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Sun-A Kim Jerome Packard Kiel Christianson Richard C. Anderson Jeong-Ah Shin 《Reading and writing》2016,29(7):1409-1434
This study investigated whether orthographic consistency and individual learner differences including working memory (WM), first language (L1) background, and second language (L2) proficiency affect Chinese L2 learners’ literacy acquisition. Seventy American college students in beginning or intermediate Chinese classes participated in a character learning-and-reading experiment, and completed WM tasks and an L2 proficiency test. In the learning phase of the experiment, participants were asked to master 18 unfamiliar Chinese characters of three levels of consistency—consistent, semi-consistent, and inconsistent. Then in the transfer test of the experiment, participants read 60 novel, artificial characters analogous to the learned characters. Significant consistency effects for learning and reading new characters were found, with no effects of WM and L1. In particular, an interaction effect between consistency and L2 proficiency found in the learning phase indicated that participants with higher L2 proficiency learned the fully consistent characters better and faster than those with lower proficiency. These results suggest that L2 proficiency facilitates awareness of consistency, enabling learners to learn novel characters faster and more accurately. The findings of this study are compared with the character acquisition of beginning L1 Chinese readers and with L2 learners’ acquisition of other types of characters. 相似文献
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留学生的几项个体差异变量与学习成就的相关分析 总被引:1,自引:0,他引:1
本以51名外国留学生为调查对象,分析了留学生的语言态度、学习动机、学习观念和学习策略等几项个体差异变量与学习成就的相关性。统计结果显示,深层学习动机、学习信念、学习策略与学习成就显相关。以上结果对教学有一定的启示:我们应把增强学生深层学习动机、确立良好学习信念、培养有效学习策略贯穿于日常教学之中,从而达到提高学生学习成就的目的。 相似文献
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Understanding learner acceptance of learning objects: The roles of learning object characteristics and individual differences 总被引:1,自引:0,他引:1
Siong-Hoe Lau Peter C. Woods 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(6):1059-1075
Many organisations and institutions have integrated learning objects into their e-learning systems to make the instructional resources more efficient. Like any other information systems, this trend has made user acceptance of learning objects an increasingly critical issue as a high level of learner satisfaction and acceptance reflects that the users are more willing to continue to use the technology. In this study, an extended version of technology acceptance model (TAM) with two external variables (learning object characteristics and individual differences) was developed to investigate the underlying factors and causal relationships in predicting learners' acceptance of learning objects. This study called for the respondents to progress through two phases of learning object participation: introduction and direct-use experience to investigate the students' perceptions in terms of usefulness and ease of use while utilising learning objects. The findings show that both perceived usefulness and perceived ease of use are determinants of behavioural intention to use learning objects. Learning object characteristics influence both perceived usefulness and perceived ease of use of learning objects; individual differences appear to have no influence upon intention to use learning objects. 相似文献
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Gary J. Anglin Thomas M. Schwen John B. Anglin 《Educational technology research and development : ETR & D》1982,30(3):131-140
Many questions remain to be answered about the role of individual differences in learning. In the area of mathematics learning, do spatial and general reasoning abilities interact with instructional treatment? This study extends a series of earlier studies examining the interaction between aptitudes and instructional treatment. One treatment was strong in verbal-pictorial-numeric content; the other treatment was strong in verbal-symbolic-numeric content. Interactions between instructional treatment and the aptitudes are reported. 相似文献
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Mukagihana Josiane Nsanganwimana Florien Aurah Catherine M. 《Education and Information Technologies》2022,27(2):2137-2163
Education and Information Technologies - Best instructional methods are essential tools to bring desirable changes in pre-service science teachers. The available literature lacks... 相似文献
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Uses and effects of learner control of context and instructional support in computer-based instruction 总被引:1,自引:0,他引:1
Steven M. Ross Gary R. Morrison Jacqueline K. O'Dell 《Educational technology research and development : ETR & D》1989,37(4):29-39
The present study examines uses and effects of learner-control of the context or theme of practice examples on a statistics
lesson in combination with learner control of the number of examples examined. Subjects were 227 undergraduate students assigned
to 15 treatments formed by crossing five context conditions (learner control, education, business, sports, no-context) with
three instructional support conditions (learner-control, maximum, minimum). No differences in achievement were attained as
a function of either treatment variable. Findings showed, however, that learners who received preferred contexts (i.e., learner-control-context
subjects) selected a greater number of examples than those who received prescribed contexts. In addition, achievement was
positively related to the frequency with which subjects varied the number of examples selected across lessons. Despite the
absence of achievement benefits, the learner-control-context strategy elicited highly favorable student reactions as a learning
orientation. 相似文献
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Ming-Chi Liu Yueh-Min Huang Yo-Hsin Xu 《Educational technology research and development : ETR & D》2018,66(4):1009-1028
Digital storytelling has been shown to be an effective tool in achieving learner autonomy during language learning. Studies have focused on providing students with multimedia authoring tools for unbinding their imagination when developing stories, but the complexity of digital story construction still presents a number of challenges to students. Anxiety about speaking a foreign language can have a debilitating effect on students’ autonomous behavior and learning performance. This study therefore introduced group work to relieve anxiety about exposing individual work to an entire class. An experiment was conducted with 55 sixth-grade students involved in a digital storytelling learning task, where 28 students worked individually and 27 cooperatively. The aim was to examine the effect of learner grouping pattern on learning outcomes, such as knowledge achievement, autonomy in language learning, and emotional experience. The students working cooperatively were discovered to outperform those working individually in all outcomes. 相似文献
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Belland John C. Taylor William D. Canelos James Dwyer Francis Baker Patti 《Educational technology research and development : ETR & D》1985,33(3):185-198
