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1.
As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students' computing skills. The participants in this study were 124 undergraduates from three classes taking a compulsory course titled “Applied Information Technology: Data Processing.” There were three blended classes involved in this empirical study. The first group (EG1), which received the treatment of online TBL and CRL, and the second group (EG2), which received the treatment of online TBL only, were the experimental groups. The last group, which received the traditional teaching method, served as the control group. Before the experiment started, the author conducted a pretest to confirm that the differences of students' computing skills among the three groups were not significant at the beginning of the course. Based on the analysis of the post-test, the results indicate that students who received the intervention of online CRL had significantly better computing skills for using Excel by semester-end than those without. However, the intervention of online TBL did not contribute to better learning effects in this study. Based on the findings in this study, the author points out implications for teachers, schools, and educators, particularly for those responsible for courses focusing on solving ill-structured problems and those students who have typically received traditional didactic pedagogy for many years.  相似文献   

2.
英语教育目的一是使学生获得语言知识与技能,二是培育学生的人文素养。要达到这两个目的,必须改革现行的专业课程设置体系和传统的教育模式,重构一个以促进学生的内在成长、培养学生的整体能力为目标,寓人文教育于英语教育之中的立体化课程模式。以英语阅读课程为例,把传统教学模式与网络课程教学相结合,采用两套具有互补功能的教材,让课堂阅读测试训练与课外小说阅读互为补充,使课堂网络讨论与课外小组讨论相映衬的立体化教育模式,教学效果良好。  相似文献   

3.
网络课程在高校教育教学中发挥着不可替代的作用。本文以《中药药剂学实验》网络课程建设与教学为例,从网络课程素材内容的设计、网络课程平台在教学中发挥的作用、实施效果和存在的问题,对网络平台在实验课程教学中的应用进行分析和探讨。结果证明,网络平台有利于教师和学生点对点教学,激发学生学习动机;让学生提交多媒体电子版实验报告,能提高师生和学生间的交流互动;借助网络平台有利于学生总结与回顾知识。通过调研学生使用网络平台的情况可知,网络课程在实验教学中应用,对学生学习兴趣及技能训练具有促进作用。  相似文献   

4.
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   

5.
Tricia Ryan 《TechTrends》2002,46(4):44-48
The process of constructing A Portrait of Academic Life web resource has included careful evidence gathering and analysis of student performance necessary to assess learning and give useful feedback to increase the students’ ability to use information effectively in education. The students, too, develop self-assessment and reflective skills as they create online research portfolios. The online resources model new technologyenhanced strategies for teaching and learning that support standards-based teacher education programs in higher institutions. Other artifacts contained in A Portrait of Academic Life include digital video vignettes of students actively completing course assignments and reflecting on the learning process, and instructor reflections on teaching strategies to improve learning outcomes. As a culminating course activity, students showcase their online research portfolios at a gallery walk. The students were tremendously excited to present the wealth of information they have so carefully collected using the powerful technology tools available for their use in the teacher education program at Towson University. The innovation and originality presented in the form of student online research portfolios offered fresh perspectives to the honored guests. Likewise, it will enormously help students and faculty to see examples of the process of transforming traditional research papers into rich, informative online research portfolios.  相似文献   

6.
Abstract

The relationships between the number of assignments completed by students, whether or not they completed a correspondence course, and their final grades were investigated. The subjects were two separate groups of students enrolled in a correspondence course in fundamental accounting during two consecutive years at the School of Continuing Education, University of Toronto. Students who did more than half of the assignments were significantly more likely to complete the course. Furthermore, the more assignments they submitted, the higher their final examination grade tended to be. Explanation for the observed relationships and suggestions to improve the generally low completion rate in correspondence courses are offered.  相似文献   

7.
The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed.  相似文献   

8.
Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to a student-centered approach proved an enjoyable experience for the students and the instructor as well. The learning method forces students into an active role in the classroom and allows the instructor to be the facilitator of the learning experience. Students are able to explore course content and gain valuable group skills in the process.  相似文献   

9.
目的:探讨课程思政教学改革在基础护理学课程中的应用效果。方法:采用整群抽样法选取2016级护理本科生122名、2017级护理本科生125名作为研究对象,将2016级(n=122)作为对照组,2017级(n=125)作为实验组,对照组采用传统教学方法,实验组进行课程思政教学。课程结束后对护理专业学生专业知识、技能的掌握和职业态度进行评价和网上评教。结果:实验组学生专业知识、技能的掌握和职业态度评价和网上评教均高于对照组(P<0.05)。结论:将课程思政运用于基础护理学中,可以提高护理本科生的专业知识和技能的掌握,提高职业态度及对教师的满意度。  相似文献   

