Holistic Framework to Help Students Learn Effectively from Research-Validated Self-Paced Learning Tools

Autor/inn/en	Marshman, Emily; DeVore, Seth; Singh, Chandralekha
Titel	Holistic Framework to Help Students Learn Effectively from Research-Validated Self-Paced Learning Tools
Quelle	In: Physical Review Physics Education Research, 16 (2020) 2, Artikel 020108 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Chandralekha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Electronic Learning; Independent Study; Algebra; Science Tests; Problem Solving; Teaching Methods; Scientific Principles; Introductory Courses; Guidelines; Holistic Approach; Undergraduate Students; Calculus; Metacognition; Computer Assisted Instruction; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Selbststudium; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Richtlinien; Holistischer Ansatz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computer based training; Computerunterstützter Unterricht
Abstract	With limited time available in the classroom, e-learning tools can supplement in-class learning by providing opportunities for students to study and learn outside of class. Such tools can be especially helpful for students who lack adequate prior preparation. However, one critical issue is ensuring that students, especially those in need of additional help, engage with the tools as intended. Here we first discuss an empirical investigation in which students in a large algebra-based physics course were given opportunities to work through research-validated tutorials outside of class as self-study tools. Students were provided these optional tutorials after traditional instruction in relevant topics and were then given quizzes that included problems that were identical to the tutorial problems with regard to the physics principles involved but had different contexts. We find that students who worked through the tutorials as self-study tools struggled to transfer their learning to solve problems that used the same physics principles. On the other hand, students who worked on the tutorials in supervised, one-on-one situations performed significantly better than them. These empirical findings suggest that many introductory physics students may not engage effectively with self-paced learning tools unless they are provided additional incentives and support, e.g., to aid with self-regulation. Inspired by the empirical findings, we propose a holistic theoretical framework to help create learning environments in which students with diverse backgrounds are provided support to engage effectively with self-study tools. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01