Showing papers in "Educational Technology Research and Development in 2010"
TL;DR: This paper examined the direct and indirect effects of teachers' individual characteristics and perceptions of environmental factors that influence their technology integration in the classroom and developed a research-based path model to explain causal relationships between these factors and was tested based on data gathered from 1,382 public school teachers.
Abstract: The purpose of this study was to examine the direct and indirect effects of teachers’ individual characteristics and perceptions of environmental factors that influence their technology integration in the classroom. A research-based path model was developed to explain causal relationships between these factors and was tested based on data gathered from 1,382 Tennessee public school teachers. The results provided significant evidence that the developed model is useful in explaining factors affecting technology integration and the relationships between the factors.
679 citations
TL;DR: It is suggested that webcasts could have positive effects on students’ learning experiences and performance, even if class attendance does decline.
Abstract: The present study investigated the impact of class lecture webcasts on students’ attendance and learning. The research design employed four data collection methods in two class sections—one with webcast access and another without—of the same course taught by the same instructors. Results indicated the following four major findings. (1) The availability of webcasts negatively impacted student attendance but the availability of other online resources such as PowerPoint slides had a greater negative impact on attendance. (2) Webcast access appeared to nullify the negative effects absenteeism had on student performance. (3) For most performance measures based on lecture content, more webcast viewing was associated with higher performance. (4) Most students in the webcast section reported positive learning experiences and benefits from using webcasts, even though a majority also reported using webcasts for missing a class. In summary, these results collectively suggest that webcasts could have positive effects on students’ learning experiences and performance, even if class attendance does decline.
332 citations
TL;DR: In this article, the authors describe the skills of argumentation along with difficulties that learners experience when trying to argue and describe methods and guidelines for eliciting arguments from students, and conclude with processes for assessing the quality of student-generated arguments.
Abstract: Meaningful learning requires deep engagement with ideas Deep engagement is supported by the critical thinking skill of argumentation Learning to argue represents an important way of thinking that facilitates conceptual change and is essential for problem solving In order to appropriately apply argumentation practices to learning, we first dis- cuss reasons for using argumentation in learning environments or instruction Next, we describe the skills of argumentation along with difficulties that learners experience when trying to argue Following a brief description of the kinds of argumentation to persuade an audience of the validity of your position or solution (rhetorical) or to attempt to resolve differences in opinions or solutions (dialectical), we describe methods and guidelines for eliciting arguments from students We conclude with processes for assessing the quality of student-generated arguments
233 citations
TL;DR: In this article, a mixed methods design was used to identify factors associated with motivational engagement in video gaming self-report instruments were administered to 189 video game players to assess goal orientations, affect, need for cognition, and perceptions of engagement and flow Simultaneously, a sub-set of 25 participants were interviewed and results analyzed to identify patterns that influenced their propensity for gaming.
Abstract: A mixed methods design was used to identify factors associated with motivational engagement in video gaming Self-report instruments were administered to 189 video game players to assess goal orientations, affect, need for cognition, and perceptions of engagement and flow Simultaneously, a sub-set of 25 participants were interviewed and results analyzed to identify patterns that influenced their propensity for gaming Regression results revealed motivational engagement for gaming was related to gender, hours of play, task orientation, and socialization Players indicated that gaming was socially captivating, fun, challenging but relaxing, and precipitated positive affect and cognition even when unsuccessful results were achieved The negative consequences normally associated with task failure were not reported by participants to take place during gaming We concluded transfer of motivational engagement in gaming for entertainment to educational contexts was unlikely to occur
225 citations
TL;DR: In this article, the authors present a system-based mentoring model of technology integration that follows a research-based path, which moves teachers through four specific stages of technology adoption toward using technology to support learning in more student-centered ways.
Abstract: The purpose of this article is to present a systems-based mentoring model of technology integration that follows a research-based path. The model moves teachers through four specific stages of technology adoption toward using technology to support learning in more student-centered ways. The model describes how a mentor can negotiate the interplay of multiple barriers (time, beliefs, access, professional development, culture) on teachers who are learning to integrate technology and suggests a number of strategies for integrating technology, such as establishing a culture of technology integration, modeling technology use, and creating teacher leaders. Unlike previous mentoring approaches to integrating technology into the classroom, this model culminates with the establishment of a teacher-led community of practice that uses the resources currently available at a school to support and sustain the implementation of the system. Suggestions for implementing the model in a variety of K-12 and higher education settings are discussed.
