Holistic framework to help students learn effectively from research-validated self-paced learning tools

Abstract

With limited time available in the classroom, e-learning tools can supplement in-class learning by providing opportunities for students to study and learn outside of class. Such tools can be especially helpful for students who lack adequate prior preparation. However, one critical issue is ensuring that students, especially those in need of additional help, engage with the tools as intended. Here we first discuss an empirical investigation in which students in a large algebra-based physics course were given opportunities to work through research-validated tutorials outside of class as self-study tools. Students were provided these optional tutorials after traditional instruction in relevant topics and were then given quizzes that included problems that were identical to the tutorial problems with regard to the physics principles involved but had different contexts. We find that students who worked through the tutorials as self-study tools struggled to transfer their learning to solve problems that used the same physics principles. On the other hand, students who worked on the tutorials in supervised, one-on-one situations performed significantly better than them. These empirical findings suggest that many introductory physics students may not engage effectively with selfpaced learning tools unless they are provided additional incentives and support, e.g., to aid with self-regulation. Inspired by the empirical findings, we propose a holistic theoretical framework to help create learning environments in which students with diverse backgrounds are provided support to engage effectively with self-study tools.

Development of a holistic approach framework for e-learning adoption decision-making in Saudi Arabian universities

“…Additionally, the literature indings indicate that there is a need for a framework that covers multiple perspectives to improve E-learning adoption in educational institutions [94]. A holistic approach considers the importance of the whole institution rather than performing a separate analysis of isolated units [95].…”

Bütüncül Öğrenme Eğilimleri Ölçeğini Geliştirme Çalışması

“…Bütüncül eğitim konusuyla ilgili literatürde özellikle yabancı dil öğrenme (Griffiths & Soruç, 2021;Thomas, 2020) ve teknoloji destekli öğrenme süreçlerinde (Marshman, DeVore & Singh, 2020;Mohamad Said & Mohd Tahir, 2013) bütüncül paradigmaya odaklanılmıştır. Halbuki bireylerin küresel birer vatandaş olmaları için bütüncül yeterliklerin geliştirilmesi gereklidir.…”

Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online laboratories

“…Recent studies have reported the challenges of engaging all students in self-paced interactive electronic learning tutorials [48,49]. The authors concluded that "many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time management skills to engage effectively with tools specially designed to help them learn at their own pace."…”

“…The authors concluded that "many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time management skills to engage effectively with tools specially designed to help them learn at their own pace." [48] and they showed that students who worked in a supervised manner performed significantly better than students working on their own [49]. Self-regulatory, motivational, and social characteristics of students play an important role in their engagement with peers in online forums [50] and online physics courses in general [51].…”