Frontline Learning Research最新文献_第8页

Editorial The journey to proficiency: Exploring new objective methodologies to capture the process of learning and professional development 社论熟练之旅：探索新的客观方法来捕捉学习和专业发展的过程

Frontline Learning Research Pub Date : 2018-12-07 DOI: 10.14786/FLR.V6I3.435

Christian Harteis, Ellen M. Kok, H. Jarodzka

引用次数: 8

A multi-componential methodology for exploring emotions in learning 探索学习情绪的多成分方法

Frontline Learning Research Pub Date : 2018-12-07 DOI: 10.14786/FLR.V6I3.379

Anneli Eteläpelto, Virpi-Liisa Kykyri, M. Penttonen, Päivi Hökkä, Susanna Paloniemi, Katja Vähäsantanen, Tuomas Eteläpelto, V. Lappalainen

{"title":"A multi-componential methodology for exploring emotions in learning","authors":"Anneli Eteläpelto, Virpi-Liisa Kykyri, M. Penttonen, Päivi Hökkä, Susanna Paloniemi, Katja Vähäsantanen, Tuomas Eteläpelto, V. Lappalainen","doi":"10.14786/FLR.V6I3.379","DOIUrl":"https://doi.org/10.14786/FLR.V6I3.379","url":null,"abstract":"Studies on emotions in learning are often based on interviews conducted after the learning. Therefore, these do not capture the multi-componential nature of emotions and how emotions are related to the process of learning. We see emotions as dimensional and multi-componential responses to a personally meaningful events and situation. In this methodologically frontline study we developed a multi-componential methodology, which provides complementary information about emotions during learning. In this study, by using a within subject design of one person, we focused on emotions during the professional identity learning. In a laboratory setting, the subject was shown personally meaningful video extracts from a learning situation she had participated earlier. The data were gathered by using (i) self-reports of emotions via the Emotion Circle (EC) online assessment, (ii) measures of autonomic nervous system (ANS) activity via Electro-Dermal Activity (EDA) and Heart Rate Variability (HRV), (iii) behavioural registration of facial expression and gaze, and (iv) the Stimulated Recall Interview (SRI). Self-reports of emotions via EC, as well as the emotion-driven SRI were found to be productive, not only in detailing and explaining emotions experienced during watching the videos, but also in bringing about reflective learning and novel insight. EDA and HRV provided complementary information from the subject’s ANS activity during the learning process. EDA seemed to be a valid indicator of active and agentic learning, while HRV was found to be a promising indicator of creative and reflective learning.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I3.379","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44941290","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: 7

Using sensor technology to capture the structure and content of team interactions in medical emergency teams during stressful moments 利用传感器技术捕捉医疗急救团队在压力时刻团队互动的结构和内容

Frontline Learning Research Pub Date : 2018-12-07 DOI: 10.14786/FLR.V6I3.353

M. Endedijk, M. Hoogeboom, M. Groenier, Stijn de Laat, Jolien van Sas

{"title":"Using sensor technology to capture the structure and content of team interactions in medical emergency teams during stressful moments","authors":"M. Endedijk, M. Hoogeboom, M. Groenier, Stijn de Laat, Jolien van Sas","doi":"10.14786/FLR.V6I3.353","DOIUrl":"https://doi.org/10.14786/FLR.V6I3.353","url":null,"abstract":"In healthcare, action teams are carrying out complex medical procedures in intense and unpredictable situations to save lives. Previous research has shown that efficient communication, high-quality coordination, and coping with stress are particularly essential for high performance. However, precisely and objectively capturing these team interactions during stressful moments remains a challenge. In this study, we used a multimodal design to capture the structure and content of team interactions of medical teams at moments of high arousal during a simulated crisis situation. Sociometric badges were used to measure the structure of team interactions, including speaking time, overlapping speech and conversational imbalance. Video coding was used to reveal the content of the team interactions. Furthermore, the Empatica E4 was used to unobtrusively measure the team leader’s skin conductance to identify moments of high arousal. In total, 21 four-person teamsof technical medicine students in the Netherlands were monitored in a simulation environment while they diagnosed and managed a patient with cardiac arrest. Outcomes of this exploratory study revealed that more effective teams showed greater conversational imbalance than less effective teams, but during moments of high arousal the opposite was found. Also, a number of differences were found for the content of team interaction. Combining sensor technology with traditional measures can enhance our understanding of the complex interaction processes underlying effective team performance, but technological advances together with more knowledge about the simultaneous application of these methods are needed to tap into the full potential of wearable sensor technology in team research.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I3.353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48894322","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

