Studia Paedagogica最新文献

Vocabulary Learning Strategies, Self-Regulated Learning, and Learners' Outcomes in primary School Pair Work 小学结对学习中的词汇学习策略、自我调节学习和学习者的成果

Studia Paedagogica Pub Date : 2024-04-03 DOI: 10.5817/sp2023-3-6

Barbora Al Ajeilat Kousalová

引用次数: 0

Differential Effects of Additional Formative Assessments on Student Learning Behaviors and Outcomes 附加形成性评估对学生学习行为和结果的不同影响

Studia Paedagogica Pub Date : 2024-04-02 DOI: 10.5817/sp2023-3-1

Natalie Borter

{"title":"Differential Effects of Additional Formative Assessments on Student Learning Behaviors and Outcomes","authors":"Natalie Borter","doi":"10.5817/sp2023-3-1","DOIUrl":"https://doi.org/10.5817/sp2023-3-1","url":null,"abstract":"It is well-established that formative assessments with accompanying feedback can enhance learning. However, the degree to which additional formative assessments on the same material further improve learning outcomes remains an open research question. Moreover, it is unclear whether providing additional formative assessments impacts self-regulated learning behavior, and if the benefits of such assessments depend on students' self-regulated learning behavior. The current study, conducted in a real-world blended learning setting and using a Learning Analytics approach, compares 154 students who completed additional formative assessments with 154 students who did not. The results indicate that the additional formative assessments led to an improvement in learning outcomes, but also had both positive and negative effects on students' self-regulated learning behavior. Students who completed additional formative assessments performed better on the assessments but reported lower levels of subjective comprehension and devoted more time to completing exercises. Simultaneously, they devoted less effort to additional learning activities (additional investment), such as class preparation and post-processing. Furthermore, the impact of additional formative assessments on learning success depended on students' self-regulated learning behavior. It was primarily the students who invested above-average time during formative assessments (time investment) who benefited from the additional exercises. Cluster analysis revealed that high-effort students (those with above-average time investment and above-average additional investment) gained the most from the extra exercises. In contrast, low-effort students and those who achieved high performance with relatively low effort (efficient students) did not benefit from additional formative assessments. In conclusion, providing students with additional formative assessments can enhance learning, but it should be done with caution as it can alter self-regulated learning behavior in both positive and negative ways, and not all students may benefit from it equally.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140751155","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: 0

Goal Setting and Goal Orientation as Predictors of Learning Satisfaction and Online Learning Behavior in Higher Education Blended Courses 目标设定和目标定向是高等教育混合课程中学习满意度和在线学习行为的预测因素

Studia Paedagogica Pub Date : 2024-04-02 DOI: 10.5817/sp2023-3-2

Libor Juhaňák, Karla Brücknerová, Barbora Nekardová, Jiří Zounek

{"title":"Goal Setting and Goal Orientation as Predictors of Learning Satisfaction and Online Learning Behavior in Higher Education Blended Courses","authors":"Libor Juhaňák, Karla Brücknerová, Barbora Nekardová, Jiří Zounek","doi":"10.5817/sp2023-3-2","DOIUrl":"https://doi.org/10.5817/sp2023-3-2","url":null,"abstract":"\u0000 \u0000This study investigated how goal setting and goal orientation are related to student learning behavior and engagement in an online learning environment, and how learning behavior, goal setting, and goal orientation are related to student satisfaction with the course they are studying. A total of 882 students from 76 different courses participated in this study, which used both self-reported data from a questionnaire and indicators based on digital traces in an online learning environment. The results of multilevel regression analyses showed that student ability to set learning goals (i.e., goal setting) was positively related to both student learning satisfaction and student learning behavior. Intrinsic goal orientation positively predicted student satisfaction with the course. Extrinsic goal orientation did not show a significant effect in any of the observed relationships. The analyzed indicators of student learning behavior showed no statistically significant association with learning satisfaction. Possible explanations for these findings are discussed, and limitations and directions for future research are suggested. \u0000 \u0000","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140755470","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: 0

