Precision Teaching and Learning Performance in a Blended Learning Environment

Yin, Bin; Yuan, Chih-Hung

doi:10.3389/fpsyg.2021.631125

Cited by 25 publications

(23 citation statements)

References 100 publications

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“…Our study also shows benefits of precision teaching for statistics education within a virtual learning environment. This evidence chimes with evidence from a recent study by Yin and Yuan (2021), who used precision teaching in a blended-learning environment to support a computer technology course in China.…”

Section: Discussionsupporting

confidence: 78%

A technology-enhanced learning intervention for statistics in higher education using bite-sized video-based learning and precision teaching

Tan¹,

Davies²,

Nicolson³

et al. 2022

RPTEL

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Adjustments to life and learning following the COVID-19 pandemic have transformed user acceptance of online learning methods. It is, therefore, imperative to analyse factors relating to user performance and preferences for such interactions. In this study, we combined video-based learning with precision teaching to reinforce previously learnt statistics skills in university students without a mathematical background. We developed a learning design consisting of eight ‘bite-sized’ online learning episodes. Each episode started with a brief learning video followed by a practice phase and an end-of-episode assessment. The practice phase differed in two groups of participants, matched on statistics attainment pre- intervention. A precision-teaching intervention group (N = 19) completed practice guided by a frequency-based approach aiming at building fluency in statistics. A control group (N = 19) completed self-directed practice for the same amount of time as the intervention group. All participants completed a statistics attainment test and a questionnaire on their attitudes towards statistics pre- and post- intervention, and a review of the learning materials post-intervention. The intervention group achieved, consistently, higher scores in all end-of-episode assessments compared to the control group. Both groups showed significant and comparable improvements in statistics attainment post-intervention. Both groups also reported more positive feelings towards statistics post-intervention, while the review of the learning materials suggested that the video-based learning design was well-received by students. Our results suggest that video-based learning has great potential to support, as a supplementary teaching aid, university students in learning statistics. We discuss future research directions and implications of the study.

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Section: Discussionsupporting

confidence: 78%

A technology-enhanced learning intervention for statistics in higher education using bite-sized video-based learning and precision teaching

Tan¹,

Davies²,

Nicolson³

et al. 2022

RPTEL

View full text Add to dashboard Cite

show abstract

“…Learners’ characteristics should be considered while interpreting SP in TREs. According to the selected studies, learners’ self-efficacy (Yin and Yuan, 2021), metacognition (Johnson et al , 2009) and knowledge sharing behaviors (Karaoglan Yilmaz, 2017) were correlated with SP. Specifically, self-efficacy directly increased SP and led to improved performance (Yin and Yuan, 2021).…”

Section: Resultsmentioning

confidence: 99%

Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning?

Huang,

Ruiz-Segura,

Tan

et al. 2023

ILS

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Purpose Social presence (SP), which refers to individuals’ perception of others being engaged as “real people” in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the past two decades. Design/methodology/approach Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses review principles and a qualitative analysis of selected articles, a final review of 72 studies that met inclusion criteria was obtained. Key information, including education level, discipline, sample size, study type and measurements, was extracted and studies were further analyzed and synthesized based on design features and learning modes. Findings The study identifies five crucial factors for instructional design to foster SP in TREs: technology affordances, multimedia features, social factors, instructional principles, learner characteristics and learning management systems. The authors compare two learning modes across three dimensions and identify popular technologies used in studies related to SP over the past two decades. Practical recommendations are provided for educators and educational technology developers to enhance SP within technology-rich learning environments. Originality/value This research contributes to the discourse on online learning and computer-supported communication, particularly in the post-COVID-19 era. By examining factors influencing SP and providing implications for instruction and educational technology development, this study offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies.

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“…However, project-based learning through action research succeeded in teaching students research methods and enabling them to write research plans that are adaptive to different classroom situations. This learning model is proven to lead students to learn actively in achieving their competency targets (Yin and Yuan 2021;Nainggolan et al 2020;Situmorang, Purba, and Silaban 2020). Action research with projects is, therefore, a good choice for teaching ERMs.…”

Section: Discussionmentioning

confidence: 99%

Action research with projects to facilitate students to study research and prepare research proposals during the Covid-19 pandemic

Situmorang

Panggabean

Situmorang

2023

Educational Action Research

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Knowledge and skills in the field of research are key requirements for the successful completion of studies for students, including prospective teachers. However, the outbreak of the COVID-19 coronavirus has made it difficult for students to conduct research in the usual ways. This study aims to apply project-based learning through action research to teach students educational research methods and to help them prepare research plans that are adaptive to classroom situations. This is achieved through the provision of learning resources to teach research theory, followed by the implementation of action research to write research proposals and evaluations of learning outcomes. Learning resources were systematically arranged to support online learning to teach research methods, and effective action research led students to learn actively and develop educational research plans. Competence in the field of research was achieved. Student learning outcomes sequentially for assignment scores (M = 88.38 ± 3.00), final project scores (M = 88.20 ± 3.55), and posttest (M = 92.06 ± 2.17) were all high. Project-based learning is shown to be effective in guiding students to learn actively by utilizing available learning resources. It motivates students to learn independently and can be applied to achieve competency targets in both normal and abnormal learning situations, such as those experienced during the COVID-19 pandemic.

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Precision Teaching and Learning Performance in a Blended Learning Environment

Cited by 25 publications

References 100 publications

A technology-enhanced learning intervention for statistics in higher education using bite-sized video-based learning and precision teaching

A technology-enhanced learning intervention for statistics in higher education using bite-sized video-based learning and precision teaching

Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning?

Action research with projects to facilitate students to study research and prepare research proposals during the Covid-19 pandemic

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