La présente étude vise, d’une part, à identifier les effets directs et indirects des variables d’influence de la participation verbale, et à examiner la valeur prédictive d’un modèle théorique, d’autre part. Pour ce faire, un questionnaire auto-rapporté a été rempli par 538 étudiants (344 femmes). Des analyses de régression ont permis d’identifier des effets directs quant au sexe, à la période de la journée et aux buts d’apprentissage. Par ailleurs, l’influence des variables âge, nombre de sessions terminées et réaction de l’enseignant semble être médiatisée par les buts d’apprentissage. De façon générale, les résultats permettent d’apprécier la valeur heuristique du modèle.The present study aims to identify the direct and indirect effects of variables affecting classroom verbal participation, and to examine the predictive value of a theoretical model. A self-reported questionnaire was administered to 538 students (344 women). Multiple regression analyses revealed direct effects for gender, time of day, and mastery goals. In addition, the influence of variables such as age, number of completed semesters, and instructor’s reaction seems to be mediated by mastery goals. All in all, the results show a reasonable heuristic value of the model.El presente estudio tiene por propósito, por una parte, identificar los efectos directos e indirectos de las variables que influyen la participación verbal y, por otra, examinar el valor predictivo de un modelo teórico. Para lograrlo, 538 estudiantes (344 mujeres) completaron un cuestionario auto-aplicado. Algunos análisis de regresión posibilitaron la identificación de los efectos directos en cuanto al sexo, al periodo del día y a las metas de aprendizaje. Por otro lado, la influencia de las variables edad, número de semestres terminados y reacción del profesor parece ser mediatizada por los objetivos de aprendizaje. De manera general, los resultados permiten apreciar el valor heurístico del modelo
“CEAB 2014” affects student assessment methods. There is a risk of an increased workload, as assessing for grading in a course and for the possession of attributes are “distinct matters”. Here is a rationale for assessment of learning outcomes, with an overview of methods and issues to consider when designing and using assessment of attributes in relation to CEAB’s accreditation criteria. To increase their performance, students need ‘educative assessments’, anchored in authentic tasks and with feedback usable to improve performance. At École Polytechnique de Montréal, a committee studies this issue, in both project modules and internships. The initiative aims to give students a more active role, engaging them in deep experiential learning. It faces the challenge to recommend effective and reliable assessment methods for student grading, also meeting the new requirements of CEAB with current resources. Association with other Canadian institutions is sought to continue the discussion.
A pilot project was conducted to study the feasibility of using electrodermal activity sensors embedded in a watch-like device to measure skin conductivity in real time. In the field of education, it may be interesting to use this technology to assess the students' cognitive engagement in the classroom. A few volunteer students as well as the professor were wearing an Empatica E4 wristband during some class periods where different activities were organized such as lectures, workshops and exams. Monitoring several individuals simultaneously makes possible to compare the collected data among students and between the students and the professor. Also, since the activities were weekly repeated, it was possible to assess to which extent the observed patterns were similar from one group to the other. In brief, the collected data is very difficult to interpret, since some external factors seem to have a significant effect on the measurements. Indeed, discrepancies are observed in the data curves representing the students’ electrodermal activity. Also, the data generated by the professor is quite different from one group to the other, even if he repeated the exact same activities at two different times of the week. It is suggested to improve the understanding of all the phenomena that could affect the electrodermal activity measurements before trying to draw conclusions related to the students’ cognitive engagement in the classroom.
A previous meta-analysis found that active learning has a positive impact on learning achievements for college students in STEM fields of study. However, no similar meta-analyses have been conducted in the humanities and social sciences. Because major dissimilarities may exist between different fields or domain of knowledge, there can be issues with transferring research findings or knowledge across fields. We therefore meta-analyzed 104 studies that used assessment scores to compare the learning achieved by college students in humanities and social science programs under active instruction versus traditional lecturing. Student performance on assessment scores was found to be higher by 0.489 standard deviations under active instruction (Z = 6.521, p < 0.001, k = 111, N = 15,896). The relative beneficial effect of active instruction was found to be higher for some course subject matters (i.e., Sociology, Psychology, Language, Education, and Economics), for smaller (≤ 20 students) rather than larger class or group sizes, and for upper level rather than introductory courses. Analyses further suggest that these findings are not affected by publication bias.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.