Metacognition in collaborative learning settings is an emerging topic in research on metacognition. This study focused on the development of metacognitive skills during pair programming in order to enhance knowledge productivity. Pair programming entails collaboration between two programmers, each fulfilling a specific role during the execution of the programming task, and has recently been used in educational contexts as a teaching and learning strategy to improve learning in computer programming (DeClue, 2003:49; Preston, 2006b:16). In this study the outcomes of collaborative learning during pair programming are referred to as knowledge productivity, which is measured against the criteria of enhanced knowledge construction, enhanced problem-solving skills, conceptual changes in individual perspectives, commitment to work with the other member of the pair, and application of the results of the learning process (Tillema & Van der Westhuizen, 2006:51,55). To investigate the influence of a metacognitive teaching and learning approach to pair programming on knowledge productivity, a repeated-measures experiment with a control group was conducted among a number of Grade 11 learners who had been implementing pair programming in the learning of Information Technology at secondary school level. At the beginning of the study both groups completed two questionnaires, one on metacognition and the other on knowledge productivity. At the same stage, a number of randomly selected participants from each group were interviewed on the same two topics, using a semi-structured interview approach. This procedure was repeated three months later, without any intervention. During the intervention phase, the experimental group implemented a set of self-directed metacognitive questions that they had to answer while doing a pair programming task. These self-directed metacognitive questions form part of a metacognitive teaching and learning strategy suggested by the researcher. The members of the experimental group also kept a journal to describe how the self-directed questions directed their thinking during the execution of the pair programming task. At the end of the experimental period, the mo questionnaires on metacognition and knowledge productivity were completed by both groups again, supported by the interviews of the same selected participants. The results derived from the empirical study showed that the knowledge productivity of learners programming in pairs can be enhanced by implementing a metacognitive teaching and learning strategy. The metacognitive teaching and learning strategy implemented during this study was then adapted to make it suitable for use by teachers and learners during pair programming. / Thesis (Ph.D. (Education)--North-West University, Potchefstroom Campus, 2010.

Metacognition in collaborative learning settings is an emerging topic in research on metacognition. This study focused on the development of metacognitive skills during pair programming in order to enhance knowledge productivity. Pair programming entails collaboration between two programmers, each fulfilling a specific role during the execution of the programming task, and has recently been used in educational contexts as a teaching and learning strategy to improve learning in computer programming (DeClue, 2003:49; Preston, 2006b:16). In this study the outcomes of collaborative learning during pair programming are referred to as knowledge productivity, which is measured against the criteria of enhanced knowledge construction, enhanced problem-solving skills, conceptual changes in individual perspectives, commitment to work with the other member of the pair, and application of the results of the learning process (Tillema & Van der Westhuizen, 2006:51,55). To investigate the influence of a metacognitive teaching and learning approach to pair programming on knowledge productivity, a repeated-measures experiment with a control group was conducted among a number of Grade 11 learners who had been implementing pair programming in the learning of Information Technology at secondary school level. At the beginning of the study both groups completed two questionnaires, one on metacognition and the other on knowledge productivity. At the same stage, a number of randomly selected participants from each group were interviewed on the same two topics, using a semi-structured interview approach. This procedure was repeated three months later, without any intervention. During the intervention phase, the experimental group implemented a set of self-directed metacognitive questions that they had to answer while doing a pair programming task. These self-directed metacognitive questions form part of a metacognitive teaching and learning strategy suggested by the researcher. The members of the experimental group also kept a journal to describe how the self-directed questions directed their thinking during the execution of the pair programming task. At the end of the experimental period, the mo questionnaires on metacognition and knowledge productivity were completed by both groups again, supported by the interviews of the same selected participants. The results derived from the empirical study showed that the knowledge productivity of learners programming in pairs can be enhanced by implementing a metacognitive teaching and learning strategy. The metacognitive teaching and learning strategy implemented during this study was then adapted to make it suitable for use by teachers and learners during pair programming. / Thesis (Ph.D. (Education)--North-West University, Potchefstroom Campus, 2010.

