• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?.
【24h】

Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?.

机译：自我调节的学习技能培训会在使用智能导师的同时提高高中学生的自我调节，数学成就和动机吗？

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning modules on self-regulated learning knowledge and skills that were distributed throughout the semester.;A quasi-experimental, mixed methods evaluation design was used by assigning pre-registered, high-school remedial Algebra I class periods made up of an approximately equal number of students to one of the three study conditions or course versions: (a) the control course design, (b) web-based, intelligent tutor only course design, and (c) web-based, intelligent tutor + SRL e-learning modules course design. While no statistically significant differences on SRL skills, math achievement or motivation were found between the three conditions, effect-size estimates provide suggestive evidence that using the SRL e-learning modules based on ARCS motivation model (Keller, 2010) and Let Me Learn learning pattern instruction (Dawkins, Kottkamp, & Johnston, 2010) may help students regulate their learning and improve their study skills while using a web-based, intelligent Algebra tutor as evidenced by positive impacts on math achievement, motivation, and self-regulated learning skills.;The study also explored predictive analyses using multiple regression and found that predictive models based on independent variables aligned to student demographics, learning mastery skills, and ARCS motivational factors are helpful in defining how to further refine course design and design learning evaluations that measure achievement, motivation, and self-regulated learning in web-based learning environments, including intelligent tutoring systems.
机译：这项研究通过实证评估了教学设计，学习工具和老师在三个学期的高中代数I课程的三个版本中的作用的有效性，以确定自我调节的学习技能和学习方式培训对学习有什么影响学生的自我调节，数学成就和动机。第一版是具有直接指导意义的照常使用的传统课堂教学数学。该课程的第二版为学生提供了基于Web的智能导师的自定进度，个性化的代数教学。该课程的第三版结合了基于网络的智能代数导师上的自定进度的个性化指令，以及一系列贯穿整个学期的关于自我调节学习知识和技能的电子学习模块。通过将由大约相等数量的学生组成的预先注册的高中辅导班I代课时分配给以下三种学习条件或课程版本之一来使用实验性，混合方法评估设计：（a）控制课程设计， （b）仅基于网络的智能导师课程设计，以及（c）基于网络的智能导师+ SRL电子学习模块课程设计。虽然在这三个条件之间没有发现SRL技能，数学成就或动机在统计学上有显着差异，但效果量估计值提供了暗示性证据，表明使用基于ARCS动机模型（Keller，2010年）和“让我学习”学习的SRL电子学习模块模式教学（Dawkins，Kottkamp和Johnston，2010年）可以帮助学生调节学习并提高学习技能，同时使用基于网络的智能代数导师，这对数学成绩，动机和自我调节的学习技能产生了积极影响研究还使用多元回归探索了预测分析，发现基于与学生人口统计学，学习精通技能和ARCS动机因素相一致的独立变量的预测模型有助于定义如何进一步完善课程设计和设计评估成绩的学习评估网络学习环境中的学习，动机和自我调节的学习，包括智能补习系统。

著录项

  • 作者

    Barrus, Angela.;

  • 作者单位

    Arizona State University.;

  • 授予单位 Arizona State University.;
  • 学科 Education Instructional Design.;Education Educational Psychology.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 100 p.
  • 总页数 100
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号