Supporting Autonomous Learning Skills in Developmental Mathematics Courses With Asynchronous Online Resources
Supporting Autonomous Learning Skills in Developmental Mathematics Courses With Asynchronous Online Resources
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DOI：
10.1177/0002764220919149
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发表时间：
2020-05-12
影响因子：
3.2
通讯作者：
Bryant, Linda
中科院分区：
文献类型：
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作者：
Elliot, Lisa;Gehret, Austin;Bryant, Linda
研究人员将许多聋哑和听力障碍 (DHH) 学生在高等教育科学、技术、工程和数学 (STEM) 课程中面临的挑战描述为三个领域：准备、社交和入学。此外，一些研究发现，DHH 学习者的自主学习能力较差。聋人 STEM 社区联盟是一个由美国国家科学基金会 (NSF HRD-1127955) 支持的项目，创建了一个名为 DHH 虚拟学术社区的虚拟（在线）学术社区模型，以在线资源提供创新和灵活的方式来适应复杂的学生需求和日程安排的逻辑，直接解决准备、社交和访问挑战。本文描述了一项混合方法研究，该研究涉及一位教师为 DHH 学生提供在线视频来补充发展数学教育的努力，解决了与准备和访问挑战相关的问题。数据分析使用定量和定性方法来解释学生 (n = 89) 关于视频观看行为和感知益处的反应。对观看行为的分析还纳入了 YouTube 生成的汇总用户分析。该研究的一个意外发现涉及通过使用视频培养自主学习技能的机会。虽然之前针对该学生群体的研究经常发现学生依赖老师，但这项研究表明，提供复习视频可以让学生自己练习和掌握内容，从而增强他们的自主学习技能。
Researchers have characterized the challenges many deaf and hard of hearing (DHH) students face in postsecondary science, technology, engineering, and mathematics (STEM) programs to three domains: preparation, socialization, and access. Additionally, some research has found that learners who are DHH have poor autonomous learning skills. The Deaf STEM Community Alliance, a project supported by the National Science Foundation (NSF HRD-1127955), created a model virtual (online) academic community called the DHH Virtual Academic Community to directly address preparation, socialization, and access challenges with the logic that online resources provide innovative and flexible means to adapt to complex student needs and schedules. This article describes a mixed-method study regarding one instructor's effort to supplement developmental math education with online videos for students who are DHH, addressing issues relating to the challenges of preparation and access. Data analysis used both quantitative and qualitative methods to interpret student responses (n = 89) about viewing behaviors and perceived benefits of the videos. Analysis of viewing behaviors also incorporated aggregated user analytics generated by YouTube. An unexpected finding of the study relates to the opportunity to develop autonomous learning skills by using the videos. While previous research with this student population has frequently found that students are teacher dependent, this study suggested that providing review videos allowed students to practice and master content on their own, strengthening their autonomous study skills.