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1.
Video-based simulations are considered authentic approximations of practice that can support pre-service teachers' acquisition of diagnostic skills. Still, there is insufficient knowledge on the (differential) effectiveness of different types of prompts on learning in such environments. The presented study experimentally compared the effects of two types of prompts on participants’ judgment accuracy and diagnostic processes in a video-based simulation for diagnostic skills in the context of secondary mathematical argumentation skills. The prompts focused learners either on one indicator of argumentation skills (conceptual prompts) or two indicators and their relation (interconnecting prompts). Results indicate that the prompts effectively supported learning in short interventions. While conceptual prompts led to generally higher learning, interconnecting prompts showed a differential effectiveness based on prior knowledge. Besides highlighting a prototypical video-based simulation for diagnostic skills and prompts to support these, results give indications for teaching diagnostic skills and the adaptive use of prompts for simulation-based learning. 相似文献
2.
Hsin-Yih Cindy Shyu 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(1):57-69
The purpose of this study is to investigate the effects of computer-assisted videodisc-based anchored instruction on attitudes toward mathematics and instruction as well as problem-solving skills among Taiwanese elementary students. Results from a t-test indicate a significant main effect on student attitudes toward mathematics. Results from a two-way Repeated Measures ANOVA show that students' problem-solving skills improve significantly with anchored instruction. Results also indicate that all the students benefit from the effects of anchored instruction on their problem-solving performance regardless of their mathematics and science abilities. The findings suggest that video-based anchored instruction provide a more motivating environment that enhanced students' problem-solving skills. This study is significant because it establishes an example of video-based anchored instruction for Taiwanese students and also provides empirical evidence of its effects on affective and cognitive responses among fifth graders in learning mathematics. This study is helpful to educators who want to help students learn to think and learn throughout technology. 相似文献
3.
This study is a systematic review of literature that investigates the advantages of implementing authentic assessment for improving two major categories that are relevant to academic and professional success of higher education students: learning experience and employability skills. Authentic assessment involves students in challenging tasks that closely resemble those of the workplace settings. 26 papers from 2010 to 2019 that were relevant to the topic of this paper were selected for the review process. Findings of this review indicate that authentic assessment can play a role in improving the learning experience of higher education students through enhancing their engagement in learning and improving their satisfaction as well as positively influencing their efforts to achieve educational goals. We also discuss the benefits of authentic assessment for equipping students with essential skills for their future professional life, such as communication skills, collaboration skills, critical-thinking and problem-solving skills, self-awareness, and self-confidence. 相似文献
4.
J. Huppert S. Michal Lomask R. Lazarowitz 《International Journal of Science Education》2013,35(8):803-821
Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills. 相似文献
5.
Gertrude N. Smit Henk T. Van Der Molen 《Assessment & Evaluation in Higher Education》1996,21(4):335-345
Assessment of students’ communication skills after a course in counselling, in which the students are prepared for work practice, requires another assessment method than the traditional written examination. In this paper we describe the construction and evaluation of simulations. The results of an investigation into the quality of the simulations show that they enable objective assessment of students’ mastery of skills in the situation which is simulated. In order to achieve generalisable scores, i.e. scores which indicate how well a student will perform in counselling interviews in general, more than one simulation has to be administered. Although the simulation is not an efficient instrument, its benefits are high: weaknesses in students’ performances will be detected so that remedial teaching can be offered, and clinical practice can be preserved for counsellors with a less than sufficient ability in counselling skills 相似文献
6.
Yong-Teng Lin 《Interactive Learning Environments》2019,27(1):86-102
Online video-based learning has been increasingly used in educational settings. However, students usually do not have enough cognitive capacity and metacognition skills to diagnose and record their attention status during learning tasks by themselves. This study thus presents an attention-based video lecture review mechanism (AVLRM) that can generate video segments for review based on students’ sustained attention status, as determined using brainwave signal detection technology. A quasi-experiment nonequivalent control group design was utilized to divide 55 participants from two classes of an elementary school in New Taipei City, Taiwan, into two groups. One class was randomly assigned to the experimental group, and used video lectures with the AVLRM support for learning. The other class was assigned to the control group, and used video lectures with autonomous review for learning. Analytical results indicate that students in the experimental group exhibited significantly better review effectiveness than did the control group, and this difference was especially marked for students who had a low attention level, were field-dependent, or were female. The findings show that AVLRM based on brainwave signal detection technology can precisely identify video segments that are more useful for effective review than those picked by student themselves. This study contributes to the design of learning tools that aim to support independent learning and effective review in online or video-based learning environments. 相似文献
7.
