合作学习的适用性及在培养学生创造力中的优势——基于多层线性模型的分析

设计开放问题和逻辑问题分析合作学习对于不同学习任务的适用性,并使用多层线性模型揭示合作学习对问题解决的影响机制。研究发现:合作学习在开放问题和逻辑问题解决水平上没有显著差异,但逻辑问题解决水平主要取决于个体层面的智力因素;而对于开放问题,小组层面的变量能够解释变异的17.77%,小组层面的变量通过调节个体层面变量以及自身以独立、联合作用的方式对开放问题解决水平产生影响。因此,合作学习更适合于开放问题解决,其优势在于其建构了交互式知识系统,同时,良好的小组氛围对问题解决可以产生促进作用。理清个体与小组两个层面变量对合作学习的作用机制,可以为建构高效的合作学习小组提供研究依据。     

资源、角色结构化对协作学习结果的影响研究

协作学习活动结构化用来显性化协作学习过程,使得学生遵循一定的规则开展学习活动,从而改进协作学习的效果。论文以准实验研究方法,探索角色和资源要素结构化对学生知识建构和合作技能的影响效应。采用多层线性建模分析方法,分析小组层次变量及其与个体变量的交互效应对知识建构和合作技能的影响。结果表明,资源和角色要素结构化均能提高协作学习的成效,但对于不同性别、不同学习风格学生的学习结果影响存在差异。     

CSCL中成员知识共享的需要特征与激励策略研究

计算机支持的协作学习中,重要的学习方式是成员间的协作交互,目的是促进和达成个体知识建构和集体智慧的发展.因此,成员之间知识共享程度的高低将直接影响协作学习的效果.本文基于马斯洛的需要层次理论并结合CSCL的特点,通过实证研究发现,CSCL中协作小组成员的需要存在着不同层次、各层次需要需求程度均较强烈且类型多样、社交需要需求程度最强烈、自我实现需要需求程度相对较弱且成员态度差异性较大.在此基础上,结合各小组的知识共享情况,研究还发现,在知识共享方面有积极表现的小组对较高层次的自我实现需要需求程度更为强烈.最后,根据成员的需要特征,文章还探讨了促进CSCL协作小组成员知识共享的四项激励策略.     

学习科学进行时: 从个体认知到小组认知——美国德雷塞尔大学Gerry Stahl 教授访谈

计算机支持的协作学习(CSCL)是教育技术研究的重要领域,也是学习科学的一个重要分支。它主要关注的是在计算机的支持下人们是如何在一起进行学习的。计算机和网络技术在协作学习中的应用促进了CSCL的快速发展,目前CSCL已经发展成为一个跨学科的研究领域。不同领域背景的专家从心理学、教育学、人类学、社会学、传播学、教育技术学和学习科学等视角来研究CSCL。CSCL中主要关注的问题是协作学习的本质和计算机是如何支持与促进协作学习的。和个体学习相比,协作学习更具有社会属性,其主要目标是协商意义和建构知识。信息技术介入到协作学习中,改变了学习的方式和形态,同时也产生了许多新的问题。在计算机支持的小组学习环境中,小组学习的过程究竟发展了哪些情况,学习者之间是如何利用技术工具来共同协商意义和建构知识的,信息技术和协作学习之间的相互关系如何,以及研究小组协作学习的理论基础和主要方法都是CSCL领域所关注的问题。美国Drexel大学信息科学学院的Gerry Stahl教授是致力于CSCL研究的知名专家,他是《国际计算机支持的协作学习期刊(International Journal of Computer-Supported Co...     

基于网络论坛的CSCL活动过程分析

基于网络讨论的CSCL(计算机支持的协作学习)活动在教学实践中的应用非常普及,这是因为网络论坛能够为学习者提供协作学习环境,方便学习者以个体或小组的形式参与网络交流过程.为了探讨基于网络讨论的CSCL活动过程,本文采用案例研究和内容分析法,对基于Salmon模型设计的CSCL活动过程从帖子数量的分布情况、分享情况、对话情况和文本类型四个方面进行了分析.研究结果表明.社会性是网络CSCL活动的重要影响因素之一.对CSCL活动的不同阶段,本文所探讨的CSCL活动过程的四个方面分别呈现出不同的规律性.本文研究结论对于指导CSCL活动设计和应用具有积极的参考价值.     

