Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?
Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?
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DOI：
10.1187/cbe.14-03-0050
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发表时间：
2014-09-02
影响因子：
3.7
通讯作者：
Hogan, Kelly A.
中科院分区：
文献类型：
--
作者：
Eddy, Sarah L.;Hogan, Kelly A.
在大学层面，主动学习干预的有效性通常是在最广泛的尺度上衡量的：所有学生在一门课程中的成绩或保留。像这样的粗粒度测量不能告诉教师干预对教室中不同学生群体的相对有效性，也不能告诉教师造成观察到的学生成绩变化的直接因素。在本研究中，我们将学生数据按种族/民族群体和第一代身份进行分类，以确定特定的干预措施（增加课程结构）是否对特定的学生群体更有效。我们还探讨了可能介导观察到的学生成绩变化的因素。我们发现，“中等结构”干预提高了所有学生的课程表现，但对黑人学生的效果尤其好——将黑人与白人之间的成绩差距缩小了一半——第一代学生的成绩差距缩小了与后辈学生的成绩差距。我们还发现，学生们一致报告说，在中等结构的课程中，他们更频繁地完成了指定的阅读材料，花了更多的时间为课堂做准备，并感到更有归属感。这些变化意味着，通过增加学生对分布式学习的使用和创造一个更加相互依赖的课堂社区，增加课程结构至少在一定程度上提高了学生的成绩。
At the college level, the effectiveness of active-learning interventions is typically measured at the broadest scales: the achievement or retention of all students in a course. Coarse-grained measures like these cannot inform instructors about an intervention's relative effectiveness for the different student populations in their classrooms or about the proximate factors responsible for the observed changes in student achievement. In this study, we disaggregate student data by racial/ethnic groups and first-generation status to identify whether a particular intervention-increased course structure-works better for particular populations of students. We also explore possible factors that may mediate the observed changes in student achievement. We found that a "moderate-structure" intervention increased course performance for all student populations, but worked disproportionately well for black students-halving the black-white achievement gap-and first-generation students-closing the achievement gap with continuing-generation students. We also found that students consistently reported completing the assigned readings more frequently, spending more time studying for class, and feeling an increased sense of community in the moderate-structure course. These changes imply that increased course structure improves student achievement at least partially through increasing student use of distributed learning and creating a more interdependent classroom community.