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1.
Learning persistence in a cyber-learning environment is not only an index determining the success or failure of individual learners but also a source of important information to establish the management direction of educational programs in an organization. Accordingly, learners need to be motivated to continue to grow in order to ensure both qualitative improvement and quantitative growth of cyber learning. However, previous research on successful and continuous learning has considered the factors relevant to learning persistence independently from satisfaction and only investigated the correlation and prediction, rather than examining the comprehensive causal relationships. Accordingly, the current study established self-regulated learning as an exogenous variable, and learning flow, satisfaction, and learning persistence as endogenous variables. We investigated the structural causal relationships among these variables by using structural equation model (SEM). We collected data from 594 students in W Cyber University and conducted surveys regarding self-regulated learning, flow, satisfaction, and learning persistence. In the study results, the self-regulated learning ability of cyber-university students directly affected learning flow (β = .420), learning flow directly affected satisfaction, and learning flow (β = .464) and satisfaction (β = .354) directly affected learning persistence. The SEM results showed that learning flow intermediated between self-regulated learning ability and satisfaction and between self-regulated learning ability and learning persistence. In addition, satisfaction intermediated between learning flow and learning persistence. In the concluding remarks, we suggest the necessary strategies for planning and managing a successful learning process for effective cyber education. 相似文献
2.
The study examined the relationships among students’ perceptions of the learning environment, prior academic achievement, engagement, and learning outcomes (cumulative university GPA, generic skills development, and learning satisfaction) with a sample of 2,616 seniors from a full-time research-oriented university in Mainland China. The results supported a model which showed that students’ perceptions of the learning environment and prior academic achievement had direct effects on learning outcomes, and indirect effects via their engagement. The effects, however, varied depending on the type of the outcome in question: (1) Student engagement mediated the relationship between course experience and generic skills development, (2) cocurricular experience positively predicted learning satisfaction, (3) first semester GPA positively predicted cumulative university GPA, and (4) National College Entrance Examination scores did not correlate with any other factor. A major proportion of the variance in the three types of learning outcomes was accounted for by the model, showing its effectiveness in predicting university students’ learning. Implications for improving undergraduate education in China are provided. 相似文献
3.
《Teaching and Teacher Education》2000,16(3):295-313
This study examined teacher–student discourse from a sociocultural perspective in order to ascertain the nature of effective instruction for school-age students with learning disabilities. This discussion examines one teacher's resource room instruction that was part of a larger study of teacher–student discourse. The results suggested two considerations: (1) the importance of teacher self-reflection and the implications for effective teaching and learning, and (2) differential discourse patterns across academic domains. Wood's notion of contingent teaching (1991) provided a guideline for coding teacher–student discourse. The results suggest that feedback combined with cognitive structuring contribute to effective teaching and learning. 相似文献
4.
Educators,learners and active learning methodologies 总被引：1，自引：0，他引：1
LIAM KANE 《International Journal of Lifelong Education》2013,32(3):275-286
Picking up from a previous publication in IJLE, the primary objective of this article is to engage in a critical analysis of the concept and practice of ‘active’ (including ‘participatory’) learning as well as the usefulness to educators of ‘active learning methodologies’. Through a review of relevant literature and research, highlighting problems in theory, and an analysis of examples of active learning in practice, the article addresses a number of issues raised by previous attempts to promote active learning. It argues, in conclusion, that while promoting active learning is generally a good thing, the success of an active learning methodology depends not on methodology alone but, ultimately, on the constantly‐evolving, dialectical relationship between methodology and learners, mediated by the educator. Practical implications are that educators need not be over‐obsessed about questions of methodology, though it is important to experiment with new methods and make them a constant focus of discussion between educators and learners; further research could focus on the extent to which (and under what circumstances) educators and/or learners might change (or already have changed) their perceptions about different ways of teaching and learning. 相似文献
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6.