170 citations
TL;DR: The authors examined the effects of two scaffolding strategies (generative learning strategy prompts and metacognitive feedback) on learners' comprehension and self-regulation while learning the human heart system in a computer-based learning environment (CBLE).
Abstract: Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read. In this generation process, learners’ cognitive and metacognitive regulation is one of the most critical factors influencing learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects of two scaffolding strategies—generative learning strategy prompts and metacognitive feedback—on learners’ comprehension and self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved learners’ recall and comprehension by enhancing learners’ self-regulation and better use of highlighting and summarizing as generative learning strategies.
144 citations
TL;DR: In this article, the authors synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development framework to guide both professional development and empirical work on teacher learning.
Abstract: The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.
132 citations
TL;DR: HIMATT is web-based and has been shown to scale up for practical use in educational and workplace settings, unlike many of the research tools developed solely to study basic issues in human learning and performance.
Abstract: Effective and efficient measurement of the development of skill and knowledge, especially in domains of human activity that involve complex and challenging problems, is important with regard to workplace and academic performance. However, there has been little progress in the area of practical measurement and assessment, due in part to the lack of automated tools that are appropriate for assessing the acquisition and development of complex cognitive skills. In the last 2 years, an international team of researchers has developed and validated an integrated set of assessment tools called highly integrated model assessment technology and tools (HIMATT) which addresses this deficiency. HIMATT is web-based and has been shown to scale up for practical use in educational and workplace settings, unlike many of the research tools developed solely to study basic issues in human learning and performance. In this paper, we describe the functions of HIMATT and demonstrate several applications for its use. Additionally, we present two studies on the quality and usability of HIMATT. We conclude with research suggestions for the use of HIMATT and for its further development.
128 citations
TL;DR: It is concluded that an integration of technology, cooperative activity designs and broader educational practices can lead to impact on students’ mathematics learning.
Abstract: Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting—with social incentives to ask questions, give explanations and discuss disagreements—would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted Learning (TechPALS), which uses wireless handheld technology to structure feedback in small groups as they solve fractions problems and (2) a popular desktop product, which provides feedback to individual students as they solve fractions problems individually. Three elementary schools participated in a randomized controlled experiment conducted in the 2007–2008 school year. Students in the TechPALS condition learned more than did the control group students, with effect sizes ranging from d = 0.14 to d = 0.44. Analysis of observational data confirmed that students in the TechPALS condition participated socially in questioning, explaining, and discussing disagreements, whereas students in the individual condition did not. We conclude that an integration of technology, cooperative activity designs and broader educational practices can lead to impact on students’ mathematics learning.
127 citations
TL;DR: This paper introduces the SMD Technology (Surface, Matching, Deep Structure), which measures relational, structural, and semantic levels of graphical representations and concept maps and indicates a high reliability and validity.
Abstract: The demand for good instructional environments presupposes valid and reliable analytical instruments for educational research. This paper introduces the SMD Technology (Surface, Matching, Deep Structure), which measures relational, structural, and semantic levels of graphical representations and concept maps. The reliability and validity of the computer-based and automated SMD Technology was tested in three experimental studies with 106 participants. The findings indicate a high reliability and validity. The discussion focuses on the development and realization of the three levels of the SMD Technology and applications for research, learning and instruction.
126 citations
TL;DR: The proposed e-learning recommender system framework works on the idea of recommending learning materials with a similar content and indicating the quality of learning materials based on good learners’ ratings and performed better in terms of having a small rating deviation and a higher precision as compared to e- learning with a content-basedRecommender system.
Abstract: The enormity of the amount of learning materials in e-learning has led to the difficulty of locating suitable learning materials for a particular learning topic, creating the need for recommendation tools within a learning context. In this paper, we aim to address this need by proposing a novel e-learning recommender system framework that is based on two conceptual foundations—peer learning and social learning theories that encourage students to cooperate and learn among themselves. Our proposed framework works on the idea of recommending learning materials with a similar content and indicating the quality of learning materials based on good learners’ ratings. A comprehensive set of experiments were conducted to measure the system accuracy and its impact on learner’s performance. The obtained results show that the proposed e-learning recommender system has a significant improvement in the post-test of about 12.16% with the effect size of 0.6 and 13.11% with the effect size of 0.53 when compared to the e-learning with a content-based recommender system and the e-learning without a recommender system, respectively. Furthermore, the proposed recommender system performed better in terms of having a small rating deviation and a higher precision as compared to e-learning with a content-based recommender system.
