This study examined the effects of learner control and types of instructional control on student self-efficacy and performance in web-based language learning. Students were assigned to either a learner-control or program-control condition. Results showed that students in the learner-control group performed better on comprehension tests and reported higher self-efficacy than those in the program-control group. Additionally, students with an internal locus of control performed better than those with an external locus of control. The findings support previous research that learner control can positively impact academic performance.
60, Li, comparing quality assurance mechanisms for student learning outcomes ...pochun Li
This article is an ongoing doctoral research and it aims to compare academics’ perceptions of quality assurance mechanisms for ensuring undergraduate student learning outcomes between Taiwan and England. Since 2012, the Foundation for Higher Education Evaluation and Accreditation Council of Taiwan (2013) has been conducting the second 5-year cycle of higher education evaluation. The aim of this evaluation is to examine the mechanisms and practice of each department and graduate school for ensuring their student learning outcomes. The issue of student learning outcomes is an important trend in the global higher education, but some challenges must be dealt with in Taiwan during the processes of policy borrowing (Phillips, 2009) since the new policy mainly refers experience to the UK’s quality assurance and the US’s accreditation systems. The primary challenges are the construction and implementation of the quality assurance mechanisms for learning outcomes in each university, and it has been argued that some implicit and non-cognitive learning outcomes are difficult to assess (Chen, 2013).
The empirical research is a comparative case study involving two purposively selected universities in England and Taiwan. In-depth, semi-structured qualitative interviews were conducted with 10 academics in each country. Most participants work in the field of education and they are at the different levels- university, faculty and department. It is supposed that academics’ perceptions could be different between the two countries, and academics within the same university could differ in their viewpoints on this issue. Also, public meeting minutes and internal quality assurance policies about student learning outcomes within the two universities were analysed.
The initial findings of this study will be presented and discussed, including the similarities and differences of quality assurance mechanisms for ensuring learning outcomes between the two countries. Another focus of discussion will be on academics’ positive and negative perceptions of the implementation and influences of the mechanisms and their suggestions for the improvements of the systems.
60, Li, comparing quality assurance mechanisms for student learning outcomes ...pochun Li
This article is an ongoing doctoral research and it aims to compare academics’ perceptions of quality assurance mechanisms for ensuring undergraduate student learning outcomes between Taiwan and England. Since 2012, the Foundation for Higher Education Evaluation and Accreditation Council of Taiwan (2013) has been conducting the second 5-year cycle of higher education evaluation. The aim of this evaluation is to examine the mechanisms and practice of each department and graduate school for ensuring their student learning outcomes. The issue of student learning outcomes is an important trend in the global higher education, but some challenges must be dealt with in Taiwan during the processes of policy borrowing (Phillips, 2009) since the new policy mainly refers experience to the UK’s quality assurance and the US’s accreditation systems. The primary challenges are the construction and implementation of the quality assurance mechanisms for learning outcomes in each university, and it has been argued that some implicit and non-cognitive learning outcomes are difficult to assess (Chen, 2013).
The empirical research is a comparative case study involving two purposively selected universities in England and Taiwan. In-depth, semi-structured qualitative interviews were conducted with 10 academics in each country. Most participants work in the field of education and they are at the different levels- university, faculty and department. It is supposed that academics’ perceptions could be different between the two countries, and academics within the same university could differ in their viewpoints on this issue. Also, public meeting minutes and internal quality assurance policies about student learning outcomes within the two universities were analysed.
The initial findings of this study will be presented and discussed, including the similarities and differences of quality assurance mechanisms for ensuring learning outcomes between the two countries. Another focus of discussion will be on academics’ positive and negative perceptions of the implementation and influences of the mechanisms and their suggestions for the improvements of the systems.
Name:
Statement of Focus (100 points)
.
1. What area of ESE or Education do you feel YOU can change or improve? Please think of this in light of your proposed action research focus this term.
I would like to focus on increasing on-task behavior during distance learning time in gifted students diagnosed with ADHD at elementary level.
