Frontline Learning Research最新文献_第5页

How Teachers integrate Dashboards into their Feedback Practices 教师如何将仪表板整合到他们的反馈实践中

Frontline Learning Research Pub Date : 2020-07-13 DOI: 10.14786/flr.v8i4.641

C. K. Campen, I. Molenaar

{"title":"How Teachers integrate Dashboards into their Feedback Practices","authors":"C. K. Campen, I. Molenaar","doi":"10.14786/flr.v8i4.641","DOIUrl":"https://doi.org/10.14786/flr.v8i4.641","url":null,"abstract":"In technology empowered classrooms teachers receive real-time data about students' performance and progress on teacher dashboards. Dashboards have the potential to enhance teachers' feedback practices and complement human-prompted feedback that is initiated by teachers themselves or students asking questions. However, such enhancement requires teachers to integrate dashboards into their professional routines. How teachers shift between dashboard- and human-prompted feedback could be indicative of this integration. We therefore examined in 65 K-12 lessons: i) differences between human- and dashboard-prompted feedback; ii) how teachers alternated between human- and dashboard-prompted feedback (distribution patterns); and iii) how these distribution patterns were associated with the given feedback type: task, process, personal, metacognitive, and social feedback. The three sources of feedback resulted in different types of feedback: Teacher-prompted feedback was predominantly personal and student-prompted feedback mostly resulted in task feedback, whereas dashboard-prompted feedback was equally likely to be task, process, or personal feedback. We found two distribution patterns of dashboard-prompted feedback within a lesson: either given in one sequence together (blocked pattern) or alternated with student- and teacher-prompted feedback (mixed pattern). The distribution pattern affected the type of dashboard-prompted feedback given. In blocked patterns, dashboard-prompted feedback was mostly personal, whereas in mixed patterns task feedback was most prevalent. Hence, both sources of feedback instigation as well as the distribution of dashboard-prompted feedback affected the type of feedback given by teachers. Moreover, when teachers advanced the integration of dashboard-prompted feedback in their professional routines as indicated by mixed patterns, more effective types of feedback were given.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/flr.v8i4.641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46396623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Individual interest and learning in secondary school STEM education 中学STEM教育中的个人兴趣和学习

Frontline Learning Research Pub Date : 2020-04-29 DOI: 10.14786/flr.v8i2.461

Erkka Laine, M. Veermans, A. Gegenfurtner, Koen Veermans

{"title":"Individual interest and learning in secondary school STEM education","authors":"Erkka Laine, M. Veermans, A. Gegenfurtner, Koen Veermans","doi":"10.14786/flr.v8i2.461","DOIUrl":"https://doi.org/10.14786/flr.v8i2.461","url":null,"abstract":"Interest research offers different hypotheses about the association between interest and learning outcomes. The standard hypothesis proposes that interest predicts learning outcomes: people acquire new knowledge about a topic they find interesting. The affective by-product hypothesis assumes that learning predicts interest: by learning something, people develop an interest in this topic. Finally, the reciprocal hypothesis states that interest and learning covary. This longitudinal study aimed to test the predictive validity of these three hypotheses in the context of secondary school STEM education. The participants were 104 Finnish 7th grade students aged 12-14. Data were collected at three times during the school year through questionnaires and grade evaluations in mathematics and biology. A partial least squares (PLS) path modeling approach was used to determine the relationships between interest and course grades across the three measurement points: at the beginning of the autumn semester, at the beginning of the spring semester, and after the spring semester at the end of the school year. The results differed between the autumn and spring semesters: During the autumn semester, students’ interest predicted their grades, whereas during the spring semester, grades predicted their interest. These findings indicate that the relationships between students’ individual interest towards science and mathematics with learning vary. As a practical implication, more focus should be put on when and what type of performance feedback is given to students with differing interest profiles. ","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/flr.v8i2.461","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48342251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Core and activity-specific functional participatory roles in collaborative science learning 合作科学学习中的核心和特定活动功能参与作用