Do we betray errors beforehand? The use of eye tracking, automated face recognition and computer algorithms to analyse learning from errors 我们是否事先暴露了错误?使用眼动追踪、自动面部识别和计算机算法来分析从错误中学习

Frontline Learning Research Pub Date : 2018-12-07 DOI: 10.14786/FLR.V6I3.370

Christian Harteis, Christoph Fischer, Torben Töniges, B. Wrede

{"title":"Do we betray errors beforehand? The use of eye tracking, automated face recognition and computer algorithms to analyse learning from errors","authors":"Christian Harteis, Christoph Fischer, Torben Töniges, B. Wrede","doi":"10.14786/FLR.V6I3.370","DOIUrl":"https://doi.org/10.14786/FLR.V6I3.370","url":null,"abstract":"Preventing humans from committing errors is a crucial aspect of man-machine interaction and systems of computer assistance. It is a basic implication that those systems need to recognise errors before they occur. This paper reports an exploratory study that utilises eye-tracking technology and automated face recognition in order to analyse test persons’ emotional reactions and cognitive load during a computer game and learning through trial and error. Computer algorithms based on machine learning and big data were tested that identify particular patterns of test persons’ gaze behaviour and facial expressions that antecede errors in a computer game. The results show that emotions and learning from errors are positively correlated and that gaze behaviour and facial expressions inform about the errors that follow. However, the algorithms still need to be improved through further studies to be suitable for daily use. This research is innovative in its use of mathematical formulae to operationalise learning through errors and the use of computer algorithms to predict errors in human behaviour in trial- and-error situations.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48678203","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

Capturing motivation and emotion regulation during a learning process 在学习过程中捕捉动机和情绪调节

Frontline Learning Research Pub Date : 2018-12-07 DOI: 10.14786/FLR.V6I3.369

H. Järvenoja, Sanna Järvelä, Tiina Törmänen, Piia Näykki, Jonna Malmberg, Kristiina Kurki, Arttu Mykkänen, Jaana Isohätälä

{"title":"Capturing motivation and emotion regulation during a learning process","authors":"H. Järvenoja, Sanna Järvelä, Tiina Törmänen, Piia Näykki, Jonna Malmberg, Kristiina Kurki, Arttu Mykkänen, Jaana Isohätälä","doi":"10.14786/FLR.V6I3.369","DOIUrl":"https://doi.org/10.14786/FLR.V6I3.369","url":null,"abstract":"This paper describes our research approach in which we have focused on situational and contextual variations in motivation and emotion regulation to better understand its role, appearance and function in collaborative learning situations. We have used research designs that employ process-oriented measures combined with subjective interpretations to capture motivation and emotion regulation. Analysing on-line process data poses several challenges such as variation in the granularity of different data sources, problems that emerge due to the complexity of contextual and situational factors in ecologically-valid learning situations or, currently, challenges in the use of multiple data channels and their analyses. \u0000In this paper, we present three claims underlying our research, particularly the motivationand emotions and their regulation in learning. The claims are as follows: (1) motivation and emotion regulation is situation and context specific, (2) motivation and emotion regulation is influenced by multi-layered nature of motivationand(3) Motivation and emotion regulation is intertwined with other processes of learning and can be captured from their temporal manifestation. We present an example from our empirical study to discuss how these claims have led us to employ multiple process-oriented methods that include both subjective and objective data sources, including different combinations of situation-specific self-reports, video and physiological data. We then describe opportunities and challenges involved in the empirical studies.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I3.369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42069712","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: 36

Application of mathematical and machine learning techniques to analyse eye-tracking data enabling better understanding of children’s visual-cognitive behaviours 应用数学和机器学习技术来分析眼球追踪数据，从而更好地理解儿童的视觉认知行为