One of the canons that guides the design of microcomputer-based instructional programs is to use a self-paced instructional
method. However, there has been some indication that moderate levels of external pacing may prove to be more effective for
overall learning, in terms of amount of content acquired and level of competency achieved with that content. Hypotheses derived
from this idea were tested using three types of pacing. Learning was evaluated using five achievement tests ranging in difficulty
from memorizing facts to problem solving. Experimental results supported the hypothesis favoring moderate levels of external
pacing and found that the common principle of using self-paced instructional methods as the best style for all types of microcomputer
instruction is an incorrect assumption. 相似文献
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There is an ongoing debate in the student evaluation of teaching literature about whether an overall rating or factorial dimensions of teaching effectiveness should be used in personnel decisions. Marsh and his colleagues have advocated the use of a weighted average approach to computing overall evaluations. A policy-capturing experiment was carried out where students in three different instructional contexts made overall evaluations of hypothetical instructors based on a manipulation of the teaching factors in Marsh's SEEQ. The results indicated (1) amount learned was consistently the most important factor affecting overall evaluations; (2) course difficulty was consistently the least important factor affecting overall evaluations; and (3) there was a strong similarity among the three groups in the relative importance of the various teaching factors in arriving at an overall evaluation. The implications of this research are discussed, as well as directions for future research. 相似文献
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Carrie A. McKeague Francis J. Di Vesta 《Educational technology research and development : ETR & D》1996,44(2):29-42
Investigated were the differential effects of strategy orientations (memory strategy, organization strategy, application strategy, and read-and-study control) orthogonally crossed with learner activity (guided versus active) and outcomes (memory, organization, and application). Subjects were 136 undergraduates, randomly assigned to 1 of 8 treatments. One day after they studied a passage on the topic of radar, outcome measures were completed. Guided activities were found to be superior to the learner-active counterparts on a composite achievement score. The hypothesized interaction of strategy orientation and kind of measure was supported. Performance was highest, in every comparison, on the outcome measure that paralleled the strategy-orientation treatment. The main effect of strategy orientation on the total achievement score was not significant. These findings were discussed in terms of the transfer-appropriate processing theory, the encoding specificity principle, and generative learning theory, with implications for further research and instructional design. 相似文献
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本文论述了素质教育形势下,德育工作要针对学生的个性差异,确定适当的德育方法,做到因材施教,使德育工作更加科学和更具实效性。 相似文献
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Conceptual systems theory predicts four system orientations. System 1 individuals are highly concrete in their reasoning ability and beliefs. System 2 individuals are strongly negative toward authority and institutions and tend to be autonomous and rebellious. System 3 individuals are more abstract than System 1 or System 2 individuals and have strong need to maintain secure relationships. System 4 individuals have the most abstract, flexible, and open-minded orientation and have an analytical approach to problem solving. Conceptual systems orientations of subjects taking a general chemistry laboratory were determined using the “This I Believe” test. Subjects were classified into Systems 1, 2, 3, 4, or admixtures. Laboratory sections were assigned randomly to three instructional methods (traditional approach, learning cycle, computer simulation) for teaching a three-hour laboratory covering spectrophotometry principles. Factorial analysis of covariance indicated no significant conceptual system by instructional method interaction. The main effect for conceptual system was significant, and pairwise comparisons of adjusted mean posttest scores indicated that System 4 subjects as well as System 3 subjects scored significantly higher than System 1 subjects. There was no significant difference in scores between System 4 and System 3 individuals. Conceptual systems orientation is an attribute variable that may influence chemistry learning. 相似文献
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Jason L. Anthony Jeffrey M. Williams Rachel G. Aghara Martha Dunkelberger Barbara Novak Anuja Divatia Mukherjee 《Reading and writing》2010,23(8):969-994
Individual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed two important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Specifically, nine measures of accessibility to and distinctness of phonological presentations were administered to 175 3-, 4-, and 5-year-old children. Confirmatory factor analysis validated three separate but correlated phonological processing abilities, i.e., efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. The named phonological processing abilities were equally good measures of a second-order phonological representation factor. While most prototypic measures were excellent indicators of first-order phonological abilities, they were only modest indicators of phonological representation. 相似文献
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Kenneth D. Hopkins D. Welty Lefever 《Educational technology research and development : ETR & D》1965,13(1):28-37
Summary Each of the 20 elementary schools in the Anaheim City School District were randomly assigned to one of the three method groups.
The present studies included the entire group of fourth and fifth grade pupils who received instruction either conventionally
or with one of the two ITV methods. The two studies compared pupils’ achievement and retention by method group, intelligence,
and sex. Groups receiving the televised social studies instruction performed significantly better on the end-of-term examinations
than did the control groups. On the one and two-year delayed posttests, contrary to expectation, all groups had significantly
higher means than on the immediate posttests. The basic explanation for the phenomenon was thought to be maturation since
many items appear to have tapped reasoning ability as well as content knowledge. This interpretation was supported by the
fact that greater gain was noted on the two-year delayed posttest than on the one-year detention measure. The hypothesis was
further strengthened by the analysis by item type, the factual items showing the least increase over the time interval. No
differential change or gain existed for method groups for the oneyear study. In the two-year study the control group showed
greater gain, but its mean remained below that of the TV group.
Both authors have served as research consultants for the Anaheim Instructional Television Project for the past five years.
They are presently writing a monograph presenting the results from their five years of research with this project. 相似文献