10.
Educational psychologists have found that metacognitive calibration predicts learning outcomes in self‐regulated learning. In this research the authors apply theories of metacognition from educational psychology and postulate that metacognitive calibration influences learning time and performance in online learning. Data gathered from 230 college students who completed online self‐regulated assignments in an introductory information systems course confirms that higher calibration accuracy leads to better performance on assignments, which contributes to higher exam grades. In addition, higher calibration accuracy also reduces the amount of time students spent on the online assignments. However, time spent on the assignments is not a mediator of the effect of calibration on learning performance. This research presents pioneering work in examining a holistic model that assesses the impact of metacognition in online learning on both assignment and exam level learning outcomes using field data collected through a natural learning setting. The findings highlight the need to include metacognitive calibration as one of the learner characteristics in research models addressing student performance in online learning.  相似文献   

11.
There is mounting evidence to show that engineers need more than technical skills to succeed in industry. This paper describes a curriculum innovation in which so-called ‘soft’ skills, specifically inter-personal and intra-personal skills, were integrated into a final year mining engineering course. The instructional approach was designed to promote independent learning and to develop non-technical skills, essential for students on the threshold of becoming practising engineers. Three psychometric tests were administered at the beginning of the course to make students aware of their own and their classmates’ characteristics. Substantial prescribed reading assignments preceded weekly group discussions. Several projects during the course required team work skills and application of content knowledge to real-world contexts. Results obtained from students’ reflection papers, assignments related to ‘soft’ skills and end of course evaluations suggest that students’ appreciation of the need for these skills, as well as their own perceived competence, increased during the course. Their ability to function as independent learners also increased.  相似文献   

12.
Images are powerful means of communicating scientific results; a strong image can underscore an experimental result more effectively than any words, whereas a poor image can readily undermine a result or conclusion. Developmental biologists rely extensively on images to compare normal versus abnormal development and communicate their results. Most undergraduate lab science courses do not actively teach students skills to communicate effectively through images. To meet this need, we developed a series of image portfolio assignments and imaging workshops in our Developmental Biology course to encourage students to develop communication skills using images. The improvements in their images over the course of the semester were striking, and on anonymous course evaluations, 73% of students listed imaging skills as the most important skill or concept they learned in the course. The image literacy skills acquired through simple lab assignments and in-class workshops appeared to stimulate confidence in the student's own evaluations of current scientific literature to assess research conclusions. In this essay, we discuss our experiences and methodology teaching undergraduates the basic criteria involved in generating images that communicate scientific content and provide a road map for integrating this curriculum into any upper-level biology laboratory course.  相似文献   

13.
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14.
Laboratory classes are regarded as an important learning activity, but they also have shortcomings: laboratory classes are often an inefficient learning activity for students and often do not sufficiently support students in developing research specific cognitive skills. It is hypothesized that some of such skills can be achieved more effectively with digital assignments than with laboratory classes. Therefore, three digital assignments have been designed, developed and evaluated. The assignments have three goals: (1) providing a situation in which students can practice research specific cognitive skills and (2) offering a research method which students can also use in a real laboratory situation and (3) providing the possibility to come across a number of common pitfalls. The assignments are described in detail. Results of a first evaluation of the use of the assignments indicate that the students consider the assignments challenging and valuable. The examination results demonstrate that students are quite capable of making a research design. Although students indicate to have learned a useful research method, students do not apply the method in the laboratory classes.  相似文献   

15.
This study investigates the effects of a competency‐oriented course and the effects of feedback training on students’ reflection skills. Thirty‐one nursing students enrolled in a conventional course with lectures and assignments following a traditional test. Subsequently, they enrolled in a competency‐oriented course, which included more performance‐oriented tasks based on competencies and a performance‐based assessment. In both courses, half of the students received feedback on their assignments from tutors who were trained in feedback skills (experimental group), while the other half of the students received feedback from non‐trained tutors (control group). After each course, all students wrote a reflection report. Results show that students’ reflection reports after the competency‐oriented course were of a higher quality than the reports after the conventional course. Contrary to our expectations, the quality of the reflection reports of the control group (students supervised by non‐trained tutors) was significantly higher than the quality of reflection reports of the experimental group (students supervised by trained tutors). This study shows that a competency‐oriented design of courses enhances students’ reflection skills, but that the training in feedback skills needs to be reconsidered.  相似文献   

