Learning through inquiry: student difficulties with online course‐based Material

Ellis, Robert A.; Marcus, Gerard; Taylor, Rabun

doi:10.1111/j.1365-2729.2005.00131.x

Cited by 46 publications

(39 citation statements)

References 19 publications

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“…Such features are especially important in technology-enhanced environments where a high degree of self-regulated learning is necessary for learning success. However, existing research indicates that learners 1) tend to use ineffective learning strategies (Winne & Jamieson-Noel, 2003), and 2) do not make effective use of available resources to optimize their learning even in the environments that build on effective learning designs (Ellis, Marcus, & Taylor, 2005;Lust, Elen, & Clarebout, 2013a).…”

Section: Learning Analytics and Learning Strategymentioning

confidence: 99%

Detecting Learning Strategies with Analytics: Links with Self-reported Measures and Academic Performance

et al. 2017

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ABSTRACT. The use of analytic methods for extracting learning strategies from trace data has attracted considerable attention in the literature. However, there is a paucity of research examining any association between learning strategies extracted from trace data and responses to well-established self-report instruments and performance scores. This paper focuses on the link between the learning strategies identified in the trace data and student reported approaches to learning. The paper reports on the findings of a study conducted in the scope of an undergraduate engineering course (N=144) that followed a flipped classroom design. The study found that learning strategies extracted from trace data can be interpreted in terms of deep and surface approaches to learning. The detected significant links with self-report measures are with small effect sizes for both the overall deep approach to learning scale and the deep strategy scale. However, there was no observed significance linking the surface approach to learning and surface strategy nor were there significant associations with motivation scales of approaches to learning. The significant effects on academic performance were found, and consistent with the literature that used self-report instruments showing that students who followed a deep approach to learning had a significantly higher performance.

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Section: Learning Analytics and Learning Strategymentioning

confidence: 99%

Detecting Learning Strategies with Analytics: Links with Self-reported Measures and Academic Performance

et al. 2017

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“…Second, although there exists significant support for simulationbased training, a number of studies have failed to find an advantage for simulations (e.g., Cameron & Dwyer, 2005;Ellis, Marcus, & Taylor, 2005;Thomas & Hooper, 1991).…”

Section: Evidence For the Effectiveness Of Simulation-based Trainingmentioning

confidence: 99%

Current issues and future directions in simulation-based training in North America

Bell

Kanar

Kozlowski

2008

The International Journal of Human Resource Management

173

106

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A number of emerging challenges including globalization, economic pressures, and the changing nature of work have combined to create a business environment that demands innovative, flexible training solutions. Simulations are a promising tool for creating more realistic, experiential learning environments to meet these challenges. Unfortunately, the current literature on simulation-based training paints a mixed picture as to the effectiveness of simulations as training tools, with most of the previous research focusing on the specific technologies used in simulation design and little theory-based research focusing on the instructional capabilities or learning processes underlying these technologies. This article examines the promise and perils of simulation-based training, reviews research that has examined the effectiveness of simulations as training tools, identifies pressing research needs, and presents an agenda for future theory-driven research aimed at addressing those needs. been an increased prevalence of simulation-based training in both academia and industry. Faria (1998), for example, found that 97.5% of business schools used simulation games in their curricula. Faria and Nulsen (1996) estimated that 75% of US organizations with more than 1,000 employees were using business simulations, and it has been estimated that in 2003 the corporate simulation-based training industry generated between $623 and $712 million in revenue globally (Summers, 2004).The increased prevalence of simulations is due, in part, to the many potential benefits they offer as a training medium. Like other types of distributed learning systems, simulations allow training to occur almost anywhere and anytime, and this flexibility can be used to reduce or eliminate many of the variable costs associated with traditional training, such as classrooms and instructors (Summers, 2004). Simulations also possess unique features that create the potential for instructional benefits not offered by other instructional mediums. For example, simulations can be used to create a synthetic-or micro-world that immerses trainees in a realistic experience and exposes them to important contextual characteristics of the domain (Schiflett, Salas, & Coovert, 2004). Simulations can also be used as realistic practice environments for tasks that are too dangerous to be practiced in the real world or to provide opportunities for practice on tasks that occur infrequently (Cannon-Bowers & Bowers, in press).Simulation-Based Training 4 Elliott,Despite their vast potential, there are a number of costs and challenges associated with utilizing simulations to deliver training. One challenge is that the fixed costs associated with developing simulations are high and can be prohibitive for smaller organizations with limited training budgets. For example, it has been estimated that simulations delivered via e-learning can require 750 to 1,500 hours of development for each hour of training (Chapman, 2004).Perhaps a more important challenge is that research on the...

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“…This has begun to change in recent years, as can be seen, for instance, from attempts to develop conceptual frameworks (Healey 2005;Levy et al 2010;Spronken-Smith et al 2007); detailed case studies comparing different forms of IBL (Spronken-Smith and Walker 2010); examination of students' experiences of IBL Ellis et al 2005;Levy and Petrulis 2011); and impact on student learning outcomes (Justice, Rice, and Warry 2009).…”

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confidence: 99%

Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations

Aditomo

Goodyear

Bliuc

et al. 2013

Studies in Higher Education

223

183

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Learning through inquiry is a widely advocated pedagogical approach. However, there is currently little systematic knowledge about the practice of inquiry-based learning (IBL) in higher education. This study examined descriptions of learning tasks that were put forward as examples of IBL by 224 university teachers from various disciplines in three Australian universities. Data analysis uncovered the principal forms of IBL, the features of each form, their characteristic educational objectives, and possible disciplinary variations. The findings show that underlying the diversity of language and tasks regarded as IBL there is a limited number of distinct task forms and a broad conception of inquiry that is shared by university teachers. The findings also indicate that IBL is practiced in a wide range of disciplines, in both undergraduate and postgraduate coursework programs, in smaller and larger classes, and in universities which are more and less research intensive.

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Learning through inquiry: student difficulties with online course‐based Material

Cited by 46 publications

References 19 publications

Detecting Learning Strategies with Analytics: Links with Self-reported Measures and Academic Performance

Detecting Learning Strategies with Analytics: Links with Self-reported Measures and Academic Performance

Current issues and future directions in simulation-based training in North America

Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations

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