TL;DR: In this paper, the effect of jigsaw cooperative learning and animation versus traditional teaching methods on students' understanding of electrochemistry in a first-year general chemistry course was investigated.
Abstract: This study investigated the effect of jigsaw cooperative learning and animation versus traditional teaching methods on students’ understanding of electrochemistry in a first-year general chemistry course. This study was carried out in three different classes in the department of primary science education during the 2007–2008 academic year. The first class was randomly assigned as the jigsaw group, the second as the animation group, and the third as the control group. Students participating in the jigsaw group were divided into five “home groups” since the topic electrochemistry is divided into five subtopics. Each of these home groups contained four students. The groups were as follows: (1) Home Group A (HGA), representing the fundamental concepts of electrochemistry, (2) Home Group B (HGB), representing the electrochemical cell and energy source, (3) Home Group C (HGC), representing electrolysis, (4) Home Group D (HGD), representing Faraday’s laws, and (5) Home Group E (HGE), representing corrosion. The home groups broke apart, like pieces of a jigsaw puzzle, and the students moved into jigsaw groups consisting of members from the other home groups, who were each assigned a subtopic. For students in the animation group, their lesson focused on explaining the step-by-step process of electrochemistry through a computer-animated presentation. The main data collection tools were the Test of Scientific Reasoning and the Particulate Nature of Matter Evaluation Test. The results indicated that the jigsaw and animation groups achieved better results than the control group.
TL;DR: In this article, the authors identify ICT preferences of post-secondary students (N = 580) through a Digital Propensity Index (DPI), investigating communication methods, Internet practices and the creation of online content.
Abstract: Research suggests students’ use of information and communication technology (ICT) may be more a matter of digital literacy and access rather than a generational trait. We sought to identify ICT preferences of post-secondary students (N = 580) through a Digital Propensity Index (DPI), investigating communication methods, Internet practices and the creation of online content. Age, gender and socioeconomic status were examined as factors which might explain why students use ICT. Results suggest age is a factor in ICT use but that it is not the most important consideration; the gender gap and gaps between socioeconomic groups in terms of ICT use may be closing. The findings raise a variety of implications for institutions training pre-service teachers, curriculum developers designing instructional materials and educational leaders developing ICT policy for schools.
TL;DR: The authors investigated the impact of computer-based argumentation scaffolds on middle school students' argumentation ability and used them for support and why during a Problem-Based Learning (PBL) unit.
Abstract: A critical step in problem-based learning (PBL) units occurs when groups present their solution to the central problem. This is challenging for middle school students because it involves the creation of an evidence-based argument (Krajcik et al., Journal of the Learning Sciences 7:313–350, 1998). Using a mixed method design, this study investigated (a) the impact of computer-based argumentation scaffolds on middle school students’ argumentation ability, and (b) what middle school students used for support and why during a PBL unit. Data sources included persuasive presentation rating scores, argument evaluation ability test, videotaped class sessions, and prompted interviews. Results included a significant impact on average-achieving students’ argument evaluation ability, and use of the scaffolds by the small groups to plan their research and keep organized.
TL;DR: Although domain-general scaffolds were not as effective as domain-specific scaffolds on learning content and problem representation, they helped students develop solutions, make justifications, and monitor learning.
Abstract: This study investigated the effects of domain-general and domain-specific scaffolds with different levels of support, continuous and faded, on learning of scientific content and problem-solving. Students’ scores on a multiple-choice pretest, posttest, and four recommendation forms were analyzed. Students’ content knowledge in all conditions significantly increased from pretest to posttest. However, the continuous domain-specific condition outperformed the other conditions on the posttest. Although domain-general scaffolds were not as effective as domain-specific scaffolds on learning content and problem representation, they helped students develop solutions, make justifications, and monitor learning. Unlike domain-specific scaffolds, domain-general scaffolds helped students transfer problem-solving skills when they were faded. Several suggestions are discussed for making improvements in the design of scaffolds to facilitate ill-structured problem solving.
