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1.
Owing to the popularity of tablet computers and smart phones, e-books have become an important medium for both formal and informal learning. However, conventional e-books are mainly designed to provide information in the form of multimedia, implying that students spend most of their time memorizing and comprehending what they read from e-books, while seldom engaging in higher order thinking. In this study, a problem-posing framework is proposed for developing an interactive e-book for guiding students to observe and pose questions. An experiment on an elementary school natural science course was conducted to demonstrate the effectiveness of the proposed approach. The participants were 46 fourth-grade students. From the experimental results, it was found that the problem-posing-guiding interactive e-book can significantly improve the students’ learning achievements, critical thinking tendency, and deep motive. It was also found that the proposed approach did not increase the students’ cognitive load owing to the provision of proper supports during the problem-posing process, which has generally been identified as a challenging task.  相似文献   

2.
The advancement of computer and communication technologies has enabled students to learn across various real-world contexts with supports from the learning system. In the meantime, researchers have emphasized the necessity of providing personalized learning guidance or support by considering individual students’ status and needs in order to improve their learning performance. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning performance of students in a personalized learning environment. An integrated learning diagnosis and formative assessment-based personalized web learning system was developed based on this approach. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school mathematics course in Thailand. The experimental results showed that (1) the students learning with the proposed system revealed significantly better learning achievement and learning perceptions than those learning with the conventional learning system and (2) students’ learning perceptions of the system had significant relationships with their learning achievement.  相似文献   

3.
In this paper, we present a mobile technology-assisted seamless learning process design where students were facilitated to develop their personalized and diversified understanding in a primary school??s science topic of the life cycles of various living things. A goal-based approach to experiential learning model was adopted as the pedagogical design to support the student??s personalized learning process. We chose to report the student??s inquiry into the life cycles of the spinach plant and the butterfly to pinpoint the how the student??s personalized learning was fostered in the experiential learning. The learning process consisted of (a) in-class enculturation and question posing; (b) out-of-class field trip observation; (c) on site reflection after observation; (c) data collection and conceptualization of life cycles in the field trip; (d) the hands-on experimentation of growing the spinach plant and rearing a butterfly after the trip at home; (e) creation of animations and composition based on the hands-on experience individually either at home or in class to re-conceptualize the life cycles of the spinach plant and the butterfly, and (f) sharing and evaluation of their work in class. Each student was assigned a smartphone on a 1:1, 24?×?7 basis, which was used by individuals to mediate their seamless learning experience across multiple contexts. Through our analysis of the learning content, processes and products, we illuminate how the goal-based approach applied to mobile-assisted experiential learning facilitates students?? personalized learning and helps them to fulfill their agency in such learning experiences.  相似文献   

4.
Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students’ learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in particular, for abstract and complex learning content such as that in law courses. In this study, a concept-mapping-based interactive e-book learning mode was proposed. To understand the learning effects, a quasi-experimental design was used to compare the learning achievement and motivation of the students learning with the proposed approach (experimental group) and those learning with conventional interactive e-books (control group) in a junior high school fundamental law course. Meanwhile, the learning achievement and motivation of the students with different learning styles were also explored. The experimental results showed that the proposed approach significantly improved the students’ learning achievement, especially for the active-style students; moreover, it was found that the lead-in of concept mapping did not affect the students’ learning motivation. Factors that might affect the students’ learning achievement and motivation with the concept-mapping-based interactive e-book approach are discussed accordingly.  相似文献   

5.
Previous studies revealed that young children learn novel word meanings by simply reading and listening to a printed book. In today’s classroom, many children’s e-books provide audio narration support so young readers can simply listen to the e-books. The focus of the present study is to examine the effect of e-book reading with audio narration support on the novel vocabulary learning of first grade students with advanced, average, and poor reading abilities. The effect of adding teacher’s word explanation on novel word learning was also examined. By employing a within-subject design, students read an e-book that contained ten explained words and another e-book containing ten unexplained words. Their performances were compared to ten unexposed control words. As a whole group, results indicated that teacher’s word explanation resulted in greater word learning compared to when word explanation was not provided. However, e-book reading conditions without teacher’s word explanation did not lead to incidental word learning from the e-book context compared to the unexposed control words. When the students were divided into subgroups based on their reading abilities, readers with higher reading abilities learned more word meanings from e-book with teacher’s word explanation. However, three subgroups of readers showed different patterns of word learning across the e-book with and without word explanation and the control conditions. Educational implications of using e-books for students with different reading abilities and limitations are discussed.  相似文献   

