• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>International Journal of STEM Education >Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence
【24h】

Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence

机译：黄金时间学习：真正的老师在场的协作式和技术增强型学习

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Background Productive learning processes and good learning outcomes can be attained by applying the basic elements of active learning. The basic elements include fostering discussions and disputations, facing alternative conceptions, and focusing on conceptual understanding. However, in the face of poor course retention and high dropout rates, even learning outcomes can become of secondary importance. To address these challenges, we developed a research-based instructional strategy, the primetime learning model. We devised the model by organizing the basic elements of active learning into a theory-based four-step study process. The model is based on collaborative and technology-enhanced learning, on versatile formative assessment without a final exam, and on genuine teacher presence through intimate meetings between students and teachers. Results We piloted the model in two university physics courses on thermodynamics and optics and observed persistent student activity, improved retention, and good learning outcomes. Feedback suggested that most students were satisfied with the learning experience. Conclusions The model suits particularly well for courses that, in addition to the teaching subject itself, focus on teaching balanced study habits and strengthening social integration. By its very construction, it also helps the propagation of research-based instructional strategies. Although the model does contain challenges, it represents a generic framework for learning and teaching that is flexible for further development and applicable to many subjects and levels.
机译：背景技术通过应用主动学习的基本要素，可以实现生产性学习过程和良好的学习成果。基本要素包括促进讨论和争论，面对替代概念，并专注于概念理解。然而，面对糟糕的课程保留和高辍学率，即使是学习成果也可能具有次要的重要性。为了应对这些挑战，我们开发了一种基于研究的教学策略，即黄金时段学习模型。我们通过将主动学习的基本要素组织为基于理论的四步学习过程来设计模型。该模型基于协作和技术增强的学习，无需期末考试的多功能形成性评估以及通过学生与老师之间的亲密会议而真正的老师在场。结果我们在两个关于热力学和光学的大学物理课程中试用了该模型，并观察了学生的持续活动，保持力的提高和良好的学习效果。反馈表明，大多数学生对学习经历感到满意。结论该模型特别适合于课程，除了教学主题本身以外，还侧重于培养均衡的学习习惯和加强社会融合。通过其本身的构造，它还有助于传播基于研究的教学策略。尽管该模型确实包含了挑战，但它代表了一个通用的学习和教学框架，可以灵活地进行进一步开发，并适用于许多学科和水平。

著录项

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