TL;DR: Teachable Agents (TA) as mentioned in this paper is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn, where students teach their agent by creating concept maps.
Abstract: One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by creating concept maps. Artificial intelligence enables TA to use the concept maps to answer questions, thereby providing interactivity, a model of thinking, and feedback. Elementary schoolchildren learning science with TA exhibited “added-value” learning that did not adversely affect the “basic-value” they gained from their regular curriculum, despite trade-offs in instructional time. Moreover, TA prepared students to learn new science content from their regular lessons, even when they were no longer using the software.
TL;DR: Results substantiate (to some degree) the claim that practitioners often find theory too abstract or difficult to apply and suggest that practitioners use theory in several important ways and tend to view theory with ambivalence rather than indifference or dislike.
Abstract: This study employed a qualitative research design to investigate instructional designers’ views and uses of conceptual tools in design work (e.g., learning theories and design theories). While past research has examined how instructional designers spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to the value and perceptions of conceptual tools, from the perspective of practicing designers. Based on intensive interviews of practitioners, our findings included ten themes organized according to three meta-themes: (a) using theory, (b) struggling with theory, and (c) connections between theory and intuition in craftwork. While these results substantiate (to some degree) the claim that practitioners often find theory too abstract or difficult to apply, they also suggest that practitioners use theory in several important ways and tend to view theory with ambivalence rather than indifference or dislike. Other conclusions regarding the role of theory in design are provided and future directions for theorizing and research are discussed.
TL;DR: The present researchers have developed a new instrument to measure teaching and learning quality (TALQ) that can measure improvements in use of First Principles in teaching and course design and can assist teachers who wish to implement the recommendation made by Kuh et al. (2007) that universities and colleges should focus their assessment efforts on factors that influence student success.
Abstract: Recent research has touted the benefits of learner-centered instruction, problem-based learning, and a focus on complex learning. Instructors often struggle to put these goals into practice as well as to measure the effectiveness of these new teaching strategies in terms of mastery of course objectives. Enter the course evaluation, often a standardized tool that yields little practical information for an instructor, but is nonetheless utilized in making high-level career decisions, such as tenure and monetary awards to faculty. The present researchers have developed a new instrument to measure teaching and learning quality (TALQ). In the current study of 464 students in 12 courses, if students agreed that their instructors used First Principles of Instruction and also agreed that they experienced academic learning time (ALT), then students were about 5 times more likely to achieve high levels of mastery of course objectives and 26 times less likely to achieve low levels of mastery, according to independent instructor assessments. TALQ can measure improvements in use of First Principles in teaching and course design. The feedback from this instrument can assist teachers who wish to implement the recommendation made by Kuh et al. (2007) that universities and colleges should focus their assessment efforts on factors that influence student success.
TL;DR: The Studio curriculum in the Learning, Design, and Technology (formerly Instructional Technology) program at a large research-extensive university in the southeastern U.S. represents a deliberate application of contemporary theory of how adults learn complex information in ill-structured domains.
Abstract: The Studio curriculum in the Learning, Design, and Technology (formerly Instructional Technology) program at a large research-extensive university in the southeastern U.S. represents a deliberate application of contemporary theory of how adults learn complex information in ill-structured domains. The Studio curriculum, part of a graduate program leading to a master’s degree, has been implemented since 1998 to prepare professionals to design, develop, evaluate, and manage educational multimedia. Theoretical considerations played a major role in shaping the design of the Studio curriculum. Prominent among these were constructionism, situated cognition/situated learning, and self-directed learning. Important related theoretical constructs included scaffolding and flow theory. This paper describes the Studio learning environment, presents these theoretical concepts, and discusses the application of theory to practice in the training of adults in instructional design and development (IDD).
TL;DR: In this article, a learning culture as a complex system involves macro-level properties (e.g., epistemological beliefs, social values, power structures) and micro-level features (i.e., technology, classroom activities).
