning, retention, or transfer, and there was no interaction between sequence and amount of guidance. A novel method was employed to search for the presence of any interaction between attributes of learners and the amount of guidance. None was found. It is concluded that a maximum of guidance can be used to teach intellectual skills to all learners with no negative effect on retention and transfer. It is suggested that variables other than amount of guidance or sequence are more likely to affect a learner's retention or transfer of a skill. Finally, patterns of retention of skills that are connected in the learning hierarchy were found to be contrary to an earlier result. The patterns suggest that a skill in a learning hierarchy cannot be recalled unless its relevant subordinate skills are also recalled.  相似文献   

5.
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6.
Testing aids, including student-prepared testing aids (a.k.a., cheat sheets or crib notes) and open-textbook exams, are common practice in post-secondary assessment. There is a considerable amount of published research that discusses and investigates the impact of these testing aids. However, the findings of this research are contradictory and inconclusive. The current meta-analytic investigation provides a general measure of the impact of both student-prepared testing aids and the use of open-textbook exams on student exam performance in post-secondary education, while examining variables that may moderate the effects of testing aids on student exam performance. The results indicate that, overall, testing aids can produce a moderate impact on student exam performance, with student-prepared testing aids associated with a larger effect (d=.402) relative to open-textbook exams (d = 0.257). The results are discussed in terms of their implications for college course instructors and for informing the broader debate about the role of testing aids in long-term student learning and mastery of course material.  相似文献   

7.
This article addresses writing in higher education with the primary aim of conceptualizing writing as a mediational tool. The conceptual framework consists of three concepts: learning trajectories, mediation, and recontextualization. The article describes how writing can work as a mediational tool and suggests possible implications for higher education. An empirical study from the context of initial teacher education in Norway is used for the purpose of illustration. Writing activities can mediate learning in important ways. However, design elements that make students explore, contrast, and compare different meaning potentials and position themselves within disciplinary or professional discourse are crucial when considering the potential of writing as a mediational tool in higher education.  相似文献   

8.
ABSTRACT

This paper presents the findings of a research project comparing the effectiveness of two teaching models used in a graduate social work practice course. Two teaching methodologies, the lecture/discussion model and the cooperative learning model, were used in two separate sections of Foundations of Social Work Practice, a first semester graduate course in the MSW program at a large public university.

A pretest/posttest comparison group model was used. One section of this course used a cooperative learning model while the other used the lecture/discussion model. Both sections spent the same amount of time on the material in the knowledge questionnaire and administered the posttest and follow-up on the same date. T-test and effect size statistics were used which demonstrated the greater efficacy of the cooperative learning model, particularly on long term retention of information.

In the course of describing the teaching models used in the study, the cooperative learning model and its history is discussed in some detail. It is expected that after this introduction many social work educators will be motivated to use the model in their own classrooms.

This paper further serves as a model for how instructors can effectively conduct small scale research in their own academic setting. It is an example of how educational research can be done expeditiously and with limited resources.  相似文献   

9.
Abstract

Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs.  相似文献   

10.
A paired-associate memory task with pictures and words as items was used to categorize fourth graders into four learner types: HH, high picture-high word; HL, high picture-low word; LH, low picture-high word; LL, low picture-low word. Some children in each classification read prose passages with picture adjunct aids; other children read the passages without adjunct aids. Although free recall for the prose passage yielded inconclusive data, a constructed response test for facts in the prose passages revealed significant Aptitude × Treatment interactions, such that poor paired-associate learners (i.e., LLs) profited more than did good paired-associate learners (i.e., HHs) from picture aids on the prose task. The children's standardized reading scores were positively related to memory performance, but good and poor readers did not differ in their ability to profit from picture aids. It was suggested that less-strategic learners, such as those who perform poorly on paired-associate tasks, are more likely to be helped by externally provided mediational aids, while more-strategic learners are more likely to be helped by instructions to generate their own mediational aids.  相似文献   

11.
ABSTRACT

The study provides an insight into how teachers may facilitate students’ group learning in science with digital technology, which was examined when Norwegian lower secondary school students engaged in learning concepts of mitosis and meiosis. Quantitative and qualitative analyses of the teacher’s assistance draw on Galperin’s conceptualisation of learning.

Findings reveal patterns in the teacher’s guidance: the teacher fulfilled the orienting, executive and controlling functions while assisting students in identifying the key features of mitosis and meiosis and solving the compare and contrast task. The teacher relied on and interplayed with the available mediational resources: compare and contrast task, digital animations, and collaborating peers. However, it was the compare and contrast task that demonstrated an approach to study scientific concepts which may have contributed to the development of learners’ understanding about to engage in learning in science. By adopting such an approach, learning activity has the potential to not only help students to achieve learning outcomes but it acquires a functional significance, becoming a tool in the learning process aimed at the development of students’ as learners. The digital animations, in turn, demonstrated scientific processes that were otherwise invisible for students and triggered group discussions. The study, therefore, raises questions about the need for practitioners’ awareness of the type of support the technology and other resources provide to assist both conceptual learning and enhancing students’ agency in learning to learn.  相似文献   

