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Learning through student-authored interactive media: A mixed methods exploration.

机译:通过学生创作的交互式媒体进行学习:混合方法探索。

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摘要

The purpose of this study was to improve student achievement in science and proficiency in information and communication technologies (ICT), which are vital 21st century workforce skills. Instead of isolating the issues, the study proposed an integrated solution that applied the constructivist approach to help students learn about a unit in biology using three software applications to create interactive, self-correcting eModules within a two-week period. Research questions focused on the effectiveness of the instructional strategy, the experience of students authoring eModules, obstacles they encountered, and the role of the teacher.;Fifty-one out of the possible 55 eleventh and twelfth grade students in the two Advanced Biology classes consented to participate in the study. A comparison of pre and post-test scores showed an average 547% improvement. Students with low initial scores of 10% or less improved an average of 1229%. Ten students (20%) went from 20% or below on the pre-test to 80% or above on the post-test, and were analyzed as a subgroup called "big gainers." Student journals and exit surveys were explored to understand the process students followed to develop eModules. The majority of student responses in the exit survey (85%) described the overall experience as a positive one. Journals showed how students were able to follow the process of creating a concept map using Inspiration software, converting the outline into a PowerPoint slide show, editing the slides and importing them into Adobe Captivate files, inserting self-correcting questions, completing their eModules, and submitting them to their teacher. Students identified obstacles they encountered to help them to problem solve and provided data for improving the instructional strategy. Addressing technology learning objectives within the context and pacing of a content area class was accomplished, but it required providing a collaborative learning environment, an appropriate task, mediating tools, and assessment.;The data analysis suggests that the instructional strategy of student-authored eModules had a positive impact on learning science content and ICT proficiencies. Historically students have been consumers of interactive media or producers of presentational media. This study suggests that they will learn more when they are the authors of interactive media.
机译:这项研究的目的是提高学生的科学成绩以及信息和通信技术(ICT)的熟练程度,这是21世纪重要的劳动力技能。该研究没有提出孤立的问题,而是提出了一种综合解决方案,该解决方案采用了建构主义的方法,以帮助学生在两个星期内使用三个软件应用程序来创建交互式的,自我校正的eModule,从而了解生物学的一个单元。研究问题集中于教学策略的有效性,学生编写eModule的经验,遇到的障碍以及老师的角色。;两个高级生物学班的55名11年级和12年级学生中有51名同意参加研究。测试前和测试后分数的比较显示平均改善了547%。初始分数低于10%或更低的学生平均提高了1229%。十名学生(20%)从测试前的20%或以下降至测试后的80%或以上,并作为一个称为“大受益者”的小组进行了分析。探索了学生日记和出口调查,以了解学生开发eModule所遵循的过程。出国调查中大多数学生的回答(85%)都将总体经历描述为积极的。日记显示了学生如何遵循以下步骤使用Inspiration软件创建概念图,将轮廓转换为PowerPoint幻灯片,编辑幻灯片并将其导入Adobe Captivate文件,插入自我更正的问题,完成其eModule以及提交给他们的老师。学生确定了他们遇到的障碍,以帮助他们解决问题,并提供了改进教学策略的数据。在内容区域课程的上下文和步调中实现了技术学习目标,但它需要提供协作学习环境,适当的任务,中介工具和评估。;数据分析表明,学生编写的eModules的教学策略对学习科学内容和ICT能力产生了积极影响。从历史上看,学生一直是交互式媒体的消费者或演示媒体的生产者。这项研究表明,当他们是交互式媒体的作者时,他们将学到更多。

著录项

  • 作者

    Sakai-Miller, Sharon (Sam).;

  • 作者单位

    Pepperdine University.;

  • 授予单位 Pepperdine University.;
  • 学科 Education Secondary.;Education Technology of.;Education Sciences.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 269 p.
  • 总页数 269
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;自然科学教育与普及;
  • 关键词

  • 入库时间 2022-08-17 11:37:37

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