Frontline Learning Research Pub Date : 2018-12-07 DOI: 10.14786/FLR.V6I3.365

Enrique Garcia Moreno-Esteva, S. White, J. Wood, A. Black

{"title":"Application of mathematical and machine learning techniques to analyse eye-tracking data enabling better understanding of children’s visual-cognitive behaviours","authors":"Enrique Garcia Moreno-Esteva, S. White, J. Wood, A. Black","doi":"10.14786/FLR.V6I3.365","DOIUrl":"https://doi.org/10.14786/FLR.V6I3.365","url":null,"abstract":"In this research, we aimed to investigate the visual-cognitive behaviours of a sample of 106 children in Year 3 (8.8 ± 0.3 years) while completing a mathematics bar-graph task. Eye movements were recorded while children completed the task and the patterns of eye movements explored using machine learning approaches. Two different techniques of machine-learning were used (Bayesian and K-Means) to obtain separate model sequences or average scan-paths for those children who responded either correctly and incorrectly to the graph task. Application of these machine-learning approaches indicated distinct differences in the resulting scan-paths for children who completed the graph task correctly or incorrectly: children who responded correctly accessed information that was mostly categorised as critical, whereas children responding incorrectly did not. There was also evidence that the children who were correct accessed the graph information in a different, more logical order, compared to the children who were incorrect. The visual behaviours aligned with different aspects of graph comprehension, such as initial understanding and orienting to the graph, and later interpretation and use of relevant information on the graph. The findings are discussed in terms of the implications for early mathematics teaching and learning, particularly in the development of graph comprehension, as well as the application of machine learning techniques to investigations of other visual-cognitive behaviours.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I3.365","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46780899","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: 9

Promoting deep learning through online feedback in SPOCs 通过spoc的在线反馈促进深度学习

Frontline Learning Research Pub Date : 2018-11-12 DOI: 10.14786/FLR.V6I2.350

R. Filius, R. Kleijn, S. Uijl, F. Prins, H. Rijen, D. Grobbee

{"title":"Promoting deep learning through online feedback in SPOCs","authors":"R. Filius, R. Kleijn, S. Uijl, F. Prins, H. Rijen, D. Grobbee","doi":"10.14786/FLR.V6I2.350","DOIUrl":"https://doi.org/10.14786/FLR.V6I2.350","url":null,"abstract":"Higher education aims for deep learning and increasingly uses a specific form of online education: Small Private Online Courses (SPOCs). To overcome challenges that instructors face in order to promote deep learning through that format, the use of feedback may have significant potential. We interviewed eleven instructors and four students and organized a focus group to formulate scalable design propositions for instructors in SPOCs to promote deep learning. Propositions have been formulated according to the CIMO-logic. \u0000This study resulted in identification of four mechanisms by which the desired outcome (deep learning) can be achieved, which we describe here along with proposed interventions. \u0000Results show that the “online learning interaction model” can be deepened with these mechanisms: 1) Feeling personally committed, 2) Asking and providing relevant feedback, 3) Probing back and forth, and 4) Understanding one’s own learning process. To activate these mechanisms, scalable feedback interventions are described in three categories. Results at this relatively young field of SPOCs also show that feedback as a dialogical process may contribute to solving the current challenges of instructors in SPOCs to achieve deep learning with their students.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I2.350","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48227929","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: 18

The Future of Learning by Searching the Web: Mobile, Social, and Multimodal 通过网络搜索学习的未来:移动、社交和多模式

Frontline Learning Research Pub Date : 2018-10-11 DOI: 10.14786/FLR.V6I2.343

Yvonne Kammerer, S. Brand‐Gruwel, H. Jarodzka

引用次数: 27

Aligning with complexity: system-theoretical principles for research on differentiated instruction 顺应复杂性:差异化教学研究的系统理论原则

Frontline Learning Research Pub Date : 2018-10-05 DOI: 10.14786/FLR.V6I2.340

W. Smets, K. Struyven

{"title":"Aligning with complexity: system-theoretical principles for research on differentiated instruction","authors":"W. Smets, K. Struyven","doi":"10.14786/FLR.V6I2.340","DOIUrl":"https://doi.org/10.14786/FLR.V6I2.340","url":null,"abstract":"Much scholarly research was dedicated over the last years to address the difficult task of responding adequately to student differences. Differentiated instruction is a teaching philosophy and practice that deals with this ambitious target. The aim of this paper is to reflect on how system theory methodologically challenges research on differentiated instruction. Based on these insights which are only recently applied in educational sciences it is documented how current research on differentiated instruction does not yet mirror the full complexity of the concept of differentiated instruction. Three challenges for research on differentiated instruction are presented: to focus on the interplay between micro- an meso-level interaction; to acknowledge for external influences in research design; and, to use patterns of non-linear causality. Three design principles for research on differentiated instruction are presented to cope with these challenges: organic design, interactionality and reflectivity. By using these principles we believe research on differentiated instruction would be more aligned with the theoretical foundations of the concept.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I2.340","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42909284","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: 3

Teaching the problem-solving process in a progressive or in a simultaneous way: a question of making sense? 以渐进还是同步的方式教授解决问题的过程:是一个有意义的问题?

Frontline Learning Research Pub Date : 2018-08-30 DOI: 10.14786/flr.v6i2.333

V. Hanin, C. Van Nieuwenhoven

引用次数: 4