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In problem-based learning, scenarios relating to real life areused as a point of departure for the learning process. Eventhough the importance of suitable cases or scenarios in bringingabout a fruitful learning process is emphasised in theliterature, few studies focus on how they actually function inthe learning process. This study focuses on how the scenariosused in a ten-week introductory course of a new four-yearundergraduate programme in environmental science functioned interms of the structure and content of the questions they evoked.Data were gathered through diary notes from nine groups ofstudents, comprising 5–8 students per group. The data weresubjected to a qualitative analysis aimed at describing thestructure and content of the questions generated by the groups.Five different kinds of questions were identified and labelled;encyclopaedic, meaning-oriented, relational,value-oriented and solution-oriented. All scenarios generated questions pertaining to all five categories in all groups, butthe emphasis varied. The results are discussed in relation to thedesign of scenarios, and in relation to students' approaches tolearning. 相似文献
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Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments. This easily leads to learners being unable to seek appropriate learning partners for facilitating effective cooperative learning. This problem frequently causes poor learning effectiveness in web-based cooperative learning environments. Generally, instructor assigned or learner selected learning peers cannot ensure to compose suitable learning partners for individual learners in cooperative learning environments. A suitable learning partner can help the learner, who is learning in the personal way and encounters the difficulty, to solve problems. Inappropriate learning partners cannot only easily lead to poor learning interaction and achievement, but can also lead to the meaning of cooperative learning being lost. Although many web-based learning systems have already been developed to assist cooperative learning, supporting peer-to-peer interaction in computer-supported cooperative learning (CSCL) is still immature. As a result, this study presents a novel scheme for recommending appropriate learning partners for individual learners utilizing mining of learning interactive social networks in a cooperative problem-based learning (PBL) environment. Results of this study show that the proposed scheme helps encourage learners to interact with learning peers more actively and positively, and facilitates learning performance in a cooperative PBL environment. 相似文献
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Using cluster analysis this study investigated the characteristics of learning strategies learners use in online courses with
one-on-one mentoring. Three distinct approaches were identified: “Mastery oriented”, “Task focused” and “Minimalist in effort”.
Despite the widespread concern that students will have difficulty managing their time in online courses with high level of
student freedom, this study found that the vast majority of learners were very effective in their learning strategies. The
findings speak well for the potential of distance education environments to provide high quality self-paced learning, accommodating
different learning strategies, which is difficult to do in group-paced courses. We further explored how these approaches relate
to and interact with, participants’ background and their levels of satisfaction and self reported learning. 相似文献
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Karen Jones Sally A. Sambrook Luke Pittaway Andrew Henley Heather Norbury 《Action Learning: Research and Practice》2014,11(2):131-166
This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in ‘action’ in order to ‘learn’ and that under certain conditions they may transfer learning to their firm. This paper draws on data from 19 focus groups undertaken from 2010 to 2012, involving 51 participants in the LEAD Wales programme. It considers the literatures exploring learning transfer and develops a conceptual framework, outlining four areas of focus for entrepreneurial learning. Utilising thematic analysis, it describes and evaluates what (actual facts and information) and how (techniques, styles of learning) participants transfer and what actions they take to improve the business and develop their people. This paper illustrates the complex mechanisms involved in this process and concludes that action learning is a method of facilitating entrepreneurial learning which is able to help address some of the problems of engagement, relevance and value that have been highlighted previously. This paper concludes that the efficacy of an entrepreneurial learning intervention in SMEs may depend on the effectiveness of learning transfer. 相似文献
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基于Internet学习资源的分析与评价 总被引：4，自引：0，他引：4
本文针对远程学习者基于Internet学习资源自主学习与探究的要求，讨论了Internet学习资源的类型和特点，分析了对Internet学习资源进行评价的必要性，提出了评价的基本方式及评价的一般标准，并根据基于Internet资源学习的实际，为学习者评价Internet学习资源的质量，提供了常用的评价量规。 相似文献
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Gerald Knezek David Gibson Rhonda Christensen Ottavia Trevisan Morgan Carter 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):126-141
This article reports on a trace-based assessment of approaches to learning used by middle school aged children who interacted with NASA Mars Mission science, technology, engineering and mathematics (STEM) games in Whyville, an online game environment with 8 million registered young learners. The learning objectives of two games included awareness and knowledge of NASA missions, developing knowledge and skills of measurement and scaling, applying measurement for planetary comparisons in the solar system. Trace data from 1361 interactions were analysed with nonparametric multidimensional scaling methods, which permitted visual examination and statistical validation, and provided an example and proof of concept for the multidimensional scaling approach to analysis of time-based behavioural data from a game or simulation. Differences in approach to learning were found illustrating the potential value of the methodology to curriculum and game-based learning designers as well as other creators of online STEM content for pre-college youth. The theoretical framework of the method and analysis makes use of the Epistemic Network Analysis toolkit as a post hoc data exploration platform, and the discussion centres on issues of semantic interpretation of interaction end-states and the application of evidence centred design in post hoc analysis.