Peggy P. Chen Sarah M. Bonner 《Assessment in Education: Principles, Policy & Practice》2020,27(4):373-393
ABSTRACT We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL model with CA to create the CA:SRL framework in four stages: (1) pre-assessment, (2) the cycle of learning, doing, and assessing, (3) formal assessment, and (4) summarizing assessment evidence. We elucidate how SRL processes are involved at each stage and can be drawn on to support learning development and teacher understanding and co-regulation of learning. This framework is important in that it depicts how assessment and learning processes interact dynamically for both teachers and students in classrooms, and demonstrates that such interactions encompass the full breadth of purposes in CA, from planning through summation of evidence. 相似文献
7.
Alexander R. Toftness Shana K. Carpenter Jason Geller Sierra Lauber Madeline Johnson Patrick I. Armstrong 《Metacognition and Learning》2018,13(1):1-14
Students’ judgements of their own learning often exceed their knowledge on a given topic. One source of this pervasive overconfidence is fluency, the perceived ease with which information is acquired. Though effects of fluency on metacognitive judgments have been explored by manipulating relatively simple stimuli such as font style, few studies have explored the effects of fluency on more complex forms of learning encountered in educational settings, such as learning from lectures. The present study manipulated the fluency of a 31-min video-recorded lecture, and measured its effects on both perceived and actual learning. In the fluent condition, the instructor used non-verbal gestures, voice dynamics, mobility about the space, and appropriate pauses. In the disfluent condition, the same instructor read directly from notes, hunched over a podium, rarely made eye contact, used few non-verbal gestures, spoke in monotone pitch, and took irregular and awkward pauses. Though participants rated the fluent instructor significantly higher than the disfluent instructor on measures of teaching effectiveness and estimated that they had learned more of the material, actual learning between the two groups did not differ as assessed by a memory test over the lecture contents given immediately (Experiment 1) or after a 1-day delay (Experiment 2). This counterintuitive result reveals an “illusion of learning” due to fluency in lecture-based learning, a very common form of instruction. 相似文献
8.
Sondra Cuban 《International Journal of Lifelong Education》2013,32(6):737-754
This article focuses on findings from an Economic and Social Research Council study in England about the uses of information and communication technologies (ICTs) among 15 highly mobile migrant workers within their transnational families. Using an extended case study approach including ethnographic methods and a thematic analysis, patterns appeared about learning within transnational families using ICTs. The findings were that their mobile learning was: (1) infused with caring; (2) multi-directional and involved multiple members; (3) translated tacit knowledge; and (4) enabled linguistic gifting. Implications for lifelong education centre on practice and policies that build on how transnational families communicate using ICTs. The study conclusions focus on the complexities of mobile learning within these families, showing that they are difficult to capture, but nonetheless important. 相似文献
9.
The learning society as itself: lifelong learning,individualization of learning,and beyond education
Ya-Hui Su 《Studies in Continuing Education》2013,35(2):195-206
This paper considers the bottom-up vision of the learning society. Unlike the top-down approach, the bottom-up approach does not start by specifying the purposes of learning which should direct the development of the learning society, but from observing interactions among learning individuals as agents. While in the relevant literature and policies much attention has been devoted to certain positions on how one's learning should respond to current change, this paper proposes that when considering the establishment and development of the learning society we should not dismiss the understanding of how individuals, concrete beings, act as they learn, since how they do so has an impact on the way in which learning is structured. This bottom-up approach has to be taken into account, for it helps us to come near to what is embedded in learning practices, and to react pertinently when we need to come to terms with substantive issues for the development of the learning society. Three aspects—lifelong learning, the individualization of learning, and learning beyond education—serve as the context for understanding what characterize the practices of the learning society. 相似文献
10.
