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首页> 外文学位 >How People Learn in K-8 Blended Learning Catholic Schools: Floating, Failing, and Filling Tetris Gaps.
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How People Learn in K-8 Blended Learning Catholic Schools: Floating, Failing, and Filling Tetris Gaps.

机译：人们在K-8混合学习天主教学校中的学习方式：浮动，失败和填补俄罗斯方块缺口。

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摘要

Over the past decade, blended learning has emerged as one of the most promising models of schooling in the K-12 context to increase achievement and meaningfully engage technology in the classroom, yet little is known about the pedagogical practices and outcomes of blended learning schools. The conceptual heritage of blended learning can be traced back to the literature regarding Computer Assisted Instruction (CAI), personalized learning, and game-based learning and participatory culture, but there is still a paucity of empirical research regarding teaching, learning, and the use of technology in these emerging contexts. Given this gap in the literature, this paper addresses (1) what teaching and learning is like in blended learning schools, (2) how and to what extent the pedagogical practices in blended learning schools align with the How People Learn (HPL) framework for the effective design of learning environments, and (3) how suitable the HPL framework is as a measure of effectiveness in blended learning schools. This study addresses these questions with an analysis of three qualitative case studies, comprised of interview and observation data from principals, teachers, blended learning coordinators, and students in three different blended learning Catholic elementary schools throughout the Midwest. Results from this study reveal the strengths of the HPL framework in focusing on measures of effectiveness beyond traditional metrics of success as well as the limitations of the HPL framework in capturing important data regarding leadership practices, levels of integration of blended learning software, and some non-cognitive skills. The study concludes with several recommendations for practitioners and researchers as to the possible future directions of blended learning.
机译：在过去的十年中，混合学习已成为K-12背景下最有前途的学校教育模式之一，可以提高成绩并在课堂上有意义地使用技术，但对混合学习学校的教学实践和成果知之甚少。混合学习的概念遗产可以追溯到有关计算机辅助教学（CAI），个性化学习以及基于游戏的学习和参与式文化的文献，但是关于教学，学习和使用的实证研究仍然很少。这些新兴背景下的技术发展。鉴于文献中的空白，本文着眼于（1）混合学习学校的教与学是什么样的；（2）混合学习学校的教学实践如何以及在何种程度上与人们如何学习（HPL）框架保持一致学习环境的有效设计，以及（3）HPL框架如何适合作为混合学习学校有效性的衡量标准。本研究通过对三个定性案例研究的分析来解决这些问题，其中包括来自中西部地区三所不同的混合学习天主教小学的校长，教师，混合学习协调员和学生的访谈和观察数据。这项研究的结果揭示了HPL框架在侧重于超越传统成功指标的有效性度量方面的优势，以及HPL框架在捕获有关领导力实践，混合学习软件的集成水平以及一些非常规方法的重要数据方面的局限性-认知能力。这项研究在结束时为从业者和研究人员提出了一些关于混合学习未来可能发展方向的建议。

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  • 作者

    Wills, Nathan D.;

  • 作者单位

    The University of Wisconsin - Madison.;

  • 授予单位 The University of Wisconsin - Madison.;
  • 学科 Education.;Educational technology.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 235 p.
  • 总页数 235
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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