开放学习环境中学习行为投入与认知投入的实证研究

基于学习分析视角,文章从学习行为投入与认知投入两个方面对开放学习环境中的学习者进行描述,并以学习行为投入评测框架和认知投入编码框架为研究工具,利用定性、定量研究方法对408名课程学习者产生的数据进行分析,结果表明:行为投入呈现成绩导向特征,且存在5种类型;中等认知投入水平学习者占比大、类型多为总结型;与同伴交互会促进认知投入水平提高;行为投入、认知投入与期末成绩存在显著正相关的线性关系。探究开放学习环境中的学习行为投入和认知投入,旨在从学习者层面为开放学习环境建设提供新思路。     

Protest Reconsidered: Identifying Democratic and Civic Engagement Learning Outcomes

Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest. The conceptual framework is built on the ideas outlined in Learning Reconsidered (Keeling 2004) and modeled in its pragmatic follow-up, Learning Reconsidered 2 (Keeling 2006). Results suggest student and campus administrator actions during a campus protest support democratic aims, student development, and digital age democracy. Recommendations for campus educators are included. This study extends previous discussion on activism’s journey from detrimental to developmental (Astin 1999; Chambers & Phelps 1993; Hamrick 1998; Hunter 1988) by mapping the learning environment through the interaction of protestor and university and by incorporating new forms of activism. J. Patrick Biddix  received his Ph.D. in Educational Leadership and Policy Studies with specialization in Higher Education from the University of Missouri–St. Louis. He is currently Assistant Professor of Higher Education and Research Methodology in the Department of Curriculum, Leadership, and Technology at Valdosta State University. His primary research interests include college student uses of technology outside the classroom, career pathways in student affairs, and research methodology. Patricia A. Somers  received her Ph.D. in Educational Administration with specialization in Higher Education from the University of New Orleans. She is currently an Associate Professor of Higher Education at the University of Texas at Austin. Her primary research interests include college access, student persistence, student development theory, and two-year colleges. Joseph L. Polman  received his Ph.D. in Learning Sciences from Northwestern University. He is currently an Associate Professor of Educational Technology in the Division of Teaching and Learning at the University of Missouri–St. Louis. His primary research interests include inquiry-based learning involving computers and the Internet as tools, viewed from a sociocultural perspective.     

Encouraging College Student Active Engagement in Learning: The Influence of Response Methods

The purpose of this study was to examine the use of two student response methods within selected college lecture halls. Kinesiology majors from three universities were asked to respond to questions during two consecutive lectures, one using “clickers” and the other using hand-raising. Participation and comprehension rates were statistically significantly different following the use of the different response methods. Participant survey responses revealed insight into student participation, question presentation, perceived cognitive engagement, and overall learning in traditional lecture settings using the response methods.     

Longitudinal Relationships between Cognitive and Affective Learning Outcomes

The present study was designed to investigate the longitudinal covariation of attitude toward subject matter and achievement during a course in general psychology. Five measures of attitudes toward psychology and five measures of achievement were obtained at intervals of 20 percent through the course. Subjects included 866 freshmen and sophomores at Colorado State University and the University of Missouri. The data indicated a consistent improvement in achievement throughout the course but relatively little change in attitudes. It was concluded that the cognitive and affective outcomes were independent of each other.     

The Social Outcomes of Older Adult Learning in Taiwan: Evaluation Framework and Indicators

The purpose of this study is to explore the social outcomes of older adult learning in Taiwan. In light of our society's aging population structure, the task of establishing evaluation framework and indicators for the social outcomes of learning (SOL) as applied to older adults is urgent. In order to construct evaluation indicators for older adult SOL based on the framework provided by the Organization for Economic Co-operation and Development (OECD; 2007 Organization for Economic Co-operation and Development (OECD) . ( 2007 ). Understanding the social outcomes of learning . Paris , France : Author . [Google Scholar]), the focus group method and Delphi Technique were adopted. Five findings stand out: First, the evaluation framework of older adult SOL includes two domains, seven dimensions, 21 subdimensions, and 58 evaluation indicators. Second, the evaluation indicators were ranged between important and very important. Third, there are 26 evaluation indicators identified as primary indicators. Fourth, the evaluation framework of older adult SOL extends from individual to the external worlds. Fifth, the community and social dimensions of older adult SOL need to be reinforced.     

