The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers

This study examined the provision of supplemental instruction using constant time delay for struggling readers who had fallen behind in developing word‐blending skills. Additionally, the study examined the utility of adding a material reward contingency to the instructional program with a contingency derived from percentile‐shaping procedures. Procedures were compared in a withdrawal design applied across blocks of letters with word blending as the target response. Participants exhibited substantial learning gains when provided constant time delay instruction in phonics skills as compared to baseline demonstrating clear experimental control. Results for the constant time delay plus reward contingency conditions were clearly differentiated from baseline but undifferentiated from the other instructional conditions. The implications of the findings for intervention for struggling readers and future research relevant to more comprehensive reading interventions are discussed.     

Exploring factors influencing the effectiveness of explicit instruction first and problem-solving first approaches

European Journal of Psychology of Education - Problem solving followed by explicit instruction, as suggested by productive failure and several other instructional theories, indicates long-term...     

Using the first principles of instruction and multimedia learning principles to design and develop in-game learning support videos

Educational technology research and development - Over three years, our research team has designed various learning supports for promoting content knowledge and solving game levels. In this case...     

Evaluation of the effectiveness of 3D vascular stereoscopic models in anatomy instruction for first year medical students

The head and neck region is one of the most complex areas featured in the medical gross anatomy curriculum. The effectiveness of using three‐dimensional (3D) models to teach anatomy is a topic of much discussion in medical education research. However, the use of 3D stereoscopic models of the head and neck circulation in anatomy education has not been previously studied in detail. This study investigated whether 3D stereoscopic models created from computed tomographic angiography (CTA) data were efficacious teaching tools for the head and neck vascular anatomy. The test subjects were first year medical students at the University of Mississippi Medical Center. The assessment tools included: anatomy knowledge tests (prelearning session knowledge test and postlearning session knowledge test), mental rotation tests (spatial ability; presession MRT and postsession MRT), and a satisfaction survey. Results were analyzed using a Wilcoxon rank‐sum test and linear regression analysis. A total of 39 first year medical students participated in the study. The results indicated that all students who were exposed to the stereoscopic 3D vascular models in 3D learning sessions increased their ability to correctly identify the head and neck vascular anatomy. Most importantly, for students with low‐spatial ability, 3D learning sessions improved postsession knowledge scores to a level comparable to that demonstrated by students with high‐spatial ability indicating that the use of 3D stereoscopic models may be particularly valuable to these students with low‐spatial ability. Anat Sci Educ 10: 34–45. © 2016 American Association of Anatomists.     

创新教育中数学思想方法教学的基本原则初探

在中学数学创新教育中，数学思想方法的教学对促进学生全面发展，激发学生的创新意识和创新精神，培养学生的创新能力具有其它数学知识所不能替代的重要作用，应当把数学思想方法的教学摆在数学创新教育的重要位置上。在创新教育中有针对性地加强数学思想方法教学，我们应遵循如下原则。１．渗透性原则———相机引入，适时渗透渗透性原则是指在数学创新教育的知识教学中不直接明其所指，而是通过精心设计的教学过程，把分散在数学知识中的思想方法加以挖掘和整理，适时渗透在教学的各个环节，有意识潜移默化地引导学生领会蕴含其中的数学思…     

数学课堂教学德育渗透途径初探

数学揭示了客观世界在数和形方面的规律性,存在着丰富的德育因素。在中学课堂数学中,进行德育渗透的途径主要有：创设问题情境、巧用名人史话、激发学习兴趣、铺设思维阶梯、弘扬学生个性、搭建参与平台、揭示数学美学等。     

A quantitative cost effectiveness model for Web-supported academic instruction

This paper describes a quantitative cost effectiveness model for Web-supported academic instruction. The model was designed for Web-supported instruction (rather than distance learning only) characterizing most of the traditional higher education institutions. It is based on empirical data (Web logs) of students' and instructors' usage implementing Web-mining techniques. This will enable to quantify the costs and benefits of Web-supported instruction on both the single-course and the campus-wide levels. This paper describes the model's characteristics; the costs and benefits components in six dimensions; the computational mechanism that translates the cost and benefit components into quantitative values referring to university policymakers, instructors, and students; and its development process consists of the model design, creation of the computational mechanism and validation by instructors and students.     

O2O迭代式项目学习的设计与应用——基于首要教学原理视角

针对传统项目学习存在周期长、自由度大等问题,O2O迭代式项目学习引入了"O2O迭代"为新型学习脚手架。它将复杂项目分解成前后知识相关的多个功能小项目,串接起线上线下的迭代学习和知识运用,螺旋式发展学习者融合知识解决复杂项目问题的能力。以首要教学原理为处方科学指导,它聚焦复杂项目增量式的解决,在O2O空间环境和协同机制的配合下,通过"结构、指导、辅导和反思"的过程,衔接"教与学"成为统一整体,服务于学习者在线上"需要知道"和线下"需要做"之间反复迭代的学习。在以开放教育"信息技术应用"课程为应用案例的实证研究中,样本统计显示,它能尽早发现和控制项目学习的过程变异,促进学习最终成果的绩效交付,一定程度上解决了传统项目学习容易遭遇过程障碍的难题。