Interaktive Lernaufgaben stellen eine Möglichkeit dar, das Lernen und den Lernerfolg mit digitalisierten Lehrmaterialien durch interaktive Elemente zu unterstützen. In einer Vielzahl von Learning-Management-Systemen gehört die technische Möglichkeit solche Aufgaben zu erstellen bereits zum Standard-Repertoire. Dieser Beitrag thematisiert anhand von drei empirischen Studien, welchen psychologischen Kriterien interaktive Lernaufgaben genügen sollten, um einen erfolgreichen Wissenserwerb zu fördern. Dabei wird aufgezeigt, dass Lernaufgaben, die unter Beachtung psychologischer Konstruktionsregeln erzeugt wurden, die Lernenden nicht nur beim Erwerb von Faktenwissen unterstützen, sondern ihnen beim selbstregulierten Lernen auch Rückmeldung über die von ihnen eingesetzten und einzusetzenden Lernstrategien geben.

Made available in DSpace on 2014-06-11T19:24:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-08-26Bitstream added on 2014-06-13T20:32:14Z : No. of bitstreams: 1 rocha_mra_me_bauru.pdf: 1085459 bytes, checksum: 7c0998d6c90723be0bd0b3628c3aed9d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A pesquisa tem como objetivo de investigação a prática pedagógica, construída pelas licenciandas em enfermagem em conjunto com a pesquisadora e, realizada de forma continuada, com alunos da sétima série do ensino público. O trabalho objetivou investigar se a realização de uma prática pedagógica, contextualizada ao ambiente escolar e às necessidades do aluno e elaborada, desde o seu planejamento até o exercício pedagógico, considerando-o como elemento ativo no processo ensino-aprendizagem, é capaz de promover ampliação na formação das licenciandas, estimulando-as para uma atuação transformadora. Essa prática pedagógica, ao considerar a transversalidade da saúde, abordou seus aspectos biológicos, sociológicos e psicológicos, a partir de estratégias de aprendizagem propostas pelas próprias licenciandas, com base nas concepções construtivistas que favoreceu a interatividade entre elas e os alunos da escola e também, o desenvolvimento e a socialização do conhecimento referentes à esse contexto. Entendendo a saúde, tema de extrema relevância para ser abordado com os adolescentes desta faixa etária, como um processo resultante da convergência de fatores integrados: condições de trabalho e consumo, meio-ambiente, liberdade, lazer, acesso à posse da terra, educação, habitação, alimentação, relacionamentos afetivos, convívio social, além da garantia de acesso aos serviços de saúde e, a prática pedagógica, um instrumento de reflexão-ação e transformação da realidade, a pesquisadora atuou, durante toda a pesquisa, como articuladora entre o saber teórico e o prático. Os resultados revelaram que a vivência dessa prática pedagógica possibilitou, maior aproximação das licenciandas com os alunos, professores e administração da escola, desenvolvimento dos conteúdos, com a utilização de propostas adequadas e em ambientes... / The objective of this research is the investigation of the pedagogic practice developed by the nursing graduate students in connection with the researcher and continued with the students of the seventh degree of the public high school. The goal of this work is to investigate the realization of the pedagogic practice connected to the scholar environment and to the students needs and was elaorated, since its planning all the way to its practice, considering it as an active element in the process of teaching-learning, capable to promote the improvement of the graduation students as well as to stimulate and active transformation. This pedagogic practice, considering the versatility of the health, studied biologic, sociologic and psychological aspects, starting from the learning strategies proposed by the graduating students based on the constructivist conceptions that helped the interaction among them and the high school students as well developed and socialized the knowledge of this study. However, the health, relevant theme to be considered with the teenagers students, as a resultant process of the convergence of integrated factors: job and consume conditions, environment, freedom, leisure, land owing access, education, dwelling, feeding, affection relationship, social living completed with the lack of public health services, the pedagogic practice is an instrument of reflection and action as well a change of the real life. The researcher worked all the time as a link between the theory and the practice knowledge. The results showed that living this pedagogical practice promoted a larger relationship between the graduate students and the high school students, teachers and school workers as well developed the subject of the research using it with proper utilization of the objectives in an ideal environment to the learning and valuing... (Complete abstract, click electronic access below)