2. Why is this change particularly meaningful to YOU as an educator?
This change is particularly meaningful to me because, as an educator, I want my students to successfully engaged in academic learning time outside of the classroom setting.
3. What do other educators or professionals tell you when YOU discuss this topic with them?
Other educators agree that the classroom setting is the most successful one when it comes to knowledge acquisition because in this setting, students have less distractions than at home. Another concern that educators have in relation to this matter is that at home setting there is no scholar schedule and/or structure as in schools and also caregivers are not trained on teaching skills and most of the time responses to exercises/test can be biased by their help and/or other distractors environment related.
4. How is the desired outcome a part of YOUR educational philosophy?
The School is the ideal setting for learning acquisition for gifted students, but they can also learn in home setting if they have the appropriate resources. Applying behavioral intervention programs to keep them focused and engaged on tasks can be a method to successfully increase their academic learning time.
5. Describe the situation with your student/group of students that you want to change by implicitly focusing on: (What is the problem you would like to improve)
Who? What? When? Where? How?
I would like to increase the on-task behavior during distance learning time for gifted students at elementary level, at home setting. I will apply a behavioral intervention plan, based on the results of a preference assessment previously done according to functions of the behaviors observed.
International Review of Research in Open and Distributed Learning
Volume 18, Number 2
April – 2017
Analysis of Time-on-Task, Behavior Experiences, and
Performance in Two Online Courses with Different
Authentic Learning Tasks
Sanghoon Park
University of South Florida
Abstract
This paper reports the findings of a comparative analysis of online learner behavioral interactions, time-
on-task, attendance, and performance at different points throughout a semester (beginning, during, and
end) based on two online courses: one course offering authentic discussion-based learning activities and
the other course offering authentic design/development-based learning activities. Web log data were
collected to determine the number of learner behavioral interactions wit.
BRIEF REPORTStudy strategies of college students Are self.docxhartrobert670
BRIEF REPORT
Study strategies of college students: Are self-testing
and scheduling related to achievement?
Marissa K. Hartwig & John Dunlosky
Published online: 15 November 2011
# Psychonomic Society, Inc. 2011
Abstract Previous studies, such as those by Kornell and
Bjork (Psychonomic Bulletin & Review, 14:219–224,
2007) and Karpicke, Butler, and Roediger (Memory,
17:471–479, 2009), have surveyed college students’ use
of various study strategies, including self-testing and
rereading. These studies have documented that some
students do use self-testing (but largely for monitoring
memory) and rereading, but the researchers did not assess
whether individual differences in strategy use were related
to student achievement. Thus, we surveyed 324 under-
graduates about their study habits as well as their college
grade point average (GPA). Importantly, the survey includ-
ed questions about self-testing, scheduling one’s study, and
a checklist of strategies commonly used by students or
recommended by cognitive research. Use of self-testing and
rereading were both positively associated with GPA.
Scheduling of study time was also an important factor:
Low performers were more likely to engage in late-night
studying than were high performers; massing (vs. spacing)
of study was associated with the use of fewer study
strategies overall; and all students—but especially low
performers—were driven by impending deadlines. Thus,
self-testing, rereading, and scheduling of study play
important roles in real-world student achievement.
Keywords Testing . Metamemory. Strategy use
When college students study for their classes, what
strategies do they use? Some study strategies—such as
rereading text materials and cramming for tests—are
commonly endorsed by students (e.g., Karpicke, Butler, &
Roediger, 2009; Taraban, Maki, & Rynearson, 1999), even
though they may not always yield durable learning. Other
strategies—like self-testing—have been demonstrated to be
quite effective (Roediger & Butler, 2011), but are men-
tioned less frequently when students report their strategies
(e.g., Karpicke et al., 2009). Of course, not all students
report using the same strategies—individual differences
exist between students with regard to their study habits. Are
these individual differences in study habits related to
student achievement? If so, what differences exist between
the study habits of high achievers and low achievers? A
main goal of the present study was to answer these two
questions, focusing on when students schedule their study
as well as which strategies they use to learn course content.
