Exploring the mechanisms through which computers contribute to learning

Karasavvidis, Ilias; Pieters, Julius Marie; Plomp, Tjeerd

doi:10.1046/j.0266-4909.2002.00011.x

Cited by 24 publications

(23 citation statements)

References 15 publications

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“…As in the Varnhagen and Digdon (2002) study, the number of accesses was unrelated to exam scores. This pattern of associations, along with students' favorable ratings of the practice exercises, suggests that it was not just exposure to the content of the tutorials that predicted learning but engaging with problems that required students to apply learned concepts (Karasavvidis, Pieters, & Plomp, 2003). The significant correlations between tutorial quiz scores and scores on critical exam items raises the question of whether critical item scores were higher among tutorial users because of exposure to similar test questions on the quizzes or because the quiz scores indicate mastery of the material.…”

Section: Discussionmentioning

confidence: 90%

Web-Based Tutorials for Teaching Introductory Statistics

Bliwise

2005

Journal of Educational Computing Research

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Interactive Web-based tutorials were developed as a supplement to lectures in an introductory statistics class. A quasi-experimental design compared learning outcomes of students who attended one of two classes that offered the tutorials to students as an extra-credit course option to those who attended a lecture-only class. Analysis of critical items on five course exams revealed that students who attended the classes with tutorials scored higher on four out of five topics covered by the tutorials than students who attended the lecture-only class. Tutorial use leading to mastery of the concepts was associated with exam performance on the critical items. These findings suggest that Web-based tutorials can be an effective supplement to class lectures for enhancing student learning.

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Section: Discussionmentioning

confidence: 90%

Web-Based Tutorials for Teaching Introductory Statistics

Bliwise

2005

Journal of Educational Computing Research

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“…Studies have shown that the use of computers in classrooms can help increase factual information exchanges and task conceptualization interactions between teachers and students (Karasavvidis et al, 2003). Similarly, Beuckman et al, (2006) stated that technology-enhanced classroom interaction can also improve students' learning as well.…”

Section: Implications and Recommendationsmentioning

confidence: 99%

Examining Classroom Interactions in Secondary Mathematics Classrooms in Brunei Darussalam

Salam¹,

Shahrill²

2014

ASS

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This study examined the classroom interactions in three secondary mathematics classrooms in Brunei Darussalam. Investigations were conducted on whether the types of classroom interactions (be it public or private) may have any direct effects on Year 10 students' learning of mathematics. The participants involved in this study were three mathematics teachers and 78 Year 10 students. Data were collected by video-recording a sequence of three lessons for each of the three classes, the use of lesson feedback forms (which included a questionnaire on code-switching) distributed to the students and student interviews. The results of the study revealed that majority of the lesson time for all three classes were spent on public interaction (78.9%) rather than private interaction (10.4%). Moreover, it was found that the types of interaction have no direct effect on the students' learning; rather it is how the teacher carried out these interaction types that can affect the students' learning. From the results of the questionnaires on code-switching, there was an almost evenly divided preference for code-switching (Malay and English) and using 'English only' as the medium of instruction among the student participants. It seems that code-switching is only useful in helping the students to understand the lesson better; however it does not necessarily mean that the secondary students learned better when the teacher code-switched during the lesson.

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“…Each segment would then have either a student code or a teacher code assigned depending on the purpose and the speaker. The codes used were modified versions of those used by Karasavvidis et al (2003). Descriptions and examples of these codes can be found in Appendix A.…”

Section: Stagementioning

confidence: 99%

“…Fixed scaffolds consisted of a list of subgoals to be followed during learning. Karasavvidis et al (2003) found that teacher's supportive discourse (akin to adaptive scaffolding) differed when students completed a task on the computer versus paper and pencil.…”

Section: Co-regulation (Teacher-and Student-indirect Regulation)mentioning

confidence: 99%

Scaffolding the Appropriation of Self-regulatory Activity: A Socio-cultural Analysis of Changes in Teacher–student Discourse about a Graduate Research Portfolio

2005

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This study informs the design and development of pedagogical agents that can flexibly support self-regulation by calibrating guidance to specific phases and facets of self-regulated learning (SRL) as individuals encounter challenges and develop more sophisticated understandings of the task and content. From a socio-cultural perspective of self-regulation, we examine the transition of self-regulatory control from teacher to graduate student during naturalistic instructional conferences. Three goals included (a) examining teacher-student dialogue about a complex task to see if fading actually occurs, (b) examining whether support and fading of support are calibrated to specific phases of the self-regulatory process at a given point in time, and (c) examining techniques used for scaffolding and fading scaffolding directed toward specific phases and facets (behavioral, cognitive, metacognitive and motivational) of the self-regulatory cycle. Findings support a socio-cultural perspective of SRL demonstrating a transition from teacher to student regulation across phases and facets of SRL. The paper concludes with an examination of how our findings can inform the design of computerbased scaffolds that can support SRL.Consistent with the goals of this special issue, this paper examines the evolution of scaffolding dialogue in face-to-face discussions. Our focus was specifically on the evolution of naturalistic teacher-student dialogue as it occurred in face-to-face instructional conferences early and late in an academic year. We wanted to understand how human agents strategically scaffold self-regulated learning (SRL). Specifically, we explore how learners and instructors monitor, regulate and appropriate control of student self-regulation of task understanding, goal setting/planning, strategy enactment, and reflective adaptation. Students in our study were charged with the task of developing a graduate level research portfolio that evidenced growth and competency in research methods. Rather than comparing the portfolios themselves, or the Instructional Science (2005) 33: 413-450 Ó Springer 2005

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Exploring the mechanisms through which computers contribute to learning

Cited by 24 publications

References 15 publications

Web-Based Tutorials for Teaching Introductory Statistics

Web-Based Tutorials for Teaching Introductory Statistics

Examining Classroom Interactions in Secondary Mathematics Classrooms in Brunei Darussalam

Scaffolding the Appropriation of Self-regulatory Activity: A Socio-cultural Analysis of Changes in Teacher–student Discourse about a Graduate Research Portfolio

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