16.
This research investigated, via quasi-experiments, the effects of web-based co-regulated learning (CRL) on developing students' computing skills. Two classes of 68 undergraduates in a one-semester course titled “Applied Information Technology: Data Processing” were chosen for this research. The first class (CRL group, n = 38) received the intervention of web-based CRL teaching methods, while the second one (control group, n = 30) received a traditional teaching method for computing education. The results in this study show that students who received the web-based CRL attained significantly better computing skills than those who received the traditional teaching method. This study provides a design and illustration of web-based CRL for teachers, educators, and schools which place importance on improving students' computing skills and pay attention to development of online courses.  相似文献   

17.
While the equivalence between online and traditional classrooms has been well-researched, very little of this includes college-level introductory Physics. Only one study explored Physics at the whole-class level rather than specific course components such as a single lab or a homework platform. In this work, we compared the failure rate, grade distribution, and withdrawal rates in an introductory undergraduate Physics course across several learning modes including traditional face-to-face instruction, synchronous video instruction, and online classes. Statistically significant differences were found for student failure rates, grade distribution, and withdrawal rates but yielded small effect sizes. Post-hoc pair-wise test was run to determine differences between learning modes. Online students had a significantly lower failure rate than students who took the class via synchronous video classroom. While statistically significant differences were found for grade distributions, the pair-wise comparison yielded no statistically significance differences between learning modes when using the more conservative Bonferroni correction in post-hoc testing. Finally, in this study, student withdrawal rates were lowest for students who took the class in person (in-person classroom and synchronous video classroom) than online. Students that persist in an online introductory Physics class are more likely to achieve an A than in other modes. However, the withdrawal rate is higher from online Physics courses. Further research is warranted to better understand the reasons for higher withdrawal rates in online courses. Finding the root cause to help eliminate differences in student performance across learning modes should remain a high priority for education researchers and the education community as a whole.  相似文献   

18.
"土力学与地基基础"是土木工程专业核心基础课,具有知识点繁多、工程计算复杂、理论应用灵活等特点,而传统授课课时少,内容多,课堂教学空间严重受限,学生难以深入理解及应用。在分析课程专业特色与学生关注热点的基础上,基于MOOC、超星学习通、实验空间等信息教学手段,将知识点与学生关注热点有机结合,录制线上标准化视频,构建知识点的线上线下多渠道传播路径。采用案例式、探究式、情景式等教学方法开展线上直播、线下面授,最大限度地激发学生好奇心,提升课程吸引力。通过构建二主体、三阶段全过程考核体系,保障课程完成率。实践表明,在"土力学与地基基础"课程中采用线上线下混合式教学可操作性强,取得了较好的实践效果,有助于拓宽教学时空,实现掌握专业技能的目标。  相似文献   

19.
机械制图是高职教育的一门专业基础课程,主要教给学生绘图和识图技能,培养学生的空间思维力和空间想象力。抓好课堂教学、制图作业、CAI教学、CAD教学、零件测绘、制图测绘专用周实践、机械加工生产实习等环节是制图课教学成功的关键。  相似文献   

20.
This research paper explores students’ motivation and teachers’ teaching practices towards the writing of compositions in the conventional paper-based (paper and pencil) and the online blogs mode. Six classes of Grade 5 (224 students) and four English teachers in an elementary-level future school in Singapore were involved in this study. A total of four written assignments were given to the students – two conventional paper and pencil and two online blog-written assignments. No significant difference was found in students’ scores on these assignments. However, the submission rate for the conventional paper-based assignments was 93.8% as compared to 75% for the online blogs entries. Although both students and teachers in this study are savvy information communication technology users who have been exposed to one-to-one computing since Grade 1, the use of blogs for journal writing was not natural to both parties. Teachers found that it was more cumbersome to grade and give comments on students’ online blog posts via the online platform and likewise, students also faced issues with the submission of their online writing assignments. Some students quoted that they preferred writing via conventional paper and pencil mode, experienced network connection and technical issues, had poor time management, experienced forgetfulness and distraction from the computers and the Internet for not submitting their online writing assignments. This study also once again highlighted the importance of the teacher, as one out of the four teachers managed to get all her students to submit their writing assignments. The in-depth analysis of the interviews with the teachers and students, students’ perception survey, students’ performance in their writing tasks (both online and paper-based) and submission rates had revealed useful insights and considerations on the use of blogs to engage students in writing.  相似文献   

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