Thomas Schumacher 《Action Learning: Research and Practice》2015,12(3):293-313
The article presents and illustrates the learning journey (LJ) – a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of practitioners from 6 to 8 organisations, the LJ visits each of the organisations to explore management practices, taking into account their particular organisational context and challenges. Following a sequence of (a) becoming aware of the particular organisational context, (b) learning about established management practices and (c) working on a current challenge as ‘comrades in adversity’, the article introduces and illustrates the LJ approach. The article closes with a discussion of the approach's challenges and implications for research on – and development of – inter-organisational learning processes. 相似文献
11.
《International Journal of Educational Research》1997,27(4):311-320
This is one of a series of studies conducted by a high school physics teacher, who used constructivist referents to plan and enact the curriculum, and to understand and improve the learning environment in his physics classes. Data were collected in the course of a two-year physics course including (a) repeated administrations of a classroom learning environment survey, (b) written essays on the topics of knowing, learning, and classroom learning environment, and (c) interviews. While there was a general trend for students to adopt more constructivist views of knowing and learning, there was also a small number who resisted to adapt to the constructivist learning environment in their physics course. Two case studies of individual students are used to illustrate the interactions of the learning environment, student understanding of scientific knowledge, and the nature of science, and students' views of their own learning. 相似文献
12.
In qualification programmes based on action learning, there has hitherto been little articulation of what is particular to research dissertations undertaken in an action learning mode. This article addresses the questions of what such a dissertation entails and how it can be undertaken, supervised and examined. It discusses some of the foundations of action learning research and how accounts of practice may be integrated with reflection. It suggests that an action learning dissertation may be framed around Revans' Systems Alpha, Beta and Gamma as interlocking systems that address the investigation of the problem on which the dissertation is based, its resolution and the learning of the participant. A blueprint is presented that incorporates four elements: (i) the work and organisation and the participant's engagement with it, (ii) the action learning set and what the participant learned through it, (iii) the information and literature which have made a difference to the participant's thinking and (iv) the personal and professional learning of the participant. 相似文献
13.
Self-regulated learning (SRL) in the museum was explored by 2 investigations. The first one investigated 233 visitors on their goals and intended learning strategies by questionnaire before they visited the science museum. Results indicated visitors’ learning goals can predict their intended deep-learning strategy. Moreover, visitors can be clustered into 4 groups and their cluster identity can also predict the intended learning strategies. The second investigation asked 244 visitors about their actual learning strategies and motivational appraisals (self-efficacy and control beliefs) after visiting. In all, 5 kinds of learning strategies were found: elaborating, help-seeking, effort-making, reorganizing, and surface-learning. These strategies can further predict their motivational appraisals. The characteristics of SRL in the informal learning context were discussed. 相似文献
14.
Baohua Yu 《Educational studies》2019,45(4):520-532
This study examined (1) differences in background, integrative/instrumental motivation, learning approach, leaning strategy and proficiency in second language (L2) and (2) the determinants of learning outcomes between Hong Kong and Mainland (Chinese) students. To achieve this, a questionnaire survey was distributed to 773 s language learners across four universities in Hong Kong and Mainland China to students in Bachelor of Education (English Language) programmes. The results showed that L2 proficiency was the strongest predictor of learning outcomes for Hong Kong and Mainland students, while integrative motivation was also a significant predictor of learning outcomes in both sample groups. In addition, instrumental motivation, deep approaches, and learning strategies were found to be significant predictors of learning outcomes for Mainland students. Mainland students demonstrated lower levels of motivation, learning approaches, learning strategies, L2 proficiency, as well as learning outcomes relative to Hong Kong students. Implications for curriculum design, classroom teaching and assessment, and future research are discussed in the paper. 相似文献
15.