Abstract: Many reform initiatives adopt a reductionist, proceduralized approach to cultural change, assuming that deep changes can be realized by introducing new classroom activities, textbooks, and technological tools. This article elaborates a complex system perspective of learning culture: A learning culture as a complex system involves macro-level properties (e.g., epistemological beliefs, social values, power structures) and micro-level features (e.g., technology, classroom activities). Deep changes in macro-level properties cannot be reduced to any component. This complex system perspective is applied to examining technology-supported educational change in East Asia and analyzing how teachers sustain the knowledge building innovation in different contexts. Working with the macro–micro dynamics in a learning culture requires a principle-based approach to learning innovation that specifies macro-level changes using principle-based instead of procedure-based terms and engages teachers’ deep reflection and creative engagement at both the macro- and the micro-level.
TL;DR: Evidence is provided of such connections between technology literacy gains and language arts skills that would predict increased academic achievement among students experiencing gains in technology literacy.
Abstract: This study investigated whether an identifiable link existed between gains in technology literacy and achievement in the areas of reading, mathematics, and language arts. Normal curve equivalent (NCE) content score changes from TerraNova assessments were calculated for approximately 5,000 students from fourth- to fifth-grade and 5,000 students from seventh- to eighth-grade. These changes were compared to relative gains from a pre- to post-assessment in technology literacy. The rationale that a correlation might be expected is grounded in two ideas: (1) technology literacy gains lead to heightened subject specific confidence, and (2) technology literacy gains reflect improved ability to use technology as a mediator of new learning. If correct, both of these conjectures would predict increased academic achievement among students experiencing gains in technology literacy. Results provided evidence of such connections between technology literacy gains and language arts skills.
TL;DR: Results reveal that the embedded group used more and spent more time on the use of support and quality of use differed for one support device only, with quality being higher in the non-embedded group.
Abstract: The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether this is related to learners’ self-regulation skills and goal orientation. Sixty students were divided in a condition where support was embedded and a condition where support was non-embedded. Results reveal that the embedded group used more and spent more time on the use of support. Quality of use differed for one support device only, with quality being higher in the non-embedded group. An interaction with self-regulation was found. High self-regulators use the support devices less optimal when support is embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional time spent on support influenced learning outcomes.
TL;DR: A broader recognition of FDI as ability is suggested in this article to better distinguish ability measurements from those of styles, encourage a reinterpretation and awareness of theoretical connections among past studies that use instruments such as GEFT or HFT, and highlight suggestions for future research and application.
Abstract: Field dependence–independence (FDI) has long been conceptualized and discussed as a cognitive style relevant to numerous educational approaches and outcomes. However, the FDI construct is most often measured as a cognitive ability, as opposed to a style, using instruments such as the Group-Embedded Figures test (GEFT) or the Hidden Figures Test (HFT). Specifically, FDI is typically measured as visuospatial ability and executive functioning in working memory. While measurement and use of FDI within psychological and educational research has often resulted in misleading or inconsistent discussion about cognitive styles, this review examines how the long history of FDI research continues to be relevant to contemporary instructional contexts. A broader recognition of FDI as ability is suggested in order to (a) better distinguish ability measurements from those of styles, (b) encourage a reinterpretation and awareness of theoretical connections among past studies that use instruments such as GEFT or HFT, and (c) highlight suggestions for future research and application, particularly with contemporary interactive multimedia learning tools.
TL;DR: The results suggest that animation is more effective than static visuals for improving learning across all levels of learning.
Abstract: This study investigated the effectiveness of three different levels of enhancement strategies utilized to facilitate students’ learning from static and animated visualization when taking the time-on-task into consideration. Participants were randomly assigned to six treatment groups, and then took four criterion measures. The time-on-task was measured and used as a covariate in the analysis. The results suggest that animation is more effective than static visuals for improving learning across all levels of learning. Questions plus feedback embedded into the visualized material are most effective in enhancing higher-level but not lower-level learning objectives. Furthermore, time-on-task may be interpreted differently. On the one hand, students should be allowed as much time as needed to learn material when it is enriched, such as in the animated lesson. On the other hand, requiring students in a static-only treatment to review the visuals may produce the same learning effect as the use of animated visuals.
TL;DR: The authors explored how the use of weblogs within the portfolio framework affected portfolio production and development for student teachers, and how the weblog-based electronic portfolio (WBEP) shaped student teachers' reflective practice during the student teaching practicum.
