Favouring reflexivity in technology-enhanced learning systems: towards smart uses of traces

During learning activities, reflexive processes allow learners to realise what they have done, understand why, decide on new actions and gain motivation. They help learners to regulate their actions by themselves, that is, to develop metacognitive regulation skills. Computer environments can support reflexive processes to support human learning, for example by analysing traces of learner activity and providing synthetic views by the way of indicators. Nevertheless, traces are underused in technology-enhanced learning (TEL) systems. In this article, we draw up the potential and limits of TEL systems based on traces for reflexive purposes. We then highlight the characteristics which TEL systems should have to use traces to foster reflexivity. We finally discuss how systems could enrich the self-confrontation process with traces.     

What influences Chinese undergraduates’ time management in online groupwork? An empirical investigation

The present investigation examines models of factors influencing time management in online groupwork for Chinese undergraduates. Multilevel findings showed that time management was positively related to five individual-level variables, including online courses taken previously, learning-oriented reasons, arranging the environment, help-seeking and feedback. Furthermore, at the group level, time management was positively correlated with feedback and learning-oriented reasons. Our investigation suggests that results concerning feedback and arranging the environment have the potential to be applicable in cross-cultural settings. It further suggests that time management may be influenced by cultural differences (eg value of education and polychromic time orientation). Finally, our result concerning help seeking lends empirical support to the theoretical claim that seeking help may serve to enhance individuals’ efforts to manage their work, in the context of Chinese undergraduates’ time management in online groupwork.     

社会学习理论及在学校德育中的运用

班杜拉社会学习理论以三元交互决定论为理论基础,指出亲历学习和观察学习是人类学习的两种基本形式,同时提出自我调节论、自我效能感等理论主张.依据其理论,学校德育工作者应树立品德学习无处不在、无时不有的新观念,科学树立"榜样"以引起学生的认同与模仿,培养学生自主性强化他们的自我调节能力,增加学生成功的体验促进其自我效能感的形成.     

The Dynamic Association of Interest and Confusion: The Potential for Moderation by Utility Value and Gender

Abstract

To better understand students’ experiences while learning in an online computer-science course, we adopted a dynamical systems analytic framework in which we tested linked patterns of confusion and interest over time and investigated whether and how those patterns might change as a function of students’ exposure to a utility value (UV) intervention and gender. We assessed interest and confusion via event contingent experience-sampled questionnaires that displayed immediately after students had engaged with key examples or exercises. Results indicated that students’ exposure to a UV intervention and gender affected the levels of confusion that students reported and the associations between interest and confusion levels over time. Implications for educators and researchers are discussed.     

Personal and Contextual Influences on Township School Learners’ Motivation and Self-Regulated Learning

Learners’ self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling of township school learners, although generally acknowledged, remain under-researched. The research presented in this paper explored 14 secondary township school teachers’ perceptions of the factors that influence learners’ motivation to achieve academic success. A better understanding of contextual motivational factors could influence teaching and learning, as well as provide the needed support that ultimately will enhance the academic achievement of South African township school learners. Participants perceived autonomy-supportive, extrinsic motivation, schools as positive learning environments, study and job opportunities, community projects, friends and peers, poverty, and encouragement from the local community as strong sources of motivation.     

促进自我调节能力发展的心灵工具课程

自我调节能力是儿童积极发展所必需的一项重要技能,儿童自我调节能力的发展和促进逐渐受到研究者的关注.心灵工具课程是少有的一项专门培养儿童自我调节能力的课程.这门课程以维果茨基等人的理论为基础,大量使用假装游戏,将儿童自我调节能力和基础知识技能的培养相结合,能够有效促进儿童的发展.     

高职生害羞心理特点影响因素分析及其自我调控

害羞是一种人际环境使人感到不舒服和压抑的心理状态,它影响着一个人人际交往和人生目标的顺利实现。由于多数来自于农村家庭,中学时期学业不良,青年初期过高的自尊心和较低的自我认同度,高职学生大多都有过害羞的经历。遗传,家庭教养方式、社会文化影响是高职生害羞心理的影向因素。对高职生害羞心理的特点及其影响因素的分析,目的在于帮助高职学生正确认识害羞,完善人格,维护心理健康。     

Learning to learn: improving attainment,closing the gap at Key Stage 3

In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to ‘learning to learn’ (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of students (n = 118) received more than 400 taught lessons throughout years 7–9. The impact of L2L on student attainment at Sea View was evaluated over those 3 years, using the pre-L2L cohort as a matched control group (n = 148). By the end of year 9, a significantly higher proportion of L2L students were either hitting or exceeding their target grades, compared with the control group. There was also a significant closing of the attainment gap between students eligible for the pupil premium and their peers (2%, vs. 25% in the control group). Key features of the L2L approach at Sea View are considered in terms of similarities and differences with other L2L approaches. Conclusions are drawn that the success of this approach lies in the combination of multiple effective practices. Recommendations for further research and development of the field are proposed.     

The politics of student voice: unravelling the multiple discourses articulated in schools

For almost two decades student voice has been used and enacted in educational settings for a range of purposes. Student voice theorists have framed it in sociocultural, social constructionist and poststructural terms. It has been located in a range of schooling discourses and there have been powerful critiques of instrumentalist uses of student voice. It has been reified for its potential to leverage schooling reform, associated with accountability, governmentality and technologies of control, and also heralded as a process to activate radical collegiality in educational settings. This article investigates how school leaders from Aotearoa/New Zealand discursively locate the complex and contested construct of student voice in their schooling settings. Drawing data from principal interviews, discourses inherent in school leader comments are analysed to consider the contribution of student voice. A consideration is provided of how young people are ascribed positions as agents in contemporary Aotearoa schools.