Framing Quality: Annotated Video-Based Portfolios of Classroom Practice by Pre-service Teachers 总被引：1，自引：0，他引：1
In this paper we describe the use of peer learning teams creating annotated video-based portfolios to improve the quality of teacher–child interactions of undergraduate majors in early childhood and family studies. We used the intentional teaching framework (Hamre et al. in Handbook of early education. Guilford Publications, New York, 2012a) to create a course that moved students through the process of “knowing,” “seeing,” “doing,” and “reflecting & improving.” Forty-four undergraduate early childhood students formed eleven peer learning teams of four. We started the course by teaching the teacher–child interaction skills that are considered to be high-quality and linked to positive child outcomes (knowing). After learning to reliably identify (seeing) high quality instruction using the Classroom Assessment Scoring System, the students created video portfolios featuring their own adult-child interactions (doing). These portfolios, featuring short salient examples of six different dimensions of quality instruction, were posted to a website and shared with their peer learning team. Each team member then commented on the extent to which she or he believed the students’ example was high quality. The portfolios and the peer coaching learning team (PCLT) process have improved our ability to document change in interactions as well as the students’ abilities to see their own growth (reflecting & improving). Further, it allows us to tighten the connection between course content and practical application as well as providing us with an alternative to on-site supervision of practicum students, which can be challenging due to budget constraints. Finally, we hope that sharing this activity will encourage others to integrate video-based technology into their coursework as a means to demonstrate positive change in students’ learning. 相似文献
8.
This study explored a new strategy of assessing laboratory skills in a molecular biology course to improve: student effort in preparation for and participation in laboratory work; valid evaluation of learning outcomes; and students’ employment prospects through provision of evidence of their skills. Previously, assessment was based on written laboratory reports and examinations, not on the demonstration of practical skills per se. This action research project involved altering the assessment design so that a greater proportion of the marks was allocated to active participation and learning in the laboratory, partially replacing a single examination with direct observation of student participation and learning over a prolonged period of weekly laboratory sessions. We ascertained staff and students’ perceptions of the new assessment processes by means of a Likert scale questionnaire, student focus group and individual staff interviews. Overall, students and staff evaluated the new assessment structure positively, citing fairness, authenticity and reward for effort. Results also revealed the need for specific training of staff in this form of assessment and indicated staff–student ratios made assessment burdensome. Four out of five students reported that an increased awareness of the importance of practical laboratory skills stimulated them to greater efforts to achieve. 相似文献
9.
Nijolė Burkšaitienė Margarita Teresevičienė 《Assessment & Evaluation in Higher Education》2008,33(2):155-166
Alternative approaches to learning and assessment have become common practice in higher education today. While these approaches have several learning, instructional and assessment advantages for students and teachers, a need exists for a better understanding of their consequential evidence. The purpose of this study was to examine students’ perceptions of, and satisfaction with, the experience of learning English for Law in the environment of a comprehensive learning and assessment system integrating the project component and academic writing portfolio component into the framework of traditional learning. A sample of 58 law majors from Mykolas Romeris University in Vilnius, Lithuania participated in the study. The main findings of the study indicate that the integrated approach to learning English for Law was very well accepted by the students due to the following benefits it presented: (i) this approach is effective and useful in promoting students’ productive and receptive language skills; (ii) it enhances students’ satisfaction with their results; (iii) it fosters one’s motivation to learn a foreign language; (iv) it promotes students’ development as independent learners. It is recommended that this study be extended to the investigation of the impact of such an approach on the students’ final results in ESP in comparable groups. 相似文献
10.
Luke Rogers 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):608-615
Computer‐based clinical simulations are a powerful teaching and learning tool because of their ability to expand healthcare students' clinical experience by providing practice‐based learning. Despite the benefits of traditional computer‐based clinical simulations, there are significant issues that arise when incorporating them into a flexible, co‐operative and collaborative learning environment. Unlike traditional technologies; immersive multi‐user virtual environments such as Second Life can incorporate comprehensive learning materials with effective learning strategies, allowing healthcare students to obtain a simulated clinical experience in an immersive social environment. The purpose of this research was to investigate how a simulation could be optimised in Second Life to encourage teamwork and collaborative problem solving based on the habits, experiences and perceptions of nursing students towards Second Life as a simulation platform. The research was conducted by placing groups of nursing students in separate locations and exposing them to a series of clinical simulation developed in Second Life. The simulation involved a series of problem‐based scenarios, which incorporated concepts of technical skills, patient interaction, teamwork and situational awareness. Using qualitative feedback from a series of evaluative case studies, the study determined good practices and issues involved with a virtual computer‐based clinical simulation. A common theme which emerged from this research, which is discussed in this paper, was the student's ability to work in an artificial social structure where they could actively co‐construct mental models of technical and interpersonal skills through experiencing human interaction in a computer‐based simulated environment. 相似文献
11.
12.
Dennis C. Frezzo John T. Behrens Robert J. Mislevy 《Journal of Science Education and Technology》2010,19(2):105-114
Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment alone. It requires a conceptual framework for the knowledge, skills, and ways of thinking that are meant to be developed, in order to design activities that target these capabilities. The challenges of using simulation environments effectively are especially daunting in dispersed social systems. This article describes how these challenges were addressed in the context of the Cisco Networking Academies with a simulation tool for computer networks called Packet Tracer. The focus is on a conceptual support framework for instructors in over 9,000 institutions around the world for using Packet Tracer in instruction and assessment, by learning to create problem-solving scenarios that are at once tuned to the local needs of their students and consistent with the epistemic frame of “thinking like a network engineer.” We describe a layered framework of tools and interfaces above the network simulator that supports the use of Packet Tracer in the distributed community of instructors and students. 相似文献
13.