O mapa conceitual é uma ferramenta gráfica de representação e organização do conhecimento. Seu objetivo é explicitar relações hierárquicas e significativas entre conceitos na forma de proposições. Este trabalho buscou investigar se o ensino de uma disciplina num curso de nível superior, no qual os alunos fossem solicitados a elaborar mapas conceituais, pode se mostrar capaz de levar estudantes universitários a níveis mais elevados de desempenho cognitivo. Os níveis cognitivos são compreendidos à luz da Taxionomia de Bloom, que visa classificar a ação mental esperada do estudante, a saber: lembrar, entender, aplicar, analisar, avaliar e criar. A pesquisa foi realizada durante um ano letivo em uma instituição de ensino superior, particular, do interior paulista com 48 estudantes do curso de Pedagogia. Os dados foram coletados por meio de avaliações escritas aplicadas ao final do primeiro semestre, quando não houve uso do mapa conceitual. E ao fim do segundo, após treinamento e uso do mapa conceitual. O resultado da análise estatística indica que, apenas na categoria lembrar, a diferença encontrada não foi estatisticamente significante entre as duas avaliações, indicando que a utilização do mapa conceitual como recurso de ensino não levou a um desempenho melhor por parte de quem o utilizou. Em todos os demais níveis as diferenças se mostraram altamente significantes, afirmando uma melhoria de desempenho por parte dos sujeitos quando utilizaram o recurso de elaborar individual e coletivamente o mapa conceitual, possibilitando inferir que o uso do mapa conceitual pode favorecer um melhor desempenho cognitivo em problemas que exijam níveis cognitivos mais complexos / The conceptual map is a graphical tool that shows the representation of ones knowledge and the organization of this knowledge. Its purpose is to make explicit hierarchical and meaningful connections among concepts in the form of propositions. This work sought to investigate if the teaching of a subject in a higher education major, in which students were asked to elaborate conceptual maps, is able to lead university students to higher levels of cognitive performance. The cognitive levels are understood in the light of Bloom\'s taxonomy, which aims to classify the expected mental action of the student, namely: to remember, to understand, to apply, to analyze, to evaluate and to create. The research was carried out during a school year in a private higher education institution, in the interior of São Paulo, with the participation of 48 students from the Pedagogy major. The data were collected through written assessments applied at the end of the first semester when there was no use of the conceptual map and also at the end of the second semester after practicing and using the conceptual map. The results of the statistical analysis indicate that the difference found in the remembering category alone was not statistically significant between the two assessments, indicating that the use of the conceptual map as a teaching resource did not lead to a better performance by those who used it. In all other levels, the differences were highly significant, affirming improvement in the performance of the subjects after having used the conceptual mapping feature, individually and collectively, enabling infer that the use of the conceptual map may favor a better cognitive performance in problems that require more complex cognitive levels

abstract: Concept maps are commonly used knowledge visualization tools and have been shown to have a positive impact on learning. The main drawbacks of concept mapping are the requirement of training, and lack of feedback support. Thus, prior research has attempted to provide support and feedback in concept mapping, such as by developing computer-based concept mapping tools, offering starting templates and navigational supports, as well as providing automated feedback. Although these approaches have achieved promising results, there are still challenges that remain to be solved. For example, there is a need to create a concept mapping system that reduces the extraneous effort of editing a concept map while encouraging more cognitively beneficial behaviors. Also, there is little understanding of the cognitive process during concept mapping. What’s more, current feedback mechanisms in concept mapping only focus on the outcome of the map, instead of the learning process. This thesis work strives to solve the fundamental research question: How to leverage computer technologies to intelligently support concept mapping to promote meaningful learning? To approach this