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The casual within the formal: A model and measure of informal learning in higher education 正式中的非正式:高等教育中非正式学习的模式与衡量
IF 5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-27 DOI: 10.1177/14697874221087427
Julian Decius, Janika Dannowsky, Niclas Schaper

Research and practice have recognized the importance of informal learning—a specific type of active learning—for higher education contexts. University students learn not only in formally organized courses, but also in a self-directed and intentional way from fellow students, through trial and error, and by reflection. However, there has been a lack of valid measures to operationalize students’ informal learning. In this study, we thus develop the Informal Student Learning (ISL) scale for higher education, building on the Octagon Model of Informal Workplace Learning and the model’s associated measure from the vocational learning context. Our scale contains eight components with three items each. Using three samples of university students (N = 545, N = 818, N = 310), we examined the model structure of ISL and the scale’s validity in an international context. The results show that the conceptual structure of informal workplace learning and informal student learning is similar for intent to learn and reflection, but different for experience/action and feedback. Examining validity, we found evidence for concurrent validity in terms of study-related self-efficacy and academic performance, and for convergent and discriminant validity indicators of the eight ISL components. The scale has configural and metric measurement invariance for age, gender, and academic achievement, and additionally scalar invariance for age. Potential applications of the new measure in the context of active learning for research, for lecturers, and for students are discussed.

研究和实践已经认识到非正式学习——一种特殊类型的主动学习——对高等教育环境的重要性。大学生不仅在正式组织的课程中学习,而且还通过尝试和错误以及反思,以自主和有意的方式从同学那里学习。然而,缺乏有效的措施来实施学生的非正式学习。在本研究中,我们在非正式工作场所学习八边形模型的基础上,从职业学习的角度开发了高等教育非正式学生学习(ISL)量表。我们的量表有八个部分,每个部分有三个项目。以3个大学生为样本(N = 545, N = 818, N = 310),在国际背景下检验了ISL的模型结构和量表的效度。结果表明,非正式职场学习和非正式学生学习的概念结构在学习意图和反思方面是相似的,但在经验/行动和反馈方面是不同的。在效度检验中,我们发现了与学习相关的自我效能感和学业成绩,以及八个ISL成分的收敛效度和判别效度指标存在并发效度的证据。该量表对年龄、性别和学术成就具有结构和度量不变性,对年龄具有标量不变性。讨论了新测量在研究、讲师和学生主动学习方面的潜在应用。
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引用次数: 0
Paper versus online quizzes: Which is more effective? 纸上测验与网上测验:哪一种更有效?
IF 5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-18 DOI: 10.1177/14697874221079737
Neşe Sevim-Cirak, Omer Faruk Islim
Today, as more and more people enroll to higher education, educational authorities, and institutions continually need to update their curricula and to find alternative and innovative ways to support the active participation of learners. Student Response Systems (SRSs) have become one of the most common tools used in today’s classrooms. Along with the development of technology, several online tools were provided to a sample of teachers in order to conduct an assessment within the classroom environment as an alternative to classic SRSs. “Kahoot!” is one such tool used within the educational setting. The purpose of this study was to reveal the effects of using Kahoot! on preservice teachers’ academic achievement, as well as on their retention when Kahoot! was used as a formative assessment tool. This quasi-experimental study was conducted with 91 preservice teachers during the fall semester of the 2019–2020 academic year. Data were collected via three quizzes, a midterm exam, and a retention test. The study’s results indicate that the students who were applied paper-based quizzes had higher exam and retention test scores.