CSCL协作角色影响因素分析

为了分析学习个体在CSCL协作学习过程中可扮演的协作角色类型,文章在Benne and Sheats团体理论的基础上,分析了学习小组协作维后得出影响学习个体在CSCL环境中进行协作与学习的协作小组协作维.然后通过问卷调查方法调查、统计、分析了协作角色的主要影响因素,包括协作学习小组的整体影响因素和学习个体的个体影响因素.配合学习个体在CSCL活动中的角色扮演形成条件,可以为协作角色进行明确分类,从而达到赋予参与到协作活动中的每个学习者合适的角色,形成有效的协作学习群体的目的,最终促讲协作学习的有效收敛性.     

经济计量研究中的多层线性模型(HLM)

回归分析是经济计量研究中常用的研究方法，但是实际研究中的数据往往具有层次结构的特点，如对于不同地区个体经济发展指标的测量，个体嵌套于地区。对于这类数据的分析往往需要考虑更高层次如区域的特征。文章从多层线性模型的基本假设入手，重点介绍了模型假设检验的方法。     

心理学纵向研究方法的新进展

借助纵向研究设计，可以合理地推论变量之间的因果关系，因此，纵向研究在心理学研究中占有非常重要的地位。关于心理学纵向研究数据的分析处理方法，近年来有了较大的发展，比较典型的有：重复测量的方差分析，时间序列分析，多层线性模型，潜变量增长曲线模型。     

基于角色的主题式网络协作学习方法及其案例分析——应用CSCLEP与CRAT的教学实验

为了发现学习个体在协作小组中进行协作学习活动时的互动与角色扮演情况,验证CSCL协作角色分析工具的功能、性能和可用性,证明CRAT与CSCLEP对接的可能性,本文通过个案研究法、结构化参与法和逻辑分析法开展了基于角色的主题式网络协作学习活动教学实验,让学生在CSCLEP中通过相互交流和协作完成学习主题.学习主题的内容设计以问题为导向,采用角色扮演的方式,小组成员在解决问题中进行协商讨论.从教学实验所采用的教学活动设计方式、实验方法、实验环境(平台)、实验设计、实验对象、实验数据等方面来进行分析、讨论学习个体在协作小组中的协作互动情况和协作角色的分布情况.本文最后形成小组成员在CSCL中的协作状态、互动情形和角色扮演与演变结论,期望为CSCL中协作小组的形成提供辅助参考作用,促进协作交互的完成,同时也为CRAT的功能完善提供可行性报告,将教学经验进行推广,为其他CSCL协作学习活动提供理论参考依据.     

学习倦怠相关影响因素研究述评

学习倦怠是由于长期的学习压力和学习疲劳累积而成的一种消极心理状态。该领域的研究者已经在人口学变量、环境因素以及个体因素等学习倦怠的前因变量方面作了比较深入的探讨。今后在学习倦怠的相关影响变量的深层作用机制、调节与中介效应、多层次的研究、学习倦怠研究的新方向,尤其是积极心理学视角下的干预等方面的研究应该进一步加强。     

Reassessing the Effect of Survey Characteristics on Common Method Bias in Emotional and Social Intelligence Competencies Assessment

Since the idea of method variance was inspired by D. T. Campbell and Fiske in 1959, many papers have demonstrated an ongoing debate about both its nature and impact. Often, method variance entails an upward bias in correlations among observed variables—common method bias. This article reports a split-ballot multitrait–multimethod experimental design for estimating 2 opposite biases: the upward biasing method variance from the reaction to the length of the response scale and the position of the survey items in the questionnaire and the downward biasing effect of poor data quality. The data are derived from self-reported behavior related to emotional and social competencies. This article illustrates a methodology to estimate common method bias and its components: common method scale variance, common method occasion variance, and the attenuation effect due to measurement errors. The results show that common method variance has a much smaller impact than random and systematic measurement errors. The results also corroborate previous findings: the greater reliability of longer scales and the lower reliability of items placed toward the end of the survey.     