research question, I first present an intelligent concept mapping system, MindDot, that supports concept mapping via innovative integration of two features, hyperlink navigation, and expert template. The system reduces the effort of creating and modifying concept maps while encouraging beneficial activities such as comparing related concepts and establishing relationships among them. I then present the comparative strategy metric that modes student learning by evaluating behavioral patterns and learning strategies. Lastly, I develop an adaptive feedback system that provides immediate diagnostic feedback in response to both the key learning behaviors during concept mapping and the correctness and completeness of the created maps. Empirical evaluations indicated that the integrated navigational and template support in MindDot fostered effective learning behaviors and facilitating learning achievements. The comparative strategy model was shown to be highly representative of learning characteristics such as motivation, engagement, misconceptions, and predicted learning results. The feedback tutor also demonstrated positive impacts on supporting learning and assisting the development of effective learning strategies that prepare learners for future learning. This dissertation contributes to the field of supporting concept mapping with designs of technological affordances, a process-based student model, an adaptive feedback tutor, empirical evaluations of these proposed innovations, and implications for future support in concept mapping. / Dissertation/Thesis / Doctoral Dissertation Computer Science 2019

This dissertation investigates the factors that influence the learning of subsidiaries from their local environment and the sequential knowledge outflow from the subsidiaries. Scholars have recognized the ability to learn from diverse local environments as a critical source of competitive advantage for multinational corporations (MNCs). However, the factors influencing the extent to which MNCs learn from local environments in order to develop innovative capabilities have not been well understood. Considering the complexity of institutional environments faced by subsidiaries, this dissertation explores cross-level factors that influence subsidiary learning from diverse local environments. At interface levels, a subsidiary's local embeddedness and its learning strategy influence the awareness of local strategic knowledge by the subsidiary. At context levels, local market competition and corporate entrepreneurial culture affect the motivation of a subsidiary to learn from diverse local environments. Finally at subsidiary level, top management team heterogeneity impacts the capability of a subsidiary to learn. This dissertation applies both qualitative and quantitative research methods. Multiple-case studies provide rich details, while survey research tests the generalizability of the proposed conceptual model. Overall, the empirical evidence supports the impact of local embeddedness, learning strategy and corporate entrepreneurial culture on subsidiary learning, and in turn, on knowledge outflow. The impact of top management team heterogeneity turns insignificant upon the simultaneous inclusion of all other factors. The influence of local competition is absent. The control variables include size, technology resources, and internationalization. This dissertation contributes to both MNC and organizational learning literature. The major contribution to MNC literature is the advancement of the understanding of knowledge acquisition and creation of MNCs by learning from the local environment. The cross-level approach with subsidiary as the unit of analysis provides a unique perspective. The major contribution of this dissertation to organizational learning literature lies in the development of a learning framework, and its application to MNC context with empirical tests. This dissertation presents potentials to advance the local responsiveness-global integration framework with a knowledge-based view. / Ph. D.

