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171.
This paper addresses the nature and significance of productive engagement in cognitive activity and metacognitive regulation in collaborative learning tasks that involve complex scientific knowledge. A situative framework, combining the constructs of social regulation and content processing, provided the theoretical basis for the development of a comprehensive coding scheme for interactive data analysis. An empirical study was conducted with two groups of university students working on two science-learning tasks. It examined the function of metacognitive regulation to control the flow of cognitive activity, and the extent to which group differences in cognitive and metacognitive regulation processes during collaborative learning could explain differences in the groups’ learning outcomes. The findings provide validation of the framework and its derived coding scheme. An example of a way in which a group engages in socially shared metacognitive regulation is presented to demonstrate how the coding scheme was applied to the data. Theoretical and empirical implications of the findings are discussed. 相似文献
172.
Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals 总被引:1,自引:0,他引:1
This paper examines the mediating role of students’ goals in group work at university. Research on cooperative and collaborative learning has provided empirical support for the cognitive, motivational and social benefits of group work but the antecedents of motivation and ongoing management of emerging motivational and socio‐emotional issues have received less attention. A theory of self‐regulation that incorporates students’ personal goals and perceptions of context, combined with a sociocultural perspective on co‐regulation of individuals and contexts, can help understand why and how some groups resolve their social challenges while others are less successful. An empirical study highlighted the mediating role of students’ goals in their appraisals of group assignments, perceptions of various aspects of the contexts, and in turn regulation strategies to achieve their goals. Qualitative differences were found in the regulation strategies of students with positive and negative appraisals. 相似文献
173.
This work deals with state synchronization of heterogeneous linear agents with unknown dynamics. The problem is solved by formulating the synchronization problem as a special model reference adaptive control where each agent tries to converge to the model defined by its neighbors. For those agents that do not know the reference signal that drives the flock, a fictitious reference is estimated in place of the actual one: the estimation of such reference is distributed and requires measurements from neighbors. By using a matching condition assumption, which is imposed so that the agents can converge to the same behavior, the fictitious reference estimation leads to adaptive laws for the feedback and the coupling gains arising from distributed matching conditions. In addition, the coupling connection is not scalar as in most literature, but possibly vector-valued. The proposed approach is applicable to heterogeneous agents with arbitrarily large matched uncertainties. A Lyapunov-based approach is derived to show analytically asymptotic convergence of the synchronization error: robustification in the presence of bounded errors or unknown (constant) leader input is also discussed. Finally, a motivational example is presented in the context of Cooperative Adaptive Cruise Control and numerical examples are provided to demonstrate the effectiveness of the proposed method. 相似文献
174.
The start kinematics has been reported to differ between male and female sprinters. This study aimed to determine whether kinematic differences between the sexes are attributable to an effect of sex per se, or rather to the absolute performance level of the sprinters, quantified by the 100-m time. A total of 20 sprinters (10 M, 10 F), including world-class and elite athletes, were assessed. Start phases from the “set” position to the first two steps were analysed. Linear regression analyses showed a few significant differences between sexes when taking into account the effect of performance level: M had shorter pushing phase duration, higher horizontal velocity at block clearing, and shorter contact times of the first two steps. Conversely, the performance level affected most of the examined parameters: faster sprinters showed the centre of mass (CM) closer to the ground and a more flexed front knee in the “set” position, longer pushing phase duration, lower vertical velocity of the CM at block clearing, and longer contact times and shorter flight times in the first two steps. These findings suggest that the start kinematics is only partially affected by the sex of sprinters, whereas a bigger role is played by their performance level. 相似文献
175.
Simone Plak Chris van Klaveren Ilja Cornelisz 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):554-580
Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings. Therefore, this study set out to increase participation in an online proctored formative statistics exam by digital nudging. We exploited targeted nudges based on the Fogg Behaviour Model, highlighting the relevance of acknowledging differences in motivation and ability in allocating nudges to elicit target behaviour. First, we assessed whether pre-existing levels of motivation and perceived ability to participate are effective in identifying different propensities of responsiveness to plain untailored nudges. Next, we evaluated whether tailoring nudges to students' motivation and perceived ability levels increases target behaviour by means of a randomized field experiment in which 579 first-year university students received 6 consecutive emails over the course of three weeks to nudge behaviour regarding successful participation in the online exam. First, the results point out that motivation explains differences in engagement as indicated by student responsiveness and participation, whereas the perceived ability to participate does not. Second, the results from the randomized field experiment indicate that tailored nudging did not improve observed engagement. Implications for the potential of providing motivational information to improve participation in online educational activities are discussed, as are alternatives for capturing perceived ability more effectively.
Practitioner notes
What is already known about this topic- Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings.
- Students' internal barriers to online participation and persistence in higher education are lack of motivation and perceived ability.
- Nudging interventions tackle students' behavioural barriers, and are particularly effective when guided by a theory of behaviour change, and when targeting students who suffer most from those barriers.
- This study examines whether the Fogg Behaviour Model is suited to guide a nudging intervention with the aim to increase student engagement in online higher education.
- This study examines whether students with different levels of motivation and perceived ability vary in their online behaviour in response to nudges.
- This study experimentally evaluates whether targeted nudges—targeted at students' motivation and perceived ability—are more effective than plain (not-targeted) nudges.
- The results indicate the importance of motivation for performing nudged behaviours regarding successful participation in an online educational activity.
- The results do not provide evidence for the role of perceived digital ability, yet do show prior performance on a similar educational activity can effectively distinguish between students' responsiveness.
- Targeted nudges were not more effective than plain nudges, but the potential of other motivational nudges and how to increase perceived performance are discussed.