6.
This study examined the impact of e-book interactivity design on the learning of Chinese characters by fourth graders (10-year-old children). This study was guided by two main questions: (1) Are there any differences in achievements (Chinese character writing, lexical comprehension, and lexical usage) between groups of young learners who read e-books with different interactivity levels? and (2) Are there any differences in motivation (attention, confidence, relevance, and satisfaction) between groups of young learners who read e-books with different interactivity levels? This study was an experimental design where the independent variable was the interactivity design of digital books. A sample of 99 fourth graders participated in the study and participants were randomly assigned into these two groups, with one group reading an e-book with a low level of interactivity (pace-control only) and the other reading an e-book with a high level of interactivity (sequence- and media-control). Participants were asked to complete a pre-test first, and then they read their assigned e-books for 30 minutes. After they finished reading, they were given a post-test. The results showed a reverse interactivity effect, that is, the group reading the e-book with the low level of interactivity (pace-control only) performed significantly better in Chinese character writing, attention, and satisfaction. This might be due to young learners' limited cognitive capacity and processing ability for learning with hypermedia. This study aims to expand on existing theories on interactive learning for young learners and serves as a reference for elementary school teachers and e-book publishers.  相似文献   

7.
The purpose of this qualitative research was to explore (a) how graduate students interpret their experiences with the use of e-books for learning, (b) which reasons influence their preference for e-books or printed books when they learn, (c) how they perceive the impact e-books have on their learning, and (d) how they compare learning experiences between the use of a given printed book and an e-book containing similar content but also offering additional multimedia options. Participants consisted of 20 graduate students from one midsize university in the United States. The major findings of this research were that graduate students generally prefer using e-books to printed texts. When studying and preparing for an exam, however, graduate students will only supersede their familiarity with printed text if a given e-book offers similar content as the printed text and provides additional resources. Research implications and recommendations for future research were also provided.  相似文献   

8.
In recent years, many researchers have been engaged in the development of educational computer games; however, previous studies have indicated that, without supportive models that take individual students?? learning needs or difficulties into consideration, students might only show temporary interest during the learning process, and their learning performance is often not as good as expected. Learning styles have been recognized as being an important human factor affecting students?? learning performance. Previous studies have shown that, by taking learning styles into account, learning systems can be of greater benefit to students owing to the provision of personalized learning content presentation that matches the information perceiving and processing styles of individuals. In this paper, a personalized game-based learning approach is proposed based on the sequential/global dimension of the learning style proposed by Felder and Silverman. To evaluate the effectiveness of the proposed approach, a role-playing game has been implemented based on the approach; moreover, an experiment has been conducted on an elementary school natural science course. From the experimental results, it is found that the personalized educational computer game not only promotes learning motivation, but also improves the learning achievements of the students.  相似文献   

9.
This study developed a system using two-phased strategies called ??Pause Lecture, Instant Tutor-Tutee Match, and Attention Zone?? (PLITAZ). This system was used to help solve learning challenges and to minimize learning progress differences in a software learning class. During a teacher??s lecture time, students were encouraged to anonymously express their desire to pause the lecture, or to take a short break, in order to catch up with a teacher??s lecture. A simple proportion of one-third of the class was found to be a suitable pause-lecture threshold to prevent learning progress differences from becoming too great as well as to provide enough peer tutorial resources. During students?? practice time, an instant tutor-tutee match strategy extended tutorial resources, which took 60% workload from the teacher. Meanwhile, the attention zone (AZ) strategy helped the teacher to identify students with low levels of learning progress, as AZ students who needed more attention. It was found that AZ student numbers had a negative relation to overall learning achievement. Furthermore, 49% of the identified AZ students who received PLITAZ strategies experienced improved learning progress over identified non-AZ students. Overall learning progress differences were significantly minimized with the Instant Tutor-Tutee Match and Attention Zone strategies.  相似文献   