雖然聽力在語言學習中佔重要的地位，研究學者對學習者的聽力信念的了解仍十分有限。因此本研究主要是探討五專學生對英語聽力的信念和學習策略，並探討聽力信念和學習策略二者之間的關係，另外程度不同的學生是否抱持不同的聽力信念及使用不同的策略，也是本研究探討的重點。 本研究採用量性研究方法，研究對象為北部某五專406位五專學生。研究工具為英語聽力學習者背景問卷、英語聽力學習信念問卷、聽力學習策略問卷和英語聽力測驗。 本研究的主要發現如下：學生均肯定聽力在語言學習過程扮演的角色，它可以幫助學生學習其它的英文能力。學生使用聽力學習策略約為中等程度，在不同的策略類型當中，學生最常使用認知策略，其次為後設認知策略。聽力信念和學習策略二者之間關係密切。而程度較好的學生在聽力信念方面，有較高的聽力學習效能，並認同口語的特色可以幫助了解英文。在學習策略方面，程度較好的學生會使用較多的學習策略，並視任務的不同而彈性使用適當的策略。 本論文並提出英聽教學上之應用建議。本研究結果可以幫助教師了解學生的聽力信念及學習困擾，幫助老師教導學生正確的學習信念及有效的學習策略，讓學生的英語聽力學習更有成效，進而改善英語聽力。 / Despite the importance of studying listening in foreign language learning, we still have very limited understanding of learners’ listening beliefs, and a more comprehensive system of listening beliefs is still not in sight. Hence, this study investigated junior college students’ listening beliefs, their listening strategy use, the relationship between their listening beliefs and strategies and the possible effects of English listening proficiency on junior college students’ listening beliefs and listening strategy use. This study mainly employed a quantitative approach to understanding junior college students’ beliefs about English listening comprehension, their strategy use and the relationship between listening beliefs and strategies. The participants were 406 students from one junior college in northern Taiwan. The instruments of the study were the Learner Profile Questionnaire (LPQ), the Belief About English Listening Comprehension Questionnaire (BELCQ), and English Listening Strategy Questionnaire (ELSQ) and the listening comprehension test. The results of the study suggested that: (1) most learners endorsed the belief that listening plays an important role in their English learning process and may facilitate the development of other language skills, (2) learners showed a medium level use of listening strategies and used a wide variety of strategies including cognitive and metacognitive strategies, (3) learners’ listening beliefs were associated with their use of listening strategies, (4) compared with ineffective learners, effective learners tended to report positive beliefs about listening comprehension, and (5) effective learners used a wider variety of strategies than ineffective listeners. Results of this study regarding junior college students’ listening beliefs and listening strategy use may provide rich implications for English education in Taiwan. It is hoped that through this study, more attention will be drawn to listening instruction in junior college students. Understanding students’ beliefs about listening may help English teachers become more aware of students’ frustrations and difficulties in listening to English. Moreover, it might enable EFL teachers to help students develop effective learning strategies and ultimately improve students’ English listening abilities.

This research is primarily concerned with the on-going development of the secondary mathematics curriculum in The Bahamas. In order to determine whether pupils assimilated mathematical ideas into a schematic structure, and could retrieve and use them as final behaviours outlined in the syllabuses, data from two diagnostic tests administered to pupils of 13+ and 15+ years respectively, were analysed. For the former age range, 377 pupils completed an Objective Test containing 50 items and for the latter age range 241 pupils attempted a Choice-Type Test with the instruction to choose any 10 of the total of 14 questions [continued]…

A meta de aprendizagem, essencial ao processo de aprendizagem autocontrolada, tem sido negligenciada na literatura sobre aprendizagem motora. A questão que fundamentou o presente estudo foi se o fato de dizer aos aprendizes o que os espera após um período de prática, leva-os a elaborar estratégias de aprendizagem que beneficiam a aprendizagem de habilidades motoras. Os participantes receberam instrução para que se preparassem para um teste, no qual os parâmetros controlados por eles seriam aleatórios, e isto se constituiu a meta de aprendizagem. Nos experimentos 1 e 2 a tarefa utilizada consistiu em pressionar a barra de espaço de um teclado de computador simultaneamente à chegada de um objeto a um ponto de contato. A cada tentativa, a velocidade com que o objeto iria atravessar a tela de um monitor de 17 polegadas pôde ser escolhida, dentre três possibilidades, pelos participantes dos grupos com controle da prática. Ambos os experimentos foram desenvolvidos em três etapas: fase de aquisição (90 tentativas), teste de transferência imediato e teste de transferência atrasado (igual ao anterior, porém, realizado após 15 minutos). Os testes de transferência consistiram em quatro tentativas em cada velocidade (24 tentativas), organizadas em uma ordem pseudo-aleatória (sem velocidades consecutivas) e sem feedback aumentado. No Experimento 1, todos os participantes (n = 16) puderam controlar a prática, mas somente alguns deles receberam a meta de aprendizagem antes do início da fase de aquisição (grupo TES, n = 8). Os resultados confirmaram que os aprendizes usaram a meta de aprendizagem para guiar sua prática e que houve, em decorrência disso, um efeito benéfico na aprendizagem motora. No Experimento 2, foram introduzidos dois grupos yoked (YOK, n = 8; YTA, n = 8) pareados aos grupos do Experimento 1. Os resultados indicaram que o efeito benéfico obtido no Experimento 1 pode ser atribuído à organização da prática. Nos experimentos 3 