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1.
This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course design involves 58 interactive narrated online modules, interactive online quizzes and biweekly online meetings with the instructor via video and voice-over-IP technology. Findings indicate that schedule flexibility motivates students to choose the online course format. Students in both learning environments felt they had high-quality communication with the instructor, while online students indicated limited peer-to-peer communication. Online students report studying more at home than face-to-face students, but not enough to compensate for the time face-to-face students spend in class. Reflecting on the findings, the authors suggest actions to improve the online course experience.  相似文献   

2.
This study evaluated students' affective learning in an introductory computing course that was taught in Hong Kong once in a lecture format and twice in a rich interactive multimedia online format to 414 college students in all. A simplified experience sampling method was used to assess affective learning at the midterm and end of each course in terms of intrinsic engagement (positive affect, perceived challenges, perceived skills in course activities), extrinsic engagement (performance expectations, performance goals, performance self‐efficacy), and negative affect in course activities. Controlling for students' computing background and pre‐enrollment academic ability, multivariate analysis of covariance indicated that, compared to lectures, e‐learning modules fostered more intrinsic engagement, comparable extrinsic engagement, and more negative affect. Findings suggest directions for developing online courses that optimise both cognitive learning and affective learning.  相似文献   

3.
Students enrolled in the Optometry program at the University of Manchester are required to take a functional anatomy course during the first year of their studies. Low mean scores in the written examination of this unit for the past two academic years energized staff to rethink the teaching format. Interactive sessions lasting 20 minutes each were introduced during the two hour lecture sessions. In these sessions students reinforced their anatomical knowledge learned in lectures, through playing games such as anatomy bingo and solving anatomical anagrams. In addition, five e‐learning modules were also introduced for students to complete in their own time. A pre‐ and postcourse questionnaire were distributed to obtain student views on their expectations of the course and interactive sessions. Comparisons were made between written examination results from 2008 to 2009 to written examination results from the previous five academic years to see if the interactive sessions and e‐learning modules had any impact on student knowledge. In addition, comparisons were made between student performances on the functional anatomy course with their performance in all of the other assessments taken by the students during their first year of study. Analysis of the questionnaires showed that student's expectations of the course were fulfilled and the interactive sessions were well received by the majority. There was a significant increase (P ≤ 0.01) in the mean examination score in 2008–2009 after introduction of the interactive sessions and e‐learning modules compared with scores in previous years. The introduction of interactive sessions has increased student enjoyment of the module and along with the e‐learning modules have had a positive impact on student examination results. Anat Sci Educ 3:39–45, 2010. © 2009 American Association of Anatomists.  相似文献   

4.
This article studies the differences in student learning outcomes associated with changes in the format of online learning resources. We compare completion rates and degrees of student achievement across several economic education learning modules produced by the Federal Reserve Bank of St. Louis. Initially designed as a long-form online learning module focused on unemployment, the virtual lecture “The Story of Unemployment” was later chunked into four separate short-form learning modules. We find across-the-board evidence of increased completion rates among registered students and statistically significant increases in average differences between pre-test and post-test scores. We also study how the increases in scores are distributed across students by comparing pre-test grade quartiles. Finally, we document that chunking online instructional materials increases retained learning and consistently boosts information absorption at the item level.  相似文献   

5.
This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students’ outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from “knowledge transmitters” to “role model scientists.”  相似文献   

6.
This study examined achievement when an interactive textbook (iBook) was used in place of lecture to teach students to create instructional flipcharts for a Promethean interactive whiteboard. The study was conducted with students enrolled in a required technology course for teachers at a large research-intensive university in the southeastern United States. Further, the study examined the iBook group's perceptions of the benefits and challenges of using an interactive text as an educational tool. The results showed a significant difference in the achievement of students who received instruction delivered through the use of the interactive textbook versus those who received lecture instruction. In addition, the participants indicated that the iBook provided a new way of learning, and also motivated them to learn, made learning more exciting, increased their attention toward instruction, was more efficient, and increased their interest in the class. A few students disliked viewing in landscape view versus portrait view, felt more cues were needed to alert less intuitive multimedia components, and desired access extended to Android platforms. (Keywords: 21st-century skills, interactive textbooks, iBooks, ebooks, teacher education)  相似文献   

7.
This qualitative research study was designed to inform the development and implementation of effective online learning environments by exploring, from both teacher and student perspectives, what constitute effective online learning experiences. The study examined course content, tasks, and pedagogical approaches, as identified by students and instructors, which contributed to or hindered positive online learning experiences. Researchers interviewed 6 online course instructors and 10 adult students to understand their experiences in undergraduate and graduate level online degree programs. Using a Cognitive Apprenticeship Model to inform the analysis of data, findings revealed an emphasis on text-based content and lecture; instruction that led to disconnect between students, teachers, and course content and goals; and one innovative program that links real-world experiences with online classroom learning. Given the growing number of online programs, the study provides insight for course development and pedagogy as well as offers possibilities for additional research.  相似文献   