Greet M.J. Fastré Marcel R. van der Klink Dominique Sluijsmans Jeroen J.G. van Merriënboer 《Assessment & Evaluation in Higher Education》2013,38(5):611-630
One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning throughout life, and preparing them to meet their own future learning needs. This article presents an integrated model for developing sustainable assessment skills, consisting of three components: conditions necessary for the development of sustainable assessment skills, elements of sustainable assessment and instructional methods for guiding students in the development of sustainable assessment skills. The article concludes with suggestions for future research to further develop the proposed model. 相似文献
14.
Amy B. Adcock Molly H. Duggan Ginger S. Watson Lee A. Belfore 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(3):388-402
This paper describes an assessment of a web‐based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role‐play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students' area of study. 相似文献
15.
Tamara van Woezik Jur Koksma Rob Reuzel Debbie Jaarsma Gert Jan van der Wilt 《Assessment & Evaluation in Higher Education》2020,45(4):513-526
AbstractTo foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R2 < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident. 相似文献
16.
Self-assessment and peer-assessment are strategies employed to encourage students to take more responsibility for the learning process. Although the advantages are not obvious, the process has the potential to empower learning and to assist the development of assessment skills, which are so important for future teachers. The research aimed to identify student-teachers' attitudes concerning the contribution of self-assessment and anonymous peer-assessment to the quality of their assignments and improvement of their assessment skills, using both qualitative and quantitative methodologies. The sample included 300 students studying for bachelor’s or master’s degrees. Texts that were analysed included: responses to a questionnaire, self and peer-assessments, word comments on the assignments and written blog content relating to students’ activities and their performance of peer evaluations. The students noted that they significantly benefitted from the process, learned various methods of assignment and assessment performance and it positioned them in relation to others, noticing how others evaluated them. Anonymous evaluation allowed students to overcome inhibitions in evaluating peers' works and improved their assessment skills. 相似文献
17.
Sean Kearney 《Assessment & Evaluation in Higher Education》2013,38(7):875-891
Innovative assessment practices have the potential to shift the way universities function. By focusing on well-designed assessment tasks, where students are expected to work collegially and are actively involved in self- and peer-assessment, the opportunity to engage students in the assessment process is realised. This article contends that students are significantly and detrimentally disengaged from the assessment process as a result of traditional assessments that do not address key issues of learning. Notable issues that arose from observations and questioning of students indicated that vast proportions of students were not proofreading their own work were not collaborating on tasks; had not been involved in the development of assessment tasks; and that students had insufficient skills in relation to their ability to evaluate their own efforts. These facts led the author to conceptualise new models of assessment focusing on authentic learning and the authentic assessment of that learning through self- and peer-assessment. Authentic assessment for sustainable learning (AASL) and Authentic self-and peer-assessment for learning (ASPAL) were trialled with approximately 300 undergraduate education students at the University of Notre Dame Australia. This article explains the conceptual development of the models and provides justification for their implementation. 相似文献
18.
Kelly E Matthews Peter Adams Merrilyn Goos 《Assessment & Evaluation in Higher Education》2017,42(4):564-579
In the biosciences, quantitative skills are an essential graduate learning outcome. Efforts to evidence student attainment at the whole of degree programme level are rare and making sense of such data is complex. We draw on assessment theories from Sadler (evaluative expertise) and Boud (sustainable assessment) to interpret final-year bioscience students’ responses to an assessment task comprised of quantitative reasoning questions across 10 mathematical and statistical topics. The question guiding the study was: do final year science students graduate knowing the quantitative skills that they have, and knowing the quantitative skills that they do not have? Confidence indicators for the 10 topics gathered students’ perceptions of their quantitative skills. Students were assigned to one of four categories: high performance-high confidence; low performance-low confidence; high performance-low confidence; or low performance-high confidence – with those in the first two categories demonstrating evaluative expertise. Results showed the majority of students effectively evaluated their quantitative skills as low performance-low confidence. We argue that the application of evaluative expertise to make sense of this graduate learning outcome can further the debate on how assuring graduate learning outcomes can enhance student learning. 相似文献
19.
形成性评价是针对学生整个学习过程进行记录的评价。阐述了形成性考核的目的及专业英语课程形成性评价的构建方法,提出了适合专业英语课程的形成性评价方案,并在教学实践中加以应用。应用结果显示,形成性评价可以提高学生的独立学习能力,促进学生的自主与合作学习,加深学生对本专业的认知和对专业知识的理解程度。 相似文献
20.
罗金凤 《南宁职业技术学院学报》2013,18(4):54-57
高职财经应用写作课程开放式教学,以学生和学习为中心,开放选择教学内容,开放选择实操项目,开放参与教学活动,开放评价,开放修改,共同探讨提高写作水平,在教学过程中,通过任务驱动、情境模拟、实操训练等方法开展教学活动,有利于改善学生学习的态度与效果,使学生快乐学习并掌握应用写作技巧,在未来的工作、生活中能够写作质量较高的应用文种。 相似文献