The Effect of Anchored Instruction Models to Enhance Understanding of Students Related Concept of Vector

Malík, Adam; Dirgantara, Yudi; Muhammad, Nur

doi:10.5220/0010025205900594

Cited by 2 publications

(2 citation statements)

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“…Anchored instruction provides a learning environment where students can actively participate in learning, learn in more meaningful way and are more motivated (Susanto & Riyanto, 2020). In the literature, anchored instruction framework combining virtual chemistry laboratory and augmented reality (Hou & Lin, 2017), including introduction to programming in an authentic context (Magana, Falk, Vieira & Reese, 2016), and including physics concepts (Malik et al, 2021) have positive effects on students learning, self-believes, and knowledge acquisitions. Anchored instruction has been utilized for teaching mathematics in special education (Bottge et al 2015;Castillo, 2020) and second language learning (Chen, 2019;Indriani, 2020).…”

Section: Anchored Instructionmentioning

confidence: 99%

Pre-service teachers’ approaches to designing technology-based activities in anchored instruction framework

Gunbas

2022

Journal of Educational Technology and Online Learning

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Teachers' beliefs and skills in, and attitudes towards technology are the factors shaping their technology use in education. However, teacher preparation programs don't sufficiently support pre-service teachers in this regard. One way to improve their technology beliefs and skills in, and attitudes towards technology is to have them design theory-based technology learning environments. In this study, pre-service mathematics teachers designed anchored instruction-based mathematics learning environments and their approaches for the process were revealed. 52 pre-service teachers went through a 14-week learning period and then asked to build technology-based mathematics learning materials. Their materials were designed based on three design principles of anchored instruction. Upon the completion, projects applying all the necessary requirements in good, average, or poor level were selected with a purposive sampling method. The requirements were specified as workability, interactivity, narration, completeness and representing anchored instruction's three design principles. The designers of these selected projects were interviewed with semi-structured interview questions. Results indicated that their design approaches are in line with anchored instruction theory's suggested benefits. Their technology beliefs are positively affected and their judgments about technology-based instructional material design are supported by related literature in favor of students' learning. Implications for teacher education programs are discussed.

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Section: Anchored Instructionmentioning

confidence: 99%

Pre-service teachers’ approaches to designing technology-based activities in anchored instruction framework

Gunbas

2022

Journal of Educational Technology and Online Learning

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“…Another consideration in the creation of video content for education would be the practical application of the anchored instruction design approach, which is grounded in social constructivism's core tenets (Malik et al, 2021;Savery & Duffy, 1995) and is commonly applied when using problem-based learning approaches developed in medical education by Barrows (1986). This method involves the development of instructional videos that serve as anchors, providing a meaningful and relatable context for learners (CATG, 1990).…”

Section: Anchored Instructionmentioning

confidence: 99%

Needs Analysis for the Implementation of Supplemental Educational Videos in the Training of Surgical Residents

Serfin

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This dissertation aimed to research the possibility of integrating a supplemental video system in a surgical residency for educational use. A needs analysis was to be conducted in order to find if current stakeholders would accept such a system within a surgical residency: (a) surgical residents, (b) teaching physicians, and (c) administrators. The study aimed to research factors that complicate the current educational setting for surgical residents, such as time allotted for learning, fatigue during learning opportunities, teaching physicians time and effort into teaching responsibilities, and the cost of such systems and their perceived value to administrators. Also investigated was the type of learning theories best suited to creating a supplemental video system in a hospital setting. After this, a set of interviews was conducted amongst the stakeholders to evaluate the needs of the residency and the willingness of all parties to accept the system into their educational structure. What was found was a high level of interest in a more centralized learning management system, which is the central depository for all educational materials to be used by the residents. Most agreed that the learning environment lacked structure and optimally required something more substantial than adding supplemental videos to the learning process. These findings demonstrate that surgical residents, teaching physicians, and administrators all perceive a lack of structure in the surgical residency learning process and a significant need to correct the issue.

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The Effect of Anchored Instruction Models to Enhance Understanding of Students Related Concept of Vector

Cited by 2 publications

References 0 publications

Pre-service teachers’ approaches to designing technology-based activities in anchored instruction framework

Pre-service teachers’ approaches to designing technology-based activities in anchored instruction framework

Needs Analysis for the Implementation of Supplemental Educational Videos in the Training of Surgical Residents

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