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1.
Farshid Marbouti John Mendoza-Garcia Heidi A. Diefes-Dux Monica E. Cardella 《European Journal of Engineering Education》2019,44(1-2):179-195
ABSTRACTFeedback is an important part of design education. To better understand how feedback is provided to students on their engineering design work, we characterised and compared first-year engineering students’, undergraduate teaching assistants’, and educators’ written feedback on sample student design work. We created a coding scheme including two domains: Substance and Focus of feedback. Educators made more and longer comments than undergraduate teaching assistants, and undergraduate teaching assistants made more and longer comments than first-year students. The first-year students focused on giving specific directions in their feedback while educators and undergraduate teaching assistants asked thought-provoking questions. Students tended to make more comments about the ways that their peers had communicated their design work while educators and undergraduate teaching assistants made more comments about the design ideas presented in the sample work. This study offers implications for practice for supporting educators, undergraduate teaching assistants, and first-year engineering students to be able to provide feedback on design work. 相似文献
2.
David Gijbels Gerard van de Watering Filip Dochy Piet van den Bossche 《Instructional Science》2006,34(3):213-226
Research into students’ perceptions of their learning environments reveals the impact of these perceptions on the way students
cope with these learning environments. Consequently, students’ perceptions affect the results of their learning. This study
aims to investigate whether students in a new learning environment (NLE) perceive it to be more constructivist when compared
with the perceptions students have of a conventional lecture-based environment. Using a questionnaire consisting of seven
key factors of constructivist learning environments, the results show that students in the NLE perceive it to be more constructivist
when compared to the perceptions of students in a conventional lecture-based environment. The difference was statistically
significant for four of the seven factors. According to the effect size, as measured by the d-index, the difference in perception between the two groups was greatest for the factor ‘conceptual conflicts and dilemmas’.
in final form: 31 May 2005 相似文献
3.
The widespread popularity of programs for first-year students is due, in large part, to studies showing that participation
in first-year programs is significantly related to students’ academic success. Because students choose to participate in first-year
programs, self-selection effects prevent researchers from making causal claims about the outcomes of those programs. The present
research examined the effects on first-semester grades of students participating in themed learning communities at a research
university in the Midwest. Results indicated that membership in themed learning communities was positively associated with
higher grade point averages, even after controlling for entering ability, application date, gender, and first-generation/low-income
status. However, when instrumental variables were introduced to account for self-selection, the effects of themed learning
communities on grades were not statistically significant. The results have implications for campus leaders and assessment
practitioners who are working to develop methods for understanding the effects of programs designed to enhance the undergraduate
educational experiences on their campuses. 相似文献
4.
Colleges and universities are increasingly using information technologies to enhance the learning environment. Many educational
institutions offer Internet-based on-line courses in an effort to meet the educational needs of students. The primary goal
of this research was to determine if there is a relationship between students' preferred learning environment (i.e. face-to-face
or on-line) and their learning style. The secondary goal was to determine if there were any differences in the academic success
of students in the face-to-face versus on-line sections. Participants were adult (ages 22+ years), non-traditional computer
science students given the option to take a face-to-face lecture-based or an on-line Internet-based computer science course.
Results revealed that computer science students in the face-to-face learning environment were more likely to have the Assimilator
learning-style, whereas computer science students in the on-line Internet-based learning environment were more likely to have
the Converger learning-style. Student academic success did not reliably differ as a function of learning environment selection.
Implications of these results are discussed in terms of learning style characteristics of computer science students, learning
styles and gender differences and implications of student academic success in on-line vs face-to-face environments.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
5.
