学生主动回应与学生感知:复制与延伸

IF 0.7 4区 心理学 Q3 EDUCATION & EDUCATIONAL RESEARCH
A. C. Keim, Adriane M. F. Sanders, Thaddeus B. Rada-Bayne, David R. Earnest
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引用次数: 0

摘要

背景:本研究考察了学生对积极学生反应(ASR)技术的认知和参与,因为它们与学生的表现有关。目的:我们复制Zayac等人对ASR方法的研究,并通过在多个机构使用高级心理学课程和额外的参与措施对其进行扩展。方法:本研究采用受试者内平衡设计,数据来自四所大学的103名学生。结果:虽然不同ASR条件下的考试成绩没有差异,但学生的认知和参与程度存在差异。ASR技术提供了更多的匿名性,与控制条件相比,学生的感知和参与程度更高。此外,外向型学生报告了更多的认知和情感参与非匿名ASR技术。结论:研究结果支持ASR技术的一些积极影响,特别是对于那些允许增加学生匿名性的技术。对教学的影响:教师在课堂上采用ASR技术时应该有选择性和批判性,因为匿名的ASR技术可能会增加学生的参与度和对一些人的适应,但对另一些人来说可能会分散注意力或脱离参与。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Active Student Responding and Student Perceptions: A Replication and Extension
Background: This study examined students’ perceptions of and engagement with active student responding (ASR) techniques as they relate to student performance. Objective: We replicate Zayac et al.'s study on ASR methods and expand on it by using an upper-level psychology course at multiple institutions and additional measures of engagement. Method: The current study used a within-subjects, counter-balanced design, with data collected from 103 students at four universities. Results: Though no differences in exam scores across ASR conditions were observed, there were differences in student perceptions and engagement. ASR techniques providing increased anonymity resulted in greater student perceptions and engagement than control conditions. Additionally, extraverted students reported greater cognitive and emotional engagement with nonanonymous ASR techniques. Conclusion: Findings support some positive impacts of ASR techniques, especially for those that allow for increased student anonymity. Implications for Teaching: Instructors should be selective and critical about adopting ASR techniques in the classroom, as anonymous ones may allow for increased student engagement and accommodations for some but have the potential for distraction or disengagement for others.
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来源期刊
CiteScore
2.40
自引率
22.20%
发文量
68
期刊介绍: Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.
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