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This article takes a critical look at three pervasive urban legends in education about the nature of learners, learning, and teaching and looks at what educational and psychological research has to say about them. The three legends can be seen as variations on one central theme, namely, that it is the learner who knows best and that she or he should be the controlling force in her or his learning. The first legend is one of learners as digital natives who form a generation of students knowing by nature how to learn from new media, and for whom “old” media and methods used in teaching/learning no longer work. The second legend is the widespread belief that learners have specific learning styles and that education should be individualized to the extent that the pedagogy of teaching/learning is matched to the preferred style of the learner. The final legend is that learners ought to be seen as self-educators who should be given maximum control over what they are learning and their learning trajectory. It concludes with a possible reason why these legends have taken hold, are so pervasive, and are so difficult to eradicate. 相似文献
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Avoiding split attention in computer‐based testing: Is neglecting additional information facilitative? 下载免费PDF全文
Halszka Jarodzka Noortje Janssen Paul A. Kirschner Gijsbert Erkens 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):803-817
This study investigated whether design guidelines for computer‐based learning can be applied to computer‐based testing (CBT). Twenty‐two students completed a CBT exam with half of the questions presented in a split‐screen format that was analogous to the original paper‐and‐pencil version and half in an integrated format. Results show that students attended to all information in the integrated format while ignoring information in the split format. Interestingly, and contrary to expectations, they worked more efficiently in the split format. A content analysis of the ignored information revealed that it was mostly not relevant to answering the questions, unnecessarily taxed students' cognitive capacity and inefficiently increased the mental effort they expended. Further comparisons of different mental effort measures indicate that mental effort had an explicit (ie, self‐reports, explicit utterances) and an implicit component (ie, silent pauses in thinking‐aloud, eye tracking parameters). Consequently, when designing CBT environments, not only the design of the tasks but also the content of the given information and their effect on the different aspects of mental effort must be considered. 相似文献
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Pieter J. Beers Henny P. A. Boshuizen Paul A. Kirschner Wim Gijselaers Jochem Westendorp 《Educational technology research and development : ETR & D》2008,56(3):309-328
Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks.
Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more general
measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows
why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working
memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements
and stimulated recall interviews to obtain a more comprehensive view of the effects of learning tools. Results suggest that
traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to
substantiate conclusions about intended effects of ICT-tools.
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Pieter J. BeersEmail: |
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Pieter J. Beers Paul A. Kirschner Henny P. A. Boshuizen Wim H. Gijselaers 《Instructional Science》2007,35(6):535-556
More and more educators and researchers use ICT-tools to support collaborative learning. Research has shown that, for collaborative
learning to be more effective than individual learning, individual learners have to achieve a sufficiently common cognitive
frame of reference, or common ground. This common ground does not appear by itself, but rather often needs to be negotiated.
This negotiation is seen as an important aspect of collaborative learning. This article presents a study with NTool, an ICT-tool
to support the negotiation of common ground. NTool supports learners in making their individual perspectives explicit to others
so that common ground can be negotiated. Two versions of the tool differing in the extent to which users were coerced into
adhering to embedded support principles were used in a secondary vocational education setting. Coercion, as expected, increased
negotiation of common ground in both settings. However, results were contradictory with regard to the extent to which common
ground was achieved. Overall, it can be concluded that NTool and its underlying framework affect negotiation of common ground,
and that adding some coercion increases this effect. However, when learners have no prior experience in collaborative complex
problem-solving, NTool may only affect surface aspects of communication. 相似文献
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Jeroen Janssen Gijsbert Erkens Paul A. Kirschner Gellof Kanselaar 《Metacognition and Learning》2012,7(1):25-43
This study investigated how students collaborate in a CSCL environment and how this collaboration affects group performance.
To answer these questions, the collaborative process of 101 groups of secondary education students when working on a historical
inquiry task was analyzed. Our analyses show that group members devote most of their efforts to regulation of task-related
activities. For example, by formulating plans or strategies or monitoring task progress. Group members also engaged in social
activities often (e.g., disclosing personal information, joking). Less attention was paid to exchange of task-related information
(e.g., asking task-related questions) and regulation of social activities (e.g., planning and monitoring the collaboration).
Exploratory factor analysis was used to identify the interrelationships between the different collaborative activities. This
analysis showed that collaborative activities can be grouped in four broad categories: discussion of information, regulation
of task-related activities, regulation of social activities, and social activities. These activities were then used to predict
group performance using multiple regression analysis. No effect of discussion of information and regulation of task-related
activities on group performance were found. Regulation of social activities positively affected group performance, whereas
social interaction negatively affected group performance. As in this study no inferences could be made about the causal relation
between collaboration and performance, future research should attempt to focus on this relationship, for example by investigating
more closely how different individual and group factors affect collaboration and group performance. 相似文献
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Abstract The big question about pedagogical benchmarks for information and communications technology (ICT) in teacher training is whether they can be transferred to contexts other than the ones in which the benchmarks have been developed. In this article we reflect on the chances that the benchmarks presented will become really integrated within the heart of the learning and teaching process of teacher training programmes. To understand that process better, we reflect on the concept of professional learning and what that concept has to say about organisational learning and about how the integration process could be further developed. We propose a broad framework for actions of all actors involved: teacher training institutes, their partners (professional development schools), research and development agencies, the teacher trainers, the students, teachers in practice and their pupils. Only a concerted action of collaborative experimenting and professional learning on ICT integration in the learning and teaching processes can lead to the use of ICT as a catalyst for implementing learning arrangements that fit the expectations of the twenty-first century and its youth. 相似文献