如今,随着越来越多的人进入高等教育,教育当局和机构需要不断更新课程,并找到替代和创新的方式来支持学习者的积极参与。学生反应系统(SRS)已成为当今课堂上最常用的工具之一。随着技术的发展,向教师样本提供了一些在线工具,以便在课堂环境中进行评估,作为经典SRS的替代方案。“Kahoot!”就是在教育环境中使用的一种工具。这项研究的目的是揭示使用Kahoot!关于职前教师的学术成就,以及他们在Kahoot!被用作形成性评估工具。这项准实验研究是在2019-2020学年秋季学期对91名职前教师进行的。数据是通过三次测验、一次期中考试和一次保留测试收集的。研究结果表明,采用纸质测验的学生的考试和保留测试成绩更高。
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引用次数: 1
Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction 比较翻转课堂与基于问题的学习或基于案例的学习相结合的使用,以提高学习成绩和满意度
IF 5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-16 DOI: 10.1177/14697874221081550
B. Oliván-Blázquez, A. Aguilar-Latorre, Santiago Gascón-Santos, Mª José Gómez-Poyato, D. Valero-Errazu, R. Magallón-Botaya, Rachel Heah, A. Porroche-Escudero
Active learning methodologies, such as flipped classroom (FC), generate a higher level of student engagement, greater dynamism in learning and more significant interactions with course content. Some other active methodologies used in the academic environment are problem-based learning (PBL) and case study (CS). There are few studies that analyse FC combined with PBL class activities or with course-based learning (CBL) activities, however, in fact, there are no studies that analyse which combination of activities would lead to better academic performance and student satisfaction. The main aim of this study is to comparate FC methodology, combined with PBL activities or with CBL activities, in improving the academic performance of undergraduate social work students. This work also intends to analyse the level of satisfaction with the course and the methodology used. A class level randomisation study was performed. Both groups in the study used an FC active methodology, but group 1 applied this methodology with PBL, whereas group 2 applied it in conjunction with a CBL methodology. The students also had to do activities at home that were related to the PBL or CS methodology. There were significant differences in both categorical and quantitative exam scores, with the group that had applied the FC + PBL methodology achieving a higher grade in the exam and containing a higher percentage of students who passed or received merit and outstanding grades. In general, there was a good level of satisfaction in both groups and there were no significant differences across all items asked, except for ‘It helps critical thinking’ and ‘It helps to apply theory to assessment’, which were evaluated more favourably by the FC + CBL students.
主动学习方法,如翻转课堂(FC),可以产生更高水平的学生参与度、更大的学习活力以及与课程内容的更重要互动。学术环境中使用的其他一些积极方法是基于问题的学习(PBL)和案例研究(CS)。很少有研究分析FC与PBL课堂活动或基于课程的学习(CBL)活动相结合,但事实上,没有研究分析哪种活动组合会带来更好的学习成绩和学生满意度。本研究的主要目的是比较FC方法与PBL活动或CBL活动相结合,以提高本科生社会工作学生的学习成绩。这项工作还旨在分析对课程和所用方法的满意度。进行了一项班级级别的随机化研究。研究中的两组都使用了FC主动方法,但第1组将该方法与PBL结合使用,而第2组将其与CBL结合使用。学生们还必须在家里进行与PBL或CS方法有关的活动。分类和定量考试成绩均存在显著差异,应用FC的组 + PBL方法在考试中取得更高的成绩,通过或获得优异成绩的学生比例更高。总的来说,两组的满意度都很高,除了“这有助于批判性思维”和“有助于将理论应用于评估”外,所有项目都没有显著差异,FC对这两个项目的评价更为积极 + CBL学生。
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引用次数: 4
College student engagement in OER design projects: Impacts on attitudes, motivation, and learning 大学生参与OER设计项目:对态度、动机和学习的影响
IF 5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-16 DOI: 10.1177/14697874221081454
Torrey Trust, Robert W. Maloy, Sharon Edwards
Open educational resources (OER), which are teaching, learning, and research materials that are openly licensed, are growing in popularity in higher education. Previous studies have focused on faculty and student perceptions and use of OER. In this study, we examined how actively engaging students as curators and designers of OERs through project-based learning as part of an open educational practice shaped students’ attitudes, motivation, and learning. This paper presents post-course survey data collected from 69 undergraduate and graduate students from six different courses that featured OER design projects, including: (1) A digital media online course; (2) Online tools for teaching and learning website; (3) History/social studies wiki pages; (4) Campus resources film project; (5) Professional learning networks for educators online course; and (6) Teaching with technology eBook. Findings indicate that shifting students’ roles from consumers to curators and creators of OERs increased motivation, improved attitudes about learning, aided the achievement of course learning objectives, and supported the development of valuable skills for 21st century success.
