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1.
Lisa Payne 《Journal of Further & Higher Education》2019,43(5):641-657
Student engagement is a complex phenomenon, with diverse interpretations, even within further and higher education. This article presents three potential, interconnected, novel models which provide a measure of unification of the range of interpretations and hence may improve understanding of the broad phenomenon. The models emerged from a study of computing students but should be relevant across a wide range of disciplines. They are presented as being provisional but they should be useful in providing modifiable frameworks for the investigation of engagement issues and in student support activity. The first model is in the form of a force-field diagram, identifying forces which drive for, and those which drive against, student engagement. The second identifies four possible levels of student engagement created by an individual’s responses to those forces. The final model represents an individual student’s engagement as comprising four dimensions, encompassing forms of motivation and connectedness. In addition to these models, this article suggests that some students who may appear to be disengaged should more accurately be considered to be ‘differently engaged’. 相似文献
2.
From hearing voices to engaging in dialogue: problematising student participation in school improvement 总被引：3，自引：0，他引：3
This article explores the value of student voice to school improvement, suggesting that it is often assumed to be a good thing. The article describes six trends that have contributed to this unexamined assumption. It is suggested that two dimensions of any claim that student voice can contribute to school improvement need to be analysed: the degree to which students are regarded as being active in participation in school life, and the purposed for which their voice is being used. A distinction is drawn between those that are for community purposes, such as the improvement of learning, and institutional purposes such as improvement in the appearance of the school. The various ways in which student voice can be used to coerce teachers of students into compliance are identified. An analytic matrix is presented. A dialogic model is proposed as the form of participation that will contribute most towards improvement. The article concludes with accounts of three projects in which student participation has been encouraged through dialogue about learning. 相似文献
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This article presents a qualitative study concerning student teachers’ understanding of differentiation for high-achieving secondary school students with higher learning potential. Predominantly using focus group interviews of Norwegian student teachers (N = 322), this study identified their understanding of the use and value of differentiation, drawing from their teaching practice and experience. This study supports the notion that student teachers lack confidence in enacting differentiation, despite being aware of its importance, when working with these students. We contend that teacher education needs to pay more attention to helping student teachers effectively differentiate to meet the needs of high-achieving students with higher learning potential. 相似文献
5.
Howard F. McGaw 《Clearing house (Menasha, Wis.)》2013,86(2):63-64
In basic science research, student researchers are often challenged with not only the technical portion of the research design but also the team dynamic. Understanding how a student prefers to learn can provide an advantage for mentors to better meet these challenges. In this article, the authors describe the experience of working with student researchers with different preferred learning styles and how knowing this information contributed to creating a positive learning environment resulting in a winning combination for the research team. 相似文献
6.
ABSTRACTThis article is situated in the context of an intensified discourse within which academic developers are being asked to provide evidence of impact, and argues that theoretical models currently used are imprecise and fail to capture the variation in outcomes from professional development activities. Through reference to previous research on how teachers' thinking can be described in relation to various thinking-zones, and how teachers notice and respond to signs of student learning, we suggest a more fine-grained perspective. Furthermore, we argue that improved models for design and evaluation of professional development might prove crucial for academic development as a profession. 相似文献
7.
Andrew Emerson Elizabeth B. Cloude Roger Azevedo James Lester 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1505-1526
A distinctive feature of game-based learning environments is their capacity to create learning experiences that are both effective and engaging. Recent advances in sensor-based technologies such as facial expression analysis and gaze tracking have introduced the opportunity to leverage multimodal data streams for learning analytics. Learning analytics informed by multimodal data captured during students’ interactions with game-based learning environments hold significant promise for developing a deeper understanding of game-based learning, designing game-based learning environments to detect maladaptive behaviors and informing adaptive scaffolding to support individualized learning. This paper introduces a multimodal learning analytics approach that incorporates student gameplay, eye tracking and facial expression data to predict student posttest performance and interest after interacting with a game-based learning environment, Crystal Island . We investigated the degree to which separate and combined modalities (ie, gameplay, facial expressions of emotions and eye gaze) captured from students (n = 65) were predictive of student posttest performance and interest after interacting with Crystal Island . Results indicate that when predicting student posttest performance and interest, models utilizing multimodal data either perform equally well or outperform models utilizing unimodal data. We discuss the synergistic effects of combining modalities for predicting both student interest and posttest performance. The findings suggest that multimodal learning analytics can accurately predict students’ posttest performance and interest during game-based learning and hold significant potential for guiding real-time adaptive scaffolding. 相似文献
8.
Distance students are time poor and some drop out of their studies because they fall behind with coursework. This raises the issue of how course teams decide upon how many study hours should be included in a course. This article presents a number of Open University projects that have addressed student workload management and relates how learning design has incorporated these findings into advice for new module development. Moreover, the article also discusses how recent automatic feedback systems can motivate and support time-poor students when writing their assignments. This is an important finding as drop-out can occur when students are unable to devote the necessary time to their summative assessments and drop out of the learning process. 相似文献
9.
