Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses

The self-regulation of learning behavior is an important key competence for university students. In this presented study, we aimed at fostering students’ self-regulation of learning by means of a standardized learning journal. In two of four courses that were included in the study, students had to keep a structured learning diary and/or received further intervention on self-regulated learning through a weekly course. Students who received these interventions were compared to students who received no treatment whatsoever in their self-regulation and learning achievement. The study reports pre–post measures as well as process analyses. Results revealed that keeping a structured learning diary without any further intervention did not improve students’ self-regulation. Those students who only kept learning diaries even showed a decrease in their motivation. Students who kept the learning diary and at the same time received further information on self-regulation showed increases in their strategy use and their self-efficacy. However, no improvements were found for students’ academic performance. It can be concluded that in order for students to profit in keeping a structured learning diary, they should be informed on the benefits of self-monitoring to increase their motivation.     

Effective Engagement Strategies for Non-Tenure-Track Faculty in Precollege Mathematics Reform in Community Colleges

The success of efforts to improve student outcomes in precollege mathematics at community colleges hinges on engaging and supporting non-tenure-track faculty [NTTF], who comprise a significant proportion of precollege instructional staff. Although research suggests weak departmental support and barriers and constraints to NTTF engagement, no studies have focused specifically on NTTF in the context of precollege mathematics reform in community colleges. This qualitative case study fills a gap in our understanding through interviews with seven tenure-track faculty [TTF] and 11 NTTF from three departments participating in the Washington State Rethinking Pre-College Mathematics grant. The case study examines the nature and effectiveness of strategies and incentives developed by TTF to engage their NTTF peers in department-led reform of precollege mathematics. Each department was successful in securing NTTF engagement across a broad spectrum, using strategies that included offering perquisites, professional development, and targeted instructional support. The NTTF detailed some changes in their practice, such as diversifying classroom instruction and approaches to assessment. Strategies that successfully initiated engagement (e.g., compensation) differed from those that sustained engagement, with the latter leveraging NTTF interest in growing professionally in order to improve student outcomes and build professional relationships with peers. Findings inform the delivery of NTTF professional development by suggesting that education and training expand beyond the delivery of new content to include relationship building with other faculty. The study's findings also consider NTTF professional development to be a shared responsibility among departments, colleges, systems, and NTTF.     

The effect of high intensity exercise and anticipation on trunk and lower limb biomechanics during a crossover cutting manoeuvre

We investigated the effects of high intensity, intermittent exercise (HIIP) and anticipation on trunk, pelvic and lower limb biomechanics during a crossover cutting manoeuvre. Twenty-eight male, varsity athletes performed crossover cutting manoeuvres in anticipated and unanticipated conditions pre- and post-HIIP. Kinematic and kinetic variables were captured using a motion analysis system. Statistical parametric mapping (repeated-measures ANOVA) was used to identify differences in biomechanical patterns. Results demonstrated that both unanticipation and fatigue (HIIP) altered the biomechanics of the crossover cutting manoeuvre, whereas no interactions effects were observed. Unanticipation resulted in less trunk and pelvic side flexion in the direction of cut (d = 0.70 – 0.79). This led to increased hip abductor and external rotator moments and increased knee extensor and valgus moments with small effects (d = 0.24–0.42), potentially increasing ACL strain. The HIIP resulted in trivial to small effects only with a decrease in internal knee rotator and extensor moment and decreased knee power absorption (d = 0.35), reducing potential ACL strain. The effect of trunk and hip control exercises in unanticipated conditions on the crossover cutting manoeuvre should be investigated with a view to refining ACL injury prevention programmes.     

Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management: Results of a pre-registered experiment

Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest–posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes.

Practitioner notes

What is already known about this topic

• Video is a popular teacher training medium given its ability to display classroom situations.
• Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years.
• Situational interest and self-efficacy in classroom management is vital for student teachers' professional development.

What this paper adds

• VR outperforms video in promoting student teachers' triggered interest in classroom management.
• Student teachers felt more efficacious in classroom management after participating in VR.
• VR also invoked higher extraneous cognitive load than the video.

Implications for practice and/or policy

• VR provides an authentic teacher training environment for classroom management.
• The design of the VR training environment needs to ensure a low extraneous cognitive load.

     

Theoretical competence models,tests and designs

Educational Assessment, Evaluation and Accountability -     

Learning to assess and evaluate complex realities

Educational Assessment, Evaluation and Accountability -     

Does speed-reading training work,and if so,why? Effects of speed-reading training and metacognitive training on reading speed,comprehension and eye movements

Background

Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed-reading by assessing the effects of a speed-reading application on reading performance in a pre-training and post-training design with a control group. Second, we aimed to identify the mechanism underlying speed-reading training programs.

Methods

We assessed reading speed, comprehension and eye movements of 30 German-speaking undergraduates (M_age = 22.77 years, SD_age = 3.41 years) before and after they received a commercial, app-based speed-reading training, a metacognitive training or no training.

Results

Results revealed higher reading speed in the speed-reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye-movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions.

Conclusions

We discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.