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Abstract
Contemporaryinstructionalapproachesexpectstudentstobeactiveproducersofknowledge.Thisleadstotheneedforcreationofinstructionaltoolsandtasksthatcanofferstudentsopportunitiesforactivelearning.Thisstudyexaminestheeffectofacomputationalexperimentasaninstructionaltool-forGrade12students,usingacomputersimulationenvironmentcreatedinJavaforthedomainof“linearoscillationswithoutdamping”.
Inthisstudyweusethecomputationalexperimentasanintegrationofthecomputationalsciencewiththediscoverylearningmethod.Thecomputationalexperimentsupportsbothtypesofresearch,theexploratoryaswellastheinventiveresearch,helpingthelearnerstodevelopnotonlyexploratorybutalsoexpressivemodels.
Theaimofthepaperisthreefold.Atfirstwewanttoexaminetheinfluenceofthecomputationalexperimentonstudents’learningperformance.Theothertwoaimsarerelatedtotheinvestigationoftheexperiment’sinfluenceonstudents’approachtolearningandtheirbeliefsonphysics.Ourresultsindicatethatthereisastrongshiftonstudents’conceptualunderstandingandtotheconsiderationofthecoherenceofphysics,aswellastotherealizationthatphysicsisstronglyconnectedtomathematics.Finallystudentsrealizedthatmathematics,physicsandinformationtheoryarestronglyconnectedcognitivedisciplines.
ArticleOutline
1.Introduction.ComputationalPhysics-modellingandsimulation
1.1.Modellingindicatorsandresearchspacesindiscoverylearning
1.2.Theapproachtolearningandbeliefsonphysics
2.Materialsandmethodology
3.Results
4.Discussionsandconclusions
References
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212
Whoneedstodowhatwhere?
:
Usinglearningmanagementsystemsonresidentialvs.commutercampuses
Education,Volume56,Issue3,April2011,Pages642-649
StevenLonn,StephanieD.Teasley,AndrewE.Krumm
LearningManagementSystems(LMS)areweb-basedsystemsallowinginstructorsand/orstudentstosharematerialsandinteractonline.ThisstudycompareddifferencesinLMSusebetweeninstructorsandstudentsatalargeresidentialcampuswithstudentsatasmallercommutercampus.ResponsestoanonlinesurveyaboutLMSactivitiesandtoolswerecategorizedbythreedifferentinteractiontypes:
Learner–Instructor(LI),Learner–Content(LC),andLearner–Learner(LL).Aggregatedlogdatawasalsoanalyzedtoseeifstudents’usewasconsistentwiththeirbeliefs.RespondentsfrombothcampusesratehighlyallactivitiesandtoolswithintheLMS.FindingssuggestthatresidentialstudentsvalueactivitiesandtoolssupportingLCinteractionmorethancommuterstudents,whilecommuterstudentsvalueactivitiesandtoolsfosteringLLinteractionsmorethanresidentialstudents.TheaggregatedlogdatawasconsistentwiththesurveydatashowingahigherlevelofactivityinthemostheavilyusedLC-orientedtoolsfortheresidentialcampusandhigheractivityintheLL-orientedtoolsforthecommutercampus.
1.Introduction
2.Theoreticalframework
2.1.Comparingandcontrastingresidentialandcommuterstudents
2.2.InteractionwithinLMS
3.Methods
3.1.Datasources
3.2.Participants
3.3.Design
3.4.Procedure
4.Results
4.1.Generalinstructortrendsbycampus
4.2.Generalstudenttrendsbycampus
4.3.Analysisofpotentialfactorsaffectinginteractiontyperatings
4.4.Logdataanalysis
5.Discussion
213
Usinganimationsandvisualcueingtosupportlearningofscientificconceptsand
processes
Education,Volume56,Issue3,April2011,Pages650-658
LijiaLin,RobertK.Atkinson
Thepurposeofthestudyistoinvestigatethepotentialbenefitsofusinganimation,visualcueing,andtheircombinationinamultimediaenvironmentdesignedtosupportlearners’acquisitionandretentionofscientificconceptsandprocesses.Undergraduateparticipants(N
=
119)wererandomlyassignedtooneofthefourexperimentalconditionsina2
×
2factorialdesignwithvisualpresentationformat(animatedvs.staticgraphics)andvisualcueing(visualcuesvs.nocues)asfactors.Participantsprovidedwithanimationsretainedsignificantlymoreconceptsthantheirpeersprovidedwithstaticgraphicsandthoseaffordedvisualcueslearnedequallywellbutinsignificantlylesstimethantheircounterpartsinuncuedconditions.Moreover,takingintoconsiderationbothlearningoutcomesandlearningtime,cuedparticipantsdisplayedmoreinstructionalefficiencythantheiruncuedpeers.Implicationsandfuturedirectionsarediscussed.