8.
In order to investigate the effect of methods of teaching on achievement in mathematics of first year National Certificate of Education (NCE) students in Nigeria, a sample of 165 students comprising 71 males and 94 females, was exposed to three methods of teaching in a second semester basic mathematics course. The three methods were the traditional lecture method, interactive method with individual use of materials and interactive method with group use of materials. Analysis of covariance showed a significant interactive effect of gender and method of teaching on student achievement. Further analysis showed that the use of interactive methods with group use of materials favoured males while interactive method with individual use of materials favoured females. Implications of the results for teaching of tertiary mathematics are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

9.
Educational technology has attained significant importance as a mechanism for supporting experiential learning of science concepts. However, the growth of this mechanism is limited by the significant time and technical expertise needed to develop such products, particularly in specialized fields of science. We sought to test whether interactive, educational, online software modules can be developed effectively by students as a curriculum component of an advanced science course. We discuss a set of 15 such modules developed by Harvard University graduate students to demonstrate various concepts related to astronomy and physics. Their successful development of these modules demonstrates that online software tools for education and outreach on specialized topics can be produced while simultaneously fulfilling project-based learning objectives. We describe a set of technologies suitable for module development and present in detail four examples of modules developed by the students. We offer recommendations for incorporating educational software development within a graduate curriculum and conclude by discussing the relevance of this novel approach to new online learning environments like edX.  相似文献   

10.
The purpose of this research was to demonstrate an empirical relationship between classroom community and students' achievement goals in higher education, and to offer a possible explanation for differences in this relationship for cooperative and non-cooperative classrooms. Structural equation modeling techniques revealed that students' perceptions of interactive learning significantly mediated the relationship between students' goals and their sense of classroom community, but only for classrooms that used cooperative learning techniques. In the traditional lecture-style course surveyed, students' feelings of classroom community and interactive learning were significantly lower than in cooperative learning classrooms. Finally, while mastery goals were significantly higher for cooperative learning students, performance-approach goals were significantly higher for traditional lecture students.  相似文献   

11.
ABSTRACT

Researchers have been interested in classifying massive open online course (MOOC) students based on their learning behaviors. However, less attention has been paid to the cognitive attributes associated with various learning behaviors. In this study, we propose a conceptual model that links MOOC students’ observable learning behaviors to their latent attributes (i.e., individual learning versus interactive learning). Using students’ behavior data from a MOOC, we performed a cognitive diagnostic analysis to identify the students’ learning profiles and to determine how these profiles related to their course achievement. We found that a large portion of the students performed individual learning whereas only a very small portion of them overtly performed interactive learning. In addition, the students who performed interactive learning were more likely to pass the course with distinction than the students who did not show this attribute. The results of this study have important implications for improving students’ learning in MOOCs. Further, the study provides a good demonstration of how to use clickstream process data for psychometric analysis.  相似文献   

12.
Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs. Total views per page of lecture material increased over the first six years, then decreased markedly between years seven and eight, possibly due to the recent availability of alternate forms of lecture audio. Lecture use peaked in midafternoon and again in the evening, although some use was seen at all hours. Usage was highest at midweek and lowest on Fridays as might be expected. Individual student's use varied widely from rates equivalent to less than one viewing/page to more than three viewings per page. Overall use by male students was greater than that of females and gender‐specific differences in the daily pattern were seen. Lecture use was correlated to the Medical College Admission Test® (MCAT®) Verbal Reasoning and Physical Sciences scores but not to composite MCAT scores or undergraduate grade point average. Overall use appeared to be driven by scheduled team‐based learning (TBL) sessions and major examinations. Specific subsets of lecture material were most often viewed before related TBL sessions and again during review for examinations. A small but significant correlation between lecture use and examination and course performance was seen, specifically in the male student population. These findings, along with earlier observations, suggest that varied use of online lectures is attributable to multiple factors. Anat Sci Educ © 2012 American Association of Anatomists.  相似文献   

13.
The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students’ background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers’ and students’ perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.  相似文献   

14.
A large number of studies have compared learning outcomes in fully online courses to those in face-to-face courses. Fewer studies have examined why students choose to enrol in fully online courses to begin with, and no study has yet addressed the question of why some students choose not to register in online courses. This study contributes to scholarly understanding of online education by examining for the first time why students may choose to take a large lecture course face-to-face, when they know that the same course is offered by their institution online in the same semester, for the same credit and at the same tuition cost. Through a survey, 48 students in a face-to-face offering of an introductory Educational Psychology course reported why they chose to attend lectures and tutorials in person when they could have earned the same credit without doing so. A majority of respondents suggested that they believed they would learn better face-to-face, and expressed informal theories about why this would be the case. We examine these informal theories, and the possible implications they may have for future research and institutional planning with regard to online course offerings.  相似文献   

