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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The effect of a worked example on online debate quality in an information systems course

Tollison, Christopher Scott 08 August 2009 (has links)
The current study investigates the effects of preparing learners for an online debate through a worked example in terms of student perception, participation, level of cognitive skill, and electronic interaction patterns. There has been a change in the focus of distance learning research from comparative media studies to the means to improve the quality of distance education. One of the key elements in this changing impetus are strategies to promote interaction such as the introduction of structure or scaffolding argumentation (McIsaac & Blocher, 1998). One such strategy is the online debate in which students are organized into teams to take a position on an issue and argue on its behalf (Jeong, 2004). The debate is constrained through the addition of rules and specific message headers. Well-designed quality interaction holds the potential to create more satisfied learners and higher quality learning outcomes (Muirhead, 2002), but in the absence of quality, interaction has been found to actually lead to a decrease in satisfaction, participation, and performance (Joung & Keller, 2004; Kreijns, Kirschner, & Jochems, 2002). One way to ensure quality within interactive exercises such as online debate is to prepare students through a worked example. A worked example models an expert’s work and demonstrates desired behaviors for the learner to study (Atkinson, Derry, Renkl, & Wortham, 2000). Students were randomly assigned to teams to participate in an online debate with half being given access to a worked example before participating. In order to examine the effects of the worked example on students’ perceived satisfaction and level of preparedness, a survey was administered at various points throughout the semester. Additionally, debate transcripts were analyzed for participation, cognitive skill, and interaction patterns. The results demonstrate that students prepared through a worked example participated more frequently, wrote more words or phrases that encouraged the participation of others, and used higher-order thinking skills. The conclusion was that worked examples can be used to model behaviors for students to emulate. The implication being that instructors should consider providing worked examples before engaging students in online debate and future research should examine the efficacy of a worked example in preparing learners for other types of interactive activities.
2

Examining Instant Messaging Impact On Learning Using An Integrated Worked-example Format

Nasah, Angelique 01 January 2008 (has links)
Instant messaging with Internet-based software is a ubiquitous form of communication in industrialized nations. In fact, many educators are observing that students engage with instant messaging while simultaneously engaged in academic activity. Though this type of multitasking is pervasive, educational researchers have not examined how the practice of instant messaging impacts learning outcomes. This dissertation describes the background, empirical and theoretical foundations, methods and results of a study examining the impact of instant messaging activity on learning, where instant messaging and learning are simultaneous activities. The question posed is grounded in the related areas of instant messaging practices, the Generation M profile, Cognitive Load Theory, and integration of instant messaging in K-16 classrooms. This work presents empirical evidence pointing out the necessity of conducting empirical study regarding how instant messaging activity might impact learning. Quantitative methods used to conduct the study are presented including data collection instruments. The results of the study are discussed in broad terms related to Generation M and Cognitive Load Theory. Methodological limitations related to practice opportunities for the research sample as well as the performance measure used are detailed. In addition, implications of the results in relationship to those teaching members of Generation M in K-16 classrooms as well as those designing instruction for this population are discussed. The discussion concludes with recommendations for further research in this area.
3

English Language Learners Learn from Worked Example Comparison in Algebra

Ke, Xiao Juan, 0000-0002-0775-170X January 2021 (has links)
This project is aimed at generating new knowledge and improving our understanding of how Modified for Language Support-Worked Example Pairs (MLS-WEPs) contribute to effective mathematics learning and teaching in an ESOL (English to Speakers of Other Languages) context. The current study investigated a novel instructional approach to help English Language Learners (ELLs) develop better understanding in mathematical reasoning, problem solving, and literacy skills (listening, reading, writing, and speaking) while they are still developing their English language proficiency. The current study followed a wait-list control design, with both the treatment and control groups receiving intervention materials. The intervention materials were administered multiple times with different topics (units) throughout the study. The lessons were audio-recorded when the selected topics were taught. Pretest and posttest were given each time when the selected topics were taught. The data analysis for this study included both qualitative and quantitative analyses. The present study revealed the following results: (1) MLS-WEPs not only enhanced ELLs’ ability to solve mathematical problems, but also improved their written explanation skills and enabled them to transfer such skills to different mathematical concepts; (2) when controlling ELLs’ prior knowledge, the effectiveness of the MLS-WEPs intervention did not vary by their English language proficiency; (3) the MLS-WEPs intervention materials facilitated teachers to provide ELLs with more opportunities to read, write, and speak in mathematics and enabled teachers to ask more and deeper questions. However, worked example comparisons did not appear to motivate the participant teachers to promote equitable participation in mathematics classrooms. These findings provide direct empirical support for the need to reform mathematics teaching and learning in the ESOL context. / Math & Science Education
4

Lösningsförslag i den svenska skolan : Påverkar lösningsförslag elevers lärande? / Worked Examples in the Swedish School : Is the Pupils' Learninge affected by Worked Examples?

