A Short History of the Use of Technology To Model and Analyze Student Data for Teaching and Research
A Short History of the Use of Technology To Model and Analyze Student Data for Teaching and Research
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使用技术对教学和研究学生数据进行建模和分析的简史
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
M. Klymkowsky
中科院分区：
文献类型：
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作者：
M. Cooper;Sonia M. Underwood;Samuel P. Bryfczynski;M. Klymkowsky
从学生反应系统、模拟和虚拟环境到带有评估的在线课程，在化学课堂上，技术在教学、学习和研究中的使用几乎无处不在。此类活动生成的数据可以深入了解学生如何学习以及我们如何提供支持学习的环境。然而，为了充分利用技术的可供性，学生进行的活动必须有意义，并且必须生成有用的数据，这些数据可以揭示学生的学习和能力发展轨迹。在本文中，我们提供了工作中的示例，描述了我们如何使用技术来调查和评估学生在大型招生课程中的学习情况。
The use of technology for teaching, learning and research has become almost ubiquitous in the chemistry classroom from student response systems, simulations and virtual environments, to online courses complete with assessments. The data generated by such activities can provide insight into how students learn and how we might provide environments that support learning. However, to take full advantage of the affordances of technology, the activities that students perfom must be meaningful and must generate useful data that can shed light on student learning and trajectories towards competence. In this paper we present examples from our work describing how we have used technology to investigate and assess student learning with large enrollment courses.