Decoding Student Success in Higher Education: A Comparative Study on Learning Strategies of Undergraduate and Graduate Students 解码高等教育中的学生成功：本科生和研究生学习策略比较研究

Studia Paedagogica Pub Date : 2024-04-02 DOI: 10.5817/sp2023-3-3

Ricardo Santos, Roberto Henriques

{"title":"Decoding Student Success in Higher Education: A Comparative Study on Learning Strategies of Undergraduate and Graduate Students","authors":"Ricardo Santos, Roberto Henriques","doi":"10.5817/sp2023-3-3","DOIUrl":"https://doi.org/10.5817/sp2023-3-3","url":null,"abstract":"\u0000 \u0000Learning management systems (LMS) provide a rich source of data about the engagement of students with courses and their materials that tends to be underutilized in practice. In this paper, we use data collected from the LMS to uncover learning strategies adopted by students and compare their effectiveness. Starting from a sample of over 11,000 enrollments at a Portuguese information management school, we extracted features indicative of self-regulated learning (SRL) behavior from the associated interactions. Then, we employed an unsupervised machine learning algorithm (k-means) to group students according to the similarity of their patterns of interaction. This process was conducted separately for undergraduate and graduate students. Our analysis uncovered five distinct learning strategy profiles at both the undergraduate and graduate levels: 1) active, prolonged and frequent engagement; 2) mildly frequent and task-focused engagement; 3) mildly frequent, mild activity in short sessions engagement; 4) likely procrastinators; and 5) inactive. Mapping strategies with the students' final grades, we found that students at both levels who accessed the LMS early and frequently had better outcomes. Conversely, students who exhibited procrastinating behavior had worse end-of-course grades. Interestingly, the relative effectiveness of the various learning strategies was consistent across instruction levels. Despite the LMS offering an incomplete and partial view of the learning processes students employ, these findings suggest potentially generalizable relationships between online student behaviors and learning outcomes. While further validation with new data is necessary, these connections between online behaviors and performance could guide the development of personalized, adaptive learning experiences. \u0000 \u0000","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140751224","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: 0

A Scoping Review of Webcam Eye Tracking in Learning and Education 网络摄像头眼动跟踪在学习和教育中的应用范围综述

Studia Paedagogica Pub Date : 2024-04-02 DOI: 10.5817/sp2023-3-5

Nicol Dostalova, Lukáš Plch

{"title":"A Scoping Review of Webcam Eye Tracking in Learning and Education","authors":"Nicol Dostalova, Lukáš Plch","doi":"10.5817/sp2023-3-5","DOIUrl":"https://doi.org/10.5817/sp2023-3-5","url":null,"abstract":"\u0000 \u0000The use of eye tracking in educational research has shown great potential in recent decades. There are various approaches to the usage of eye tracking technology in this area, including investigation of self-regulated learning from different types of learning environments. Nonetheless, the majority of published research studies have one tremendous limitation: using expensive remote or tower-based eye trackers to provide high-quality data in laboratory conditions. Now, new webcam eye trackers may offer an easily affordable approach allowing eye tracking measurements in the real environment, such as the investigation of learning behavior in online learning environments. The main aim of this scoping review is to explore the use of webcam eye tracking technology in the field of learning and education. We established three specific purposes: 1) to introduce educational topics being explored using webcam eye tracking, 2) to discuss the methodological aspects when exploring educational topics with webcam eye tracking, and 3) to investigate the eye tracking aspects used for the analysis. To do this, we analyzed 16 studies that used webcam eye tracking. The results of the scoping review show that 1) selected studies focus mainly on students’ behavior in online learning environments, such as engagement, lack of attention, cheating and others; 2) a wide range of studies aimed at the development of automatized detection tools; and 3) studies are mainly focused on extracting raw and event data features using them mostly for automatized detection purposes. \u0000 \u0000","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140755368","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: 0

