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1.
ABSTRACT

The flipped classroom pedagogy has been widely used recently. Despite many researches have paid attention with the learning outcome of flipped classroom, there has been limited attention in regard to investigate the relationship between learning behavior and learning outcomes in a flipped classroom. In this paper, we proposed to investigate the influence of online learning behaviors on short-term and long-term learning outcomes in a flipped classroom. This study used Calculus and grade point average (GPA) scores to represent short-term and long-term learning outcomes, respectively. Multiple linear regression indicated that students’ online learning behavior does not have a significant effect on short-term learning outcomes, but has a significant effect on long-term learning outcomes. For applying multiple correspondence analysis, students were divided into groups according to five grade levels based on their scores. According to GPA grade level, students’ online learning behaviors had a significant effect on long-term learning outcomes for the five groups (GPAa, GPAb, GPAc, GPAd, GPAe). According to their Calculus grade level, students’ online learning behaviors had a significant effect on short-term learning outcomes for three groups (CALa, CALd, and CALe), but two groups (CALb and CALc) did not demonstrate this trend. For exploring the effects of online learning behaviors on future learning outcomes, GPA can be considered representative because the GPA was calculated for the entire academic year 2015. Students in the CALa group exhibited the highest frequency of online learning behaviors and obtained the highest GPA grade levels (GPAa and GPAb). For the CALb, CALc, CALd, and CALe groups, students with a higher frequency of online learning behaviors obtained a higher GPA grade level. These results indicate that students’ online learning behaviors have a positive effect on future learning outcomes.  相似文献   

2.
Distance learning has evolved over many generations into its newest form of what we commonly label as online learning. In this second-order meta-analysis, we analyze 19 first-order meta-analyses to examine the impact of distance learning and the special case of online learning on students’ cognitive, affective and behavioral outcomes. We examine to what extent distance learning generation level, and instructional setting moderate the influences of distance learning on cognitive, affective and behavioral outcomes. This second-order meta-analyses also analyzes the first-order meta-analyses for methodological quality and robustness. The findings revealed a statistically significant overall average effect size (g = 0.156, p < .001 with a 95% confidence interval of 0.087–0.224) of distance learning impacting cognitive, affective and behavioral outcomes in comparison to face-to-face learning. Meta-analyses on higher education had a statistically significant larger effect size than K-12 education. Limitations, implications, and directions for future research are discussed.  相似文献   

3.
混合式学习方法从学生个性化需求的角度组织课堂教学,既体现当前大学教育的人本化,又突出信息时代细胞生物学课程的特征.该教学方法结合了传统课堂教学和网络在线学习的优势,可显著提高学生对抽象、枯燥的细胞生物学教学知识点的学习效率.文章结合细胞生物学课程教学的实践,提出针对该课程的基于混合式学习的教学设计.  相似文献   

4.
The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k = 51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+ = 0.385, p < 0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+ = 0.496) compared to that of non-STEM disciplines (g+ = 0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated.  相似文献   

5.
Two experiments investigated how signals foster learning from text and diagrams by examining the relationship between visual attention and learning outcomes. In Experiment 1 (N = 55) students learned about the circulatory heart system from a multimedia lesson either with or without signals highlighting text–diagram correspondences. Results showed that students learning with signals attended to signaled (but not to non-signaled) information more frequently and earlier during learning; these changes in visual attention could explain better performance in answering text–diagram-integration questions. Experiment 2 (N = 78) replicated these findings with respect to early attention on signaled diagram elements and learning outcomes; in addition, a third condition was investigated, where signals highlighted diagram elements that did not match the text. Results showed that mismatched signals guided attention only initially, whereas later on students attended more to information that corresponded to the text. Mismatched signals had no effect on learning outcomes. Taken together, the results suggest that signals aid learning by highlighting specific text–diagram correspondences and not by amplifying diagram processing more generally.  相似文献   

6.
The present study investigated the influence of experimentally induced emotions (positive, neutral, negative) on learning with multimedia instruction with N = 75 university students. In order to provide sound explanations about how emotional state might impact learning, measures of motivation, cognitive load, and attentional processes (eye tracking) were integrated. Results showed that while emotions did not influence retention, emotions did influence outcomes of the comprehension and transfer test. Specifically, a facilitating effect of an induced negative emotional state on learning outcomes was observed, which could be attributed to a more focused and detailed information processing. In contrast, an induced positive emotional state had a suppressing effect on learning outcomes since learners were distracted from the learning materials by their emotions. Motivational measures were not influenced by learners' different emotional states, but overall, controlled motivation increased and autonomous motivation decreased during learning. In sum, the learners' emotional state should be considered in learning research as an important predictor for learning success.  相似文献   