Our target strategies included those that appear popular
with students or that cognitive research has indicated could
promote student performance, such as self-testing, asking
questions, and rereading. We will first provide a brief
review of studies that have investigated these specific
strategies, followed by an overview of the present study and
its contribution to understanding ...
Running Head: UNIT 6 ASSIGNMENT 1 1
UNIT 6 ASSIGNMENT 1 9
Xavier Williams
Unit 6 Assignment 1
Introduction
This course is designed for the department of engineering. In this engineering course, I will teach the learners about water resource engineering. They will learn Integrated Water Resources Development (IWRD) and Integrated Water Resources Management (IWRM) as a general framework for Water Resources Engineering. The students will mention water challenges experienced in their locality. This will be done in groups of five students with the aim of stating challenges of water and how to solve them. At the end of each lesson the teacher will lead in demonstration of various water resources and how water from the sources can be harnessed. The following will be the student learning goals; Learners will be able to understand elements integrated water resources management. Learners will be able to know erosion and deposition in rivers, Learners will be able to learn laws governing water in their country and internationally, Learners will be able to know erosion and deposition in rivers, Learners will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to conduct a practical experience. Learners play an active role and engage more during practical exercises than in theoretical practices. During practical exercises, students get a chance to utilize what they learnt in class and build confidence while at it to deal with real world situations. Allowing students to have discussions in groups’ plays a great role in learning experience by enhancing democratic learning, complements reflective learning and accommodates individual difference. Therefore, I aim to mix the low-ability learners with the high ability learners and help in leading discussions to ensure achievement of learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to achieve as a result of a successful completion of the teaching experience. It could be at the end of a program, a course or learning experience. A course learning goal explains what the students will be capable to perform at the end of a course while program goal is what the student is capable of achieving at the end of their degree or diploma certificate. A well state learning goals should state the outcomes (Marzano, 2010). This is basically what the student will be in a position to do after they successfully complete the course. They should be simple and clear such that everyone comprehends them. They should focu.
Running Head: UNIT 6 ASSIGNMENT 1 1
UNIT 6 ASSIGNMENT 1 9
Xavier Williams
Unit 6 Assignment 1
Introduction
This course is designed for the department of engineering. In this engineering course, I will teach the learners about water resource engineering. They will learn Integrated Water Resources Development (IWRD) and Integrated Water Resources Management (IWRM) as a general framework for Water Resources Engineering. The students will mention water challenges experienced in their locality. This will be done in groups of five students with the aim of stating challenges of water and how to solve them. At the end of each lesson the teacher will lead in demonstration of various water resources and how water from the sources can be harnessed. The following will be the student learning goals; Learners will be able to understand elements integrated water resources management. Learners will be able to know erosion and deposition in rivers, Learners will be able to learn laws governing water in their country and internationally, Learners will be able to know erosion and deposition in rivers, Learners will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to conduct a practical experience. Learners play an active role and engage more during practical exercises than in theoretical practices. During practical exercises, students get a chance to utilize what they learnt in class and build confidence while at it to deal with real world situations. Allowing students to have discussions in groups’ plays a great role in learning experience by enhancing democratic learning, complements reflective learning and accommodates individual difference. Therefore, I aim to mix the low-ability learners with the high ability learners and help in leading discussions to ensure achievement of learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to achieve as a result of a successful completion of the teaching experience. It could be at the end of a program, a course or learning experience. A course learning goal explains what the students will be capable to perform at the end of a course while program goal is what the student is capable of achieving at the end of their degree or diploma certificate. A well state learning goals should state the outcomes (Marzano, 2010). This is basically what the student will be in a position to do after they successfully complete the course. They should be simple and clear such that everyone comprehends them. They should focu.