"I Should, but I Don't Feel Like It": Overcoming Obstacles in Upper Secondary Students' Self-regulation Using Learning Analytics "我应该，但我不喜欢"：利用学习分析克服高中生自我调节的障碍

Studia Paedagogica Pub Date : 2024-04-02 DOI: 10.5817/sp2023-3-4

Mattias Wickberg Hugerth, Nouri Jalal

{"title":"\"I Should, but I Don't Feel Like It\": Overcoming Obstacles in Upper Secondary Students' Self-regulation Using Learning Analytics","authors":"Mattias Wickberg Hugerth, Nouri Jalal","doi":"10.5817/sp2023-3-4","DOIUrl":"https://doi.org/10.5817/sp2023-3-4","url":null,"abstract":"\u0000 \u0000While research has been conducted on self-regulated learning in relation to learning analytics, there remains a knowledge gap regarding the obstacles secondary education students face in regulating their learning and how learning analytics can support their self-regulation. This paper investigates two questions: 1) What challenges do secondary education students experience in the process of regulating their own learning?, and 2) What information and data do secondary education students need to better regulate their own learning? We conducted a study at a mid-sized upper secondary school in middle Sweden, to better understand how these issues manifest among students. We analyzed data collected by the school twice annually between 2015 and 2022, and administered a questionnaire to 224 students to answer the research questions. Through descriptive statistics and a thematic analysis, we identify prevalent problems that students encounter, as well as the necessary information that is essential for scaffolding self-regulated learning. We discuss the implications of our findings for the design of systems that provide students with relevant data to enhance their learning experiences. \u0000 \u0000","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140751292","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: 1

Virtuálne zdieľané učiteľstvo matiek domškolákov 家庭学校母亲的虚拟共享教学

Studia Paedagogica Pub Date : 2024-01-30 DOI: 10.5817/sp2023-1-4

Jana Majerčíková

{"title":"Virtuálne zdieľané učiteľstvo matiek domškolákov","authors":"Jana Majerčíková","doi":"10.5817/sp2023-1-4","DOIUrl":"https://doi.org/10.5817/sp2023-1-4","url":null,"abstract":"Inštitucionálne vzdelávanie nie je vždy schopné reagovať na potreby, záujmy a predstavy všetkých rodín, čo vytvára priestor aj pre rozširovanie domáceho (individuálneho) vzdelávania. Postupný nárast počtu domškolákov na Slovensku naznačuje posuny v rodičovských prístupoch k vzdelávaniu svojich detí. Štúdia prezentuje výskum, ktorého cieľom bolo porozumieť matkám ako primárnym domácim vzdelávateľom, odkryť pedagogickú dimenziu materstva a preskúmať potenciál komunikácie o domácom vzdelávaní na internete. Pre tento účel bol analyzovaný obsah komunikácie matiek detí v domácom vzdelávaní, verejne dostupný na internete, v otvorenej diskusnej skupine. Pri spracovaní dát bola využitá reflexívna tematická analýza. Generované boli tri hlavné témy: Zdieľaná identita matky domškoláka, Obrazy o mainstreamovom vzdelávaní a Didaktika domácej školy. Matky sa v témach javili ako odhodlané, podporujúce, angažované, ochotné zdieľať a pomáhať. Na pozadí kritického prístupu k školám a vzdelávaniu, ktoré poskytujú, sa snažia učiť svoje deti tak, aby boli čo najlepšie zohľadnené ich osobitosti, potenciál a možnosti domáceho prostredia. Zaujímavo im pri tom pomáha komunikácia a podporujúce zdieľanie na internete.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483922","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: 0

Jak je strukturována systematická podpora začínajících učitelů: Přehledová studie podob procesu uvádění v zemích Evropy 如何为新入职教师提供系统支持：对欧洲国家入职过程相似性的综述研究

