Transforming student engagement in COVID-19 remote instruction: a research perspective

This paper was developed in response to the article titled, “A design framework for enhancing engagement in student-centered learning: Own it, learn it, share it,” by Eunbae Lee and Michael J. Hannafin (2016). Their work is examined through a research perspective. The authors’ discovery of the lack of a comprehensive framework to guide the design, development, and implementation of student-centered learning prompted them to develop the model. The result advances a three-stage model known as, Own It, Learn It, and Share It. The impact of the model can be understood through the simplicity of the OLSit model by how it affords educators a clear pathway for transforming instructional planning. Given the many uncertainties associated with the “shift to digital” as a result of COVID-19, the OLSit model is very applicable for action research by teachers, student teachers, and teacher educators. A critique of the model is provided along with suggested applications to extend the OLSit research base.

     

Performance models of undergraduate students on computer-assisted instruction in elementary logic

Performance data were collected for students taking the computer-assisted instruction course in logic at Stanford University. The fit of the data to the Suppes, Zanotti, and Fletcher trajectory model was found to be good, though a systematic deviation from the model suggested some changes in the curriculum. A quantitative approach was used to pinpoint areas for curriculum revision. In addition, the model was evaluated for use as the basis of a predictive control mechanism.This research was supported by National Science Foundation Grant No. NSF-SED74-15016. The authors wish to thank Mario Zanotti for several discussions of the original model, and Lauri Kanerva for the use of his program for exponential regression analysis.     

农村薄弱高中教育教学模式实验研究

在农村高中生源质量严重下降的情况下，实施“分层教学、分别指导、分类培养”的教育教学模式有利于推进素质教育，提高教育教学效率和学习质量，促进学生的全面发展和个性发展，使每一个学生都获得学习成功，从而探索出一条促进农村薄弱高中良性发展的办学模式。为此，我们以新县千斤高级中学1998级两个新生班为实验对象，进行了为期3年的全学程实验。实验结果表明，学生的综合素质有了明显提高，潜能和特长得到了有效发掘，人格和个性得到较好的发展，每一个学生都获得了不同程度的成功。     

Hypermedia and instruction

Hypermedia and its educational applications are discussed in this article. Background information is provided, and software, knowledge representation, navigation, and authoring issues are described. Issues about hypermedia's role in learning also are examined, and hypotheses are advanced about when it may be an effective teaching approach. One conclusion is that hypermedia has strengths and weaknesses and that it may become merely hyped media unless good teaching applications are developed.     

双语与双语教学

本文阐述了双语现象的产生原因及其分类情况，由此为基础对我们国家正在开展的双语教学活动提出了作者自己的看法。     

Effects of metacognitive strategy instruction and instruction time on reading comprehension

Ten-year-old students in an experimental group and a control group were tested for metacognitive abilities in reading comprehension before and after implementation of treatment in the experimental group. The teachers of the students in the experimental group were trained in metacognitive strategy instruction and in optimizing instruction time for reading comprehension. The learning gains made by the students in the experimental group in metacognitive abilities for reading comprehension turned out to be significantly greater than those made by the students in the control group. In the next school, year the students in the former experimental group and the former control group were tested for reading comprehension. It turned out that the students in the former experimental group had significantly better results on reading comprehension than the students in the former control group.