跨学习环境转换有效的学习策略很重要:基于问题的学习研究

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mohammed Saqr, W. Matcha, Nora'ayu Ahmad Uzir, J. Jovanović, D. Gašević, Sonsoles López-Pernas
{"title":"跨学习环境转换有效的学习策略很重要:基于问题的学习研究","authors":"Mohammed Saqr, W. Matcha, Nora'ayu Ahmad Uzir, J. Jovanović, D. Gašević, Sonsoles López-Pernas","doi":"10.14742/ajet.8303","DOIUrl":null,"url":null,"abstract":"Learning strategies are important catalysts of students’ learning. Research has shown that students with effective learning strategies are more likely to have better academic achievement. This study aimed to investigate students’ adoption of learning strategies in different course implementations, the transfer of learning strategies between courses and relationship to performance. We took advantage of recent advances in learning analytics methods, namely sequence and process mining as well as statistical methods and visualisations to study how students regulate their online learning through learning strategies. The study included 81,739 log traces of students’ learning related activities from two different problem-based learning medical courses. The results revealed that students who applied deep learning strategies were more likely to score high grades, and students who applied surface learning strategies were more likely to score lower grades in either course. More importantly, students who were able to transfer deep learning strategies or continue to use effective strategies between courses obtained higher scores, and were less likely to adopt surface strategies in the subsequent course. These results highlight the need for supporting the development of effective learning strategies in problem-based learning curricula so that students adopt and transfer effective strategies as they advance through the programme.\nImplications for practice or policy:\n\nTeachers need to help students develop and transfer deep learning as they are directly related to success.\nStudents who continue to use light strategies are more at risk of low achievement and need to be supported.\nTechnology-supported problem-based learning requires more active scaffolding and teachers’ support beyond “guide on the side” as in face-to-face.\n","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":3.3000,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Transferring effective learning strategies across learning contexts matters: A study in problem-based learning\",\"authors\":\"Mohammed Saqr, W. Matcha, Nora'ayu Ahmad Uzir, J. Jovanović, D. Gašević, Sonsoles López-Pernas\",\"doi\":\"10.14742/ajet.8303\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Learning strategies are important catalysts of students’ learning. Research has shown that students with effective learning strategies are more likely to have better academic achievement. This study aimed to investigate students’ adoption of learning strategies in different course implementations, the transfer of learning strategies between courses and relationship to performance. We took advantage of recent advances in learning analytics methods, namely sequence and process mining as well as statistical methods and visualisations to study how students regulate their online learning through learning strategies. The study included 81,739 log traces of students’ learning related activities from two different problem-based learning medical courses. The results revealed that students who applied deep learning strategies were more likely to score high grades, and students who applied surface learning strategies were more likely to score lower grades in either course. More importantly, students who were able to transfer deep learning strategies or continue to use effective strategies between courses obtained higher scores, and were less likely to adopt surface strategies in the subsequent course. These results highlight the need for supporting the development of effective learning strategies in problem-based learning curricula so that students adopt and transfer effective strategies as they advance through the programme.\\nImplications for practice or policy:\\n\\nTeachers need to help students develop and transfer deep learning as they are directly related to success.\\nStudents who continue to use light strategies are more at risk of low achievement and need to be supported.\\nTechnology-supported problem-based learning requires more active scaffolding and teachers’ support beyond “guide on the side” as in face-to-face.\\n\",\"PeriodicalId\":47812,\"journal\":{\"name\":\"Australasian Journal of Educational Technology\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2023-09-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australasian Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.14742/ajet.8303\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australasian Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.14742/ajet.8303","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

学习策略是学生学习的重要催化剂。研究表明,拥有有效学习策略的学生更有可能取得更好的学业成绩。本研究旨在探讨学生在不同课程实施中对学习策略的采用、学习策略在课程间的迁移及其与成绩的关系。我们利用学习分析方法的最新进展,即序列和过程挖掘,以及统计方法和可视化来研究学生如何通过学习策略来规范他们的在线学习。该研究包括81,739个学生在两个不同的基于问题的学习医学课程中学习相关活动的日志痕迹。结果显示,采用深度学习策略的学生更有可能获得高分,而采用表面学习策略的学生更有可能在两门课程中获得较低的分数。更重要的是,能够在课程之间转移深度学习策略或继续使用有效策略的学生获得了更高的分数,并且在后续课程中采用表面策略的可能性较小。这些结果强调了在基于问题的学习课程中支持有效学习策略的发展的必要性,以便学生在通过课程的过程中采用和转移有效的策略。对实践或政策的启示:教师需要帮助学生发展和转移深度学习,因为这与成功直接相关。继续使用轻策略的学生更有可能取得低成绩,需要得到支持。技术支持的基于问题的学习需要更多积极的脚手架和教师的支持,而不是面对面的“旁边指导”。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Transferring effective learning strategies across learning contexts matters: A study in problem-based learning
Learning strategies are important catalysts of students’ learning. Research has shown that students with effective learning strategies are more likely to have better academic achievement. This study aimed to investigate students’ adoption of learning strategies in different course implementations, the transfer of learning strategies between courses and relationship to performance. We took advantage of recent advances in learning analytics methods, namely sequence and process mining as well as statistical methods and visualisations to study how students regulate their online learning through learning strategies. The study included 81,739 log traces of students’ learning related activities from two different problem-based learning medical courses. The results revealed that students who applied deep learning strategies were more likely to score high grades, and students who applied surface learning strategies were more likely to score lower grades in either course. More importantly, students who were able to transfer deep learning strategies or continue to use effective strategies between courses obtained higher scores, and were less likely to adopt surface strategies in the subsequent course. These results highlight the need for supporting the development of effective learning strategies in problem-based learning curricula so that students adopt and transfer effective strategies as they advance through the programme. Implications for practice or policy: Teachers need to help students develop and transfer deep learning as they are directly related to success. Students who continue to use light strategies are more at risk of low achievement and need to be supported. Technology-supported problem-based learning requires more active scaffolding and teachers’ support beyond “guide on the side” as in face-to-face.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信