The effects on student achievement and attitudes when using integrated learning systems with cooperative pairs

The purpose of this study was to determine whether combining cooperative learning strategies with instruction delivered using an Integrated Learning System (ILS) produced academic and attitudinal gains in students. Sixty-five fifth-grade students were randomly divided into two groups, cooperative and individual. Students in the cooperative group worked on ILS math activities with a partner. Students in the individual group worked on the same activities by themselves. Achievement and attitudinal data were collected for the students prior to the experimental treatment and at the end of the treatment period. Results revealed that students using an ILS for mathematics instruction performed better on standardized tests and were more positive toward math and the computer math activities when they worked in cooperative groups than when they worked on the same activities individually.     

运用合作学习策略全面提高随班就读教学质量

运用"合作学习"的教学策略,改革传统的课堂教学结构,建立新的课堂教学结构,可以帮助残疾儿童在普通班的课堂里受到适合自身发展的教育,也有效地保证了有随读生就读的班级的教学质量.     

Mindless or mindful use of integrated learning systems

This chapter presents the results of a study of computer-based integrated learning systems at two elementary schools using different vendors' ILS software. The research design incorporated same-classroom pretest-matched controls in which one-half of each class used the ILS for mathematics while the other half used it for reading. Overall effects at both schools were not strongly different from zero. However, a curvilinear pattern of effects occurred at one school in math and at the other in reading. In these situations, students at the top and the bottom of their school's prior achievement distribution did better when using ILSs, and students in the middle did better with only traditional instruction provided to them. The results are interpreted as challenging the practicality of individualized instructional approaches. Such approaches require teachers to be attentive to many different learning activities simultaneously. To accomplish a greater integration of ILS and teacher-directed activity, ILS use should incorporate several features: some teacher-directed lessons followed by whole-class (not individualized) computer use, teacher-led remediation of small groups based on system-supplied information making the formation of such groups easily done, and the establishment of heterogeneous student teams that provide motivation for accomplishment and for peer assistance.     

基于协作学习的英语写作网络课程设计

随着现代教育技术的发展,网络教学在英语教学中的应用逐渐增多。在网络环境下的本科英语专业写作课程如果结合学习者为中心的教学思想,创建基于协作学习的课程设计将会优化写作教学过程,调动学生参与写作的积极性和提高学生的社会认知能力和信息技术的应用能力。     

例谈合作学习形式与学习任务的关系

合作学习的模式化日益凸显,教学效果令人质疑。如何使合作更加有效?我们认为,应视不同层级的学习任务而运用不同的合作学习形式。本文以《开辟文明交往的航线》一课的教学,从实践层面来观察合作学习形式与学习任务的关系。     

Electronic systems design: An experiment of project-based learning on network

The NetPro project creates models, methods, tools and materials for network-based project learning in engineering education. This new environment is a distributed system that facilitates sharing and peer reviewing of project deliverables and interaction in special interest group discussions. The paper presents as an example the pilot course on Electronic Systems Design and its preliminary evaluation.     

论合作学习的局限性

合作学习与许多教学理论和策略一样有着自身的局限 ,从历史的角度看它是缓和种族矛盾的工具。在研究方法上 ,合作学习研究者只重实验法 ,而忽视完整的研究方法体系 ,造成了合作学习理论的不成熟。在实践中 ,合作学习策略存在诸多问题 ,其适用范围也不甚明确。     

有效的英语课堂合作学习活动设计浅探

新课程改革背景下的英语教学十分强调要构建以活动为中心的小组合作、以任务型教学为途径的课堂教学模式.然而,笔者在听课活动中发现,不少英语教师的课堂活动设计容易为活动而活动,课堂教学常出现只有活动、没有语言的现象,部分合作学习活动没能有效地提高课堂效率.这个问题实质上是合作学习活动的有效性问题.笔者认为,合作学习活动的设计要明确学生与教师的角色定位:教师是活动的引导者、组织者、协调者,指导学生学法;学生是学习主体.教师要留出更多时间让学生阅读、思考、讨论和提问,开展协作式学习、个别化学习和小组讨论式学习等合作学习.另一方面,设计有效的合作学习活动还应考虑到活动的实践性、交际性、自主性、探究性和延展性等多种因素.活动形式不能只图表面上的热闹,而要有一定语言知识和技能作支撑.     