10.
In the past decade, a number of personalized learning systems have been developed and they mainly focus on learners' prior knowledge. On the other hand, previous research suggested that gender differences and cognitive styles have great effects on student learning. To this end, this study examines how human factors, especially gender differences and cognitive styles, affect learners' reactions to a personalized and non-personalized learning systems based on learners' prior knowledge. Forty-four university students participated in this study. The results show that females and Serialists show positive reactions to the personalized learning system, while males and Holists demonstrate similar reactions to the personalized learning system and the non-personalized learning system. The implications of these results for the design of personalized learning systems are discussed.  相似文献   

11.
Abstract

Personalized learning refers to a collection of practices designed to place student interests and needs at the heart of schooling. Schools that implement personalized learning need leaders that support educators and students in redesigning the core practices of teaching and learning in K-12 schools. To answer the question of how leaders support this redesign, we use distributed leadership theory to focus on the macrotasks and microtasks that leaders enact to create the conditions for personalized learning practices. Drawing on a five-year, qualitative study of 11 personalized learning programs in the Midwest, we identify three macrotasks supporting personalized learning: reorganizing learning environments to support student voice and choice, assembling idiosyncratic technology ecosystems to distribute teaching and learning tasks, and redesigning instructional time to prioritize student’s interests, agency, and learning relationships. After we describe a number of microtasks associated with each macrotask, we discuss how a consideration of these kinds of leadership tasks can open the contemporary discussion of personalized learning from a narrow focus on learning technologies to an expansive vision of student-centered school reform.  相似文献   

12.
In this paper, guidelines for designing virtual change agents (VCAs) are proposed to support students?? affective and motivational needs in order to promote personalized learning in online remedial mathematics courses. Automated, dynamic, and personalized support is emphasized in the guidelines through maximizing interactions between VCAs and individual students. The strategies that VCAs convey throughout the interactions are constructed to support emotion regulation and motivation based on theories and prior research on emotions and motivation. The availability and customizability of VCAs enable the strategies to be implemented in real-time and customized for individual students. Implications of the design guidelines for personalized, online learning contexts are discussed and future research directions are recommended as well.  相似文献   

13.
Abstract

This exploratory study aimed to describe the impact of the ‘Science in Family project’, as a transformative learning model for science teachers trying to improve student’s attitudes toward STEM subjects. This study took place in a public elementary school in Monterrey, Mexico, which has been developing this project for more than thirteen years with students from 4th, 5th and 6th grade. We used participant observation and interviews with four families whose children are students of this elementary school, and with one family whose sons were students of this school some years ago. Results showed that there is a relationship between positive attitudes towards science in students who were exposed to transformative learning models of teaching. Two of the participants took steps to follow science related careers. This study helps to illuminate the extent to which teacher education models influence students’ attitudes and how positive attitudes to science are influenced by the use of learning by doing projects.  相似文献   

14.
This study integrates augmented reality (AR) technology into teaching activities to design a learning system that assists junior high-school students in learning solid geometry. The following issues are addressed: (1) the relationship between achievements in mathematics and performance in spatial perception; (2) whether system-assisted learning can improve the spatial perceptions of students; (3) whether students with high, average and low academic achievement learn effectively after taught with system assistance; (4) system usability; (5) system task load; and (6) the relationship among various factors. Study participants were 76 students from Tainan City, Taiwan. Qualitative and quantitative data are obtained using pre- and post-system-assisted learning paper–pencil tests, a system usability scale, National Aeronautics & Space Administration Task Load indeX, and observations and focus group interviews. Analysis results indicate that students' math scores and spatial perception during the test closely correspond to each other. Additionally, system-assisted can improve the spatial perceptions of student. Regarding group differences related to the significance of impact, students with average and low academic achievements exhibit small and medium levels of effectiveness, but are insignificant in high academic achievement students. As for system usability, students with low academic achievements demonstrate a positive attitude toward the intensive programs provided by the system. However, the correlation between students’ learning effectiveness and system usability/task load is low.  相似文献   