Dorit Alt 《Learning Environments Research》2017,20(1):99-119
The increasing calls for diversity research signal a need to explore contemporary learning and instruction strategies that respond to diversity in courses and curricula. The major objective of this research was to measure the level of openness to diversity and challenge (ODC) among college students as a function of their perceived constructivist learning environment in traditional lecture-based courses (LBE) and seminars (SM). The study included 243 undergraduate students. Data were gathered using the Constructivist Learning in Higher Education Settings scale (CLHES), which measures students’ perceptions of the occurrence of constructivist practices in learning environments along three dimensions of constructive activity, teacher–student interaction and social activity, and the Openness to Diversity and Challenge scale. Structural equation modelling (SEM) results indicated a positive connection between the general factor of CLHES and ODC over and above several pre-entry variables such as gender and culture. According to a further SEM analysis, the social activity variable mainly explained the ODC variable whereas the teacher–student interaction factor was mainly connected to the constructive activity variable. Multivariate analysis of variance results indicated that students enrolled in SM perceived this environment as more constructivist and reported having higher levels of feelings of ODC than LBE students. Interpretation of these findings, in conjunction with theory, applications, and implications for future research are discussed. 相似文献
6.
Teacher feedback is critically related to student learning. This study sought to determine the relationships between distance education (DE) student level of self-regulated learning (SRL) and their preference for audio-recorded vs. written feedback from tutors. DE students (n = 102) enrolled in a first-year university course completed an online questionnaire that assessed eight dimensions of SRL as well as a personal evaluation of written vs. audio-recorded tutor feedback that was provided during the academic study period. In general, the participating DE students expressed preference for written over audio-recorded feedback. However, complex patterns of relationships emerged between dimensions of SRL and evaluation of written vs. audio-recorded feedback. For example, DE students who were most likely to listen to audio-recorded feedback appreciated peer interaction and personal challenges more than students who preferred written feedback. In DE learning environments, a variety of feedback formats may best meet the needs of all students, although exposure to various technologies may facilitate SRL. 相似文献
7.
《College Teaching》2013,61(4):142-145
To determine the impact of an assignment and workshop intended to increase students’ information literacy skills, we conducted a quasi-experiment using a pretest-posttest assessment with undergraduate students in four sections of an introduction to developmental psychology course. Two sections (N = 81) received the assignment and instructions only, acting as the control group; two sections (N = 76) received the librarian-led workshop in addition to the assignment and instructions. Results of an independent-samples t-test revealed a significant difference on posttest scores on students’ information literacy skills between those who participated in the workshop and those who did not. There was also a positive change in students’ subjective views of their ability to use the library and online library resources. 相似文献
8.
Team teaching is becoming more common in undergraduate programmes of study although the relative merits to the more traditional individually taught courses have not been determined for best practice. For this study, 15 final-year undergraduate computer science students were interviewed to gain insight into their learning experiences. A thematic analysis of the interview data identified the perceived advantages and disadvantages of each mode of teaching. The advantages of individually taught courses included: consistency of content delivery and advice, familiarity with the lecturer’s teaching style and better continuity of the subject content. The disadvantage of individually taught modules included missing knowledge, compared to a team approach. Advantages of team-taught modules included: greater insight into a topic delivered by multiple team members. Disadvantages included: content overlap, conflicting messages relating to assessment, team members not taking ownership of their roles and responsibilities and a belief that overall team failure is worse than individual failure to deliver a module well. The results revealed that individually taught modules were generally preferred to team-taught modules. A set of best practice recommendations are proposed to address the challenges when delivering team-taught teaching and become more student focused. 相似文献
9.
As higher education institutions seek to prepare an increasingly diverse population of students for a rapidly changing future, makerspaces offer a pedagogical approach for engaging all learners in active thinking and hands-on learning while promoting creativity, problem solving, and collaboration skills. In this paper, we discuss ways to integrate makerspaces and maker-centered learning within undergraduate and graduate college courses that reach students from majors ranging across the college and university curriculum. We highlight four courses, each taken by students at different points within their academic programs of study: a) digital media production & 3D modeling in a first-year seminar, b) poetry writing and 3D modeling and printing in a flipped learning course, c) wiki page building workshops for future teachers, and d) learning, media, and technology undergraduate/graduate courses. Makerspace experiences are ongoing features of each course, but not in the same ways, offering models that faculty can use in adapting their courses to include more active and applied learning for students. 相似文献
10.
