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Gauging the gaps in student problem-solving skills: assessment of individual and group use of problem-solving strategies using online discussions
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For the past 3 yr, faculty at the University of New Mexico, Department of Biochemistry and Molecular Biology have been using interactive online Problem-Based Learning (PBL) case discussions in our large-enrollment classes. We have developed an illustrative tracking method to monitor student use of problem-solving strategies to provide targeted help to groups and to individual students. This method of assessing performance has a high interrater reliability, and senior students, with training, can serve as reliable graders. We have been able to measure improvements in many students' problem-solving strategies, but, not unexpectedly, there is a population of students who consistently apply the same failing strategy when there is no faculty intervention. This new methodology provides an effective tool to direct faculty to constructively intercede in this area of student development. 相似文献
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Research Findings. This study examines child care centers that improved quality and sustained these improvements over time. Quality was assessed using the Early Childhood Environment Rating Scales (ECERS). Forty-three centers were visited three times over six years. Centers that substantially improved by Time 2 were not initially rated better than those that did not improve but did employ less harsh teachers. At the second visit, centers that improved substantially were higher in quality, employed more sensitive and less harsh teachers, had experienced lower teaching staff turnover, and achieved NAEYC accreditation. The vast majority sustained these improvements. Centers seeking NAEYC accreditation were more likely to become accredited if they received moderate to intensive support and experienced less teaching staff turnover. Centers were more likely to experience lower turnover if they paid staff higher wages. Practice or Policy. Resources to support centers in becoming accredited and to increase the retention of teaching staff can assist centers in improving and sustaining quality. 相似文献
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Marcy P. Driscoll Walter Dick 《Educational technology research and development : ETR & D》1999,47(2):7-18
In this paper, we review the current state of research paradigms in the field of instructional technology from the perspective
of research standards and paradigms recommended by Leslie J. Briggs in the early 1980s. Our analysis of articles published
in Educational Technology Research and Development from 1992 to 1996 revealed that relatively few research paradigms were
used and that studies did not, for the most part, adhere to Briggs's (1984) Culture Four standards. Perhaps the most startling
result was that more than half the articles published were not empirical studies at all. We discuss some reasons for these
findings and suggest that instructional technology (IT) researchers make a renewed commitment to Briggs's standards. IT researchers
can again advance knowledge in the field in significant ways by collaborating with partners in the field and focusing on questions
related to instructional design processes, questions that require the use of more developmental research methods.
She is President Elect of AECT and will assume the presidency in February 2000. 相似文献
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The purposes of this study were to describe the structure of events during cooperative learning activities—Friday discussion sessions—in a graduate-level thermodynamics course and to understand what these activities meant to the students. First, we describe the structure of Friday discussion sessions in our classroom, which were used to focus student attention on conceptual issues rather than algorithmic problem solving. Second, we delineate findings which emerge from the perspective of the students. We found that cooperative learning activities move students away from rote learning strategies and toward more meaningful strategies which allowed them to integrate concepts over the entire semester. In addition, we discovered that the sharing of insights and ideas between students leads to the development of interpersonal skills and communication skills which the students perceive as an important component of the Friday discussion sessions. Implications for further classroom use, low-status versus high-status students, and assessment are discussed. J Res Sci Teach 34: 819–835, 1997. 相似文献
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In corporations across America, a race is on to find new ways to maximize human capital. An emphasis on lifelong learning will be vital for the success of our future workforce. As demographic shifts occur, the “older worker” will emerge as a primary target for this human development effort. This article explores the implications of this demographic shift for the human resource development and human performance technology (HRD/HPT) professional and recommends strategies for meeting this business need. First, we discuss the realities of this demographic shift and compare our current workforce demographics to those of the future. Next, we examine the common myths about the “older worker,” as well as what current research reports about this special population. Finally, we examine the impact of this trend on our profession. We discuss strategies for modifying the workplace environment, reassessing workforce motivational strategies, and altering training practices in order to serve this older worker population. In conclusion, we look at the implications for the future in HRD/HPT research. 相似文献
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