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Collaborative Research: Investigating Student Learning and Sense-Making from Instructional Calculus Videos

协作研究：从教学微积分视频中调查学生的学习和意义建构

基本信息

批准号：
1710377
负责人：
Michael Tallman
金额：
$ 6.04万
依托单位：
Oklahoma State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-06-01 至 2021-05-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1710377&HistoricalAwards=false
关键词：
Collaborative Research Investigating Student Learning

项目摘要

Calculus is a cornerstone and integral part of college-level science, technology, engineering, and mathematics (STEM) programs, yet less than half of all college students who intend to pursue a major in STEM fields succeed in doing so. Educational researchers have found that calculus presents a significant hurdle for these students. To help counter this, over the past few decades, instructors have become increasingly willing to experiment with innovative teaching formats, such as providing students with instructional videos outside of class to promote a more active and engaging learning environment. Despite this increasing popularity, relatively little is known about how students watch and learn from these instructional videos. To help instructors design videos to better promote student learning of mathematics, this project will collect data about how students use, engage with, and learn from calculus videos. Furthermore, this project will investigate the impact that various ways of structuring the video-watching experience has on student learning. In doing so, this project will generate new knowledge about the effectiveness of various implementation methods for instructional videos in supporting students' productive ways of understanding foundational calculus concepts and real-world applications.This project will contribute to the understanding of how students make sense of and learn calculus from supplementary instructional videos. Project team members will adapt ideas from the fields of information systems and organizational studies to investigate: (1) the ways students interact with video lectures, including how they pause, skip, and re-watch portions of the videos; (2) the aspects of the videos students attend to - and report attending to - as they watch; (3) the ways students make sense of and learn from these videos, and how this relates the other aspects described above; and (4) how various ways of structuring the video-watching experience, such as providing an outline or pre-watching questions, can influence each of these aspects. Data will be obtained from multiple sources, including student responses to mathematical content questions before and after watching videos, timestamps of students' interactions with videos (i.e., playing, pausing, and time-shifting videos), student responses to interview questions as they watch videos, and eye-tracking data collected as students watch videos. The mixed-methods analysis will yield knowledge about the ways students interact with and learn from instructional videos. This investigation into various methods of structuring the video-watching experience will contribute to the field's understanding of how to create and use videos as effective curricular resources and learning tools. In addition, the project will produce research-based guidelines for creating and effectively using instructional calculus videos. By achieving these goals, the research project has the potential to improve the quality of STEM education and, ultimately, contribute to the development of a globally competitive STEM workforce.

微积分是大学科学，技术，工程和数学（STEM）课程的基石和组成部分，但只有不到一半的大学生打算在STEM领域攻读专业。教育研究人员发现，微积分对这些学生来说是一个很大的障碍。为了帮助解决这个问题，在过去的几十年里，教师越来越愿意尝试创新的教学形式，例如在课外为学生提供教学视频，以促进更积极和更有吸引力的学习环境。尽管越来越受欢迎，但对学生如何观看和学习这些教学视频知之甚少。为了帮助教师设计视频，以更好地促进学生学习数学，该项目将收集有关学生如何使用，参与和学习微积分视频的数据。此外，这个项目将调查的影响，各种方式的结构视频观看经验对学生的学习。在此过程中，本项目将产生关于教学视频的各种实施方法的有效性的新知识，以支持学生理解基础微积分概念和实际应用的有效方法。本项目将有助于理解学生如何从补充教学视频中理解和学习微积分。项目团队成员将从信息系统和组织研究领域中汲取灵感，以调查：（1）学生与视频讲座互动的方式，包括他们如何暂停、跳过和重新观看视频的部分;（2）学生观看视频时注意到的方面-以及报告注意到的方面;（3）学生理解和学习这些视频的方式，以及这与上述其他方面的关系;（4）构建视频观看体验的各种方式，如提供大纲或观看前的问题，如何影响这些方面。数据将从多个来源获得，包括学生在观看视频之前和之后对数学内容问题的回答，学生与视频互动的时间戳（即，播放、暂停和时移视频），学生在观看视频时对面试问题的回答，以及学生观看视频时收集的眼动跟踪数据。混合方法分析将产生有关学生与教学视频互动和学习的方式的知识。对构建视频观看体验的各种方法的调查将有助于该领域对如何创建和使用视频作为有效的课程资源和学习工具的理解。此外，该项目将产生基于研究的指导方针，用于创建和有效地使用教学微积分视频。通过实现这些目标，该研究项目有可能提高STEM教育的质量，并最终有助于培养具有全球竞争力的STEM劳动力。