Frontline Learning Research Pub Date : 2020-04-21 DOI: 10.14786/flr.v8i2.469

Olli-Pekka Heinimäki, S. Volet, M. Vauras

{"title":"Core and activity-specific functional participatory roles in collaborative science learning","authors":"Olli-Pekka Heinimäki, S. Volet, M. Vauras","doi":"10.14786/flr.v8i2.469","DOIUrl":"https://doi.org/10.14786/flr.v8i2.469","url":null,"abstract":"Prior research on the significance of roles in collaborative learning has explored their impact when they are pre-assigned to group members. In this article, it is argued that focusing on assigned roles downplays the spontaneous, emergent, and interactional nature of roles in small task groups and that this focus has limited the development of generalizable frameworks aimed at understanding the impact of roles in and across collaborative learning settings. A case is built for the importance of focusing on the functional participatory roles enacted during collaborative learning and for conceptualising these roles as emergent, dynamic, and evolving in situ (first claim). Further, a flexible conceptual framework for the analysis and understanding of such roles across diverse collaborative science-learning activities is proposed, based on the assumption that during collaborative learning, both core and activity-specific roles are enacted (second claim). The core roles resemble each other across activities as they associate closely with the nature of the science discipline itself, whereas the activity-specific roles vary across activities as their emergence is dependent on the affordances, demands, and characteristics of the particular activity and environment. Data from three diverse science-learning environments, including four totally or partly student-led collaborative science activities, were scrutinized to establish the degree of empirical support for this assumption and, thereby, the conceptual usefulness of the proposed framework. The contributions of the framework for future research of collaborative science learning are discussed.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/flr.v8i2.469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49399318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Experience and Meaning in Small-Group Contexts 小组语境中的经验和意义

Frontline Learning Research Pub Date : 2020-03-30 DOI: 10.14786/flr.v8i3.493

C. C. Vriesema, Mary M. Mccaslin

{"title":"Experience and Meaning in Small-Group Contexts","authors":"C. C. Vriesema, Mary M. Mccaslin","doi":"10.14786/flr.v8i3.493","DOIUrl":"https://doi.org/10.14786/flr.v8i3.493","url":null,"abstract":"Self-report data have contributed to a rich understanding of learning and motivation; yet, self-report measures present challenges to researchers studying students’ experiences in small-group contexts. Rather than using self-report data alone, we argue that fusing self-report and observational data can yield a broader understanding of students’ small-group dynamics. We provide evidence for this assertion by presenting mixed-methods findings in three sections: (a) self-report data alone, (b) observational data alone, and (c) the fusion of both data sources. We rely on 101 students’ self-reported experiences as well as observational (i.e., audio) data of students working in their group (N = 24 groups). In section order, we found that (1) students’ self-reported small-group behavior predicted their end-of-study reported anxiety and emotion; (2) coded observational data captured five types of group dynamics that students can engage in; and (3) students’ initial group-level characteristics predicted their real-time group dynamics, and observed group regulation activity predicted students’ self-reported anxiety, emotion, and regulation moving forward. Thus, while self-report and observational data alone can each increase our understanding of student motivation and learning processes, pursuing both in tandem more effectively captures the give-and-take among students, how these experiences evolve over time, and the personal meanings they can afford.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44220189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Self-Report is Indispensable to Assess Students’ Learning 自我报告是评估学生学习不可或缺的内容

Frontline Learning Research Pub Date : 2020-03-30 DOI: 10.14786/flr.v8i3.637

Reinhard Pekrun

引用次数: 14

Opening the black box of students’ text-learning processes: A process mining perspective 打开学生文本学习过程的黑匣子：过程挖掘视角

Frontline Learning Research Pub Date : 2020-03-30 DOI: 10.14786/FLR.V8I3.527

Amélie Rogiers, Emmelien Merchie, H. Keer

{"title":"Opening the black box of students’ text-learning processes: A process mining perspective","authors":"Amélie Rogiers, Emmelien Merchie, H. Keer","doi":"10.14786/FLR.V8I3.527","DOIUrl":"https://doi.org/10.14786/FLR.V8I3.527","url":null,"abstract":"The current study uncovers secondary school students’ actual use of text-learning strategies \u0000during an individual learning task by means of a concurrent self-reported thinking aloud \u0000procedure. Think-aloud data of 51 participants with different learning strategy profiles, \u0000distinguished based on a retrospective self-report questionnaire (i.e., 15 integrated strategy \u0000users, 15 information organizers, 10 mental learners, and 11 limited strategy users), were \u0000analysed by means of educational process mining. Both the frequency of students’ strategy \u0000use, as well as the temporal patterns between these strategies were studied. The process \u0000mining results clearly demonstrated differences between the strategy profiles with respect to \u0000the frequency of their applied strategies, as well as concerning the temporal sequences \u0000wherein strategies were applied throughout the course of students’ text-learning process. The \u0000added value of combining both retrospective and concurrent self-report measures of students’ \u0000strategies as well as conducting process mining analysis is discussed.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V8I3.527","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44724603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Variability in Certainty of Self-Reported Interest: Implications for Theory and Research 自我报告兴趣确定性的可变性：对理论和研究的启示

