Characteristics of drills related to development of skills

Luik, Piret

doi:10.1111/j.1365-2729.2007.00201.x

Cited by 14 publications

(11 citation statements)

References 17 publications

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“…Courseware includes three types of programs: drill-and-practice programs, tutorial programs, and simulation programs (Luik, 2007;McCoy, 1996). Drilland-practice programs are designed to build skills or reinforce associations to which the learner has already been introduced.…”

mentioning

confidence: 99%

Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

Spence

Usher

2007

Journal of Educational Computing Research

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This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and selfefficacy for self-regulated mathematics learning. The study also analyzed mathematics achievement in terms of engagement, age, gender, mathematics grade self-efficacy, and self-efficacy for self regulated mathematics learning. Participants were 88 students in a traditional environment and 76 students in an online environment. The two groups differed significantly in age, mathematics grade self-efficacy, computer self-efficacy, computer playfulness, courseware engagement, and mathematics achievement. When controlled for age, all significant differences found between the two groups persisted. When controlled for mathematics self-efficacy, the groups no longer differed significantly in mathematics achievement, but all other significant differences remained. Computer self-efficacy and computer playfulness each had a significant association with courseware engagement in the online environment, but not in the traditional environment. Regression models revealed that course setting, age, and self-efficacy for self-regulation jointly predicted engagement with courseware. Both mathematics grade

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mentioning

confidence: 99%

Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

Spence

Usher

2007

Journal of Educational Computing Research

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“…The first one to consider is the immediate and elaborate feedback [6]. In contrast to a simple behaviouristic approach, the student is not only notified about the correctness of the choice performed [10], but gets additional information helping to solve the problem. Another factor is the necessity to make active choices [11].…”

Section: Discussionmentioning

confidence: 99%

Knowledge Acquisition through Computer-Based Training: Histology of the Skin in Basic Medical Education

Smolle

Reibnegger

2007

Twentieth IEEE International Symposium on Computer-Based Medical Systems (CBMS'07)

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In 2002, the medical university of Graz launched an e-learning program to support faceto-face teaching and to facilitate blended learning. Computer-based training, which provides branching tutorial programs with elaborate feedback, is widely used in pre-clinical and clinical years. In the present study, we examined the potential of computer-based training for facilitating the acquisition of explicit knowledge in a pre-clinical topic. Content analysis of essays prepared by 42 students before and after computer-based training showed a highly significant increase in knowledge (21 +-10 hits compared to 54 +-28; t-test for paired values: t = 8.41, p < 0.001). Furthermore, there was a significant correlation between essay content on one hand and the scoring in computer-based training on the other.Our study shows that computer-based training does not only drill the response to particular frames, but significantly supports knowledge acquisition in an undergraduate medical setting.

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“…The holy grail of technology‐supported education is the development of truly adaptive systems that reach the level of one‐on‐one tutoring (Chi, Siler, Jeong, Yamauchi, & Hausmann, ). For simple approaches such as drill‐and‐practice, automated instruction may have reached this level (Luik, ), for higher level learning approaches that (often) involve complex domains and open (inquiry) learning approaches, the situation is more complex.…”

Section: The Next Steps In Technology‐based Guidance Of the Inquiry Pmentioning

confidence: 99%

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

Jong

2019

Computer Assisted Learning

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What is the best approach to educating students is, evidently, the pivotal question in educational research. In the general debate on this question, clear positions are often taken―for example, whether teacher‐led instruction or more student‐directed approaches should be followed. In the current narrative review, this central question and the different stances taken are explored for a specific field of learning, STEM (science, technology, engineering, and mathematics) domains. The current article starts with an argument as to why the traditional, more directive teacher‐led educational approach to STEM learning may not always lead to deep conceptual knowledge and proposes exploring more engaged forms of learning. More specifically, a particular arrangement for engaged learning, inquiry learning, is taken as an example in this exploration. It is argued that the effects of educational methods are influenced by a multitude of (interacting) factors related to student and teacher characteristics, context, domain, frequency of use, timing, and probably more. Therefore, this article tries to outline a more nuanced and balanced stance towards choosing educational approaches. A picture is presented to show that adopting and combining different approaches, at both the lesson and the curricular levels, may be necessary to reach optimal levels of learning. Existing and upcoming technologies may play a decisive role in realizing this more complex, but also more realistic view of learning in STEM.

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Characteristics of drills related to development of skills

Cited by 14 publications

References 17 publications

Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

Knowledge Acquisition through Computer-Based Training: Histology of the Skin in Basic Medical Education

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

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