Patrizia Piotti Dóra Szabó Zsófia Bognár Anna Egerer Petrouchka Hulsbosch Rachel Sophia Carson Enikő Kubinyi 《Learning & behavior》2018,46(4):537-553
Several studies on age-related cognitive decline in dogs involve laboratory dogs and prolonged training. We developed two spatial tasks that required a single 1-h session. We tested 107 medium-large sized dogs: “young” (N=41, aged 2.5–6.5 years) and “old” (N=66, aged 8–14.5 years). Our results indicated that, in a discrimination learning task and in a reversal learning task, young dogs learned significantly faster than the old dogs, indicating that these two tasks could successfully be used to investigate differences in spatial learning between young and old dogs. We also provide two novel findings. First, in the reversal learning, the dogs trained based on the location of stimuli learned faster than the dogs trained based on stimulus characteristics. Most old dogs did not learn the task within our cut-off of 50 trials. Training based on an object’s location is therefore more appropriate for reversal learning tasks. Second, the contrast between the response to the positive and negative stimuli was narrower in old dogs, compared to young dogs, during the reversal learning task, as well as the cognitive bias test. This measure favors comparability between tasks and between studies. Following the cognitive bias test, we could not find any indication of differences in the positive and negative expectations between young and old dogs. Taken together, these findings do not support the hypothesis that old dogs have more negative expectations than young dogs and the use of the cognitive bias test in older dogs requires further investigation. 相似文献
16.
Due to the speedy emergent investigation in self-directed learning (SDL) over the past 40 years, SDL is an education technique used progressively within tertiary institutions. SDL can be well-defined in terms of the amount of accountability the student accepts for his or her own learning. The self-directed students regarding learning take control and apply self-determination to learn what they view as imperative for themselves. The amount of control the students are keen to take over their own learning will depend on their assertiveness, aptitudes and personality characteristics. The article thus explores what individual features and characteristics can define the student who is involved in SDL; What capabilities and characteristics need to be grasped by the students who are involved in SDL? Therefore, the objective of the article was to identify characteristics of the self-directed learner in the context of teacher education. Based on our conclusion, it is clear that teacher-students should challenge themselves within this process of SDL development to participate in SDL opportunities. The characteristics of SDL teacher-students must be strengthened to promote their self-directedness with regard to learning and it is also the lecturer’s task to create a class atmosphere of SDl to inculcate and develop SDL characteristics in students. 相似文献
17.
Monica Higgins Ann Ishimaru Rebecca Holcombe Amy Fowler 《Journal of Educational Change》2012,13(1):67-94
This study draws upon theory and methods from the field of organizational behavior to examine organizational learning (OL)
in the context of a large urban US school district. We build upon prior literature on OL from the field of organizational
behavior to introduce and validate three subscales that assess key dimensions of organizational learning that build upon and
extend prior education research: psychological safety, experimentation, and leadership that reinforces learning. Data from
941 teachers across 60 schools in this urban district suggest that organizational learning is an underlying condition which
is expressed by teacher perceptions of subfactors of psychological safety, experimentation, and leadership that reinforces
learning. Implications for adopting the conceptual framework and methods employed in this research for studying organizational
learning and school change are discussed. 相似文献
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19.
《Learning and individual differences》2007,17(3):231-240
Latent growth models were applied to data on multitrial verbal and spatial learning tasks from two independent studies. Although significant individual differences in both initial level of performance and subsequent learning were found in both tasks, age differences were found only in mean initial level, and not in mean learning. In neither task was fluid or crystallized intelligence associated with learning. Although there were moderate correlations among the level parameters across the verbal and spatial tasks, the learning parameters were not significantly correlated with one another across task modalities. These results are inconsistent with the existence of a general (e.g., material-independent) learning ability. 相似文献
20.
Hyeon Woo Lee Kyu Yon Lim Barbara L. Grabowski 《Educational technology research and development : ETR & D》2010,58(6):629-648
Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read.
In this generation process, learners’ cognitive and metacognitive regulation is one of the most critical factors influencing
learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning
environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects
of two scaffolding strategies—generative learning strategy prompts and metacognitive feedback—on learners’ comprehension and
self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural
Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among
variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved
learners’ recall and comprehension by enhancing learners’ self-regulation and better use of highlighting and summarizing as
generative learning strategies. 相似文献