开放教育资源(OER)是公开许可的教学、学习和研究材料,在高等教育中越来越受欢迎。先前的研究集中在教师和学生对OER的感知和使用上。在这项研究中,我们考察了作为开放教育实践的一部分,通过基于项目的学习,积极吸引学生作为OER的策展人和设计师,如何塑造学生的态度、动机和学习。本文收集了来自六门不同课程的69名本科生和研究生的课后调查数据,这些课程以OER设计项目为特色,包括:(1)数字媒体在线课程;(2) 在线教学工具网站;(3) 历史/社会研究维基页面;(4) 校园资源电影项目;(5) 教育工作者在线课程的专业学习网络;(6)科技教学电子书。研究结果表明,将学生的角色从消费者转变为OER的策展人和创建者,可以增强动机,改善学习态度,有助于实现课程学习目标,并支持发展21世纪成功的宝贵技能。
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引用次数: 7
Comparing strategies for active participation of students in group discussions 比较学生积极参与小组讨论的策略
IF 5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-22 DOI: 10.1177/14697874221075719
A. Rezaei
Providing an active learning environment and engaging students in classroom discussion could be quite challenging. This study used a quasi-experimental method to manipulate students’ incentives for participation in group discussion to investigate its impact on students’ learning outcomes. Two research methods courses taught over four years by the author were examined. Eighty samples of students’ online discussions were recorded, transcribed, and analyzed to assess the impact of four different strategies on quantity, quality, and outcome of students’ group discussions. The results showed significant differences in all aspects. The implications of the results for teachers who plan to use group discussion in their courses are discussed and suggestions for future research are offered.
提供一个积极的学习环境,让学生参与课堂讨论可能是相当具有挑战性的。本研究采用准实验方法操纵学生参与小组讨论的动机,探讨其对学生学习成果的影响。对作者四年多来讲授的两门研究方法课程进行了考察。80个学生在线讨论的样本被记录、转录和分析,以评估四种不同策略对学生小组讨论的数量、质量和结果的影响。结果显示各方面均有显著差异。本研究结果对计划在课程中使用小组讨论的教师的意义进行了讨论,并对未来的研究提出了建议。
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引用次数: 3
The case for case studies: Dialogic engagement and case study creation in a higher education classroom 案例研究的案例:高等教育课堂中的对话参与和案例研究创作
IF 5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-07 DOI: 10.1177/14697874221075297
V. Sulé, Abigail Sachs, Courtney Mansor, Rachel Smydra
As engagement and work with diverse others has grown increasingly important in the world, many educators have committed to enhancing students’ ability to address complex equity-based issues in their profession and everyday lives. Although there is growing literature on the value of using case studies and small group dialog, very little exists on dialogic, cooperative case study creation. Using critical pedagogy and constructivism as the epistemic lenses, this study qualitatively examines how students gauge their learning in a course focusing on knowledge development through dialog and cooperative case study creation. Findings indicate that the experiential and collaborative nature of the course fostered learning that has implications for engagement with diverse others and with dealing with equity-based issues. The study adds to knowledge about the functionality of case studies, particularly student-created case studies.