Abstract: This paper explored how the use of weblogs within the portfolio framework affected portfolio production and development for student teachers, and how the weblog-based electronic portfolio (WBEP) shaped student teachers’ reflective practice during the student teaching practicum. The individuals participating in this study consisted of 31 elementary school student teachers from a national university’s teacher education program in Taiwan. Qualitative data analysis revealed that about half the participants’ WBEP maturation level were at Level 2, the Curriculum Vitae WBEP. The two most prominent features of the WBEP platform on participants’ reflective practice were personal editorship and dialogues with others. Additionally, blog publicity promoted mandated dossier-like portfolios with which to evaluate performance with respect to external evaluation requirements. Thus, the reflective themes of most WBEP contents were rather uniform in the study.
TL;DR: In this paper, the authors employed an explanatory mixed methods design to examine the effects of two computer-based scaffolds on novice teachers' reflective journal writing and found that they significantly enhanced the participants' reflective writing as well as the length of their written artifacts.
Abstract: This study employed an explanatory mixed methods design to examine the effects of two computer-based scaffolds on novice teachers' reflective journal writing. The context for the study was an attempt to refine the reflective writing component of a large scale electronic portfolio system. Quantitative results indicated that the computer-based scaffolds significantly enhanced the participants' reflective journal writing as well as the length of their written artifacts. Moreover, correlation analysis revealed that there was a positive relationship between the highest level of reflection and the length of journal writing. Three factors gleaned from qualitative data helped explain how and why the scaffolds enhanced participants' reflective thinking, including (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. It is hoped that the analyses and results of the current study can help inform others on how to leverage the affordances of computer-based scaffolds to augment reflective practice in technology-enhanced educational systems.
TL;DR: It is concluded that use of voice-based communication can successfully reduce cognitive load in MUVE-based inquiry curricula.
Abstract: Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to effectively process the rich information encountered in virtual space. In this study, we investigated the effect of communication modality on cognitive load and science inquiry learning in students completing a science inquiry curriculum in an educational MUVE. Seventy-eight undergraduate education majors from a large southwestern university participated in this control-treatment study. Significant positive results were found for reducing cognitive load for participants communicating through voice-based chat, although this reduction was not found to influence learning outcomes. We conclude that use of voice-based communication can successfully reduce cognitive load in MUVE-based inquiry curricula.
TL;DR: Results showed that IBLE had enhanced students’ learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness.
Abstract: This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students’ learning To achieve these goals, we developed a model of inquiry-based learning with e-mentoring (IBLE) based on CII’s inquiry model (Community Informatics Initiative 2009; http://inquiryuiucedu/) We then tested the effectiveness of the IBLE model and reported our work in a rural context Results showed that IBLE had enhanced students’ learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness Implications for design and limitations of the study are also discussed
TL;DR: The study found that the case analysis task raised learners’ awareness of design approaches and project management strategies, and that discussion and reflection play critical roles in developing students’ understanding.
Abstract: Case-based learning has long been used to bring students into contact with the complexity of real-world situations. Despite this popularity and considerable history, research into how case analysis can support future problem-solving has been limited. The study reported in this paper investigated learners’ understanding of multimedia instructional design and development derived from the analysis of two richly detailed cases, and how this understanding then supported learners in their own design projects. A qualitative case study approach was used to follow a class of Masters students engaged in a technology-supported, case-based learning environment. Student work from case analysis, group project and reflective tasks was the key data source, complemented by interviews with students and their instructor, observations of class meetings, and the collection of online discussion list records and electronic resource files. The study found that the case analysis task raised learners’ awareness of design approaches and project management strategies, and that discussion and reflection play critical roles in developing students’ understanding. The study also highlighted some limitations of the case approach, suggesting the need for strategies that support learners’ thinking and reasoning.
TL;DR: The focal point of the course design is a narrative simulation, embedded with standards-based information, that provides user-selected, multiple outcomes as decision points to support dialogic reflection.
Abstract: Experienced teachers, tasked with mentoring, often find themselves inundated with large amounts of didactic information as they prepare for guiding new interns. In an effort to develop training that would both prepare new mentors and revitalize experienced mentors, a state Educational Professional Standards Board enlisted the help of instructional designers to develop an innovative online course. The focal point of the course design is a narrative simulation, embedded with standards-based information, that provides user-selected, multiple outcomes as decision points to support dialogic reflection. Theoretical and practical considerations for conceptualizing this multiple outcome strategy, quality review components and design specifications are discussed.