Control of feedback in computer-assisted instruction

Although considerable research has been conducted on both learner control and feedback, very little research has addressed the effect of giving learners control over the feedback that they receive. The purpose of this study was to examine the effect of learner control over feedback in a CAI lesson. Subjects used one of four CAI programs which provided either program control or learner control over verification or elaboration feedback. Results indicated that subjects who received elaboration feedback during instruction performed better than students who received verification feedback. Type of control did not have a significant influence on performance. However, when subjects selected feedback for items answered incorrectly during instruction, subjects under learner control/elaboration performed better on the posttest than subjects under learner control/verification. Implications for the design of CAI are discussed.     

Faculty members’ perceptions of online program community and their efforts to sustain it

This study investigated faculty members’ perceptions of program community and what they do to support it in online graduate programs. Researchers developed and administered an online survey to ascertain perceptions of program community among education and engineering faculty members at United States, land-grant, research-extensive universities. Three hundred forty-four faculty members responded. Most participants thought that fostering community beyond courses was important. Faculty members used a variety of strategies to accomplish this task, including social media, synchronous communication and advising, face-to-face socials and orientations, and cohort models. Yet, many also relied on classroom strategies. Several participants indicated that they and their students lacked the time, resources or interest to pursue program community and that geographical distance and university reward policies complicated its establishment. Differences via discipline, gender and years of online teaching experience were also reported.     

Interactive multimedia systems for engineering education in acoustics,synthesis and signal processing

This paper describes programmable multimedia systems, developed at the University of York, which are used extensively for teaching on a variety of music technology and mainstream engineering courses. Software and hardware systems are described for the physical modelling of acoustic spaces, and for constructing interactive synthesis and signal processing networks. Details are given on how these have been successfully integrated into higher education programmes at York.     

Straffung des Studieneingangs durch die UG-Novelle 2011?

Die kürzlich kundgemachte UG-Novelle, BGBl I 2011/13, sieht ein Anmeldesystem, die Verpflichtung zur Inanspruchnahme einer Studienberatung sowie eine „Straffung“ der Vorgaben der Studieneingangs- und Orientierungsphase vor. Diese Vorgaben sind nicht frei von Widersprüchen und dürften in der Umsetzung einige Schwierigkeiten bereiten, vor allem aber auch enormen administrativen Mehraufwand bewirken.     

Successful Educational Leadership at High Performing Schools

Successful educational leadership is not a random phenomenon, but an executed success which leaves cities whereby one can discover them. These clues lead to a desired destination--higher student achievement. Essential, non-negotiable elements have been identified. That is, each element has been systemically embedded at schools that have turned from low performing to high performing schools. These six elements/clues have been identified through decades of research and the author＇s leadership experience as superintendent in both urban and suburban districts. This paper names the actions of successful educational leaders, namely, the site principal, that results in increased student learning and achievement and that can be sustained overtime. These critical elements bring about increased numbers of students who are academically proficient and advanced as defined by the federal NCLB （No Child Left Behind） Act of 2001. Successful educational leaders understand the challenges of change, and they communicate a sense of urgency balanced with patience, persistence and optimism. There are no secrets to successful leadership, and success truly does leave clues. We know what must be done, and we can do the hard work to ensure that every child is successful. Let us share our clues and applaud our successes measured through the lens of students＇ academic achievement.     

“Air Anatomy” – Teaching Complex Spatial Anatomy Using Simple Hand Gestures

Spatial understanding of complex anatomical concepts is often a challenge for learners, as well as for educators. It is even more challenging for students with low mental spatial abilities. There are many options to teach spatial relationships, ranging from simple models to high-end three-dimensional (3D) virtual reality tools. Using a randomized controlled trial design, this study explored the use of a unique combination of deictic and iconic hand gestures to enhance spatial anatomical understanding, coining the term “Air Anatomy”. The control group (n = 45) was given a lecture on the anatomy of extraocular muscles, while the intervention group (n = 49) received the same lecture including “Air Anatomy” hand gestures. When compared to the control group, the post-test scores for the intervention group were significantly higher for basic recall (P < 0.001; Mann–Whitney U test) and for the application of knowledge (P = 0.015; Mann–Whitney U test). Students with low to moderate spatial ability (as assessed by a mental rotation test) were found to benefit most by this technique. Students in the intervention group also reported a lower extrinsic cognitive load and higher germane load, when compared to the control group. An instructional skills questionnaire survey indicated the effectiveness of this technique in improving overall classroom experience. Feedback of the students in the intervention group was also favorable for instruction using “Air Anatomy”. The study suggests that “Air Anatomy” is a useful, “no-cost”, accessible method that aids spatial understanding of anatomical concepts.     