在世界上,与不同的人接触和合作变得越来越重要,许多教育工作者致力于提高学生在专业和日常生活中解决复杂的基于公平问题的能力。尽管关于案例研究和小组对话的价值的文献越来越多,但关于对话、合作案例研究创作的文献却很少。本研究以批判教学法和建构主义作为认知视角,定性地考察了学生如何通过对话和合作案例研究创造来评估他们在一门专注于知识发展的课程中的学习。研究结果表明,该课程的体验和合作性质促进了学习,这对与不同的人接触和处理基于公平的问题具有影响。该研究增加了关于案例研究功能的知识,特别是学生创建的案例研究。
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引用次数: 0
Fostering university students’ learning performance using the one-take video approach 利用一次录像法培养大学生的学习绩效
IF 5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-30 DOI: 10.1177/14697874211069524
Julian Börger, Markus Spilles, Johanna Krull, Tobias Hagen, Thomas Hennemann
Various studies have shown that video-based learning by explaining to a fictitious audience can be an effective learning strategy for promoting multiple knowledge domains such as memory, comprehension and knowledge transfer. However, field studies testing the effectiveness of this learning strategy in an applied setting are rare. The present study examines the effectiveness of the one-take video (OTV) approach on undergraduate students’ learning performance. The OTV method involves users recording short oral presentations without any editing and with the support of handwritten visualisations (video-based learning by explaining). To test the learning outcomes, 218 undergraduate teaching students for special educational needs were randomly assigned to two test groups (OTV and explaining in writing). After that, they completed three study tasks throughout the semester, each followed by immediate and delayed knowledge tests. The results for the OTV group show that students achieved significantly better results in the immediate memory test the more handwritten visualisations they used, but not the more often they repeated the video recordings. Analyses of variance revealed that the OTV group outperformed the writing group in terms of memory performance in the immediate test but not in the delayed posttest. The OTV group also significantly outperformed the writing group in both posttests in the transfer domain. No significant differences were found in the comprehension test scores.
各种研究表明,通过向虚拟观众解释,基于视频的学习可以成为促进记忆、理解和知识转移等多个知识领域的有效学习策略。然而,在应用环境中测试这种学习策略有效性的实地研究很少。本研究考察了一次性视频(OTV)方法对本科生学习成绩的有效性。OTV方法包括用户在不进行任何编辑的情况下,在手写可视化(通过解释进行基于视频的学习)的支持下,录制简短的口头演示。为了测试学习效果,218名有特殊教育需求的本科生被随机分配到两个测试组(OTV和书面解释)。之后,他们在整个学期完成了三项学习任务,每项任务都是立即和延迟的知识测试。OTV组的结果显示,学生在即时记忆测试中取得的成绩明显更好,他们使用的手写图像越多,但重复视频记录的频率就越高。方差分析显示,OTV组在即时测试中的记忆表现优于写作组,但在延迟后测中没有。OTV组在迁移域的两个后测中也显著优于写作组。在理解测试成绩上没有发现显著差异。
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引用次数: 1
Reflection on peer reviewing as a pedagogical tool in higher education 同行评议作为高等教育教学工具的思考
IF 5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-13 DOI: 10.1177/14697874211073045
Karin Väyrynen, Sonja Lutovac, Raimo Kaasila
Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that may contribute to the utilization of peer-feedback and promote further learning. In this study, we suggest reflection on peer reviewing as one approach to providing a platform for students to engage in reflective practices and for stimulating active learning in higher education, and to make that learning visible to the educator. We examine 26 undergraduate students’ reflections on peer-review to identify categories of reflection and what students have learnt from the peer reviewing process. Our findings reveal six different categories of reflection suggesting students’ active engagement in learning and pointing to the ways educators can direct and instruct students how to reflect. We discuss how these findings can inform university lecturers in the use of reflection upon peer reviewing as a pedagogical tool in higher education.
先前的研究强调了为了积极学习而给予和接受同伴反馈的重要性,以及大学生参与反思以提高学习成果的重要性。然而,要求学生明确反思同行评审是高等教育中一项研究不足的学习活动,可能有助于利用同行反馈并促进进一步学习。在这项研究中,我们建议反思同行评审,将其作为一种方法,为学生提供一个参与反思实践的平台,激励他们在高等教育中积极学习,并使教育工作者看到这种学习。我们调查了26名本科生对同行评审的反思,以确定反思的类别以及学生从同行评审过程中学到了什么。我们的研究结果揭示了六种不同类别的反思,表明学生积极参与学习,并指出了教育工作者可以指导和指导学生如何反思的方式。我们讨论了这些发现如何为大学讲师在高等教育中使用同行评审反思作为教学工具提供信息。
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引用次数: 1
Science to practice: Does gamification enhance intrinsic motivation? 从科学到实践:游戏化是否能增强内在动机?