1.Introduction
1.1.Instructionalanimation
1.2.Visualcueing
2.Overviewoftheexperiment
3.Method
3.1.Participantsanddesign
3.2.Computer-basedlearningenvironment
3.3.Measuresandinstruments
4.1.Priorknowledge
4.2.Learningoutcomes
4.2.1.Conceptretention
4.2.2.Processretention
4.3.Subjectivecognitiveload
4.4.Learningtime
4.5.Learningefficiency
4.6.Intrinsicmotivation
214
Evaluationofcomputertoolsforideagenerationandteamformationinproject-basedlearning
Education,Volume56,Issue3,April2011,Pages700-711
OscarArdaiz-Villanueva,XabierNicuesa-Chacó
n,OscarBrene-Artazcoz,Marí
aLuisaSanzdeAcedoLizarraga,Marí
aTeresaSanzdeAcedoBaquedano
ThemainobjectiveofthisresearchwastovalidatetheeffectivenessofWikideasandCreativityConnectortoolstostimulatethegenerationofideasandoriginalitybyuniversitystudentsorganizedintogroupsaccordingtotheirindexesofcreativityandaffinity.Anothergoalofthestudywastoevaluatetheclassroomclimatecreatedbythesetoolsandthemethod“ThinkActivelyinaSocialContext”(TASC)proposedbyWallaceandAdams(1993)andframedwithinproject-basedlearning(PBL).Theresearchwasconductedwithasampleof34studentsinthethirdyearofaComputerEngineeringdegree,which,duringaperiodof15weeks,requiredthemtodesignandimplementaninnovativedistributedapplicationproject.TheprocedureconsistedoftheimplementationoftheeightphasesoftheTASCmethodintegratedtotheWikideasandCreativityConnectortools.Theinformationprovidedbythetools,interviewsandquestionnairesadministeredtostudentswereusedtoanalyzeourhypothesis.Theresultsshowthatthetoolshelpedthestudentstogenerate,evaluateandselectthemostrelevantideasandtoformteamsforprojectexecution.Theyalsorevealedthatteamswithhighindexesofcreativityandaffinity(typeα)achievedthebestgradesinacademicperformanceandprojectoriginality.Furthermore,researchdatashowthatWikideasandCreativityConnectoralongwiththeTASCapproachcreatedapositiveclassroomclimateforstudents.Basedonthiswork,severalsuggestionscanbeextractedontheuseofthetoolsandtheTASCmethodforproject-basedlearning.
2.Computertools
2.1.Wikideas
2.2.Creativityconnector
2.2.1.Brainstormingnetworkcreation
2.2.2.Formationofcreativeteams
3.Purposeofthestudy
4.Method
4.1.Participants
4.2.Procedure
4.3.Instruments
4.3.1.Interviews
4.3.2.Questionnaire
4.3.3.Registrytools
5.Results
5.1.Tooldata
5.2.Interviewdata
5.3.Questionnairedata
5.4.Projectdata
6.Discussion
6.1.Ideageneration
6.2.Teamformation
6.3.Classroomclimate
6.4.Limitations
6.5.Conclusion
Acknowledgements
Appendix.Questionnaireontheperceptionsofstudentsabout.
Tools
TASCmethod
Classroomclimate
215
Acasestudyofonlineinstructionalcollaborativediscussionactivitiesforproblem-solvingusingsituatedscenarios:
Anexaminationofcontentandbehaviorclusteranalysis
Education,Volume56,Issue3,April2011,Pages712-719
Huei-TseHou
Insomehighereducationcoursesthatfocusoncasestudies,teacherscanprovidesituatedscenarios(suchasbusinessbottlenecksandmedicalcases)andproblem-