Maria Berge 《Research in Science Education》2017,47(2):427-450
We all know that they do it, but what do students laugh about when learning science together? Although research has shown that students do use humor when they learn science, the role of humor in science education has received little attention. In this study, undergraduate students’ laughter during collaborative work in physics has been investigated. In order to do this, a framework inspired by conversation analysis has been used. Empirical data was drawn from two video-recorded sessions in which first-year engineering students solved physics problems together. The analysis revealed that the students’ use of humor was almost exclusively related to physics. Five themes identified summarize the role of humor in the group discussions: Something is obvious, Something is difficult, Something said might be wrong, Something is absurd, and Something said is not within informal norms.This study shows that humor may contribute not only to a good working atmosphere and thereby to the students’ learning but also how humor interrelates with both disciplinary culture of physics and its epistemology. The students do not only create and re-create humor that facilitates their social interactions, but through humor they constitute local norms of science and engage with the disciplinary discourse. 相似文献
11.
AbstractIn this article we investigate the effectiveness of learning analytics for identifying at-risk students in higher education institutions using data output from an in-situ learning analytics platform. Amongst other things, the platform generates ‘no-engagement’ alerts if students have not engaged with any of the data sources measured for 14 consecutive days. We tested the relationship between these alerts and student outcomes for two cohorts of first-year undergraduate students. We also compared the efficiency of using these alerts to identify students at risk of poorer outcomes with the efficiency of using demographic data, using widening participation status as a case study example. The no-engagement alerts were found to be more efficient at spotting students not progressing and not attaining than demographic data. In order to investigate the efficacy of learning analytics for addressing differential student outcomes for disadvantaged groups, the team also analysed the likelihood of students with widening participation status generating alerts compared with their non-widening participation counterparts. The odds of students with widening participation status generating an alert were on average 43% higher, demonstrating the potential of such a system to preferentially target support at disadvantaged groups without needing to target directly based on immutable factors such as their socio-economic background. 相似文献
12.
This paper investigates dynamics in approaches to learning within different learning environments. Two quasi-experimental studies were conducted with first-year student teachers (NStudy 1 = 496, NStudy 2 = 1098) studying a child development course. Data collection was carried out using a pre-test/post-test design by means of the Approaches to Learning and Studying Inventory. Study 1 compared a lecture-based learning environment with a student-centred learning environment. Results were opposite to the premise that student-centred instruction deepened student learning. Instead, the latter pushed students towards a surface approach. Study 2 investigated whether mixed learning environments consisting of lectures and case-based learning could enhance students’ approaches to learning, compared to learning environments in which either lectures or case-based learning were used. Results showed that the deep and strategic approach decreased in the lecture-based, the case-based and the alternated learning environment, in which lectures and case-based learning were used by turns, while they remained the same in the gradually implemented case-based learning environment. With respect to the surface approach, the strongest decrease was found in the latter learning environment. In conclusion, this paper shows the added value of gradually implementing case-based learning. Nevertheless, it remains difficult to enhance the deep approach, monitoring studying, organised studying and effort management. 相似文献
13.
In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers—helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn with and about technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community. 相似文献
14.
A consensus is emerging for meta-analyses regarding a range of selected topics in pharmacology education. This review provides a critical overview of problem-based learning (PBL) in pharmacology education. Based on several inclusion criteria, databases were searched, and 37 controlled trial studies were identified and extracted. The meta-analysis found that PBL had a positive effect on gaining higher theoretical scores (SMD = 6.77, 95% CI [5.23, 8.31], p < 0.00,001) assessed through examinations. The results of questionnaires for students’ feedback showed that PBL was superior to conventional teaching methods in improving students’ outcomes of self-study, learning interest, team spirit, problem solving, analyzing, scope of knowledge, communication, and expression. These results suggest that PBL in pharmacology education is considered superior to traditional lecture-based learning. 相似文献
15.
Jiska Cohen 《教育心理学》1984,4(1):51-60
Individual learning differences under competitive and co‐operative methods of instruction were investigated. It was hypothesised that: (a) students would learn more when the method was matched to the student's preference and that (b) the co‐operative (and tutorial) methods would promote more favourable attitudes toward peer students. One hundred and thirty‐two female students participated in the experiment. In the first part of the experiment they were asked to state their preferences and in the second part, half of the students received their preferred method of instruction. Both hypotheses were confirmed. In addition, it was found that students who preferred competition had better initial knowledge of the material, learned more during the learning experience and held somewhat less favourable attitudes toward their peers. The analysis of the results suggests that the interaction between goal, individual, subject‐matter and learning methods needs to be taken into account when determining an optimal method of instruction. 相似文献
16.