IF 5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-11 DOI: 10.1177/14697874211066882
Matthew Jones, Jedediah E Blanton, Rachel E Williams

Self-determination theory (SDT) has empirical support in understanding and enhancing motivation in a variety of contexts, including education settings. Niemac and Ryan have highlighted that using SDT in course design can lead to stronger fulfilment of an internal locus of causality regarding course work. One course design method anchored in SDT is gameful learning—structuring tasks that support intrinsic motivation, primarily increasing autonomy over learning. A gamified classroom (GC) may offer more assignments and points than minimally necessary for students to earn a passing mark, allowing students choice in which projects to pursue. Further research is needed to examine the degree to which students’ motivations differ between a GC and a non-gamified classroom (NGC). The purpose of the current study was to determine if students in a GC were more intrinsically motivated than students in NGC. Students were enrolled in an undergraduate kinesiology course using a GC design (n = 24) or NGC design (n = 26) and completed an online survey – derived from the intrinsic motivation inventory and the test anxiety questionnaire—at the beginning and end of the semester. In the GC, students started with zero points, and were offered multiple assignments with scaffolded difficulty to reach their desired grade. The NGC used a traditional 100% grade range, with only required assignments and exams, and students lost points for inadequate or inaccurate responses. Following analyses, it was revealed that students in the GC had higher perceptions of autonomy and competence than students in the NGC. Where these differences exist over time, along with differences in other subscales, will be discussed further. Educators seeking to enhance student motivation and engagement may therefore look to gamification as an appropriate methodology.

自我决定理论(SDT)在理解和增强包括教育环境在内的各种情境下的动机方面具有实证支持。Niemac和Ryan强调,在课程设计中使用SDT可以更好地实现课程作业的内在因果关系。SDT中的一种课程设计方法是游戏式的学习结构任务,它支持内在动机,主要是增加学习的自主性。一个游戏化的教室(GC)可能会提供更多的作业和分数,而不是学生获得及格分数的最低要求,允许学生选择从事哪些项目。需要进一步的研究来检验GC和非游戏化课堂(NGC)中学生动机的差异程度。本研究的目的是确定GC中的学生是否比NGC中的学生更具有内在动机。学生们使用GC设计(n = 24)或NGC设计(n = 26)注册了一门运动机能学本科课程,并在学期开始和结束时完成了一份来自内在动机清单和考试焦虑问卷的在线调查。在GC中,学生们从零分开始,然后分配给他们多个具有固定难度的作业,以达到他们想要的成绩。国家地理委员会使用传统的100%评分范围,只有要求的作业和考试,学生的回答不充分或不准确会被扣分。通过分析,我们发现GC组的学生比NGC组的学生对自主性和能力有更高的认知。随着时间的推移,这些差异以及其他子量表的差异将进一步讨论。因此,寻求提高学生积极性和参与度的教育工作者可能会将游戏化视为一种合适的方法。
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引用次数: 8
The creation of a nudging protocol to support online student engagement in higher education 创建一个推动协议,以支持在线学生参与高等教育
IF 5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-04 DOI: 10.1177/14697874211039077
Alice V. Brown, Jill Lawrence, Marita Basson, M. Axelsen, P. Redmond, Joanna Turner, S. Maloney, Linda Galligan
Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.
将助推理论与学习分析相结合,即“助推分析”,是教育领域中一个相对较新的现象。例如,用于解决学生(不)参与等问题,推动学生采取某些行动或改变主动学习的行为,可以产生影响。然而,知道该推谁、怎么推、什么时候推都是一个挑战。为学生提供战略性的、敏感的推动,帮助他们前进,几乎是一种艺术形式。它不仅需要使用适当的软件和解释数据的技术技能,还需要仔细考虑该说什么以及如何说。在本文中,我们提出了一个可以在在线课程中使用的推动协议,以鼓励学生参与支持他们学习的关键课程资源。
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引用次数: 8
期刊
Active Learning in Higher Education
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