Frontline Learning Research Pub Date : 2020-03-30 DOI: 10.14786/flr.v8i3.491

Amanda M. Durik, J. Jenkins

{"title":"Variability in Certainty of Self-Reported Interest: Implications for Theory and Research","authors":"Amanda M. Durik, J. Jenkins","doi":"10.14786/flr.v8i3.491","DOIUrl":"https://doi.org/10.14786/flr.v8i3.491","url":null,"abstract":"These studies examined self-reported interest, how level of interest is related to reported certainty of interest, and whether certainty helps to clarify the relationship between interest and behavior. This research borrows from research on attitudes showing that attitude certainty helps to clarify the relationship between attitudes and behavior. A pilot study examined the relationship between self-reported interest and certainty of interest within four disciplines (math, psychology, biology, and astronomy). These relationships were replicated in math (Study 1) and psychology (Study 2), and the relationships between interest and behavior were stronger for those with greater certainty. For domains in which participants had sufficient levels of experience and varied levels of interest, curvilinear relationships were found between level of interest and certainty, showing that certainty is higher among individuals who report more extreme (high or low) levels of interest. Moreover, self-reported interest predicted behavior more strongly for those with more certainty in their responses. Discussion surrounds the theoretical and methodological utility of considering certainty of interest alongside measures of self-reported interest.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/flr.v8i3.491","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45998550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration 合作动机挑战事件中调节模式的动态相互作用

Frontline Learning Research Pub Date : 2020-03-24 DOI: 10.14786/flr.v8i2.561

Aishah Bakhtiar, A. Hadwin

{"title":"Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration","authors":"Aishah Bakhtiar, A. Hadwin","doi":"10.14786/flr.v8i2.561","DOIUrl":"https://doi.org/10.14786/flr.v8i2.561","url":null,"abstract":"The cognitive and social demands of collaboration can raise significant motivation challenges. Task progression relies on team members strategically taking control of the problems and adapting accordingly. Theory indicates that productive collaboration involves groups using three modes of regulation: self-regulation, co-regulation, and socially shared regulation. Despite research demonstrating the occurrence of all three modes in collaboration, it is unclear how these modes interact and how co-regulation supports the emergence of self- and shared-regulation of motivation. The study aimed to examine the role co-regulation played in dynamically stimulating the emergence of self- and shared-regulation of motivation. A cross-case comparison was conducted between two groups who experienced high levels of motivation challenges but achieved contrasting perceptions of the overall team learning productivity. During analysis, groups’ dynamic regulatory processes within the online environment were visually represented using a tool called the Chronologically-ordered Representation for Tool-Related Activity (CORDTRA). Findings demonstrate that co-regulation of motivation may afford and thwart the emergence of self- and shared-regulation, and these processes interacted with the group’s situational challenges and the regulatory skills group members possessed. Comparisons between the two groups indicated that groups' motivation regulation should (a) match the demands of the challenges at hand, (b) be positively supported by group members through co-regulation, and (b) involve a more varied strategic responses so that the group may continue to learn and co-construct knowledge effectively as a team.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/flr.v8i2.561","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43165630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Children’s Macro-Level Navigation Patterns in Hypermedia and their Relation with Task Structure and Learning Outcomes 儿童超媒体宏观层次导航模式及其与任务结构和学习效果的关系

Frontline Learning Research Pub Date : 2020-02-26 DOI: 10.14786/flr.v8i1.473

C. Paans, I. Molenaar, E. Segers, L. Verhoeven

{"title":"Children’s Macro-Level Navigation Patterns in Hypermedia and their Relation with Task Structure and Learning Outcomes","authors":"C. Paans, I. Molenaar, E. Segers, L. Verhoeven","doi":"10.14786/flr.v8i1.473","DOIUrl":"https://doi.org/10.14786/flr.v8i1.473","url":null,"abstract":"This study investigated macro-level navigation patterns in children’s hypermedia learning, and how they related to task structure and learning outcomes. For this purpose, 5th and 6th grade learners performed a hypermedia assignment in which a high (n=57) versus a low (n=54) level of structure was provided. By means of qualitative analyses of their navigation activities, 6 macro-level navigation patterns were distinguished: linear reading, selective reading, video viewing, massed writing, late onset writing, and unpredictable reading. Results showed that the linear reading pattern was more frequent in the high structure environment, and that both the high structure environment and the linear reading pattern were associated with the highest quality of the children’s written assignments. Navigation patterns and task structure did not clearly predict children’s declarative knowledge gains or knowledge transfer. These findings show that there are multiple ways to navigate through a hypermedia environment, but that these are not all equally successful for learning. Moreover, the provided task structure in the environment may affect the occurrence of successful navigation patterns.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46602110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Plunging into a world? A novel approach to undergraduates’ metaphors of reading 跳进一个世界？大学生阅读隐喻新探

Frontline Learning Research Pub Date : 2019-11-22 DOI: 10.14786/flr.v7i4.559

I. Scharlau, Miriam Körber, A. Karsten

引用次数: 1