• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文OA文献 >A problem shared is learning doubled : deliberative processing in dyads improves learning in complex dynamic decision-making tasks.
【2h】

A problem shared is learning doubled : deliberative processing in dyads improves learning in complex dynamic decision-making tasks.

机译：共享的问题使学习倍增：双向学习处理提高了复杂的动态决策任务的学习效率。

代理获取
本网站仅为用户提供外文OA文献查询和代理获取服务，本网站没有原文。下单后我们将采用程序或人工为您竭诚获取高质量的原文，但由于OA文献来源多样且变更频繁，仍可能出现获取不到、文献不完整或与标题不符等情况，如果获取不到我们将提供退款服务。请知悉。
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Whilst micro-worlds or simulations have increasingly been used in higher education settings, students do not always benefit as expected from these learning opportunities. By using an experimental-control group design we tested the effectiveness of structuring the task environment so as to encourage learners to approach simulations more systematically. Seventy-one professionals who participated in a postgraduate-level management program worked on a management simulation either individually (n = 35) or in dyads (n = 36) while exploring the simulation (exploration phase). Peer interactions in the shared learning condition were structured so that learners were encouraged to employ hypothesis testing strategies. All participants then completed the simulation again individually so as to demonstrate what they had learned (performance phase). Baseline measures of cognitive ability and personality were also collected. Learners who explored the simulation in the shared learning condition outperformed their counterparts who explored the simulation individually. A simple manipulation of the way learners interacted with the simulation facilitated learning. Improved deliberation is discussed as a potential cause of this effect, preliminary evidence is provided. This study lends further evidence that the effectiveness of learning using simulations is co-determined by characteristics of the learning environment.
机译：尽管微观世界或模拟已越来越多地用于高等教育环境，但学生并不总是能从这些学习机会中获得预期的收益。通过使用实验控制小组设计，我们测试了构造任务环境的有效性，以鼓励学习者更系统地进行模拟。七十一名参加了研究生水平管理计划的专业人员在探索模拟（探索阶段）时，分别进行了管理模拟（n = 35）或进行了双代（n = 36）。建立共享学习条件下的同伴互动，从而鼓励学习者采用假设检验策略。然后，所有参与者再次单独完成模拟，以证明他们学到了什么（表演阶段）。还收集了认知能力和人格的基线量度。在共享学习条件下探索模拟的学习者的表现要优于单独探索模拟的学习者。对学习者与模拟互动方式的简单操作即可促进学习。讨论的改进是导致这种影响的潜在原因，并提供了初步证据。这项研究提供了进一步的证据，表明使用模拟进行学习的有效性是由学习环境的特征共同决定的。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
代理获取

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