15.
Importance of online learning has become more critical with the advent of a global pandemic. Effective online learning requires design characteristics that support learning that crosses traditional disciplinary boundaries. The example of educational delivery of food safety encompasses multiple disciplines to prepare students for real‐world situations, practical problem‐solving, and to be “future proof” as food safety becomes more quantitative. This study explicates how six simulation‐based learning modules were evaluated, two each in microbiological growth/inactivation, food process dynamics with microbiological growth/inactivation, and risk assessment. Each group of three modules was targeted to the students in undergraduate food science and engineering programs. Altogether, the 6 modules were implemented and assessed in 17 courses at 14 universities over 5 years. The effectiveness of the module‐based approach was sustained across subject matter (microbiology, process, and risk), disciplines (food science and engineering), and their implementations. Students’ and instructors’ survey responses indicated the modules’ value in real‐world and practical problem‐solving ability. Instructors were also motivated to implement the modules as they saw the potential for improvement in student understanding, how modules reinforced course learning outcomes, the quality of support provided with modules, and their ability to replace existing course assessment without adding work for the instructor or the students. This self‐learning, module‐based approach to introduce interdisciplinary content employed has proven successful. The template for making these modules is described in sufficient detail so future modules can be built for a wide variety of subject matter beyond food safety.  相似文献   

16.
Lecture capture technologies (LCT) such as Echo360, Mediasite, and Tegrity have become very popular in recent years. Many studies have shown that students favor the use of such technology, but relatively little research has studied the impact of LCT on learning. This article examines two research questions: (1) whether the use of LCT actually enhances learning outcomes, and (2) how instructors can increase students’ use of lecture capture materials. We address these questions using data from an undergraduate Operations Management course at a mid‐size, public university. Results indicate that access of lecture capture videos is associated with higher exam scores, even after controlling for previous exam performance. In addition, efforts to promote the use of lecture capture materials increase their use. We offer several suggestions to instructors who wish to increase their students’ use of lecture capture materials, which are equally applicable across all disciplines.  相似文献   

17.
This study assessed the effect of design instructional video based on the Cognitive Theory of Multimedia Learning by applying segmentation and signaling on the learning outcome of students in an online technology integration course. The study assessed the correlation between students’ personal preferences (preferred learning styles and area of specialization) and their learning outcomes. A three-group pretest–posttest design was employed to assess whether there were significant differences in students’ test scores after they watched an instructional video. The results of the analysis of covariance (ANCOVA) analysis indicate that instructional design had a significant effect on students’ learning outcome. This effect was demonstrated by the statistically significant differences in students’ learning outcomes, with the highest scores achieved by students in the segmented and signaled video group and the lowest scores in the no-segmentation and no-signaling group. Moreover, results indicate that students’ learning preferences and area of specialization related significantly and positively to their learning outcomes. These findings suggest that the use of educational video in online courses has the potential to effectively improve students’ learning outcome; however, it requires design manipulation. The results also emphasize the importance of rethinking the one-size-fits-all approach in developing online course content and include consideration of the students’ learning preferences and area of specialization to optimize their learning.  相似文献   

18.
Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving teaching and learning at K–12 levels, this design approach is receiving increasing attention at the college level. Yet college faculty, who receive comparatively little instruction in course design, may find it challenging to enact the principles of backward course design into day-to-day lecture planning. To help address this challenge, we developed a backward design-inspired lesson planner to assist in restructuring college course periods for more active, learner-centered activities that align with course goals. We describe the planner and its application to a non-majors college biology class, and we share student and instructor perceptions of classroom structure and use of classroom time before and after implementation. Benefits of implementing the backward design planner included enhanced ability to prioritize content delivery to students, better time management in and out of the classroom, improved experience of lecture preparation, more engaged students, and more frequent feedback on student comprehension.  相似文献   

19.
We explored the effectiveness of a flipped active learning pedagogy in a liberal arts mathematics course without video or interactive preparation. In both control and active learning classes, students were required to respond to a reading before class and take a quiz after class. During the active learning class, students worked together in groups on problems instead of listening to a lecture. This modest change in the in-class course structure showed that students were more willing to work with peers and ask questions of the instructor. Sources examined include common grade items as well as pre- and post-course attitude surveys.  相似文献   

20.
Virtual Schooling for primary and secondary students is becoming increasingly common across the United States. Although distance education has typically been used to address the needs of adult U.S. learners, its use with schoolchildren has been limited. The rapid development and diffusion of ICT has prompted advances in the use of distance education to serve these students educational needs—particularly those in remote rural settings. In this paper we analyse and contrast two case-studies that were gathered to inform researchers and practitioners of online schooling—a case in which two rural schools ‘coordinated’ the use of two-way interactive video to provide live synchronous learning, and a school ‘replacement’ model that provided an interactive online course for dispersed students with periodic live interactive synchronous learning sessions. Analysis drew on Cobb and his colleagues’ (2003) techniques to delineate communities of practice and Wenger’s (1998) work on boundary encounters, brokers, and boundary objects.  相似文献   

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