Niemeyer, Erik January 2016 (has links)
Att lösa matematiska uppgifter med hjälp av färdiga lösningsförslag kan ses som ett sätt för elever att anstränga sig mindre och därför lära sig mindre. Det finns dock forskning som har visat att undervisning där eleverna huvudsakligen studerar lösningsförslag har en stor effekt på elevernas förmåga att lösa uppgifter. Den här undervisningsmetoden kallas "the worked example effect" och har fått ett genomslag i den svenska skolan den senaste tiden. Metoden grundas på Swellers teori om kognitiv belastning. Enligt hans och andras forskning kan arbetsminnet delas upp i tre olika typer. Dessa tre, intrinsic cognitive load, germane cognitive load samt extraneous cognitive load, är additiva och stödjer lärande olika mycket. Lösningsförslag har visats minska mängden extraneous cognitive load och öka mängden germane cognitive load. Germane cognitive load har i sin tur visats korrelera med hur väl elever lyckas svara på matematiska uppgifter. Den här studien syftar till att undersöka lösningsförslagens effekt på elevers lärande i den svenska gymnasieskolan. I studien deltog tre skolor, varav en enbart i förstudien, i olika omfattning med totalt 93 elever på natur- och teknikprogrammen i andra årskursen på gymnasiet (17-18-åringar). Elevernas resultat på nationella proven i samtliga obligatoriska matematikkurser användes i undersökningen. Även en enkät genomfördes för att samla in mer information om eleverna och hur de studerade. Studien visar på ett tvetydigt resultat. Över 75% av eleverna anser sig ha ändrat sitt sätt att studera på grund av lösningsförslagen, men om och hur deras lärande har förbättrats, mätt i betyg, är oklart. För en av kurserna i matematik visade studien på ett negativt resultat, men för en annan kurs – positivt. Dessa olika resultat uppkom dessutom på olika skolor. En tolkning av detta resultat kan vara att lösningsförslagens effektivitet är beroende på vilken typ av matematik som ingår i kursen där de används. Det spelar även stor roll hur lösningsförslagen använts av eleverna, något som studien inte undersökt. / To solve mathematical tasks with the help of example solutions can be seen as a way for learners to apply less effort and therefore learn less or perhaps learn in undesirable ways. However, existing international research has indicated that classrooms where pupils mainly study worked examples has had a significant effect on their ability to solve tasks. This method is called "the worked example effect" and has gained increasing support over time. It is based on Sweller’s cognitive load theory. According to his and others’ research the working memory can be divided into three different types. These three, intrinsic cognitive load, germane cognitive load and extraneous cognitive load, are additive and support learning differently. Using worked examples has been shown to reduce the amount of extraneous cognitive load and instead increase the amount of germane cognitive load. Germane cognitive load has in turn been shown to correlate to how well pupils are able to solve mathematical tasks. This thesis aims to study the worked example effect in relation to learning outcome in Swedish secondary school. Three schools took part in the study, of which one only participated in a pilot study. A total of 93 pupils participated, all of them in the science program. Results of the national test for the four latest courses were used in this thesis. The pupils were also asked to fill out a survey with the aim to gather information as to how they used the worked examples when studying. The results of the study are ambiguous. More than 75% of the pupils claim to have changed how they study, but whether their learning has improved, measured in grades, is unclear. The study showed a negative result for one course but a positive for another. These different results originated from different schools. The results of the study may indicate that the worked example effect differs depending on which type of math is being taught. Another important factor is how the worked examples are used by the pupils, something this study has not examined.
5

The Effectiveness of Worked Examples Associated with Presentation Format and Prior Knowledge: A Web-based Experiment

Hsiao, E-Ling 16 April 2010 (has links)
No description available.

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