7.
The present study synthesizes research evidence on self-regulated learning (SRL) and academic achievement in online and blended learning environments from intervention and cross-sectional studies. We examined 163 studies conducted in various countries and different learning contexts in terms of study characteristics, methodology, and SRL features. The current study found that SRL in the online and blended learning contexts has been an important topic and has received increased attention. The results revealed the importance of SRL for improving students' academic performance in the STEM field. It also demonstrated that the majority of the studies adopted multiple SRL strategies throughout mixed phases. This study confirmed the effectiveness of SRL on academic achievement in online or blended learning. However, the present study also identified that research on children's and adolescents' SRL strategies in online learning contexts is urgently needed and most of the available research did not focus on the preparatory and planning phases of SRL which are extremely important.  相似文献   

8.
Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor.  相似文献   

9.
The present investigation was designed to determine the effects of metaphorical graphics on learning from an expository text. The graphics were designed to function as metaphorical representations of the semantic elements inherent in the passage, with the level of correspondence between the graphics and text varied as weak or strong. In study 1, participants (N = 168) were randomly assigned to one of three graphic/text conditions (strong, weak, or none). Learning was measured immediately after the presentation of learning materials and again a week later. In study 2, participants (N = 98) followed the same procedure as study 1, but they were allowed to view the experimental materials online, rather than in a lab setting. Results from both studies revealed that, while decorative graphics may appear benign or detrimental to learning outcomes immediately after exposure under experimental lab conditions, further analysis indicated that graphics designed to metaphorically correspond to text content functioned to preserve learning across a one-week delay. In addition, when participants viewed the materials online, the decorative graphics improved learning, not just prevented decay. The online effect was mediated by the level of metaphorical correspondence between the passage and the graphic.  相似文献   

10.
To date researchers have had difficulty establishing reliable conclusions in studies comparing traditional forms of learning (eg paper‐based or classroom based) vs online learning in relation to student learning outcomes; no consistent results have emerged, and many studies have not been controlled for factors other than lesson mode. This paper compares the effects of presenting two versions of lessons on punctuation that differed only in their mode of presentation. 59 students completed a pre‐lesson questionnaire, and after the lessons completed another questionnaire plus the NASA‐TLX which tests subjective cognitive workload stress. The results showed that students who sat the lessons on paper performed 24% better than those who sat the lessons online. Reasons for this difference in learning outcomes are considered, but no clear reason is apparent in the data from this study. The study sounds a note of caution in terms of the move by tertiary institutions to online and/or blended learning, and suggests further studies are required which assess learning outcomes in different mode of learning.  相似文献   

11.
In this study, an e-learning environment was designed for teacher candidates. Teacher candidates developed multimedia-based projects by means of multimedia tools. This research aims to determine the effects of online and blended learning approaches on the success level of multimedia projects and the teacher candidates' attitudes, opinions and perceptions on e-learning. This study used a combination of qualitative and quantitative methods. There were two different groups in the study: online and blended groups. The online and the blended groups consisted of 30 and 32 teacher candidates, respectively. Teacher candidates in the blended group developed multimedia-based projects and shared information communicating in a WiziQ and Facebook environment with their peers and instructors when they were not at school. On the other hand, the teacher candidates in the online group communicated with their instructors and peers only in a WiziQ and Facebook environment. The results showed that the blended learning approach was more effective than the online learning approach. The usability of online learning and blended learning in higher education is addressed in recommendations for future research and practice.  相似文献   

12.
Recent advance in medical education is in correlation with the advances in information technology and thus computer-based learning is being increasingly employed. The objective of the present study was to design and evaluate an e-learning module in anatomy and assess the perceptions of students and faculty about this e-learning module. The participating students were randomized into three groups by block stratified randomization and Google groups were created for each of the three groups. The e-learning module was implemented in three sessions by rotating the three groups. Validated questionnaires were sent to faculty and participating students via Google forms to obtain feedback. The results of ANOVA showed that there was a significant difference among the groups in terms of marks obtained with conventional (F = 2.403, P = 0.103), online (F = 6.050, P = 0.005), and blended (F = 5.801, P = 0.006). Post hoc comparisons using the Tukey HSD test, about the gain of knowledge, indicated that the results were insignificant when comparing the conventional group with the online group, but were significant when comparing the blended group with the conventional and online group. The qualitative data regarding the perception of students toward e-learning were analyzed using thematic analysis. The introduction of an interactive e-learning module in anatomy was effective and well received by the students and faculty. The study showed that blended learning has a positive impact on the students' learning by improving cognitive gain and receptive perception for e-learning.  相似文献   