Understanding mathematics achievement: an analysis of the effects of student and family factors

Educators are increasingly recognising the importance of improving students’ mathematics achievement. Much of the current research focuses on the impact of instructional variables on mathematics achievement. The goal of this study was to examine the influence of less researched variables – family and student factors. Participants were 747 economically disadvantaged elementary students grades K-8 in Ohio. Predictor variables included: (a) 13 factors from a parent survey on both child and family circumstances and (b) reading achievement, measured by a norm-referenced achievement test. Outcome variables included three mathematics scales from the same achievement test. Regression analyses examined the impact of the predictors on the outcomes. Reading achievement significantly predicted mathematics achievement for all three outcomes. Parent pessimism and parent-perceived school/cognitive competence of children also emerged as significant predictors for two of the three mathematics outcomes. Implications for research, policy and practice will be shared.     

Predicting teachers’ instructional behaviors: The interplay between self-efficacy and intrinsic needs

This study was conducted to extend previous research by examining the specificity of teachers’ intrinsic needs and self-efficacy, and how they interact to predict instructional behaviors. Self-reporting measures were applied to assess teachers’ self-efficacy and intrinsic need satisfaction and students rated the teachers’ instructional behaviors (cognitive activation, teacher–student relationship and classroom management). The latent moderated structural (LMS) equation analyses conducted on data collected from 155 mathematics teachers and 3483 grade 10 students in secondary schools in Germany revealed that separately both self-efficacy and intrinsic needs predicted instructional behaviors. Moreover, a significant interaction effect between intrinsic need satisfaction and self-efficacy emphasized that when need satisfaction is not provided by the school environment, a high level of self-efficacy has a negative effect on the teacher–student relationship. Our findings underline that self-efficacy and intrinsic needs have commonalities when predicting instructional behavior and the importance of addressing the interaction between personal and environmental characteristics within the learning environment. Future research on teachers’ instructional behaviors should take aspects of teacher competence beyond self-efficacy into considerations and should examine how intrinsic need satisfaction can be enhanced.     

The Influence of the Teaching and Learning Environment on the Development of Generic Capabilities Needed for a Knowledge-Based Society

The effect of the teaching and learning environment on the development of generic capabilities was examined through a survey of 1756 undergraduate students at a university in Hong Kong. The survey assessed students' perceptions of the development of the six capabilities of critical thinking, self-managed learning, adaptability, problem solving, communication skills, and interpersonal skills and groupwork. Students were also asked to rate the quality of nine facets of the teaching and learning environment. Structural equation modelling was used to test a model of the influence of teaching on the nurturing of the six capabilities. The model grouped the nine facets of teaching and learning under the three higher-order latent variables of teaching, teacher–student relationship, and student–student relationship. The model showed a good fit to the data, indicating that the teaching and learning environment had a significant impact on the development of the generic capabilities while the students were taking their degree. The teaching latent variable had the strongest effect on the development of all six of the capabilities. A suitable teaching environment was characterised by a focus on understanding, the active participation of students in learning activities, a coherent curriculum, and assessment which focused on analytical skills and self-learning capability. Strong student–student relationships nurtured communication and interpersonal skills. There was a mutually reinforcing effect between the type of teaching, teacher–student relationships and student–student relationships.     

Partial reinforcement and resistance to extinction in honeybees

Previous experiments have shown the partial reinforcement effect in honeybees under conditions which permit an interpretation in terms of sensory carryover. In the five experiments reported here, the effect was sought under conditions which would require an interpretation in terms of associative reinstatement. Since it is not feasible to train honeybees in widely spaced trials, several different interpolated-trials procedures were employed which had in common the feature that nonrewarded response to a stimulus never was followed by rewarded response to the same stimulus. Implications of the negative results for the interpretation of the overlearning-extinction effect and successive negative contrast in honeybees are considered.