Sociocultural Differences in Examinees' Attitudes Toward Scholastic Ability Exams

The major aim of the present study was threefold: (a) to compare the test attitudes and perceptions o f examinees of varying sociocultural group membership toward verbal and nonverbal standardized ability tests; (b) to determine the degree of covariation between test attitudes and test scores; and (c) to delineate the properties and potential applications of a test attitude or feedback inventory specifically designed to assess examinees' perceptions of key situational variables in the test context. The feedback inventory was administered to a sample of 259 seventh grade students in Israel immediately following standardized group scholastic ability testing procedures. On the whole, few meaningful group differences in test attitudes were observed by social class, ethnicity, or sex. However, a nonverbal test was generally rated more favorably than a verbal test, among varying sociocultural and sex subgroups. Considered together, test attitude scales share a meaningful proportion o f variance with the test score on both verbal and nonverbal tests. However, in view o f the negligible ethnic and social class differences in test attitudes and the nonsignificant interaction between test attitudes and background variables, the data provide little support for the situational bias claim     

Students' ratings of instructors revisited: Interactions among class and instructor variables

Previous studies concerning students' ratings of instruction have traditionally used the class as the unit of analysis and the ratings have been analyzed in one of two ways: (1) regression analysis, wherein the amount of variability in instructor ratings can be attributed to a set of variables; or (2) analysis of variance, wherein the effect of some selected independent variable on instructor ratings is measured. While both approaches have provided valuable information about the evaluation of instruction, little attention has been given to the interactions among the variables selected. In order to determine how situational variables influence the student at the time an evaluation is performed, the present study used the individual student as the unit of analysis and focused principally on the interactions between three variables related to the class (type, level, and size) and three variables related to the instructor (reputation, rank, and sex). The data were analyzed through 15 two-way factorial analyses of variance, with 23 main effects and 12 interactions reaching significance. The implications of these findings are discussed in terms of their effect on the student rating process.     

Observed Score Linear Equating with Covariates

This paper examined observed score linear equating in two different data collection designs, the equivalent groups design and the nonequivalent groups design, when information from covariates (i.e., background variables correlated with the test scores) was included. The main purpose of the study was to examine the effect (i.e., bias, variance, and mean squared error) on the estimators of including this additional information. A model for observed score linear equating with covariates first was suggested. As a second step, the model was used in a simulation study to show that the use of covariates such as gender and education can increase the accuracy of an equating by reducing the mean squared error of the estimators. Finally, data from two administrations of the Swedish Scholastic Assessment Test were used to illustrate the use of the model.     

Pr?diktoren von Bildungsprozessen in der Konfirmandenarbeit

Non-formal education has received little attention by empirical research so far. Drawing on a representative study of confirmation work in the Protestant Church in Germany (7404 adolescents, aged 13?C14, and 1430 workers in 520 groups) a multi-level analysis predicts relevant factors for success on the level of individuals (confirmands) as well as on the group level. Criteria variables are the experience of participation, an increase in knowledge, interest in youth-groups and the experience of community. The predictors related to differences between the groups account for a high share of variance (between 11 and 22%). On the individual level, all four predictors (gender, group experience, religiosity, cultural background) are statistically significant. A context effect is identified concerning religiosity. The pedagogical aims and activities contribute to the explanation of variance to a considerable degree.     

Learning Microbiology with Computer Simulations: students’ academic achievement by method and gender

Tenth grade students studied the topic of ‘The growth curve of microorganisms’, which included a computer‐assisted learning (CAL) simulation episode. The CAL episode enabled students to simulate experiments which investigated the simultaneous impact of three independent variables upon the growth curve of microorganisms (temperature, nutrient concentration and the initial number of individuals from which to start a population growth). Two classes (n = 82 students) formed the experimental group and were instructed in a combination of classroom‐laboratory work with CAL. The control group included three classes (n = 99 students) who were taught the topic in the classroom‐laboratory work setting only. Five teachers taught the five classes, three periods weekly and the study lasted 4 weeks. The students’ previous knowledge in the topic to be learned and their academic achievement were assessed with pre‐ and post‐tests, respectively. The data for each lest were treated with a two‐way analysis of variance. The results showed that the two study groups did not differ in their previous knowledge and no significant differences were found by gender within and between the groups. The post‐test results on academic achievement indicated that students in the experimental group achieved significantly higher means scores than the control group. No significant gender differences on academic achievement were found within each group. The results affirm that: (a) computer simulations, in which three variables are manipulated simultaneously in one experiment, can be integrated as short episodes in the existing biology curricula; (b) high school students can perform computer simulations which require the skills of simultaneous manipulations of three variables in one experiment, problem solving and decision making; (c) girls and boys in the experimental group exhibited these skills at a similar academic level of achievement.     

