The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction

Chen, Chih‐Ming; Li, Ming-Chaun; Chen, Yuting

doi:10.1016/j.compedu.2021.104428

“…Some approaches' content emphasizes how proper and flexible communication tactics show to be vital mechanisms in both asynchronous and real-world settings. In the sense from teaching shifts, at large legacy discursive teaching has been integrated for addressing literacy learning featuring a decreasing teacher-led role in the exploration and discernment of lesson content for the learners (Chen et al, 2022a).…”

Section: Teacher-student Bonds As a Moulding Communication Skills Factormentioning

confidence: 99%

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos¹,

Garcı́a²

2023

Preprint

0

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This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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“…Some approaches' content emphasizes how proper and flexible communication tactics show to be vital mechanisms in both asynchronous and real-world settings. In the sense from teaching shifts, at large legacy discursive teaching has been integrated for addressing literacy learning featuring a decreasing teacher-led role in the exploration and discernment of lesson content for the learners [73].…”

Section: Teacher-student Bonds As a Moulding Communication Skills Factormentioning

confidence: 99%

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos

¹

,

Garcia

²

2023

Preprint

0

View full text Add to dashboard Cite

This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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“…Active learning methodologies such as inquisitive learning and inquiry-based learning techniques have been used to guide students to the correct answer in the interactive tutorials instead of telling them the answer. Inquiry-based learning encourages students to discover information themselves instead of the teacher stating facts [22]. It is regarded as one of the most important teaching models and enhances the self-learning skills as well as the problem solving skills of the students [22,23].…”

Section: Description Of the Virtual Experimentsmentioning

confidence: 99%

“…Inquiry-based learning encourages students to discover information themselves instead of the teacher stating facts [22]. It is regarded as one of the most important teaching models and enhances the self-learning skills as well as the problem solving skills of the students [22,23]. These learning techniques have been used to guide students to the correct answer in the interactive tutorials as opposed to telling them the answer.…”

Section: Description Of the Virtual Experimentsmentioning

confidence: 99%

Comparison of In-Person and Virtual Labs/Tutorials for Engineering Students Using Blended Learning Principles

Schnieder

¹

,

Williams

²

,

Ghosh

³

2022

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The paper compares the effectiveness of in-person and virtual engineering laboratory sessions. The in-person and virtual laboratory sessions reported here comprise six experiments combined with short tutorials. The virtual lab combined enquiry-based learning and gamification principles. The integration of the virtual labs with in-person teaching created a blended learning environment. The effectiveness of this approach was assessed based on (i) the student feedback (i.e., a questionnaire with open-ended questions and Likert scale feedback), (ii) the students’ engagement with the virtual lab, and (iii) the impact on the academic performance (i.e., class test results). The students reported greater confidence in the understanding of theory in the virtual lab than the in-person lab. This is interesting given that the instruction for the virtual lab and the in-person lab of one experiment is identical (i.e., same instructor, same enquiry-based learning techniques, and same explanations). The students also appreciated the ability to complete the virtual lab anytime, anywhere, for as long as they needed, and highlighted the benefits of the interactivity. The median class test scores of the students who completed some or all the virtual lab experiments was higher than those who did not (83–89% vs. 67%).

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The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction

Cited by 26 publications

References 38 publications

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Comparison of In-Person and Virtual Labs/Tutorials for Engineering Students Using Blended Learning Principles

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