A problem‐solving based computer‐assisted tutorial for the earth sciences

Chang, Chun Yen

doi:10.1046/j.0266-4909.2001.00181.x

Cited by 45 publications

(27 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some research found that CAI was effective in improving students' science achievement or their attitudes toward science (Chang, 2001a(Chang, , 2001b(Chang, , 2002Ferguson & Chapman, 1993;Levine, 1994;McCoy, 1991;Yalcinalp, Geban, & Ozkan, 1995). On the other hand, other researchers have found that the CAI approach has no significant effects on cognitive achievement or science learning (Morrell, 1992;Olugbemiro, 1991;Wainwright, 1989).…”

Section: Introductionmentioning

confidence: 99%

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

Chang

Tsai

2005

Sci. Ed.

View full text Add to dashboard Cite

This evaluation study investigated the effects of a teacher-centered versus student-centered computer-assisted instruction (CAI) on 10th graders' earth science student learning outcomes. This study also explored whether the effects of different forms of computer-assisted instruction (CAI) on student learning outcomes were influenced by student preferences of learning environment (PLE). A total of 347 10th-grade senior high school students participated in this nonequivalent control group quasiexperiment. During a one-week period, one group of students (n = 216) were taught by a teacher-centered CAI (TCCAI) model whereas the other group of students (n = 131) were subject to a student-centered CAI (SCCAI) method. Results showed that (a) no statistically significant difference on students' earth science achievement was found for either group; (b) TCCAI group had significantly better attitudes toward earth science than did the SCCAI group; furthermore (c) a significant PLE-treatment interaction was found on student attitudes toward the subject matter, where the teacher-centered instructional approach seemed to enhance more positive attitudes of less constructivist-oriented learning preferences students, whereas the student-centered method was more beneficial to more constructivist-oriented learning preferences students on their attitudes toward earth science in a computer-assisted learning environment.

show abstract

Section: Introductionmentioning

confidence: 99%

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

Chang

Tsai

2005

Sci. Ed.

View full text Add to dashboard Cite

show abstract

“…Much research in physics education has focused on the cognitive factors in developing effective pedagogical tools and assessment. For example, in physics and other related disciplines, tutorials (Chang, 2001;Singh et al, 2006;Wagner et al, 2006;Singh, 2008b;Zhu and Singh, 2011,b, 2013Brown and Singh, 2015;DeVore and Singh, 2015;Sayer et al, 2015;Singh and Marshman, 2015;DeVore et al, 2016a,b;Singh, 2016, 2017a,b,c), peer instruction (clicker questions with peer discussion) (Mazur, 1997), collaborative group problem solving with context-rich physics problems (Heller and Hollabaugh, 1992), POGIL (process-oriented guided-inquiry learning) activities (Farrell et al, 1999), etc. have been found effective in helping students learn (Shaffer and McDermott, 1992;Singh, 2009;Yerushalmi et al, 2012a,b;Stewart et al, 2016;Wood et al, 2016).…”

Section: Factors 1 and 2: Internal Characteristics Of Learning Tools mentioning

confidence: 99%

Challenge of Helping Introductory Physics Students Transfer Their Learning by Engaging with a Self-Paced Learning Tutorial

2018

View full text Add to dashboard Cite

With advances in digital technology, research-validated self-paced learning tools can play an increasingly important role in helping students with diverse backgrounds become good problem solvers and independent learners. Thus, it is important to ensure that all students engage with self-paced learning tools effectively in order to learn the content deeply, develop good problem-solving skills, and transfer their learning from one context to another. Here, we first provide an overview of a holistic framework for engaging students with self-paced learning tools so that they can transfer their learning to solve novel problems. The framework not only takes into account the features of the self-paced learning tools but also how those tools are implemented, the extent to which the tools take into account student characteristics, and whether factors related to students' social environments are accounted for appropriately in the implementation of those tools. We then describe an investigation in which we interpret the findings using the framework. In this study, a research-validated self-paced physics tutorial was implemented in both controlled one-on-one interviews and in large enrollment, introductory calculus-based physics courses as a self-paced learning tool. We find that students who used the tutorial in a controlled one-on-one interview situation performed significantly better on transfer problems than those who used it as a self-paced learning tool in the large-scale implementation. The findings suggest that critically examining and taking into account how the self-paced tools are implemented and incentivized, student characteristics including their self-regulation and time-management skills, and social and environmental factors can greatly impact the extent and manner in which students engage with these learning tools. Getting buy in from students about the value of these tools and providing appropriate support while implementing them is critical for ensuring that students, who otherwise may be constrained by motivational, social, and environmental factors, engage effectively with the tools in order to learn deeply and transfer their learning.

show abstract

“…Computer-Aided Learning is not a solitary computer learning system, but part of an instructive approach devised to educate a specific subject (Joint, 2003;Tucker, 1997). Computer-Assisted Instruction provides a vehicle for providing extended practice to increase learner's ability (Chang, 2001). Cepni, Tas, and Kose (2006) found Computer-Assisted Instruction materials can improve student achievement, change misconceptions in some degree, and progress cognitive levels in science education domain.…”

Section: E-learningmentioning

confidence: 99%

Designing Websites for Learning and Enjoyment: A study of museum experiences

Lin

Gregor

2006

IRRODL

View full text Add to dashboard Cite

This study reports on an exploratory research study that examined the design of websites that encourage both learning and enjoyment. This study examines museum websites that offer educational materials. As part of their mission, most museums provide the general public with educational materials for study and enjoyment. Many museums use the Internet in support of their mission. Museum websites offer excellent opportunity to study learning environments designed for enjoyment. Computer-supported learning of various types has been studied over the years, including computer-aided learning, computer-aided instruction, computer-managed learning, and more recently, learning via the Internet. Some relevant work appears in the literature on pleasure; however, the concept of online learning for enjoyment -specifically when learning is not part of a formal instructional undertaking -has not been well studied and thus is not well understood. This study seeks to redress this gap in the literature, specifically 'learning for enjoyment', by reporting on a number of semi-structured in-depth interviews with museum and educational experts in Taiwan. Our study identified a number of characteristics required of online learning websites, and we conclude some suggested guidelines for developing an online learning website for enjoyment.

show abstract

A problem‐solving based computer‐assisted tutorial for the earth sciences

Cited by 45 publications

References 26 publications

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

Challenge of Helping Introductory Physics Students Transfer Their Learning by Engaging with a Self-Paced Learning Tutorial

Designing Websites for Learning and Enjoyment: A study of museum experiences

Contact Info

Product

Resources

About