Practitioner notes
What is already known about this topic- Educational game play has been demonstrated to positively affect learning performance and learning persistence.
- Trace-based assessment from digital learning environments can focus on learning outcomes and processes drawn from user behaviour and contextual data.
- Existing approaches used in learning analytics do not (fully) meet criteria commonly used in psychometrics or for different forms of validity in assessment, even though some consider learning analytics a form of assessment in the broadest sense.
- Frameworks of knowledge representation in trace-based research often include concepts from cognitive psychology, education and cognitive science.
- To assess skills-in-action, stronger connections of learning analytics with educational measurement can include parametric and nonparametric statistics integrated with theory-driven modelling and semantic network analysis approaches widening the basis for inferences, validity, meaning and understanding from digital traces.
- An expanded methodological foundation is offered for analysis in which nonparametric multidimensional scaling, multimodal analysis, epistemic network analysis and evidence-centred design are combined.
- The new foundations are suggested as a principled, theory-driven, embedded data collection and analysis framework that provides structure for reverse engineering of semantics as well as pre-planning frameworks that support creative freedom in the processes of creation of digital learning environments.
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Present paper explores the implications and barriers associated with the transition from teacher-directed learning (TDL) to self-directed learning (SDL) in the EFL classroom in Pakistan. This study intends to explore teachers’ views about the nature and viability of implementing the SDL approach to teach English in Pakistan. A qualitative approach is followed in data collection and a contrastive thematic method is employed for analysis. With a sample of 16 English language teachers from four public universities, data is collected through semi-structured interviews. The results show that teachers view SDL with a potential to make students self-sufficient and autonomous, but Pakistani education system, cultural background, and learners’ psychological aspects hinder the process of transition. These obstacles may be removed through creating awareness among teachers and students, and by bringing more flexibility into syllabi and teaching methods, and most importantly, through training local teachers. 相似文献
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This study is framed under the student approaches to learning tradition. The aim was to identify convergence in quantitative and qualitative responses of individuals when measuring their conceptions of and approaches to learning with a mixed methods design. A sample of 1110 Spanish Master’s level teacher education students completed a scale on approaches to learning (R-SPQ-2F), and a randomly selected subsample of 111 answered an open-ended question on how they learned. Overall, the qualitative and quantitative data did not support each other, as inventory responses showed a clear predominance of a deep, non-surface approach to learning, whereas qualitative answers reflected a tendency towards lower-order conceptions of learning. Inconsistencies in the results suggest future research ought to use a combination of techniques when exploring constructs such as learning should they wish to draw valid conclusions. 相似文献
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Kai-Yi Chin Zeng-Wei Hong Yueh-Min Huang Wei-Wei Shen 《Interactive Learning Environments》2016,24(3):360-381
