Flexible learning and design of instruction

The paper deals with the problem of designing flexible learning and instruction. Flexibility is considered both from the learner's and the designer's perspective. The potential of telematics in the design, development and implementation of flexible and distance learning is discussed. A Method for flexible instructional modules development is presented which aims at assisting the educational designers in the development of flexible instructional modules, ie, modules, which are easily adaptable to different learner's needs, allow learner's choices and different delivery platforms, including distance delivery. Examples of Method applications and current development of a software system to facilitate the Method's implementation are reported.     

Erratum to: Middle School Engagement with Mathematics Software and Later Interest and Self-Efficacy for STEM Careers

Journal of Science Education and Technology -     

Influence of gender and academic ability in a computer‐based Spanish reading task

In order to determine the effects of gender and scholastic ability on vocabulary retention and reading comprehension in a foreign language, 181 men and women enrolled in a first‐year Spanish course were asked to either read a passage in Spanish on a computer and create annotations for a list of words found in the passage (experimental group), or simply to read the already annotated passage (control group). They were administered vocabulary and reading comprehension tests, and a questionnaire concerning their attitude toward the task. Results showed rather complex interactions between the variables of sex and ability. Although the differences overall failed to achieve statistical significance, an analysis of the attitude questions separately resulted in several significant interactions for gender.     

Middle School Engagement with Mathematics Software and Later Interest and Self-Efficacy for STEM Careers

Research suggests that trajectories toward careers in science, technology, engineering, and mathematics (STEM) emerge early and are influenced by multiple factors. This paper presents a longitudinal study, which uses data from 76 high school students to explore how a student’s vocational self-efficacy and interest are related to his or her middle school behavioral and affective engagement. Measures of vocational self-efficacy and interest are drawn from STEM-related scales in CAPAExplore, while measures of middle school performance and engagement in mathematics are drawn from several previously validated automated indicators extracted from logs of student interaction with ASSISTments, an online learning platform. Results indicate that vocational self-efficacy correlates negatively with confusion, but positively with engaged concentration and carelessness. Interest, which also correlates negatively with confusion, correlates positively with correctness and carelessness. Other disengaged behaviors, such as gaming the system, were not correlated with vocational self-efficacy or interest, despite previous studies indicating that they are associated with future college attendance. We discuss implications for these findings, which have the potential to assist educators or counselors in developing strategies to sustain students’ interest in STEM-related careers.

     

Translanguaging: towards a dynamic model of bilingualism at school / Translanguaging: hacia un modelo dinámico de bilingüismo en la escuela

Abstract

As a response to the trend of using school languages separately, this article puts forward a pedagogical strategy labelled translanguaging which fosters the dynamic and integrative use of bilingual students’ languages in order to create a space in which the incorporation of both languages is seen as natural and teachers accept it as a legitimate pedagogical practice. Thus, translanguaging becomes the process through which bilingual students create meaning while shaping their experiences and increasing their knowledge by using their linguistic and semiotic repertoire without arbitrary separation. After posing the theoretical framework underpinning translanguaging, an experience conducted in a secondary school institute is described, concluding with a specific example of translanguaging in a class activity.     

Frühübergang in ein grundständiges Gymnasium – Übergang in ein privilegiertes Entwicklungsmilieu?

This article examines whether students’ learning gains in reading and mathematics depend on the time of their transition from elementary school to the academic track of secondary schooling. Drawing on data from the ELEMENT study, the learning gains of fifth and sixth graders in elementary schools (N?=?3167) and academic-track schools with various curricular profiles (N?=?1758) in Berlin were modelled by regression and propensity score matching (PSM) analyses. When baseline differences between the school types were controlled, analyses for reading did not reveal statistically significant differences at all. Findings for mathematics were inconsistent depending on the method of analysis. Regression analysis showed statistically significant results of small effect size in favour of the academic-track schools. However, this finding could not be replicated by means of PSM. The study does not provide evidence for a generally positive effect of early transition to the academic track of secondary schooling with respect to mathematics and reading performance. Theoretical and methodological implications and limitations of the study are discussed.