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961.
The interrupted learner: How distractions during live and video lectures influence learning outcomes 下载免费PDF全文
Andrew H. Zureick Jesse Burk‐Rafel Joel A. Purkiss Michael Hortsch 《Anatomical sciences education》2018,11(4):366-376
New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists. 相似文献
962.
Michael J. Detke 《Learning & behavior》1991,19(4):345-354
Extinction of inhibition was examined in three pigeon autoshaping experiments. In Experiment 1, a sequential conditioned inhibitor (CI) lost inhibitory power after extinction trials. In Experiment 2, this loss of inhibition was replicated, and the effect was general to both the original target and a transfer target that was separately trained in an inhibition design. In Experiment 3, two CIs were trained simultaneously and two sequentially, and one of each was extinguished; all were tested simultaneously and sequentially. The results show that sequential testing is a necessary component for observing loss of inhibition. This is not consistent with an actual loss of inhibitory associations. It is suggested that the extinction trials either decrease processing of the CI, or extinguish its excitatory properties, to which some of the inhibition may be conditioned. 相似文献
963.
Knowledge management tools for instructional design 总被引:1,自引:0,他引:1
Advances in computer technology typically find their way into education after a short generation of success in other settings.
This is an elaboration of one such technology—knowledge management systems (KMS)—and its application to instructional design.
An examination of the development of KMS from information systems. computer-supported collaborative work environments and
object-oriented systems, leads to a discussion of reusability. The focus is on the use of KMS by instructional designers.
A conceptual framework for distributed instructional design is provided along with examples of support tools. These tools
and the associated design framework are in use, and anecdotal evidence of effects and impact is provided. As such tools become
more widely used to support the planning, implementation and management of instructional systems and learning environments,
it is reasonable to expect the nature of instructional design practice to change. 相似文献
964.
Michael Allen Frédéric Vallée-Tourangeau 《International Journal of Science and Mathematics Education》2016,14(8):1553-1566
Math anxiety impedes performance in simple arithmetic tasks. Anxiety constrains working memory capacity and particularly the attentional functions of the central executive. The experiment reported here explored how interactivity mitigated the impact of math anxiety on the performance of elementary school students with simple additions. It manipulated two independent variables. The first was the length of the additions—involving either 7 or 11 number tokens (the value of the tokens ranged from 1 to 20). The other was the level of interactivity: in the low interactivity condition participants could not touch or point to the number tokens that configured the sums, and in a high interactivity condition participants could manipulate the tokens as they saw fit in deriving their answer. The length of the addition had an impact on accuracy, with longer sums leading to poorer performance. However, overall, performance in the high interactivity condition was superior, in terms of accuracy, absolute calculation error and efficiency, than performance in the low interactivity condition. Mathematics anxiety significantly predicted performance in the low interactivity condition, but not in the high interactivity condition. These results suggest that working memory resources are augmented through interactivity with the physical problem presentation, defusing the impact of anxiety on performance. 相似文献
965.
Michael Morpurgo 《Children‘s Literature in Education》1993,24(4):235-239
The UK editors invited Michael Morpurgo to write about the origins ofWaiting for Anya, a story set on the Franco Spanish border in the High Pyrenees during the Second World War. The young hero, Jo, is drawn into a perilous network which helps Jews to escape over the border. A European bear, a Pyrenean mountain dog, a shepherd—all feature in the story. How they come to be there is explained in the article which follows.Waiting for Anya is published by Heinemann (hard-back) and by Mammoth (paperback) in the UK, by Viking Penguin in the USA, and by Gallimard in France. It was nominated by the American Library Association as Best Book for Young Adults, and it was aSchool Library Journal Best Book of the Year; it was also an NCSS-CBC Notable Children's Trade Book in the field of Social Studies.Michael Morpurgo writes extensively for children and, at the same time, manages (with his wife, Clare) a project based on farms in England and Wales which gives city children a working experience of rural life. Several of his books have been filmed, includingWhy the Whales Came (Heinemann) andMr Nobody's Eyes (Mammoth). His own education at an English public school helped to shape his most recent book,The War of Jenkins' Ear (Heinemann). 相似文献
966.
967.
Michael J. Tobin Nick Bozic Graeme Douglas John Greaney Stuart Ross 《European Journal of Psychology of Education - EJPE》1997,12(4):431-447
This paper examines some of the models used for conceptualizing the possible developmental implications of blindness and severe visual impairment. It takes up the question of the significance in infancy of certain skills and proficiencies, especially motor, that may be impeded by the lack of vision. The paper then addresses such issues for the school age child as access to literacy, with the emphasis being on ways of mitigating the potentially educationally handicapping consequences of visual disability. Educational technology is cited as one of the principal means available to teachers for meeting these challenges, and examples are given of procedures and devices that are being explored. A central argument is that for psychologists, teachers, and educational technologists the search must be to pinpoint the specific and changing needs of the individual learner. 相似文献
968.
This article departures from the understanding of environmental sustainable education (ESE) as a political project that consists of dissonant and conflicting voices. The aim of the article is to understand how affection, i.e. bodily sensations, transform into political emotions in teaching and learning settings. The article offers a philosophical and empirically based model called the ‘political moment model’ for analyzing bodily anchored political emotions in teaching and learning of the political dimension. The model was developed in response to an empirical case study where the data were somewhat confusing. In order understand the empirical data, we used parts of Mouffe’s theory of the political and various scholars’ work on political emotions and placed these aspects in a pragmatist standpoint of experience, emotions and meaning making. The model helped to investigate students’ experiences of the political dimension in situations where they experienced affection, i.e. bodily sensation, and emotions in connection with reflections and discussions about how to handle public issues of sustainable development. The article ends with a theoretical discussion of the findings in order to understand the political dimension in teaching and learning activities and to discern possible directions for future research on political moments in ESE. 相似文献
969.
This study examined the effect of hearing status on role salience and anticipated work-family relations among 101 unmarried young adults aged 20-33 years: 35 with hearing loss (19 hard of hearing and 16 deaf) and 66 hearing. Participants completed the Life Role Salience scale, anticipated conflictual relations scale, anticipated facilitory relations scale, and a background questionnaire. The deaf participants demonstrated a significantly higher level of commitment to work but anticipated the significantly lowest level of conflict. Hearing status was a significant variable in predicting anticipated conflictual relations among all participants. Mode of communication was a significant predictor of conflictual relations among the hearing loss group. Implications for theory and practice were discussed. 相似文献
970.
Michael Martin 《Science & Education》1994,3(4):357-371
The study of pseudoscience and the paranormal is an important but neglected aspect of science education. Given the widespread acceptance of pseudoscientific and paranormal beliefs, science educators need to take seriously the problem of how these can be combated. I propose teaching science students to critically evaluate the claims of pseudoscience and the paranormal, something that can be accomplished in a variety of ways. 相似文献