The addition of animated pedagogical agents (APAs) in computer-assisted learning (CAL) systems could successfully enhance students' learning motivation and engagement in learning activities. Conventionally, the APA incorporated multimedia materials are constructed through the cooperation of teachers and software programmers. However, the thinking and technical gap between two roles, a concept/content provider (teacher) and an implementer (software programmer), may lead to the concept distortion and loss in the final teaching material implementations. This often results in preventing a teacher from preparing his or her own APA-based multimedia learning systems. This study aims to develop a courseware to facilitate the CAL through the combination of the two roles into a single one and then teachers can use it freely by themselves. The courseware can help teachers to develop appropriate multimedia instructional materials incorporating APAs, which attracts students' attention and enhances their interest in learning. Furthermore, in this study two separate trial experiments were conducted to measure the teachers' satisfaction with the courseware and students' learning motivation after using APA-based multimedia learning systems. The results show that the participating teachers were satisfied with the courseware and would like to apply it in their instruction. Moreover, the participating students were strongly motivated by the customized APA-based multimedia learning systems. Therefore, the proposed courseware could give teachers a good opportunity to add pedagogical value to the curriculum, so that students' learning interest and motivation could be enhanced. 相似文献
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André Perusso Marlous Blankesteijn Rafael Leal 《Assessment & Evaluation in Higher Education》2020,45(7):1001-1015
AbstractExperiential learning theory states that reflection is just as important to learning as action. However, business educators often overlook reflection in their experiential learning activities, especially when it’s understood as a dialogue process. Drawing on reflective learning theory, we explored the case of an undergraduate business programme that has been combining experiential learning with three different reflective learning mechanisms for the past ten years. Results show that: (1) reflective dialogue is central for ensuring that impressions from experience translate into better-defined learning outcomes, (2) this dialogue process greatly benefits from a closely guided process, and (3) different reflection mechanisms contribute differently to the learning process. Considering how fast experiential learning has popularised in business schools, this study alerts educators to the importance of combining their experiential learning activities with a guided process of reflection. Otherwise, educators risk students extracting meagre, wrong or misleading impressions from their experience. 相似文献
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Students in the vocational schools in Taiwan largely care little about their grades and do not get involved adequately in their schoolwork. To respond effectively to this challenge of teaching, two cases were studied and compared; one is a class using a traditional method of teaching and the other a class deploying innovative teaching methods of blended learning (BL) with web-mediated self-regulated learning (SRL). The effects of combining BL with SRL on developing students' computing skills in applying database management system (DBMS) to solve authentic problems are encouraging. The students in the case of BL with SRL paid positive attention to this newer teaching method and had a statistically higher rate of passing a certification test than those in the traditional class. 相似文献
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António M. Duarte 《Higher Education》2007,54(6):781-794
The article describes a study that attempted to characterise Portuguese students’ conceptions of learning and approaches to
learning. A sample of university students answered open questions on the meaning, process and context of learning. Results,
derived from content analysis, replicate most conceptions of learning described by phenomenographical research (i.e. distinction
between learning as memorisation and learning as comprehension). Moreover, new variants of known conceptions of learning emerged
(e.g. learning occurs through: exploratory practice; learning to learn; motivation) and an apparently new conception (i.e.
