SBIR Phase II: Developing a courseware platform that helps students develop self-regulated learning skills

SBIR第二阶段：开发课件平台，帮助学生培养自主学习技能

• 批准号: 2127314
• 负责人: Ashley Rowland
• 金额: $ 99.97万
• 依托单位: CODON LEARNING, INC.
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-15 至 2023-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2127314&HistoricalAwards=false
• 关键词: SBIR; Phase; II; Developing; courseware

The broader impact/commercial potential of this Small Business Innovation Research (SBIR) Phase II project is to develop courseware that will catalyze the use of inclusive, evidence-based teaching and learning practices. Such practices have been empirically shown to improve learning outcomes and retention rates for postsecondary Science, Technology, Engineering, and Math (STEM) students, particularly those from historically underserved groups: first-generation college attendees, students from racial and ethnic minorities, and students from low-income families. These practices have not been widely adopted because instructors lack the time and resources needed to shift from a lecture-based course to one grounded in evidence-based practices and students struggle to use the evidence-based study strategies that are more effective for college courses. This project helps instructors design and teach inclusive, high-structure courses and helps students develop stronger metacognition and self-regulated learning skills, both of which will lead to more equitable outcomes for students from historically underserved communities. This Small Business Innovation Research (SBIR) Phase II project aims to create novel courseware that helps students develop self-regulated learning skills and guides instructors to design and teach aligned, high-structure courses. Both of these practices are supported by empirical research. However, these practices are underutilized, not because of a lack of understanding or evidence of their efficacy, but because instructors lack time to design a high-structure course and work one-on-one with students to develop their learning skills. Instructors need a courseware tool to help students effectively reap the known benefits of these practices. Using this courseware platform, instructors and students will benefit from rich sets of actionable learning data that help them adjust their teaching and learning. Research will be conducted — with results disaggregated by race, ethnicity, gender, socioeconomic status, and first-generation status — to determine whether the courseware improves students’ self-regulated learning skills and instructors’ use of evidence-based teaching practices.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这个小企业创新研究（SBIR）第二阶段项目的更广泛的影响/商业潜力是开发课件，将促进使用包容性的，以证据为基础的教学和学习实践。经验表明，这种做法可以提高中学后科学，技术，工程和数学（STEM）学生的学习成果和保留率，特别是那些来自历史上服务不足的群体的学生：第一代大学入学者，来自种族和少数民族的学生，以及来自低收入家庭的学生。这些做法没有被广泛采用，因为教师缺乏从基于讲座的课程转向基于证据的实践所需的时间和资源，学生们很难使用对大学课程更有效的基于证据的学习策略。该项目帮助教师设计和教授包容性的高结构课程，并帮助学生发展更强的元认知和自我调节学习技能，这两者都将为历史上服务不足的社区的学生带来更公平的结果。这个小企业创新研究（SBIR）第二阶段项目旨在创建新颖的课件，帮助学生发展自我调节的学习技能，并指导教师设计和教授对齐，高结构的课程。这两种做法都得到了实证研究的支持。然而，这些做法没有得到充分利用，不是因为缺乏对其有效性的理解或证据，而是因为教师没有时间设计高结构的课程，并与学生一对一地培养他们的学习技能。教师需要一个课件工具来帮助学生有效地获得这些实践的已知好处。使用这个课件平台，教师和学生将受益于丰富的可操作的学习数据集，帮助他们调整他们的教学和学习。研究结果将按种族、民族、性别、社会经济地位和第一代身份进行分类，以确定课件是否提高了学生的自我调节学习技能和教师对循证教学实践的使用。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。