合作学习的困境和解决策略

合作学习是新课程改革中所倡导的新的学习方式,是新课程实现学生擎习方式转变的着力点.但是合作学习在实际的运作过程中存在很多的问题,学习共同体为解决这些问题提供了一种新的视角,从学习共同体的视角出发,可以引领合作学习走出困境并解决目前存在的问题.     

合作学习的教学策略——发展性教学实验室研究报告之二

合作学习是发展性教学中的一个重要策略。该文就合作学习的目标、教学中合作交流的形式及类型、合作学习的实效性等问题进行了探讨     

A comparative study of the impact of integrated learning systems on students' time-on-task

Time-on-task has long been thought to be an important predictor of student learning and achievement. Thus, it is important to understand the extent to which computer-based instruction (CBI), in general, and more specifically, computerized integrated learning systems (ILSs) affect students' time-on-task behavior. This study reports data from a year-long, 14-school national study in which rigorous time-on-task measures were used to compare students' engaged time in three primary situations: (1) an ILS used in a computer laboratory configuration; (2) an ILS used in a distributed configuration (work stations distributed throughout a school's classrooms); and (3) regular classroom instruction in which no ILS was used. The results indicate that students using the ILS spend more time actively engaged in the learning tasks than students in the non-ILS classroom. This appears to be a very robust finding, occurring regardless of whether or not there is an adult present. It appears that the ILS provides a highly motivating learning environment that engages and maintains student attention. The level of on-task behavior is significantly higher than that found in more typical classroom settings. Further, the ILS showed a significant advantage in increasing time-on-task with at-risk students. Implications of this study for further research are also discussed.     

Meaningful learning in the cooperative classroom

Meaningful learning is based on more than what teachers transmit; it promotes the construction of knowledge out of learners' experience, feelings and exchanges with other learners. This educational view is based on the constructivist approach to learning and the co-operative learning approach. Researchers and practitioners in various countries and settings seek ways to incorporate these approaches to create meaningful learning in the multicultural classroom and in the co-operative learning classroom. This article presents some of the ideas, studies and methods that signal a major shift of emphasis in education from product to process.     

An experimental investigation into the efficiency of cooperative learning with consideration of multiple grouping criteria

The present study conducts an experimental investigation to compare the efficiency of the cooperative learning method with that of the traditional learning method. A total of 42 engineering students are randomly assigned to the two learning conditions and are formed into mixed-ability groups comprising three team members. In addition to the regular daytime classes, homework sessions are arranged such that the out-of-hours learning method and learning time can be effectively controlled. The students’ academic achievement is evaluated by means of unit tests in the daytime classes and homework tests in the out-of-hours sessions. As an alternative method for resolving the multiple grouping criteria problem, the analysis of covariance method is used to compensate for the initial difference in the prior knowledge of the students in the two learning conditions regarding the course contents. The results show that given an equivalent learning time, the students in the cooperative learning condition outperform those who study alone in both the unit tests and the homework tests. Therefore, it is concluded that cooperative learning has a higher efficiency than the individualistic learning method.     

A hybrid recommender system integrated into LAMS for learning designers

In the constantly evolving field of e-learning, the Learning Design (LD) sector constitutes a critical success factor, as it has the potential to preserve and disseminate effective pedagogical approaches and enhance the quality of the educational process. Recognizing the LD process as demanding in terms of time and expertise this paper answers the research question of how to leverage Recommender Systems (RSs) and reuse pre-existing LD solutions in order to support teachers in the LD process. In particular, this paper presents the implementation and the first evaluation results of Mentor. Mentor is an RS that supports teachers in finding pre-existing LDs, which cater better for their needs and preferences, so as to re-design them. Mentor is integrated into LAMS, which is a well-known tool for designing, managing and delivering sequences of learning activities. The first user-centric evaluation experiment results are presented and confirm the underlying assumption that Mentor can facilitate teachers in the LD process. Further results concerning the user’s general perception and the perceived usefulness of Mentor are discussed.