This article examines the design of a professional development model that aims to improve student achievement. This model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. Existing models from two largely independent approaches to professional development of teachers were examined for the presence of nine principles for effective school improvement. On the basis of this examination six aspects from the existing models were incorporated in the new model (presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference). Three further aspects were added to ensure compliance with all nine principles for effective school improvement (creation of the appropriate conditions, evaluation and monitoring conference and a focus on goals at school, teacher and student level). 相似文献
10.
Lisa C. Yamagata-Lynch Jaewoo Do Anne L. Skutnik Duren J. Thompson Adam F. Stephens Cheryl A. Tays 《Open Learning》2013,28(2):178-189
This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design through one of the assignments where student teams and the instructor led one week’s worth of course activities and discussions. This article begins with a discussion of the literature on participatory self-directed online learning. Then, the article presents an overview of the course design, detailed discussion of the assignment that framed student participatory self-directed learning and two examples of student assignments. The framing question for organising this case was as follows: What lessons can a team of graduate students and the instructor learn about self-directed participatory online learning from a collaborative design project? The article ends with the overall lessons learned from the case and implications to future design of online activities. 相似文献
11.
John Micklewright 《School Leadership & Management》2013,33(4):395-402
A schoolwide language assists the mapping of subject content, supports teachers to discuss teaching and learning issues and enables a shared understanding of school leadership to emerge, so that student learning is improved. This article presents findings from a mixed methods study investigating Leadership for Learning (LfL) in independent schools in the state of New South Wales, Australia. By being intentional about the language used for learning and leadership, schools are more likely to establish LfL as a community-wide activity that is inclusive, collaborative and distributed. These findings also reinforce the critical role played by school principals in leading learning. 相似文献
12.
ABSTRACTIncreasing significance has been ascribed to student engagement, as a measure of success of both teachers and programs. However, since users of the term commonly tend not to explain, rationalise or problematise their understanding of engagement, its value to understand or transform learning may be limited. While clarification has occurred in conceptual work, there is a lack of empirical work that extends beyond understandings of engagement-as-behaviour, as well as insufficient work exploring what students understand engagement to be. Further, much work on engagement is rooted in physical campuses and face-to-face delivery, which represents an incomplete picture of how students actually engage in study. This article investigates student perceptions of engagement in two blended learning Initial Teacher Education programs. It offers a critical discussion of how research can be re-considered in light of changing learning contexts and changing understandings of ways to investigate engagement. The findings of this study support previous work that found multiple levels and meanings of student engagement exist. New complex and multidimensional models of engagement are proposed, which can open new possibilities for designing studies and analysing findings. This article argues that including and questioning physical, virtual and political contexts and power, affect, relationships, linearity and essential measurability are important features of new models of engagement. 相似文献
13.
The IMMEX (Interactive Multi-Media Exercises) Web-based problem set platform enables the online delivery of complex, multimedia simulations, the rapid collection of student performance data, and has already been used in several genetic simulations. The next step is the use of these data to understand and improve student learning in a formative manner. This article describes the development of probabilistic models of undergraduate student problem solving in molecular genetics that detailed the spectrum of strategies students used when problem solving, and how the strategic approaches evolved with experience. The actions of 776 university sophomore biology majors from three molecular biology lecture courses were recorded and analyzed. Each of six simulations were first grouped by artificial neural network clustering to provide individual performance measures, and then sequences of these performances were probabilistically modeled by hidden Markov modeling to provide measures of progress. The models showed that students with different initial problem-solving abilities choose different strategies. Initial and final strategies varied across different sections of the same course and were not strongly correlated with other achievement measures. In contrast to previous studies, we observed no significant gender differences. We suggest that instructor interventions based on early student performances with these simulations may assist students to recognize effective and efficient problem-solving strategies and enhance learning. 相似文献
14.
Increased doctoral student numbers has led to a growth in studies dedicated to doctoral experience. These studies have raised a range of mental health concerns around workload, supervision processes and student well-being. Despite these challenges being well documented, few studies have looked at doctoral student’s experiences of accessing non-academic support services. This article presents the findings of a mixed-method study to investigate doctoral experiences of non-academic support, conducted at one British university with a large postgraduate research population. Drawing on focus groups and a student survey, the article concludes that many doctoral students are not accessing institutional support when they could benefit from it, with many turning to external support mechanisms including family, personal doctor and online resources. Five institutional recommendations are proposed to develop improved dedicated doctoral student mental health support: clear signposting, online self-help, workshops, parity of support and supervisor training. 相似文献
15.
This article describes research exploring the relationship between students’ self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social identity perspective from social psychology and the student learning research framework are used to explore student identity and learning in the context of higher education. Two structural equation models drawing on both these theoretical frameworks were tested. In the first of these models, deep approaches to learning are positively associated with students’ social identification as university student and positively predict academic achievement. In the second model, surface approaches to learning are negatively associated with students’ social identification and negatively predict academic achievement. The mediational roles of deep and surface approaches to learning in the relationship between student social identity and academic achievement are also explored. 相似文献
16.
