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
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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.
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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
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