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1.
Luke Rogers 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):608-615
Computer‐based clinical simulations are a powerful teaching and learning tool because of their ability to expand healthcare students' clinical experience by providing practice‐based learning. Despite the benefits of traditional computer‐based clinical simulations, there are significant issues that arise when incorporating them into a flexible, co‐operative and collaborative learning environment. Unlike traditional technologies; immersive multi‐user virtual environments such as Second Life can incorporate comprehensive learning materials with effective learning strategies, allowing healthcare students to obtain a simulated clinical experience in an immersive social environment. The purpose of this research was to investigate how a simulation could be optimised in Second Life to encourage teamwork and collaborative problem solving based on the habits, experiences and perceptions of nursing students towards Second Life as a simulation platform. The research was conducted by placing groups of nursing students in separate locations and exposing them to a series of clinical simulation developed in Second Life. The simulation involved a series of problem‐based scenarios, which incorporated concepts of technical skills, patient interaction, teamwork and situational awareness. Using qualitative feedback from a series of evaluative case studies, the study determined good practices and issues involved with a virtual computer‐based clinical simulation. A common theme which emerged from this research, which is discussed in this paper, was the student's ability to work in an artificial social structure where they could actively co‐construct mental models of technical and interpersonal skills through experiencing human interaction in a computer‐based simulated environment. 相似文献
2.
Han‐Chin Liu I‐Hsien Su 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):598-607
Multimedia learning environments such as computer simulations are widely accepted as tools for supporting science learning. Although the design of multimedia learning environments can be domain specific, few studies have focused on the use of computer simulations for learning residential electrical wiring. This study aimed to determine whether students using computer simulations learned better than traditional classroom learners in the domain of residential wiring. A quasi‐experiment was implemented with 169 high school students. The simulation group participated in a series of computer simulations, whereas the control group received lectures and demonstrations from an instructor. Students' cognitive load as elevated by multimedia leaning tasks was compared with that of students learning using traditional methods. The simulation group learned significantly better and reported higher cognitive load than did the control group. Moreover, the simulation group managed cognitive resources more efficiently on transfer of learning than did the control group. Having more opportunities to interact with a simulation‐based learning environment could result in higher cognitive load. The higher cognitive load seemed to result in better performance on the achievement test and, therefore, the learners' mental effort was possibly invested mainly in meaning making in the virtual learning environments. Discussion of the results, instruments and research design, as well as suggestions for future studies are provided. 相似文献
3.
This paper draws on a Canadian qualitative case study grounded in multiliteracies theory to describe the meaning‐making processes of four students aged 13‐14 years as they created history projects. Students were invited to explore curriculum content in self‐chosen ways and to produce presentations in a range of formats. The data we present and discuss were collected through participant observation and in‐situ interviews with four students who selected digital formats. We examine these data using multiliteracies concepts: specifically multimodality and identity texts. We argue that multimodal literacy practices have potential to bridge gaps between students' in‐school and out‐of‐school lives and underscore the importance of allowing students to draw on their out‐of‐school identities and interests to guide explorations of curriculum content. 相似文献
4.
Sylvia Pantaleo 《Literacy》2012,46(3):147-155
Colour, a visual element of art and design, is a semiotic mode that is used strategically by sign‐makers to communicate meaning. Understanding the meaning‐making potential of colour can enhance students’ understanding, appreciation, interpretation and composition of multimodal texts. This article features a case study of Anya, an 11‐year‐old student who participated in a classroom‐based research project that explored developing student visual meaning‐making skills and competencies by focusing specifically on a selection of visual elements of art and design in picture books and graphic novels. Excerpts from Anya's interview about her multimodal print text revealed that her intentional use of colour was affected by her participation in the learning opportunities afforded during the explorative study that included overt instruction about making meaning with colour. The semiotic analysis of Anya's use of colour in her multimodal text included a consideration of how the various distinctive features of colour were evident in her work. The article concludes with a discussion of pedagogical and assessment issues associated with teaching students about colour and other visual elements of art and design. 相似文献
5.
Drawing on case studies of 27 working‐class students across four UK higher education institutions, this article attempts to develop a multilayered, sociological understanding of student identities that draws together social and academic aspects. Working with a concept of student identity that combines the more specific notion of learner identity with more general understandings of how students are positioned in relation to their discipline, their peer group and the wider university, the article examines the influence of widely differing academic places and spaces on student identities. Differences between institutions are conceptualised in terms of institutional habitus, and the article explores how the four different institutional habituses result in a range of experiences of fitting in and standing out in higher education. For some this involves combining a sense of belonging in both middle‐class higher education and working‐class homes, while others only partially absorb a sense of themselves as students. 相似文献
6.