Improving Students’ Learning With Effective Learning Techniques: Promising ...Fran Maciel
Authors: John Dunlosky1
, Katherine A. Rawson1
, Elizabeth J. Marsh2
, Mitchell J. Nathan3
, and Daniel T. Willingham4
1Department of Psychology, Kent State University; 2
Department of Psychology and Neuroscience, Duke University;
3
Department of Educational Psychology, Department of Curriculum & Instruction, and Department of Psychology,
University of Wisconsin–Madison; and 4
Department of Psychology, University of Virginia
Testing and Evaluation System in Higher Education.pptxSubramanian Mani
Testing is an important phenomenon from science to arts, in order to weigh, measure and qualify the validity and the quantum of things.
In order to find out the nature and state of the students proficiency, tests are to be conducted and the results are the only source, which provide valuable ideas, and suggestions.
The most common use of test is to pinpoint strengths and weakness in the learnt abilities of the students.
Guidelines in Assessing Knowledge, Process, Understanding, and Performance/Pr...Carlo Magno
The aim of the present report is to provide a guide for educators in assessing knowledge (K), process (P), understanding (U), and product/performance (P) as part of the reform in assessment in the K to 12 basic education. The Philippines recently changed their basic education system to a one year of kindergarten and 12 year basic education known as the K to 12 Enhanced Basic Education. Part of the educational reform is a guide on how to conduct assessment in schools within a framework of Standards-Based Assessment. The new assessment system established a nomenclature of skills to be assessed among students that includes assessment of knowledge, process, understanding, and product/performance. The present report further defines and clarifies the domains of the nomenclature. The specific dimensions of these skills are outlined with some examples of assessment protocols under each.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
THE INFLUENCE OF LEARNING MANAGEMENT SYSTEM ON STUDENTS' PERFORMANCE IN UNIVE...Sedufia Bokoh
The outbreak of the novel corona virus has imposed online learning in most schools accross the world. Although online learning is not a relatively new thing, most schools havent really made use of it up until the need aroused in the recent outbreak of the Corona virus.
The university of Education, Winneba was not left out, but had to adjust the new normal of online mode of lesson delivery, thus adopting the Learning Management System (LMS) to continue the cut harsh cut-off of the face to face lesson delivery. Researchers have carried out studies on the use of the LMS and its adaption. We the researchers of this study also want to explore the influence the LMS has on students academic performances.
THE INFLUENCE OF LEARNING MANAGEMENT SYSTEM ON STUDENTS' PERFORMANCE IN UNIVE...
1st assignment
1. Introduction<br />As been mentioned in the topic of this article itself, learner-control is one of the most important elements in communicative computer assisted language learning (CALL) (Underwood, 1984). Throughout the article, the purpose that researchers tries to explore the effects of students’ locus of control and types of control over instruction on their self-efficacy and performance in web-based language learning environment.<br />In this research, the methods to facilitate the results need the writer to employed two categorical independent variables, which are learner’s locus of control (internal or external) and type of instructional control (higher learner-control or lower learner-control). And also two continuous dependent variables which are academic performance and student’s self-efficacy for learning and performance were been measured to evaluate the results. In order to answer the research question and to analyze the data collected, the researchers using T-test and ANOVA. Because the used of two categorical independent variables, this can also be said as 2 x 2 factorial experimental study. <br />Basically in literature review, the researchers focus more on learner-control because the major part of this research is how the learner-control can help with the process of learning. The process of control mostly result the findings. Amongst the topics for literature review are Learner-control and language learning, Learner-control and motivation, Learner-control and academic performance, Learner-control and self-efficacy, and the last one is Learner-control and locus control. If go through the research, all this topics relate with the study because as much it supports the findings. The keywords in this literature review is learner-control because control gives individuals the opportunity to make choices and to affect outcomes, resulting in the student feeling more competent and the activity having greater personal meaning and intrinsic interest (Lepper, 1985). <br />Procedures and Findings<br />The procedures conducted by the researcher are to look into two results; self-efficacy measure and the comprehensions. First,the students are given a set of questionnaire in the early of the semester. The function of the questionnaire is to measure students’ level of self-efficacy. They are later being divided into Class A and Class B. Students of Class A are students completed the leaner-control web-based program while students of Class B are students completed the program-control version.