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11.
In this article, the actual impact on students' instructional and epistemological beliefs of systematic attempts to implement a problembased, collaborative and technologicallyrich learning environment in regular, internationallyspread, secondary school classrooms is described. Although the literature suggests that learning environments do affect both categories of beliefs, empirical evidence is currently limited. To study the effects of learning environments, classroombased learning environments were redesigned in various respects. The change entailed the implementation of a problembased, collaborative and technologicallyrich environment to replace the more regular contentdriven, teachercentred and textbookbased environment. The implementation of the innovation was hypothesised to result in a change of both the instructional and epistemological beliefs of students. Moreover, these beliefs were expected to evolve in the direction of the assumptions underlying the innovative environment. A classical pretest and posttest study resulted in the confirmation of the first hypothesis. However, for the second hypothesis, the opposite was found: students' beliefs strengthened in a direction that contradicts the basic principles underlying the designed environment. The study highlights that a poor implementation of potentially powerful learning environments can result in unexpected and even undesirable side effects. 相似文献
12.
Metacognitive skills are widely recognized as an important moderating variable for learning. Many studies have shown that
these skills affect students’ learning results. Tobias and Everson (2000) argue that metacognitive skills cannot be effectively applied in absence of accurate knowledge monitoring. Consequently,
they constructed a knowledge monitoring assessment test, which is claimed to be a valid test to measure students' knowledge
monitoring capacity. In this contribution the reliability of a Flemish version of the KMA test is studied. Two studies are
reported on, one with secondary education students and one with freshmen university students. In both studies split half method
and Kuder Richardson 20 were used to calculate the internal consistency as a measurement of reliability. Because none of the
results showed a good reliability it is suggested that additional efforts are needed to elaborate a reliable instrument. 相似文献
13.
Rovers Sanne F. E. Clarebout Geraldine Savelberg Hans H. C. M. de Bruin Anique B. H. van Merriënboer Jeroen J. G. 《Metacognition and Learning》2019,14(1):1-19
Metacognition and Learning - Although self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement. One... 相似文献
14.
Sylke Vandercruysse Mieke Vandewaetere Frederik Cornillie Geraldine Clarebout 《Educational technology research and development : ETR & D》2013,61(6):927-950
Although educational games have become quite popular in recent research, only a limited number of studies have focused on the effectiveness of these games. While numerous claims have been made about the effectiveness of games, the studies that examine educational effectiveness often contain flaws resulting in unclear conclusions. One possible solution for these shortcomings is to focus on separate game elements rather than on games as a whole. A second solution is to take into account students’ perceptions of instruction as they are likely to affect students’ interpretations and learning outcomes. This study investigated whether the addition of the gaming element ‘competition’ to a computer-based language learning environment is related to students’ motivation, perceptions and learning outcomes. Additionally, this study probed into the effect of instruction, i.e., the instruction of a gaming or learning environment, on students’ perceptions of the environment, their motivation and learning outcomes. 83 students participated in this study, all working in a game-based learning environment for learning business English conversation skills. The results demonstrate that competition is not significantly related to students’ learning gains and only partly related to students’ motivation. Moreover, the majority of students perceived the environment as a learning environment, even when they were instructed to be playing in a gaming environment. To conclude this paper, the practical and theoretical implications for the fields of instructional design and educational games research are discussed. 相似文献
15.
Geraldine Clarebout Jan Elen Lieve Luyten Hadewych Bamps 《Educational Research and Evaluation》2013,19(1):53-77
The questionnaire constructed by Schommer is regularly used in studies on epistemological beliefs. This contribution raises some questions about the appropriateness of this instrument to measure epistemological beliefs. This paper presents a critical review of the relevant literature and discusses the use of (a translated version of) the questionnaire in two empirical studies. In the review section, the construction, validation and use of the questionnaire by Schommer and some other authors are analysed. The results of the empirical studies are reported in the second section. In neither of these two studies, the factor structure of Schommer (1990) could be retrieved. Moreover, in both studies, a different factor structure was found. Given the differences in the factor structures, in both studies attempts were made to construct reliable scales. These attempts reveal counter-indications for using the instrument: all scales contain only a limited number of items and are not very reliable. 相似文献
16.
Open learning environments (OLEs) assume that learners are good self-regulators. In such environments, learners have a large
amount of control and decide on the use of different support devices (i.e. tools). However, research clearly suggests that,
because students often do not possess the necessary regulation skills, they cannot decide what tool might be beneficial for
their learning. This contribution deals with the impact of three metacognitive variables on tool use in OLEs: students’ regulation
activities; help-seeking behaviour; and instructional conceptions. Results reveal that these student characteristics affect
tool use and that their impact is moderated by environmental factors, especially advice. 相似文献
17.
Starting from Perkins’ (1985) framework, this study addresses tool use in a computerbased learning environment. In line with Perkins, first the effects
of tool use on performance were investigated to gain insight into the functionality of the tools. Next, the influence of advice
was studied to identify whether this advice could make students more knowledgeable with respect to the tools, and hence encourage
them to make more (adequate) use of the tools. A third research question addressed learner related variables. The influence
of metacognitive skills, goal orientation, and instructional conceptions on students’ tool use was investigated. An experimental
design was used to address these research questions with one control group and two experimental groups, one with advice and
one without advice. Results reveal that the tools were functional, the two experimental groups outperformed the control group.
With respect to advice, the group of students receiving advice used tools more frequently and spent more time on their use.
Finally, the study reveals mastery orientation to be an important variable. The more students are mastery oriented, the less
they use tools. 相似文献
18.
Corradi David Clarebout Geraldine Elen Jan 《Journal of Science Education and Technology》2015,24(5):684-695
Journal of Science Education and Technology - Previous research on multiple external representations (MER) indicates that sequencing representations (compared with presenting them as a whole) can,... 相似文献