UNDERSTANDING DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION BY EXAMINING GROUP DIFFERENCES IN BEHAVIOR RATINGS

The aim of the current study was to examine mean‐group differences on behavior rating scales and variables that may predict such differences. Sixty‐five teachers completed the Clinical Assessment of Behavior–Teacher Form (CAB‐T) for a sample of 982 students. Four outcome variables from the CAB‐T were assessed. Hierarchical linear modeling was used to analyze variance components across three levels; examine mean‐group differences across outcome variables for student gender, race/ethnicity, and free or reduced‐price lunch status; and examine whether teacher variables predicted teacher‐specific differences in ratings. Results revealed that a significant amount of variance was attributable to teacher‐ and school‐level variables. Several mean‐group differences emerged, and some teacher‐specific differences in ratings across groups were predicted by teacher self‐efficacy for behavior management and teacher age, but not for teacher race/ethnicity, gender, or years of experience.     

The Impact of Measurement Error on the Accuracy of Individual and Aggregate SGP

Student growth percentiles (SGPs) express students' current observed scores as percentile ranks in the distribution of scores among students with the same prior‐year scores. A common concern about SGPs at the student level, and mean or median SGPs (MGPs) at the aggregate level, is potential bias due to test measurement error (ME). Shang, vanIwaarden, and Betebenner (SVB; this issue) develop a simulation‐extrapolation (SIMEX) approach to adjust SGPs for test ME. In this paper, we use a tractable example in which different SGP estimators, including SVB's SIMEX estimator, can be computed analytically to explain why ME is detrimental to both student‐level and aggregate‐level SGP estimation. A comparison of the alternative SGP estimators to the standard approach demonstrates the common bias‐variance tradeoff problem: estimators that decrease the bias relative to the standard SGP estimator increase variance, and vice versa. Even the most accurate estimator for individual student SGP has large errors of roughly 19 percentile points on average for realistic settings. Those estimators that reduce bias may suffice at the aggregate level but no single estimator is optimal for meeting the dual goals of student‐ and aggregate level inferences.     

Measuring the relationship between scores on two questionnaires

Characterising the relationship between participants’ scores on two different questionnaires is a common problem in educational research. The complement of the statistic known as Wilks’ Λ (lambda) measures the amount of variance shared between the scores obtained by the same group of participants on two sets of variables. (1 − Λ) is symmetric, in that it yields the same outcome whichever of the two sets is defined as the dependent variables. Other measures of shared variance have been proposed, but they are systematically conservative in comparison with (1 − Λ). In particular, measures of redundancy underestimate the proportion of shared variance because they fail to take into account the multivariate properties of the data. In short, (1 − Λ) can be commended for use as a measure of the strength of the association between the scores obtained on two questionnaires.     

A training model in consultation

An investigation of the teachability of 11 consultation-related skills was conducted. Thirty-two subjects, all students in graduate reading courses at The Ohio State University, participated in the study—16 in a control group and 16 in an experimental group. A Solomon Design (Solomon, 1949) was employed. Experimental group subjects participated in a six-session workshop that provided training in the 11 consultation skills. The control group received no such training. A factor analysis of the data yielded two significant factors. One factor loaded highest on the verbal consultation variables, and the second factor loaded highest on the nonverbal consultation variables. Therefore, Factor I was named “Verbal Consultation,” while Factor II was named “Nonverbal Consultation.” Four analyses of variance were completed, using the two factors. The primary conclusions of the analyses of variance were that the experimental group subjects significantly outperformed the control group subjects in Verbal Consultation on the posttest (p<.05), but the experimental and control groups did not differ significantly in Nonverbal Consultation on the posttest. Suggestions for further research in the area of consultation are given.