<br />All of the students go to a computer lab for two hours on four consecutive weeks. The students are taught how to use the course outline instruction system and some practical. And then later on, the students have to complete the web-based learning system on their own. When they finish all the programs, they must takecomprehension tests that consist of multiple choice questions.<br />The results collected from the test conducted are recorded in the form of mean. The data collected also being looked at in the aspect of the comprehension test and the self-efficacy measure (from the questionnaires). In the comprehension test, the results show that students learning from the learner-control of the instruction perform better than those learning from the program-control version of the instruction .Other than that, the results also show that students with an internal locus of control perform better on the comprehension than those with external locus of control.<br />From the measurement of self-efficacy, again the students with an internal locus of control perform better than those with an external locus of control. Same goes with the learner-control group. They perform better on the measure of self-efficacy compare to the program-control group. <br />The relations between Learner Centered Issue in CALL and Effects of Locus and Learner-Control on Web-Based Language Learning.<br />Learner centered tools has been proved in bringing constructive effects in learner performance. The outcomes of the study yielded positive findings that support previous research studies indicating that learner-control can have a positive effect on students’ academic performance (e.g Becker & Dwyer, 1994; Zimmerman, 2002). The students who learned from a learner-control web based instructional program had higher scores on a measure of self-efficacy, which suggests that they believed that they had the ability to master the task and had more confidence in their skills to perform that task, CITATION Mei09 1033 (Ho, 2009).<br />This study, as proposed by Mei-Mei Chang and Chiung-Mei Ho stressed on the learner-controlled web based instructional program which, can help them (the students) in enhancing their academic performance, specifically language learning. In relations to CALL (Computer Assisted Language Learning) history, learner-controlled approach is the communicative approach emphasized discovery learning where the focus was on the use of the forms rather than on the forms themselves, (CALL slides, 2011).<br />Learner-centered concepts are instructional design and teaching practices based on what we know about learning and cognition. Such practices create environments that encourage successful learning. With learning outcomes and student satisfaction increasingly important, learner-centered concepts can help institutions improve teaching and learning, whether in a traditional classroom or an online environment. These key concepts describe the conditions that lead to learning, identify teaching practices and learning activities that create such conditions, and support the design of effective learning environments. CITATION EDU11 1033 (EDUCAUSE- LEARNING INITIATIVE , 1999-2011)<br />Here, the students/learners are the one who controlled the web based program in language learning, in this case, the University Internet System (UIS) which includes both teacher and learner interfaces. Two version of a web-based instructional program developed by the researchers were used in this study. Both versions presented three lessons; the same reading passages were used in each version. One version allowed for learner-control over the instructional strategy while other version relied on program-control of the instructional strategy, CITATION Mei09 1033 (Ho, 2009). <br />In other words, to be able to compare students’ performance based on what-control, the researchers used the two versions. The first version which in this case highlights the learner centered in CALL history. The other version, however, is more to teaching-centered approach. Based on the methodology and procedures, it is highly noted that main objectives aimed to explore the effects of students’ control and types of control over instruction on their self-efficacy and performance.<br />The result indicates what pattern or types of control (learner-control or external-control) that has more positive effects in enhancing students’ performance, which correlated with the aim of the study. The obvious relation between learner centered issue in CALL history and this study is nicely portrayed in the aim, procedures and findings/results. <br />References<br /> BIBLIOGRAPHY 1033 EDUCAUSE- LEARNING INITIATIVE . (1999-2011). Retrieved 1 18, 2011, from Learner Centered Concepts: http://www.educause.edu/ELI/Archives/LearnerCenteredConcepts/940<br />Ho, M.-M. C.-M. (2009). Effects of Locus and Learner-Control on Web-Based Language Learning. Computer Assisted Language Learning , 202.<br />