12.
Abstract

In this study, we investigated the effects of previewing on children's comprehension of a televised story. Using a variation of Ausubel’s advance organizers, a 1½-min edited video was constructed to provide children with a brief overview of the basic plot structure before seeing the televised story Soup and Me. Study 1 examined the effects of previewing with 48 second graders using a multiple-choke test of 20 items, which assessed their recall of central, incidental, and inferential story information. Our results indicated that viewing a preview before a televised story significantly increased students' comprehension of plot-essential information, but did not influence their learning of incidental information or their ability to draw inferences from the story. Study 2 examined previewing’s effects on free recall with 39 first graders. Those students in the preview group recalled the episodic structure of the story significantly better than the control group did. Previews appeared to act primarily as a cuing device, drawing children's attention to certain central aspects of the story. These results indicate that previewing may be an effective mediational technique for enhancing children's comprehension and retention of plot-essential information from a televised story.  相似文献   

13.
Abstract

A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Posttest results indicated no significant difference between control and experimental groups in acquisition of declarative, conditional, and procedural knowledge. However, retention test results showed that the experimental group retained all three types of knowledge significantly better than did the control group.  相似文献   

14.
ABSTRACT

The authors explored whether a testing effect occurs not only for retention of facts but also for application of principles and procedures. For that purpose, 38 high school students either repeatedly studied a text on probability calculations or studied the text, took a test on the content, restudied the text, and finally took the test a second time. Results show that testing not only leads to better retention of facts than restudying, but also to better application of acquired knowledge (i.e., principles and procedures) in high school statistics. In other words, testing seems not only to benefit fact retention, but also positively affects deeper learning.  相似文献   

15.
Abstract

Robotic manipulators are being used in an investigation of their potential as effective classroom learning aids when used by severely orthopaedically disabled children to manipulate educational materials and to play games. During the course of the design and development of a prototype robotic system for educational use, several issues have surfaced that constitute serious considerations in the process. Of particular importance are issues involving accessibility, software design, curriculum integration and specific research questions involving spatial visualisation. Performance data from previous investigations has shown that learning to use robots can be easily accomplished, and that the consequent learning is remarkably resistant to decay over time.  相似文献   

16.
BackgroundPerceptions of security toward parents are related with internalized and externalized problems among victims of child sexual abuse (CSA). Alexithymia, which is difficulty in identifying and expressing feelings, is associated with the quality of parent-child relationships (Oskis et al., 2013) and behavior problems in children (Di Trani et al., 2013).ObjectiveThe current study tested the mediational role of alexithymia in the relationship between perceptions of security toward parents and behavior problems among CSA victims.Participants and methodUsing a short-term multi-informant prospective design, 263 victims of CSA aged 6–12 years completed the Kerns Security Scale (Kerns, Klepac, & Cole, 1996), which evaluates perceived attachment security to mothers and fathers. Parents completed the Child Behavior Checklist (Achenbach & Rescorla, 2001) at Time 1 to provide baseline scores of behavior problems and again four months later. At Time 2, parents also assessed the children’s alexithymia using the Children’s Alexithymia Measure (Way et al., 2010).ResultsPerceptions of security were both associated with alexithymia, as well as with internalizing and externalizing problems (p < .05). A mediational model showed that perception of security toward fathers outweighed the mother-child relationship in predicting children’s alexithymia. Path analysis revealed that the father-child relationship predicted decreased behavioral problems at Time 2 through a lower level of alexithymia. The model explained 46.9% of internalizing problems and 56.1% of externalizing problems (p < .05).ConclusionsThe findings support the relevance of alexithymia as an intervention target for CSA victims and underscore the importance of the father-child relationship.  相似文献   

17.
Abstract

No differences in learning or retention were obtained for a computer assisted instruction program (CAI) which incorporated response contingent feedback, prompting, and overt correction procedures when compared to a CAI program which simply typed the correct response following a student response. No differences in learning or retention were obtained for a condition in which an instructional program was administered by a teletypewriter as compared to a condition in which the material was presented by means of programmed texts. Both conditions in which instruction was presented by a CAI communication device took significantly more instructional time than the programmed text condition.  相似文献   

18.
《学校用计算机》2013,30(1-2):41-51
Summary

Computers can be powerful aids to mathematics teaching and learning. Changes brought about by the availability of these tools and the demands of an increasingly technological society impact curricular content and pedagogy in mathematics education as well as the very nature of mathematical thinking and understanding. This article presents ways in which technology is changing mathematics education, guidelines for appropriate technology use in the mathematics classroom, the impact of computers on mathematics learning, common uses of computers in mathematics education, and issues and concerns related to technology use in mathematics.  相似文献   

19.
ABSTRACT

This study expanded on previous models that looked primarily at student and support factors related to student retention and examined other stakeholder group functions not previously reviewed in relation to student retention. The research question assumed that greater faculty participation in campus decision-making and faculty satisfaction would have been associated with a higher campus student retention rate. The non-experimental retrospective design examined the unanalyzed 2007 community college (CC) Changing Academic Profession (CAP) survey in relation to campus retention rates. The CAP captured faculty perceptions of whether faculty or non-faculty entities were the primary influence on decisions regarding academic matters, as well as a rating of faculty satisfaction. Analysis indicated that CC faculty rated their participation in campus decision-making versus non-faculty entities similarly to the ratings of faculty who had completed the CAP at four-year institutions. When compared with the 2007 retention rate per campus, only faculty job satisfaction was statistically significantly positively associated with student retention. Recommendations for future research include continuing to look at retention as an outcome of a multi-factorial model involving all campus stakeholders, and more research with retention as the outcome.  相似文献   

20.
ABSTRACT

The 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   

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