Magdalena Mendez-Lopez M. Carmen Juan Ramon Molla Camino Fidalgo 《Anatomical sciences education》2022,15(3):535-551
Neuroanatomy is difficult for psychology students because of spatial visualization and the relationship among brain structures. Some technologies have been implemented to facilitate the learning of anatomy using three-dimensional (3D) visualization of anatomy contents. Augmented reality (AR) is a promising technology in this field. A mobile AR application to provide the visualization of morphological and functional information of the brain was developed. A sample of 67 students of neuropsychology completed tests for visuospatial ability, anatomical knowledge, learning goals, and experience with technologies. Subsequently, they performed a learning activity using one of the visualization methods considered: a 3D method using the AR application and a two-dimensional (2D) method using a textbook to color, followed by questions concerning their satisfaction and knowledge. After using the alternative method, the students expressed their preference. The two methods improved knowledge equally, but the 3D method obtained higher satisfaction scores and was more preferred by students. The 3D method was also more preferred by the students who used this method during the activity. After controlling for the method used in the activity, associations were found between the preference of the 3D method because of its usability and experience with technologies. These results found that the AR application was highly valued by students to learn and was as effective as the textbook for this purpose. 相似文献
17.
Janet Bassett Baker 《College Teaching》2013,61(4):122-125
Abstract The article describes the authors' experiences team teaching two sections of the same undergraduate social studies/language arts methods course using a model in which both instructors are present at all class meetings. One section was composed of predominantly older, nontraditional students; the other section included more typical college students. The majority of students in both sections enjoyed the experience. A narrative detailing the creation of the teaching team and suggestions for a successful team teaching experience also are included. 相似文献
18.
Karen Macpherson 《Assessment & Evaluation in Higher Education》2002,27(1):5-22
In this study, questions relating to problem-solving ability and cognitive maturity in undergraduate students were investigated: (1) Is there a relationship between age, gender, highest academic qualification or year of study, and problem-solving ability? (2) Is there a relationship between cognitive maturity and problem-solving ability? (3) Are there any changes in problem-solving ability and cognitive maturity from first-year to third-year undergraduates? One hundred and seventy-three undergraduate students at the University of Canberra, Australia, were administered a survey comprising 15 multiple-choice problems. Results suggested that the greatest differences in problem-solving ability were related to year of study, and existing academic qualification. Subjects aged 30 years and over were better problem solvers than those aged under 30; subjects who had just completed their secondary schooling performed better than subjects who had recently received a technical college qualification. Relationships between the number of variables to be manipulated in a problem and its successful solution, and between cognitive maturity and problem-solving ability, were observed. The ramifications of these results for the teaching of undergraduate students are discussed. 相似文献
19.
Shang Hongjuan 《Chinese Education & Society》2018,51(4):282-293
AbstractAs learning institutions, U.S. universities aim to provide abundant learning opportunities to fulfill students’ right to learn. Undergraduate education is considered an important component of lifelong learning and aims to enable students to “learn how to learn.” During the undergraduate stage, schools pay special attention to cultivating students’ critical thinking and curiosity, emphasizing five core competencies in writing, reading, research, quantitative analysis, and communication. They use summer reading, undergraduate research, seminars, learning communities, and academic advising as platforms to expand students’ learning experiences, especially those of first-year students. They encourage students to innovate and start their own businesses, and promote equal access to education, thereby strengthening student retention and successful graduation. 相似文献
20.
In this article, we focus on three aspects of students' prior experiences of learning: evoked conceptions of learning, evoked motivation and evoked self-efficacy. We show how, for a first-year undergraduate population, these three aspects of evoked prior experience relate to students' approaches to learning and their perceptions of the learning environment as well as to their previous schooling, their gender and the broad discipline area in which they are studying. In doing so, we confirm that evoked prior experiences are distinct and measurable and can be used to better understand the ways in which students experience learning in higher education. 相似文献