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ThisstudyinvestigatedEFLlearners’onlinereadingstrategiesandtheeffectsofstrategyuseoncompre- hension.Tofulfillthepurposesofthisstudy,aWeb-basedreadingprogram, EnglishReadingOnline,was created.ThirtyappliedEnglishmajors,dividedintoahighgroupandalowgroupbasedontheirprofi- ciencylevels,wereaskedtoreadfourauthenticonlinetexts;twowereappropriatetothestudents’level ofproficiency,andtwoweremoredifficult.Resultsfromdataanalysisshowedthattheuseofsupport strategiesdominatedthestrategyuseandcontributedtomostofthecomprehensiongains,butanexclu- sivedependenceonsupportstrategiesdidnotsuccessfullypredicttheincreaseinscoresonmainideas anddetailswhenthestudentswerereadingmorechallengingtexts.Onthewhole,theuseofglobalstrat- egiessignificantlycontributedtobettercomprehension,especiallyforlowproficiencystudents.
Thispaperdescribesanacademicexperienceofpodcasting,whichinvolvedagroupofstudentsofa courseonmultimediacommunicationandhuman–computerinteraction.Thesestudentsactedbothas usersoftheuniversity’spodcastingservice,andascreatorsofpodcastedlessons.Acomprehensive analysisbasedontheevaluationoftheeffectsonstudentperformance,ondatafromstudentsatisfaction surveys,frominterviewsandfrominstructors’observationsprovidedencouragingresults:Full-time studentsco-involvedinlessons’podcastingoutperformedcolleaguesofthepreviousyearsandachieved higherlevelsofwhatwedefineascompetitiveagency,thatledthemtobetterunderstandthetheoretical issuesofthecourseandtomoreeffectivepracticalskills.
Moodle as a teaching tool
Pre-laboratoryactivitieshavebeenknowntoimprovestudents’preparationbeforetheirpracticalwork astheyassiststudentstomakeavailablemoreworkingmemorycapacityforactuallearningduring thelaboratory.Theaimofthisinvestigationwastocomparetwodifferentteachingapproacheswhich supportedapre-laboratorysessionbyusingthesamesimulationprogram.Theinvestigationwascon- ductedintwocountries(GreeceandUK).TheGreekstudentsattendedthecourseinacomputercluster, wheretheteacherandthestudentshadaface-to-facecommunication,whiletheEnglishstudentspartic- ipatedintheon-lineWebCTcourse,wheretherewasanon-lineasynchronousdiscussion.Acrucialpoint whichemergedfromthisinvestigationwasthatthesimulationprograminthetwodifferentpre-labora- torytrainingsessionsgavethesamelearningoutcome;however,thelearningcharacteristicsandthetea- cher’seffortweredifferent.Thus,theteachercouldadoptboththetwoteachingapproachesdepending ontheuniversityfacilities,thestaff’s\timeandthestudents’familiaritywithvirtuallearningenviron- ments.However,ineachcaseofstudentsfollowedadifferentway(collaborationor/andindependent learning)toobtainthesimilarlearningoutcome.Inallcasesaftertheirpre-laboratorytrainingsession theyenteredthelaboratoryperformingtheexperimentswithoutanyfurtherinstructions.Additionally, theteacher’srolewasslightdifferenceinthetwoteachingapproaches.Inthecomputercluster,thetea- cherhadamoreactiveroleguidingstudentstoobtaintheexpectedlearningoutcomethroughface-to- facediscussionandinteraction,whereasinthecaseofthevirtuallearningenvironment(WebCT),thetea- cherhadamoreofafacilitatorrolefocusedonposingquestionstothestudentsandcollectingthe resourcespromotingtheindependentlearning.
An adaptive testing system
The effects of computer games on primary school students’ achievement and motivation in geography learning
Theaimofthisstudywastoassessthelearningeffectivenessandmotivationalappealofacomputer gameforlearningcomputermemoryconcepts,whichwasdesignedaccordingtothecurricularobjectives andthesubjectmatteroftheGreekhighschoolComputerScience(CS)curriculum,ascomparedtoasim- ilarapplication,encompassingidenticallearningobjectivesandcontentbutlackingthegamingaspect. Thestudyalsoinvestigatedpotentialgenderdifferencesinthegame’slearningeffectivenessandmotiva- tionalappeal.Thesamplewas88students,whowererandomlyassignedtotwogroups,oneofwhich usedthegamingapplication(GroupA, N =47)andtheotheronethenon-gamingone(GroupB, N =41).AComputerMemoryKnowledgeTest(CMKT)wasusedasthepretestandposttest.Students werealsoobservedduringtheinterventions.Furthermore,aftertheinterventions,students’viewson theapplicationtheyhadusedwereelicitedthroughafeedbackquestionnaire.Dataanalysesshowedthat thegamingapproachwasbothmoreeffectiveinpromotingstudents’knowledgeofcomputermemory conceptsandmoremotivationalthanthenon-gamingapproach.Despiteboys’greaterinvolvementwith, likingofandexperienceincomputergaming,andtheirgreaterinitialcomputermemoryknowledge,the learninggainsthatboysandgirlsachievedthroughtheuseofthegamedidnotdiffersignificantly,and thegamewasfoundtobeequallymotivationalforboysandgirls.Theresultssuggestthatwithinhigh schoolCS,educationalcomputergamescanbeexploitedaseffectiveandmotivationallearningenviron- ments,regardlessofstudents’gender.
A theory of online learning as online participation
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