Studia Paedagogica Pub Date : 2024-01-30 DOI: 10.5817/sp2023-1-6

Ivo Rozmahel

{"title":"Jak je strukturována systematická podpora začínajících učitelů: Přehledová studie podob procesu uvádění v zemích Evropy","authors":"Ivo Rozmahel","doi":"10.5817/sp2023-1-6","DOIUrl":"https://doi.org/10.5817/sp2023-1-6","url":null,"abstract":"Předložená přehledová studie se věnuje problematice začínajících učitelů a procesům jejich systematického uvádění do profese. Záměrem studie je představit a porovnat realizované podoby procesu uvádění jakožto systematické podpory začínajících učitelů při jejich vstupu do profese. Výběr zemí proběhl v roce 2022 a byl omezen na země, jež jsou součástí evropské informační sítě Eurydice. S využitím Eurydice byl výběr zemí zúžen na ty, jež v dané době realizovaly strukturovaný proces uvádění a které měly zveřejněné informace popisující podobu a podmínky realizace strukturovaného procesu uvádění v dané zemi. Tato kritéria splňovalo čtrnáct zemí, které proto byly zahrnuty mezi analyzované příklady. Informace o procesech uvádění daných zemí jsou představeny v rámci šesti oblastí: tradice uvádění, časová dotace, účel procesu uvádění, role začínajícího učitele, pozice uvádějícího učitele a struktura procesu uvádění. Skrze syntézu informací v těchto oblastech bylo možné představit podobu procesu uvádění v dané zemi a navzájem je porovnat, a to i v kontextu aktuální situace procesu uvádění v České republice.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480865","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: 0

Jazyková rozmanitost a jazykový repertoár žáků a žákyň na základní škole 语言多样性与小学生的语言储备

Studia Paedagogica Pub Date : 2024-01-30 DOI: 10.5817/sp2023-1-5

M. Janík, Věra Janíková

{"title":"Jazyková rozmanitost a jazykový repertoár žáků a žákyň na základní škole","authors":"M. Janík, Věra Janíková","doi":"10.5817/sp2023-1-5","DOIUrl":"https://doi.org/10.5817/sp2023-1-5","url":null,"abstract":"Předložená studie má za cíl zjistit, jak žáci a žákyně vnímají jazyky svého jazykového repertoáru. V první části je popsáno teoretické ukotvení konceptu jazykového repertoáru a jeho kontextualizace v rámci tématu jazykové rozmanitosti hojně diskutovaného v pedagogickém diskurzu. Následný kvalitativně orientovaný výzkum byl realizován na jedné běžné základní škole, zúčastnilo se jej 26 žáků a žákyň. Jejich jazykový repertoár byl zkoumán prostřednictvím individuálních jazykových portrétů, které byly doplněny o rozhovory. V analýzách jsme se zaměřili na (1) přítomnost jazyků v portrétu žáků a žákyň, (2) ztvárnění těchto jazyků a (3) jejich umístění v portrétech. Výsledky naší studie naznačují, že deklarovanou přítomnost jazyka v repertoáru ovlivňují zejména subjektivní zkušenosti. Zároveň výsledky ukazují, že ztvárnění jazyků v repertoáru je značně individuální a skrývá rozmanité představy o jazycích. Z analýz také vyplynulo, že jazyky jsou často spojeny s emocemi, identitou, potřebami se jazyky učit a využívat je v komunikaci. Výzkumná zjištění by měla přispět ke změně náhledu na jazykovou rozmanitost v české škole a k inspiraci nejen pro pedagogickou praxi, ale i vzdělávací politiku ve smyslu hledání takových vzdělávacích strategií a výukových postupů, které budou jazykovou rozmanitost oceňovat, rozvíjet a využívat pro účely vzdělávání.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482839","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: 0

"Good" Parenting: Parental Support in Education as a Factor in Inequality “良好”的育儿：父母对教育的支持是不平等的一个因素

Studia Paedagogica Pub Date : 2023-08-11 DOI: 10.5817/sp2023-2-1

M. Ule, A. Živoder

引用次数: 0