Writing in Mathematics: An Alternative Form of Communication for Academically Low‐Achieving Students
Juliet A. Baxter John Woodward Deborah Olson 《Learning disabilities research & practice》2005,20(2):119-135
Abstract. Classroom communication figures prominently in current math reform efforts. In this study, we analyze how one teacher used writing to support communication in a seventh‐grade, low‐track mathematics class. For one school year, we studied four low‐achieving students in the class. Students wrote in journals on a weekly basis. Using classroom observations and interviews with the teacher, we developed profiles of the four students, capturing their participation in class discussions. The profiles highlighted an important similarity among the four students: marginal participation in both small‐group and whole‐class discussions. However, our analysis of the students' journals identified multiple instances where the students were able to explain their mathematical reasoning, revealing their conceptual understanding, ability to explain, and skill at representing a problem. In this respect, journals potentially facilitate another important form of classroom communication. The promise of writing is that it offers an alternative to the visions of classroom communication that are strictly oral in nature. 相似文献
7.
Lynn S. Fuchs Douglas Fuchs Carol L. Hamlett Amanda C. Appleton 《Learning disabilities research & practice》2002,17(2):90-106
The purpose of this study was to explore methods to enhance mathematical problem solving for students with mathematics disabilities (MD). A small‐group problem‐solving tutoring treatment incorporated explicit instruction on problem‐solution rules and on transfer. The transfer component was designed to increase awareness of the connections between novel and familiar problems by broadening the categories by which students group problems requiring the same solution methods and by prompting students to search novel problems for these broad categories. To create a stringent test of efficacy, we incorporated a computer‐assisted practice condition, which provided students with direct practice on real‐world problem‐solving tasks. We randomly assigned 40 students to problem‐solving tutoring, computer‐assisted practice, problem‐solving tutoring plus computer‐assisted practice, or control, and pre‐ and posttested students on three problem‐solving tasks. On story problems and transfer story problems, tutoring (with or without computer‐assisted practice) effected reliably stronger growth compared to control; effects on real‐world problem solving, although moderate to large, were not statistically significant. Computer‐assisted practice added little value beyond tutoring but, alone, yielded moderate effects on two measures. 相似文献
8.
While instruction on control of variables has been shown to be effective, especially when it encourages students to focus explicitly on rules or procedures, little evidence of application to novel problems has been obtained. We hypothesized that prompting students to understand their own learning processes while doing experiments involving control of variables would allow them to activate their repertoire of knowledge and strategies and learn in a way that would enhance transfer of learning. Students were assigned to one of four versions of a computer‐based biology simulation learning environment, each employing a different type of prompt: reason justification, rule based, emotion focused, or none (control). Learning in this computer environment, college biology students designed and conducted experiments involving control of variables. Students' ability to solve both contextually similar (near transfer) and contextually dissimilar (far transfer) problems was assessed. The treatment groups performed equally well on contextually similar problems. However, on a contextually dissimilar problem, the reason justification group had significantly higher scores than the other groups. Qualitative data showed that the reason justification prompts directed students' attention to understanding when, why, and how to employ experiment design principles and strategies, and this in turn helped students to transfer their understanding to a novel problem. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 837–858, 1999 相似文献
9.
In recent years, a number of curriculum reform projects have championed the notion of having students do science in ways that move beyond hands‐on work with authentic materials and methods, or developing a conceptual grasp of current theories. These reformers have argued that students should come to an understanding of science through doing the discipline and taking a high degree of agency over investigations from start to finish. This stance has occasionally been mocked by its critics as an attempt to create “little scientists”—a mission, it is implied, that is either romantic or without purpose. Here, we make the strong case for a practice‐based scientific literacy, arguing through three related empirical studies that taking the notion of “little scientists” seriously might be more productive in achieving current standards for scientific literacy than continuing to refine ideas and techniques based on the coverage of conceptual content. Study 1 is a classroom case study that illustrates how project‐based instruction can be carried out when teachers develop guidance and support strategies to bootstrap students' participation in forms of inquiry they are still in the process of mastering. Study 2 shows how sustained on‐line work with volunteer scientists appears to influence students' success in formulating credible scientific arguments in written project reports following an authentic genre. Study 3, using data from three suburban high school classes, suggests that involving students in the formulation of research questions and data analysis strategies results in better spontaneous use of empirical data collection and analysis strategies on a transfer task. The study also suggests that failing to involve students in the formulation of research can result in a loss of agency. The implications of these findings for future research and practice are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 234–266, 2004 相似文献
10.