Heather Bell 《Journal of Further & Higher Education》2018,42(5):649-661
This article details an approach to teaching entrepreneurship to Higher National Diploma (HND) students that combines lecture-based and experiential learning processes to increase student learning, comprehension, and entrepreneurial skills. A UK university redesigned an entrepreneurship course to have students design and implement business plans for a pop-up shop and an event in the local community, while working closely with instructors and outside stakeholders. The lectures used in the lessons were designed to complement the enterprise activities and be immediately applied in group work settings. Data were collected from student reflections and analysed against instructor reflections to highlight both the success and challenges of this approach, as well as any areas of dissonance between student and instructor observations. While the benefits of active and experiential learning processes are highlighted in the literature, this article examines these teaching methods specifically in a HND context, an area in which research on the benefits of these teaching methods for developing entrepreneurial students and for developing students prepared for undergraduate education has been limited. 相似文献
17.
Laurie Lenz 《PRIMUS》2015,25(3):279-296
AbstractInquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college. Activity design, student responses, class management, and student and instructor attitudes are discussed. 相似文献
18.
《Journal of research on educational effectiveness》2013,6(4):622-644
AbstractAlthough the research methodology literature includes empirical benchmarks for effect sizes and intraclass correlations to help researchers determine adequate sample sizes through power analysis, it does not include similar benchmarks that would assist proper planning for attrition. To help fill this void, this paper describes how researchers can incorporate student attrition in power analyses and provides empirical benchmarks for the amount of attrition one might expect when conducting a school-based study that follows students over multiple years. The paper incorporates parameters for student attrition in common minimum detectable effect size calculations, presents attrition benchmarks based on student mobility rates in nationally representative longitudinal surveys, and presents benchmarks based on a synthesis of published evaluation studies. The paper includes a demonstration of how researchers can use the attrition benchmarks to take student attrition into account in a power analysis. 相似文献
19.
移动学习系统及其相关学习模式 总被引：3，自引：0，他引：3
上海交通大学现代远程教育研究中心自主研发的移动学习系统具有课程点播、课程直播、资源下载以及自动答疑等功能。当前,移动学习系统中存在基于学习工具的多种学习模式、基于资源的学习模式、基于问题的学习模式、以个人为中心的自主学习模式以及以小组为中心的集体学习模式。将多种学习模式合理结合起来会得到优良的移动学习模式。现有移动学习系统存在学生与老师以及学生与学生间的沟通渠道不够通畅、沟通方式不够多样、沟通环境不够有效等问题。针对这些问题,本文提出了可能的解决方案。 相似文献
20.
Andrew Emerson Wookhee Min Roger Azevedo James Lester 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):40-57
Game-based learning environments hold significant promise for facilitating learning experiences that are both effective and engaging. To support individualised learning and support proactive scaffolding when students are struggling, game-based learning environments should be able to accurately predict student knowledge at early points in students' gameplay. Student knowledge is traditionally assessed prior to and after each student interacts with the learning environment with conventional methods, such as multiple choice content knowledge assessments. While previous student modelling approaches have leveraged machine learning to automatically infer students' knowledge, there is limited work that incorporates the fine-grained content from each question in these types of tests into student models that predict student performance at early junctures in gameplay episodes. This work investigates a predictive student modelling approach that leverages the natural language text of the post-gameplay content knowledge questions and the text of the possible answer choices for early prediction of fine-grained individual student performance in game-based learning environments. With data from a study involving 66 undergraduate students from a large public university interacting with a game-based learning environment for microbiology, Crystal Island , we investigate the accuracy and early prediction capacity of student models that use a combination of gameplay features extracted from student log files as well as distributed representations of post-test content assessment questions. The results demonstrate that by incorporating knowledge about assessment questions, early prediction models are able to outperform competing baselines that only use student game trace data with no question-related information. Furthermore, this approach achieves high generalisation, including predicting the performance of students on unseen questions.
Practitioner notes
What is already known about this topic- A distinctive characteristic of game-based learning environments is their capacity to enable fine-grained student assessment.
- Adaptive game-based learning environments offer individualisation based on specific student needs and should be able to assess student competencies using early prediction models of those competencies.
- Word embedding approaches from the field of natural language processing show great promise in the ability to encode semantic information that can be leveraged by predictive student models.
- Investigates word embeddings of assessment question content for reliable early prediction of student performance.
- Demonstrates the efficacy of distributed word embeddings of assessment questions when used by early prediction models compared to models that use either no assessment information or discrete representations of the questions.
- Demonstrates the efficacy and generalisability of word embeddings of assessment questions for predicting the performance of both new students on existing questions and existing students on new questions.
- Word embeddings of assessment questions can enhance early prediction models of student knowledge, which can drive adaptive feedback to students who interact with game-based learning environments.
- Practitioners should determine if new assessment questions will be developed for their game-based learning environment, and if so, consider using our student modelling framework that incorporates early prediction models pretrained with existing student responses to previous assessment questions and is generalisable to the new assessment questions by leveraging distributed word embedding techniques.
- Researchers should consider the most appropriate way to encode the assessment questions in ways that early prediction models are able to infer relationships between the questions and gameplay behaviour to make accurate predictions of student competencies.