Evaluating Online Metacognition Tools and Strategies for Their Use

评估在线元认知工具及其使用策略

• 批准号: 0837139
• 负责人: Perry Samson
• 金额: $ 14.99万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0837139&HistoricalAwards=false
• 关键词: Evaluating; Online; Metacognition; Tools; Strategies

This project continues efforts to expand understanding of effective instructor to student and student peer to peer discourse in large lecture-style survey science classes using Pocket PCs and laptops. This is being done by conducting applied experiments in two different undergraduate courses in two institutions with very different student demographic profiles. The courses are "extreme weather" and "computer-aided design." The experiments are measuring the effect of varying intensities of peer to peer and instructor to peer interactions during class time, and also of different degrees of requiring students to engage in meta-cognitive exercises related to their learning outcomes. This has broad implications for improving the effectiveness of instructor use of personal response systems. The planned experiments are state of the art and build on a solid base of prior research.

本项目继续努力扩大教师对学生和学生在大型讲座式调查科学课程中使用袖珍电脑和笔记本电脑的对等话语的理解。这是通过在两所大学的两门不同的本科课程中进行应用实验来实现的，这两所大学的学生人口结构非常不同。课程是“极端天气”和“计算机辅助设计”。这些实验测量了课堂上不同强度的同伴和导师之间的互动，以及不同程度要求学生参与与学习成果相关的元认知练习的效果。这对于提高教师使用个人回应系统的有效性具有广泛的意义。计划中的实验是最先进的，建立在先前研究的坚实基础之上。