Mengping Tsuei 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):214-232
This study explores the effects of Electronic Peer‐Assisted Learning for Kids (EPK), on the quality and development of reading skills, peer interaction and self‐concept in elementary students. The EPK methodology uses a well‐developed, synchronous computer‐supported, collaborative learning system to facilitate students' learning in Chinese. We first review the theoretical framework and architecture of EPK. This study aimed to compare students learning Chinese language arts activities online using EPK with students learning face‐to‐face in a classroom setting. Students' online interactions were coded into four patterns of peer interactions: task coordination, tutor behaviour, tutee behaviour and off‐task. The online activity type significantly influenced the online peer interactions. Students in the online peer‐assisted learning group outperformed the face‐to‐face group on reading skills. Students learning online showed significant growth in self‐concept, and this was especially true for students who were passive participants. These findings demonstrate that EPK is an effective tool that can enhance elementary students' reading, as well as promote positive self‐concepts. 相似文献
11.
Performance equivalency between computer‐based and traditional pen‐and‐paper assessment: A case study in clinical anatomy 
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下载免费PDF全文 Bruno Guimarães José Ribeiro Bernardo Cruz André Ferreira Hélio Alves Ricardo Cruz‐Correia Maria Dulce Madeira Maria Amélia Ferreira 《Anatomical sciences education》2018,11(2):124-136
The time, material, and staff‐consuming nature of anatomy's traditional pen‐and‐paper assessment system, the increase in the number of students enrolling in medical schools and the ever‐escalating workload of academic staff have made the use of computer‐based assessment (CBA) an attractive proposition. To understand the impact of such shift in the assessment method, an experimental study evaluating its effect on students’ performance was designed. Additionally, students’ opinions toward CBA were gathered. Second‐year medical students attending a Clinical Anatomy course were randomized by clusters in two groups. The pen‐and‐paper group attended two sessions, each consisting of a traditional sectional anatomy steeplechase followed by a theoretical examination, while the computer group was involved in two similar sessions conducted in a computerized environment. At the end of each of the computer sessions, students in this group filled an anonymous questionnaire. In the first session, pen‐and‐paper group students scored significantly better than computer‐group students in both the steeplechase (mean ± standard deviation: 66.00 ± 14.15% vs. 43.50 ± 19.10%; P < 0.001) and the theoretical examination (52.50 ± 12.70% vs. 39.00 ± 21.10%; P < 0.001). In the second session, no statistically significant differences were found for both the steeplechase (59.50 ± 17.30% vs. 54.50 ± 17.00%; P = 0.085) and the theoretical examination (57.50 ± 13.70% vs. 54.00 ± 14.30%; P = 0.161). Besides, an intersession improvement in students’ perceptions toward CBA was registered. These results suggest that, after a familiarization period, CBA might be a performance equivalent and student accepted alternative to clinical anatomy pen‐and‐paper theoretical and practical examinations. Anat Sci Educ 11: 124–136. © 2017 American Association of Anatomists. 相似文献
12.
Andreja Istenic Starcic Mara Cotic Matej Zajc 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):729-744
This design‐based research study was conducted to identify what importance of a tangible user interface (TUI) can add to teaching and learning. Over a 2‐year period, teachers (n = 39) and students (n = 145) participated in the study. The identified problem for investigation was how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts combining cognitive and physical activity. A didactical application was designed during the first iteration and implemented in inclusive classrooms during the second and third iterations. Qualitative research methods were applied. A relationship between diverse students’ needs and geometry concept learning in relation to computer‐supported learning by TUI was discovered. Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities. The study outcomes contributed to the design process of the TUI didactical application and its implementation in inclusive classrooms, and to the body of knowledge in teaching and learning geometry concepts applied for computer‐assisted learning environments supported by TUI. 相似文献
13.
This paper discusses how computer programs, such as FOCUS and SOCIOGRIDS, can aid students and staff in learning about their own formerly tacit perceptions of research effectiveness. The programs are designed to elicit and analyse one's own construct system and theory of, for example, learning, teaching, or research. The computer printout can be used to facilitate “learning conversations” either with oneself or with others. A greater awareness and understanding of one's own theory and that of expert others can lead to improved learning, teaching or research.