13.
Whether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed.  相似文献   

14.
课堂教学和网络学习是混合式学习方式中两个重要的环节,同时网络论坛活动在教育教学中的应用也日益广泛。该研究以《摄影技术》课程为例,根据课程特点,采用内容分析法,从理论和实践两大模块探究网络论坛中知识建构活动的文本类型,同时分析了CSCL环境下,面对面的课堂教学和网络学习二者之间的关系,指出了面对面的课堂教学对网络学习支撑的重要性。  相似文献   

15.
Since there is a real possibility that online courses will become the dominant informational platforms of the future universities need to address a range of issues from design and quality through to ethics and economics to ensure that the all-round investment required reaps positive outcomes. This paper addresses some of the issues that have confronted teachers and students engaged in online teaching and learning in eastern and western contexts. This paper concludes that Asian students are not necessarily poor online learners, as has often been suggested, but that they are alert to the importance, and real advantages, of personal interaction in the learning process. For this reason it is suggested that integrated hybrid virtual and classroom courses might prove more effective and elicit more positive responses from such students than courses that are conducted entirely online.  相似文献   

16.
Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face‐to‐face teaching in gross anatomy courses. While face‐to‐face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second‐year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471–477. © 2017 American Association of Anatomists.  相似文献   

17.
Despite steady investment in English language education made by developing countries over the past few decades, results continue to be constrained by lack of high-quality instructors and language learning resources. Thus, using technology in language instruction has increasingly been recognized as a potential approach for addressing these constraints. This study uses administrative data from a large public university in Mexico to examine the impact of a technology-enhanced blended program on students' English course grades and course completion rates. Specifically, we focus on a campus-wide policy change in all compulsory English language courses that replaces half of the traditional face-to-face class time with an interactive online learning environment developed by a leading technology-mediated English language learning and assessment provider. Our results suggest that, compared to traditional face-to-face instruction, blended learning had a significant, positive impact on students' course grades and course completion rates. In addition, the enrollment-teacher ratio increased after replacing half of the face-to-face instructional time with online learning, suggesting that blended learning environments hold promise for providing high-quality and cost-effective language instruction.  相似文献   

18.
The aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers (ranging from primary school students to university students). Combining 104 contrasts of conditions of reading texts with and without feedback, including 6,124 participants, using the random effects model resulted in a positive effect of feedback on learning from text (g+ = 0.35). Moderator analyses showed that feedback is particularly effective if provided directly after reading, but less so when provided during reading. If feedback is provided directly after reading, elaborate feedback and knowledge-of-correct-response feedback were more effective than knowledge-of-response feedback. If feedback is provided during reading, no differences are found between the effects of different types of feedback. Additionally, computer-delivered feedback is more beneficial for learning from text than non-computer-delivered feedback. Implications for optimizing conditions to support learning from text are discussed.  相似文献   

19.
Asynchronous online discussion forums are common in blended learning models and are popular with students. A previous report has suggested that participation in these forums may assist student learning in a gross anatomy subject but it was unclear as to whether more academically able students post more often or whether participation led to improved learning outcomes. This study used a path model to analyze the contribution of forum participation, previous academic ability, and student campus of enrolment to final marks in a multicampus gross anatomy course for physiotherapy students. The course has a substantial online learning management system (LMS) that incorporates asynchronous forums as a learning tool, particularly to answer learning objectives. Students were encouraged to post new threads and answer queries in threads started by others. The forums were moderated weekly by staff. Discussion forums were the most used feature of the LMS site with 31,920 hits. Forty‐eight percent of the students posted at least once with 186 threads initiated by students and a total of 608 posts. The total number of posts made a significant direct contribution to final mark (P = 0.008) as did previous academic ability (P = 0.002). Although campus did not contribute to final mark, there was a trend for students at the campus where the course coordinator was situated to post more often than those at the other campus (P = 0.073). These results indicate that asynchronous online discussion forums can be an effective tool for improving student learning outcomes as evidenced by final marks in gross anatomy teaching. Anat Sci Educ. 7: 71–76. © 2013 American Association of Anatomists.  相似文献   

20.
This paper reports on a research study that involved the use of blended action learning to support leadership development within the New Zealand education sector. An important contributor to the success of this technology-enabled approach to professional learning was the role taken by the blended action learning facilitator. Two complementary aspects of this role were: enabling learning, the main focus of which was encouraging participation in online interactions; and acting as a trusted inquisitor, a process involving both supporting and challenging participants in their leadership learning. This study found that the balance between these two roles varied over the course of the blended action learning groups and this led to the identification of five distinct stages of blended action learning facilitation.  相似文献   

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