A web-based scaffolding-learning tool for design students’ sustainable spatial planning

Jeong, Jin Su; Ramírez-Gómez, Álvaro; González‐Gómez, David

doi:10.1080/17452007.2017.1300129

Cited by 7 publications

(8 citation statements)

References 36 publications

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“…In sustainable and flipped STEM education, PSTs' performance can be visualized using numbers along with adaptive assignments and feedback via online-based formative assessment interfaces [32,33]. Cornelisz et al demonstrated the influence of adaptive assignments that can be differentiated based on PST performance [47].…”

Section: Discussionmentioning

confidence: 99%

“…Online-based formative assessment interfaces are closely related to student performance, as demonstrated through adaptive assignments and various types of feedback [32,33]. Here, the online-based formative assessment interfaces often specify assignments and tasks adapted to individual students' learning requirements [34].…”

Section: Introductionmentioning

confidence: 99%

“…Here, the online-based formative assessment interfaces often specify assignments and tasks adapted to individual students' learning requirements [34]. To improve student learning effectiveness, Wang introduced adaptive assignments and material learning [33]. Haelermans and Ghysels verified the results and the constructive and favorable effect of the methods [35], which were promoted by the modified characteristics of the formative assessment interfaces [35].…”

Section: Introductionmentioning

confidence: 99%

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Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation

2020

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Sustainable science, technology, engineering, and mathematics (STEM) education involves lifelong education in various domains. Active learning strategies are receiving increased attention as an important tool, and particularly online-based formative assessment interfaces, although challenges to their use remain in sustainable and flipped STEM education. In this research, we observed pre-service teachers’ (PSTs’) performance and motivation in a university STEM course that was planned as a randomized examination of 71 students during a 2017/2018 course with an online interface for sustainable and flipped formative assessment. In terms of PSTs’ standardized performance and the motivation effect survey, we gathered and examined the data to observe pre- and post-test results on adaptive assignments. Additionally, feedback from/to instructors and their log records were recorded by the proposed interface. The results demonstrate the PSTs’ positive performance and motivation, and the feedback and log records reiterate its positive influence with 98.6% participation in the sustainable and flipped online formative assessment interface. Consequently, the foremost drawbacks and challenges that current and traditional STEM education are facing are meaningfully reflected by the results obtained. Thus, the platform allows PSTs to be more involved in experimental contexts and validates learning performance, and the motivations effect survey provides a sustainable and active learning methodology for their future profession.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation

2020

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“…The Zone of Proximal Development (ZPD), the concept proposed by Vygotsky, describes how students can finish assignments by transitioning from their current ability to their potential ability after accepting the assistance and support offered by scaffolding. In the context of ZPD, the scaffoldings provide enough information to the learners to allow them to make progress [18,21]. Consequently, the learners can learn at their own pace and can achieve their own individual learning goals.…”

Section: Blended and Scaffolding Learningmentioning

confidence: 99%

EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

González‐Gómez

Jeong

2019

Education Sciences

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In education, the use of information, computers, and the Internet as a form of blended technology has been receiving increased attention and consideration. Additionally, increasing attention is being paid toward a scaffolding mechanism that can be integrated into science classrooms in order to solve technological challenges. This work describes a computer-based blended and scaffolding learning toolbox to support numerical concepts for flipped science education, particularly one which is developed and implemented in a MATLAB environment and framed in Adobe Captivate 6 as a HTML5-based e-Learning application, which can be used for science laboratory exercises. This toolbox, named SciEduFIT, is one of the blended and scaffolding learning systems available for use in science education. Through this toolbox, students can acquire the skills to establish the numerical concepts in a flipped science classroom. A survey was conducted to measure the suitability of the proposed toolbox, specifically A to E screens of SciEduFIT. The positive results of the survey indicate that this novel toolbox should be introduced into science classrooms in order to supplement other existing tools currently in use in the area of flipped science education. Therefore, the research shows a general positive perception of the toolbox and highlights the feasibility of the toolbox to achieve significant science learning.

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“…Applying online and blended learning for higher education has extended and become commonplace together with formative assessment in recent years (Hwang & Tsai, 2011;Larreamendy-Joerns & Leinhardt, 2006;OECD, 2015). The effective and efficient digital educational instrument as an active learning methodology has the effect on teaching and learning processes and improves students' motivation and achievement in classrooms (Jeong et al, 2017;Ryan & Deci, 2000;So, 2016). So, it is vital to distinguish and study what limit such tools can affect and how they can be properly implemented (González-Gómez et al, 2020;Maier, 2014;So, 2016).…”

Section: Introductionmentioning

confidence: 99%

Examining the Effect of an Online Formative Assessment Tool (Ofat) of Students’ Motivation and Achievement for a University Science Education

González‐Gómez

Jeong

Cañada-Cañada

2020

JBSE

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Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students’ motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year students’ university education during four consecutive academic years, 2014 to 2018. A research on the basis of a randomized experimental design was conducted that assigned groups used an OFAT along with various assessments that students participated. A total of 311 students enrolled in the subject take part in the research, respectively 94, 89, 59 and 71 students. Particularly, the OFAT is offering feedback from students, feedback from lecturers and adaptive assignments. Here, data contained student motivation survey data, standardized achievement pre- and post-test data and students’ log records. The results of multiple tier analyses exposed positive effects about students’ motivation and achievement. Based on usage measurements, students’ intensity offers the positive effects about students’ motivation and achievement. Furthermore, along with overall students’ improved performance, the effects of high-performing students’ achievement were higher. Therefore, the results acquired meaningfully contribute to recover main drawbacks and difficulties of traditional science learning programs. Keywords: adaptive assignment, formative assessment, teaching/learning methodologies, university science education.

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A web-based scaffolding-learning tool for design students’ sustainable spatial planning

Cited by 7 publications

References 36 publications

Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation

Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation

EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

Examining the Effect of an Online Formative Assessment Tool (Ofat) of Students’ Motivation and Achievement for a University Science Education

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