Kelly's (1955) theory of personal constructs and its repertory grid technology made it possible for the present study to demonstrate and measure both how the construing of a group of continuing postgraduate students changed over the three‐months period of their professional preparation as researchers and how it differed from that of four experienced staff researchers. This study shows how computers can help promote greater personal control over the construction and negotiation of meaning in higher education. 相似文献
14.
Stephen A. Rollin Cheryl Kaiser‐Ulrey Isabelle Potts Alia Haque Creason 《Psychology in the schools》2003,40(4):403-416
This study examined the effectiveness of a school and community‐based violence prevention program for at‐risk eighth‐grade students in three public schools in Florida. School officials matched intervention students with community‐based mentors in an employment setting to allow targeted youth to explore careers and receive one‐on‐one intervention from an adult mentor. Intervention students were compared to a control group of students not receiving mentorship services. This study used MANOVA and t‐test analyses to examine six outcomes measured: (1) unexcused absences; (2) number of in‐school suspensions; (3) number of days of in‐school suspensions; (4) number of out‐of‐school suspensions; (5) number of days of out‐of‐school suspensions; and (6) total number of infractions committed on school property. The findings suggested that mentored students, as compared to control group students, had significant reductions in total number and days of suspensions, days of sanction, and infractions committed on school property. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 403–416, 2003. 相似文献
15.
William Winn Frederick Stahr Christian Sarason Ruth Fruland Peter Oppenheimer Yen‐Ling Lee 《科学教学研究杂志》2006,43(1):25-42
Considerable research has compared how students learn science from computer simulations with how they learn from “traditional” classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three‐dimensional model of physical oceanography. The other class learned by spending a day on a research ship using scientific tools and instruments to measure physical properties of the ocean directly. In classes preceding and following the simulation or field experience, students performed the same exercises regarding currents and salinity, had the same instructor presentations, and did the same homework. The study found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class. These and other findings shed light on what computer simulations can and cannot help students learn, and what concepts are best learned in the real environment. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 25–42, 2006 相似文献
16.
A class of second year (age group 19–20), university students used computer conferencing as an alternative to face‐to‐face seminars. A questionnaire based on Garrison's critical thinking model tested their conferencing versus face‐to‐face experiences. Factor analysis using SPSS produced five factors for face‐to‐face seminars and four factors for computer conferencing consistent with deep approaches to learning. One negative factor emerged for computer conferencing which indicated a problem with student use of the technology. The results show that computer conferencing can be a valuable learning environment on campus. 相似文献
17.
Yiping Lou 《Distance Education》2004,25(1):49-66
Online courses have been criticized for their focus on knowledge acquisition rather than on how to solve authentic complex problems, a skill that is increasingly being recognized as critical to meeting the challenges in the real world. The purpose of this study was to explore whether between‐group collaboration in project‐based online courses can promote student learning of complex problem solving. Eleven graduate students in an educational technology class participated in this study. Each group of three to four members designed and developed a 2‐week online mini‐course that was later implemented with classmates across groups. During the semester, students were encouraged to visit other group areas, discuss challenges, and share strategies in the online course environment. The results indicate that between‐group collaboration was effective in improving group processes, group project performance, individual student achievement, and confidence in complex problem solving in designing online courses. 相似文献
18.
Abstract Content, literacy development, and technology use are being integrated as tools for learning. As part of this process, K‐12 educators and teacher preparation faculty have been trying to come to grips with what preservice teachers should know and be able to do regarding this integration. The university/school partnership in this case study sheds light on how content area standards, literacy, and technology standards can be addressed and taught in a project carried out in cyberspace. This case study investigated how literacy strategies embedded in a Web‐based project enhanced the writing performance of students in a middle school science classroom. After choosing a topic and researching, analyzing, and synthesizing the information, the students wrote essays on the earth's surface. Results of this case study suggest that Web‐based activities did have an effect on students’ performance as they became engaged in a cyber‐context to construct meaning. 相似文献
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20.
Lim Cher Ping 《Learning, Media and Technology》2004,29(2):97-112
This paper discusses the findings of a collective case study of two junior colleges in Singapore. It aims to identify and describe the scaffolding strategies used by teachers to engage students in computer‐mediated lessons. For students to engage in the learning process, they need to be equipped with the learning strategies and see the relevance of the concepts and principles presented. By employing methods such as observations, focus group discussions with students and face‐to‐face interviews with teachers, an account of how scaffolding strategies are used in computer‐mediated lessons is generated. The account identifies and describes four categories of scaffolding strategies: orienting activities, peer interactions, prompts and modelling. 相似文献