e 4 a tarefa utilizada consistiu em pressionar o botão esquerdo de um mouse de computador para que um cursor, fixo na tela, disparasse um projétil num alvo móvel. Os participantes que controlaram a própria prática puderam escolher, dentre três possibilidades, a distância em que o alvo se deslocaria em relação ao cursor. Esses experimentos incluíram não somente os testes realizados nos experimentos 1 e 2, como também um teste de retenção (24 horas) e testes com a velocidade do alvo aumentada. As condições de prática do Experimento 3 foram as mesmas do Experimento 1 (TES, n = 8; TAR, n = 8). Os resultados revelaram que o efeito obtido no Experimento 1 é generalizável para uma tarefa com maior demanda de antecipação, bem como para parâmetros não praticados pelos participantes. No Experimento 4, um grupo de prática aleatória foi incluído (VAR, n = 8). Os resultados sugerem que a variabilidade de prática não é suficiente para explicar o efeito benéfico na aprendizagem observado nos grupos TES. Os resultados do estudo foram discutidos considerando idéias como a hipótese da variabilidade de prática, o efeito da superioridade da intenção, esforço cognitivo e efeitos motivacionais de condições de prática autocontrolada. Em conjunto, os resultados evidenciam que a meta de aprendizagem é um elemento essencial na prática autocontrolada, tendo em vista que afeta a forma como os aprendizes organizam sua prática e leva a efeitos benéficos para a aprendizagem motora. Entretanto, as limitações relacionadas à permanência do efeito deverão ser alvo de próximos estudos / The learning goal, essential to the self-controlled learning process, has been neglected in the motor learning research. The main question that guided the study was whether telling learners what is expecting them after a period of practice leads them to create learning strategies that benefits motor learning. In the present study, participants were provided an instruction to prepare for a test, in which the parameters controlled by them would be randomized, and this constituted the learning goal. In experiments 1 and 2 the motor task consisted of hitting the space bar of a computer keyboard in synchrony with the arrival of an object at a contact point. Participants controlling their practice were allowed to choose the velocity in which the object would travel the 17-inch monitor screen, before each trial, among three possibilities. Both experiments were carried out in three stages: acquisition phase (90 trials), immediate transfer test and delayed transfer test (same as immediate transfer, after 15 minutes). Transfer tests consisted of four trials of each practiced velocity (24 trials), in a pseudo-random organization (without consecutive velocities) and no augmented feedback. In Experiment 1, all participants (n = 16) were given the control over practice, but just some of them received the learning goal before the acquisition phase (group TES, n = 8). Results confirmed that learners used the learning goal to guide their practice and that it had a beneficial effect on motor learning. In Experiment 2, two yoked groups (YOK, n = 8; YTA, n = 8), matching the ones in Experiment 1, were employed. Results indicated that the beneficial effect observed in Experiment 1 was due to practice organization. In experiments 3 and 4 the motor task consisted of pressing the left button of a computer mouse in order to make a fixed cursor in the screen to shoot a moving target. Participants controlling their practice were allowed to choose, among three possibilities, the distance in which the target would pass above the cursor. These experiments included not only tests comprised in experiments 1 and 2, but a retention test (24 hours) and tests with a faster moving target. Practice conditions in Experiment 3 were the same employed in Experiment 1 (TES, n = 8; TAR, n = 8). Results revealed that the effect obtained in Experiment 1 can be generalized to a task with higher anticipatory demands as well as to a task parameter that was not practiced by the participants. Experiment 4 included a random practice group (VAR, n = 8). Results suggested that variability of practice cannot account alone for the beneficial effect observed in TES groups. Results were discussed considering ideas such as variability of practice hypothesis, intention superiority effect, cognitive effort and motivational effects of self-controlled practice conditions. Altogether, results showed that the learning goal is an essential element in self-controlled practice, since it affects the way learners organize their practice and leads to beneficial effects on motor learning. Nevertheless, limitations regarding the permanence of the effect remain to be further investigated