{"title":"学习模块对提高学习技能的功效","authors":"K. Cramer, C. Ross, Lisa Plant, Rebecca Pschibul","doi":"10.20533/ijtie.2047.0533.2018.0153","DOIUrl":null,"url":null,"abstract":"A key roadblock in students’ success in higher education involves a lack of preparedness. That is, students may be ill-equipped for demands inherent in the pursuit of an academic degree (such as managing one’s time, taking class notes, and preparing for examinations). To address these missing resources, educators have turned to offering students learning modules as face-to-face or online educational supplements. Two studies were conducted to investigate both the usefulness and effectiveness of learning modules for students in an introductory psychology course. Specifically, we compared students’ midterm and examination scores by those who received two modular skill sets (both examination-taking strategies and time management) before or after the course midterm. Students’ relative levels of each of perceived motivation, interest, and effectiveness of the modules were measured at the conclusion of the course. Results showed a significant association between module receipt and improved performance on the midterm and final examination, regardless of when the modules were presented (that is, either before or after the midterm). Additionally, students who completed the modules indicated that they enjoyed them, scoring significantly higher on their final examination. Based on these results, we encourage instructors and educational developers to design and offer learning modules to students (in first-year courses in particular) to enhance student success across their college or university experience.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Efficacy of Learning Modules to Enhance Study Skills\",\"authors\":\"K. Cramer, C. Ross, Lisa Plant, Rebecca Pschibul\",\"doi\":\"10.20533/ijtie.2047.0533.2018.0153\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"A key roadblock in students’ success in higher education involves a lack of preparedness. That is, students may be ill-equipped for demands inherent in the pursuit of an academic degree (such as managing one’s time, taking class notes, and preparing for examinations). To address these missing resources, educators have turned to offering students learning modules as face-to-face or online educational supplements. Two studies were conducted to investigate both the usefulness and effectiveness of learning modules for students in an introductory psychology course. Specifically, we compared students’ midterm and examination scores by those who received two modular skill sets (both examination-taking strategies and time management) before or after the course midterm. Students’ relative levels of each of perceived motivation, interest, and effectiveness of the modules were measured at the conclusion of the course. Results showed a significant association between module receipt and improved performance on the midterm and final examination, regardless of when the modules were presented (that is, either before or after the midterm). Additionally, students who completed the modules indicated that they enjoyed them, scoring significantly higher on their final examination. Based on these results, we encourage instructors and educational developers to design and offer learning modules to students (in first-year courses in particular) to enhance student success across their college or university experience.\",\"PeriodicalId\":106634,\"journal\":{\"name\":\"International Journal of Technology and Inclusive Education\",\"volume\":\"17 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Technology and Inclusive Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20533/ijtie.2047.0533.2018.0153\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Technology and Inclusive Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20533/ijtie.2047.0533.2018.0153","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Efficacy of Learning Modules to Enhance Study Skills
A key roadblock in students’ success in higher education involves a lack of preparedness. That is, students may be ill-equipped for demands inherent in the pursuit of an academic degree (such as managing one’s time, taking class notes, and preparing for examinations). To address these missing resources, educators have turned to offering students learning modules as face-to-face or online educational supplements. Two studies were conducted to investigate both the usefulness and effectiveness of learning modules for students in an introductory psychology course. Specifically, we compared students’ midterm and examination scores by those who received two modular skill sets (both examination-taking strategies and time management) before or after the course midterm. Students’ relative levels of each of perceived motivation, interest, and effectiveness of the modules were measured at the conclusion of the course. Results showed a significant association between module receipt and improved performance on the midterm and final examination, regardless of when the modules were presented (that is, either before or after the midterm). Additionally, students who completed the modules indicated that they enjoyed them, scoring significantly higher on their final examination. Based on these results, we encourage instructors and educational developers to design and offer learning modules to students (in first-year courses in particular) to enhance student success across their college or university experience.