15.
This article describes an effort to explore and enhance argumentation skills of Taiwanese grade 6 students through instruction in socioscientific issues. An experienced elementary school teacher was given 8 months of personalized instruction on argumentation skills and socioscientific issues, then subsequently implemented a 17-h classroom unit on the establishment of Ma-Guo National Park. His students learned to establish claims and warrants, construct counterarguments, offer supportive arguments, and provide evidence for each one. Data consisted of student responses to questionnaires and individual follow-up interviews. A multiple regression analysis revealed that success in learning argumentation skills was not substantially related to pre-instruction argumentation skills, but significantly related to the student ability levels. High-ability students were significantly better than low-ability students at generating complete arguments. Most students elaborated their arguments, and more high-ability students offered rebuttals after instruction. However, even these high achievers did not completely understand the meaning of evidence and often misused supplementary warrants as evidence.  相似文献   

16.
This study is to investigate the reflective learning in a group of secondary school students who participated in an educational tour to Liannan, which is located in a rural area in Guangdong Province, Mainland China. The specific aim is to develop a framework to describe the learning in an educational tour. For this purpose, data were collected through students?? reflective writing in daily journals and end-of-trip sharing passages, triangulated with participant observation and interviews. The data analysis involved the use of grounded theory??s constant-comparative technique??an inductive method for generating hypotheses that are grounded in data. During the analysis of the data, the types of student learning which emerged were categorized in a Reflective Learning Taxonomy for an educational tour, comprising seven levels which are developmental in nature. The interpretative framework based on such a taxonomy of reflective learning reveals the rich context of learning in an educational tour and so makes a contribution to research on learning outside the classroom.  相似文献   

17.
In an intensive care unit (ICU), patients' families play a very important role; however, they often lack medical knowledge and are extremely anxious, which could affect their ability to take care of the patients. The effects of giving conventional paper-based instruction are limited in terms of improving patients' families' understanding of the facilities and the rules in the ICU and in reducing their anxiety. Therefore, in this study, an interactive e-book was developed to present the nursing education content to ICU patients' family members. An experiment was conducted to compare the learning performances and perceptions of the patients' family members learning with the interactive e-book and those who learned with the conventional approach. The research results showed that the nursing e-book significantly improved the learning performances of the ICU patients' family members, although their anxiety was not immediately reduced. Moreover, the family members perceived that the e-book was useful and easy to use, and generally showed high satisfaction with its use. This reveals the potential of using interactive e-books to improve the quality of nursing service in hospitals.  相似文献   

18.
Abstract

This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.  相似文献   

19.
In this study, students’ perceptions of the classroom learning environment in Arab elementary schools were investigated. The sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on classroom learning environment were distributed to the students, who then wrote items to assess learning environment. The items were evaluated for content validity in relation to the Arab school culture, language, teachers’ teaching, students’ learning styles, teacher–student relations, order and organisation, discipline and behaviours. The Classroom Learning Environment of Elementary Students (CLEES) questionnaire consists of 32 items in four scales: Teacher’s Image, Group Work, Students’ Participation, and Order and Organisation. The CLEES was used in a pilot study in two Grade 5 and 6 classes in order to validate it. The student teachers administered the questionnaire to students in elementary schools. Data were analysed using SPSS (e.g. factor analysis and one-way ANOVA) to validate the CLEES. No significant differences were found between boys and girls in classroom learning environment. However, significant differences in CLEES perceptions were found between students from different grades (Grade 5 vs. Grade 6), age groups and schools. The results are explained in the discussion section in relation to the characteristics of their schools.  相似文献   

20.
This study investigated university students?? perceptions of their institutions?? learning environments, and related those perceptions to students?? academic aspirations and satisfaction with their universities. A sample of 12,423 juniors at 42 universities in Taiwan was used to confirm the validity and reliability of the instrument: CUEI-S. The study revealed diversity of students?? perceptions among specific aspects of the learning environment. Students responded more positively for student cohesion, library resources and administrative support, but less positively for student-faculty relations, student services, enhancement of their language abilities and emotional development. The majority of students had low academic aspirations but felt satisfied with their universities. The learning environment on campus was shown to play an important role both in students?? academic aspirations and in their general satisfaction, whether the individual student or the university was used as the unit of analysis. The relationship between faculty and students is the aspect that was most strongly associated with students?? academic aspirations. On the other hand, both adequate library resources and university support for student services were the key correlates of students?? general satisfaction at the individual student level. By identifying important relationships among variables, this study suggests initiatives for improving the learning environment at higher education institutions.  相似文献   

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