learning as understanding and application). The same sample answered a questionnaire which attempted to measure motivation
and learning strategies. Through factorial analysis of results it was possible to confirm the presence of three well-known
approaches to learning: surface, deep and achieving. 相似文献
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鄢秀丽 《四川教育学院学报》2006,22(12):9-10,13
儿童学习困难的问题是学校、教师、家长、学生共同关心的话题。本研究在系统地分析学习困难儿童的概念、成因、心理特点的基础上，提出学校、家长、学生“三位一体”的教育干预策略，为学习困难儿童的教育提供一定参考。 相似文献
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Denise O’Leary Paul Coughlan Clare Rigg David Coghlan 《Action Learning: Research and Practice》2017,14(1):3-17
Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur. 相似文献
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ABSTRACT In Applied AI, or ‘machine learning’, methods such as neural networks are used to train computers to perform tasks without human intervention. In this article, we question the applicability of these methods to education. In particular, we consider a case of recent attempts from data scientists to add AI elements to a handful of online learning environments, such as Khan Academy and the ASSISTments intelligent tutoring system. Drawing on Science and Technology Studies (STS), we provide a detailed examination of the scholarly work carried out by several data scientists around the use of ‘deep learning’ to predict aspects of educational performance. This approach draws attention to relations between various (problematic) units of analysis: flawed data, partially incomprehensible computational methods, narrow forms of educational’ knowledge baked into the online environments, and a reductionist discourse of data science with evident economic ramifications. These relations can be framed ethnographically as a ‘controversy’ that casts doubts on AI as an objective scientific endeavour, whilst illuminating the confusions, the disagreements and the economic interests that surround its implementations. 相似文献
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AbstractThis paper discusses the relevance of lifelong learning vis-à-vis the Sustainable Development Goals (SDGs) and stresses the need for an approach blending formal education, non-formal and informal learning. The role of Open and Distance Learning (ODL) in moving beyond formal education and the importance of integrating pedagogy, andragogy and heutagogy in lifelong learning are raised as key factors in ensuring that education and learning can generate positive externalities and impact livelihoods. Through a case study in the agricultural sector, this paper analyses the role of lifelong learning in empowering smallholders of backyard poultry enterprises in Kenya and argues that lifelong learning needs to be placed in appropriate social and economic contexts to generate outcomes and impacts such as empowerment. 相似文献
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Barohny Eun 《Cambridge Journal of Education》2010,40(4):401-418
Theories of human development and learning provide an essential framework in which to understand the mechanisms involved in the process of formal instruction as a specific form of teaching and learning in the school setting. The sociocultural theory of development, founded on the works of Lev Vygotsky, espouses the view that social interaction among two or more people is the greatest motivating force in human development. Communication, via the use of language, provides one of the most effective means of social interaction. By collaborating toward a common cultural goal, people co‐construct new knowledge by building on each participant's contribution. Based on the main tenets of sociocultural theory, the following eight interrelated principles for instruction are presented, namely, that it should be: mediated; discursive; collaborative; responsive; contextualized; activity‐oriented; developmental; and integrated. 相似文献
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Mariette de Haan Kevin Leander Asli Ünlüsoy Fleur Prinsen 《Learning, Media and Technology》2014,39(4):507-535
New infrastructures that dramatically change our possibilities for knowledge production and learning have also brought forward ideals on ‘new’ connectivity. Two important ideals of connectivity are that of the individual who tailors his or her knowledge among expansively dispersed resources, and the ideal of access to multiple, diverse resources that provide individuals rich learning opportunities. In order to better understand what cultural norms are implied in our ideals of connectivity, we argue, they must be tested in the crucible of empirical data through the analysis of the actual socio-technical practices of different social and cultural groups. Through a combination of ego-network analysis and a qualitative, in-depth discursive approach, we analyze the networked learning practices of three ethnically different groups in the Netherlands from an extensive research study called ‘Wired Up'. We comparatively describe Dutch youth as ‘unrooted' learners, Moroccan-Dutch youth as ‘routed' learners, and Turkish-Dutch youth as ‘rooted' learners. We propose the idea of the Networked Configuration for Learning as a means to contrast the learning opportunities individuals and groups have in relation to particular offline and online connections, their historical geographies, the development of learning ‘places’, and particular learning affinities. 相似文献
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This study examined the relationship between students’ perceptions of the learning environment, high school performance, approaches to learning, and learning outcomes (generic skills development and course satisfaction). A sample of 74,687 undergraduates from 39 full-time regular universities in China responded to a questionnaire comprising four self-constructed scales. The results supported the reliability and validity of the instruments. A structural equation model showed that approaches to learning mediated the relationship between perceptions of the learning environment and learning outcomes. Specifically, deep approach was found to positively predict learning outcomes. Good teaching positively predicted deep and surface approaches, as well as learning outcomes. Student-faculty and peer interactions were strong predictors of learning approaches and learning outcomes. High school performance had weak effects on learning approaches and learning outcomes. These findings highlight the need of developing new instruments for assessing Chinese undergraduate students’ learning and have implications for improving undergraduate teaching in China. 相似文献