Social and Cognitive Outcomes: A Comparison of Contexts of Learning

This study determines effects of social learning contexts (classroom, school and boards) on social and cognitive outcomes of primary school pupils. Central to this research are the differential effects of attending private and public schools for pupils' math achievement and sense of well-being at school. The relationship between pupil backgrounds, sector, characteristics of classrooms, schools and governing bodies on the one hand and pupil outcomes, on the other, have been analyzed using multilevel analysis (VARCL). The sample consisted of 103 schools and 2023 pupils (grade 8, age 11). After controlling for socioeconomic backgrounds, the results show that indicators of cognitive and social effectiveness are mainly climate factors. Basic elements of cognitive school effectiveness (math) seem counter-productive with respect to pupils' sense of well-being at school.     

School Development Program Effects: Linking Implementation to Outcomes

James Comer's educational philosophy and his ideas for school reform place child development and human relationships at the center of school change. These ideas, and the School Development Program (SDP) that he founded in 1968, have had considerable influence on school reform and school improvement strategies in the United States and abroad. The notion of creating and maintaining a caring and supportive community, in which the climate of the school supports the total development of the child, is fast becoming a universal aspect of school reform. Many schools across the country are now placing a greater focus on the nature and quality of their climate and on changing climate factors to enhance the development of their students. The result of this progression is that traditional evaluations comparing Comer SDP schools with other schools as non-SDP controls are no longer effective as an approach to studying SDP effects. A more meaningful and practical form of evaluation must now be utilized to pay closer attention to the quality of SDP implementation, the relationships between faithful replication of the SDP process and intervening and distal outcomes, and the varied contextual factors that can facilitate or restrain implementation.     

学会发问--学生主动学习的一把钥匙

苏霍姆林斯基说过:学生来到学校里,不仅是为了取得一份知识的行囊,更主要的是为了变得更聪明。教师要使学生越学越聪明,越学能力越强,就必须把学生正确的思维方法的培养放在十分重要的位置上,学会发问就是途径之一。学会发问是学生主动学习,变得更聪明的一把钥匙。     

Using Reading Times and Eye-Movements to Measure Cognitive Engagement

Self-paced reading and eye-tracking can be used to measure microlevel student engagement during science instruction. These methods imply a definition of engagement as the quantity and quality of mental resources directed at an object and the emotions and behaviors entailed. This definition is theoretically supported by models of reading comprehension and visualization comprehension. The use of eye-movement data is based on a number of assumptions, including the assumption that people look longer at words and images because they are thinking about those objects more. Self-paced reading and eye-tracking have strengths such as precision and detail as well as limitations including difficulty of interpretation. Carefully controlled research designs and triangulation of multiple methods are suggested as possible ways to address the limitations and take advantage of the strengths. Two examples drawn from the refutational text literature are described.     

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we present a framework to design biology instruction that incorporates all active learning strategies. We review active learning research in undergraduate biology courses, present a framework for organizing active learning strategies, and provide clear implications and future research for designing instruction in introductory undergraduate biology courses.     

School-Based Management: Reconceptualizing to Improve Learning Outcomes

This article examines educational decentralization efforts in both developed and developing countries, guided by two questions: (1) under what conditions does school-based management (SBM) produce best results and (2) what are the roles and relationships of the school/community and of the region/center. The authors summarize, from recent literature, reasons for the usual failure of SBM and identify the conditions under which SBM works, noting school/community relations and external infrastructure as important factors. In looking at research from developing countries, the authors highlight similarities and differences compared to Western research, focusing on projects with promising results. Finally, the article draws strategic implications for establishing the kind of school-based developments that will positively affect learning outcomes.     

The Uses of Learning Outcomes

This paper argues that learning outcomes need to be reclaimed from their current use as devices for monitoring and audit, and returned to their proper use in aiding good teaching and learning. We require a broader, flexible and more realistic understanding of learning outcomes, better suited to the realities of the classroom and of practical use to those teachers who wish to respond to the enthusiasm of their students. To this end, a new model is produced that starts from the idea of an articulated curriculum, and embraces both intended and emergent learning outcomes. The model employs the distinction between predicted and unpredicted learning outcomes, together with the distinction between those that are desirable and those that are undesirable. The resulting account is intended to aid understanding of the nature and proper use of learning outcomes in teaching and learning.