Measuring the effectiveness of online problem-solving tutorials by multi-level knowledge transfer
Measuring the effectiveness of online problem-solving tutorials by multi-level knowledge transfer
复制标题
通过多层次知识转移衡量在线问题解决教程的有效性
DOI：
10.1119/perc.2018.pr.chen
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
C. Singh
中科院分区：
文献类型：
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作者：
Zhongzhou Chen;Kyle M. Whitcomb;C. Singh
本研究提出了一种新的方法来评估教学资源的有效性，使用在线学习技术，提供了更丰富的信息比传统的终结性评估。通过要求学生按照给定的顺序完成一系列问题解决和学习活动，这种新方法不仅测量学生直接将学习转移到新问题的能力，而且还测量他们从额外资源学习的能力，或“为未来学习做准备”的效果。我们使用这种方法来评估两个解决问题的教程的质量，发现这两个教程显着有利于转移到几乎相同的问题，但只有一个有利于转移到更远的距离。此外，我们发现的证据表明，一个教程准备较低的先验知识的学生学习有效地从以下工作的例子作为学生具有较高的先验知识。
This study presents a new method for assessing the effectiveness of instructional resources using online learning technology that provides much richer information than a traditional summative assessment. By requiring students to complete a sequence of problem solving and learning activities in a given order, this new method not only measures students’ ability to directly transfer learning to a new problem, but also their ability to learn from additional resources, or the “preparation for future learning” effect. We used this method to evaluate the quality of two problem solving tutorials, and found that both tutorials significantly benefit transfer to nearly identical problems, but only one facilitates transfer to a further distance. Moreover, we found evidence suggesting that one tutorial prepared students with lower prior knowledge to learn as effectively from a following worked example as students with higher prior knowledge.