The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

Bardach, Lisa; Klassen, Robert M.; Durksen, Tracy L.; Rushby, Jade V.; Bostwick, Keiko C. P.; Sheridan, Lynnaire

doi:10.1016/j.compedu.2021.104194

Cited by 44 publications

(14 citation statements)

References 86 publications

(65 reference statements)

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“…Online teaching move traditional courses to online platforms and perform corresponding Xu and Zou 10.3389/fpsyg.2022.1109032 Frontiers in Psychology 04 frontiersin.org adjustments to the online teaching context (Ravenna et al, 2012). However, teachers often lack higher requirements of online education technology capabilities (Bao et al, 2021;Bardach et al, 2021). Although the total amount of students' free time has increased, the time students spend on entertainment, especially WeChat, QQ, microblogs, and other online social platforms, has created a significant crowding-out effect on academic time input, reducing it by 15.17% (Mokel and Canty, 2020).…”

Section: Online Teaching Interventionsmentioning

confidence: 99%

COVID-19 online teaching intervention and learning performance of college foreign language students

Zou

2023

Front. Psychol.

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This quasi-natural experimental study examined an online teaching intervention implemented in response to COVID-19 in China in 2020. It applied the difference-in-difference model to examine the impact and path of the intervention on students’ learning performance of a college foreign language (LPCFL). Based on data from records of withdrawing and changing courses, classroom learning, and teaching evaluations; a questionnaire survey of teachers and students; and relevant school documents during the last seven terms, the results indicated that the online teaching intervention could significantly improve students’ LPCFL. This finding remained robust after adopting a placebo test approach to mitigate possible endogeneity issues. Additionally, this study also conducted a group test through sub-sample regression based on students’ discipline characteristics and intervention organization methods. The results showed that the students who participated in the intervention significantly improved in the three disciplines: humanities was most significantly affected, science and engineering were least significantly affected, and economics and management were in the middle. A range effect was observed for organizational methods. The two downward transmission methods by college teaching management terms had significant positive effects, whereas the other two methods of downward transmission by college student management had significant negative effects. An analysis of the action mechanism indicated that the online teaching intervention mostly improved LPCFL through two channels: students’ learning input and learning support. Overall, these findings not only help expand the research framework on macro environmental intervention policy and micro-learning behavior but also have implications for the in-depth understanding of the real learning effect of online learning interventions for college students and their design in the post-COVID-19 era.

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Section: Online Teaching Interventionsmentioning

confidence: 99%

COVID-19 online teaching intervention and learning performance of college foreign language students

Zou

2023

Front. Psychol.

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“…In addition, it is used in multiple ways and is given a set of teaching methods and methods such as (learning based on problem -educational games -simulation -learning based on case study -learning based on project). The trend for this type of learning has recently appeared in learning environments because it provides them with immediate internal and external feedback [19][20][21]. Preparing a scenario is not a simple task.…”

Section: Scenario-based Learning Modelmentioning

confidence: 99%

The Impact of a Scenario-Based Learning Model in Mathematics Achievement and Mental Motivation for High School Students

Hassan

Hammadi²,

Majeed

2023

Int. J. Emerg. Technol. Learn.

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The aim of the research is to identify the effect of a scenario-based learning in the mathematics achievement and the mental motivation for fifth - scientific grade students in high school. To achieve it, the researchers adopted the experimental research method with two groups (experimental and control) with a post-test. The research community was identified, which represents the fifth scientific grade students from the first Karkh Education Directorate. The sample (60) students were chosen intentionally, and was divided into two groups: an experimental group that studied according to the scenario-based learning model; and a control group studied according to the usual method. For the purpose of collecting data for the experiment, the achievement test was built, in its final form, consisting of (10) test items of the type of essay, and the mental motivation scale, in its final form, consisting of (60) items. Appropriate statistical analyzes were conducted, and the psychometric properties of the test and scale were confirmed. The results indicated that the students of the experimental group who studied according to the scenario-based learning model outperformed the students of the control group who studied according to the traditional method.

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“…The progress of educational technology research and the popularity of computers have provided many tools and opportunities for teacher and other education providers to support students and teachers. Bardach et al [23] explored whether the effectiveness of the intervention depends on the opportunity of the feedback and reflection scenarios of experts and teachers incorporated into automation. Students and teachers were randomly assigned to one of the three experimental conditions: the control group (learning activities based on online scenarios), the intervention group 1 (learning activities and feedback based on online scenarios) and the intervention group 2 (learning, feedback and reflection based on online scenarios).…”

Section: Introductionmentioning

confidence: 99%

“…17, No. 23,2022 It is assumed that d ij = 1/mΣ ml=1 n lij . The expert l judges the relative importance of the i th and j th indexes, and the obtained importance score is represented by n lij , and the number of experts is represented by m. The dispersion coefficient is used to characterize the dispersion degree of the importance score, and the corresponding calculation formula is:…”

mentioning

confidence: 99%

Clustering Analysis of the Evaluation Data on Students’ Learning under a Blended Environment

Jia¹

2022

Int. J. Emerg. Technol. Learn.

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This paper explores the establishment of the effectiveness evaluation index system for students’ learning under blended learning environment, so as to provide some theoretical reference and guidance for the evaluation of the effect of students’ learning in blended environment. In current studies, there are few quantitative analyses on the application cases or teaching practice, and there is also a lack of evaluation studies on the students as the main body of the learning process. Therefore, this paper carries out a study on the clustering analysis of the evaluation data on students’ learning in blended environment, displaying the learning effect satisfaction model for students under blended learning environment, and providing the idea of constructing a learning effect evaluation model accordingly. This paper characterizes the learning effect of students at each stage in the form of sets and formulates evaluation index system. The analytic hierarchy process-grey clustering evaluation of students’ learning effect in blended environment is carried out. On the basis of analytic hierarchy process, the evaluation index weight is determined and the evaluation grade is fixed based on the grey clustering analysis. The experimental results verify the effectiveness of the evaluation model.

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The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

Cited by 44 publications

References 86 publications

COVID-19 online teaching intervention and learning performance of college foreign language students

COVID-19 online teaching intervention and learning performance of college foreign language students

The Impact of a Scenario-Based Learning Model in Mathematics Achievement and Mental Motivation for High School Students

Clustering Analysis of the Evaluation Data on Students’ Learning under a Blended Environment

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