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Student interactions with and learning from mastery-inspired online activities

学生与精通启发的在线活动互动并从中学习

基本信息

批准号：
1608002
负责人：
Timothy Stelzer
金额：
$ 30万
依托单位：
University of Illinois at Urbana-Champaign
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2016
资助国家：
美国
起止时间：
2016-09-01 至 2019-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1608002&HistoricalAwards=false
关键词：
Student interactions learning mastery inspired

项目摘要

This project addresses an important and widespread deficiency in current online homework systems that may be reducing the success rate of students interested in STEM. It will introduce an evolving type of online homework activity that incorporates results from cognitive science and multimedia learning on the importance of practice, feedback and worked examples to enable student learning. A key feature of these activities is that students are given as much (or as little) practice and support as they need to master the concepts in the homework. These activities will be incorporated into an introductory physics course designed for students that are concerned about their ability to succeed in Engineering at Illinois. Results from this work will serve as a guide for the development of a complete set of materials to transform the teaching of introductory physics and improve student outcomes.The goal of this project is to advance our understanding of the conditions under which a mastery style online homework activity can improve student learning. Clinical studies have shown that providing students multiple opportunities to demonstrate mastery, with animated and narrated solutions between attempts provides significantly improved learning compared with traditional multi-attempt homework. However, in-situ studies have shown the mastery requirement can be frustrating to students. This project will investigate the impact that improvements in the messaging, delivery and content of the activities have on student experience and learning. In particular, students will begin with an activity that allows them to self-identify the advantages of the new approach. The content will be modified based on student data to ensure that the mastery goals are attainable. Students will also be given partial credit for partial mastery. Understanding the impact of these changes will provide guidelines for creating and implementing effective mastery activities.

这个项目解决了当前在线作业系统中一个重要且普遍存在的缺陷，该缺陷可能会降低对STEM感兴趣的学生的成功率。它将引入一种不断发展的在线作业活动，将认知科学和多媒体学习的结果结合在一起，说明练习、反馈和样例对学生学习的重要性。这些活动的一个主要特点是，给学生提供的练习和支持与他们掌握作业中的概念所需的一样多(或一样少)。这些活动将被纳入一门物理入门课程，这门课程是为关心自己在伊利诺伊州取得工程成功能力的学生设计的。这项工作的结果将作为开发一套完整的教材的指南，以改革入门物理的教学并提高学生的成绩。本项目的目标是增进我们对掌握式在线作业活动可以改善学生学习的条件的理解。临床研究表明，与传统的多次尝试作业相比，为学生提供多次展示掌握情况的机会，以及在尝试之间使用动画和叙事解决方案，可以显著提高学习效果。然而，现场研究表明，掌握这一要求可能会让学生感到沮丧。本项目将调查活动在信息传递、交付和内容方面的改进对学生体验和学习的影响。特别是，学生将从一项允许他们自我识别新方法的优势的活动开始。内容将根据学生数据进行修改，以确保达到掌握目标。部分掌握的学生也将获得部分学分。了解这些变化的影响将为创建和实施有效的掌握活动提供指导。