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Descriptors:
Animation; Computer Assisted Instruction; Prior Learning; Learner Controlled Instruction; Novices; Chinese; Short Term Memory; Pacing; Science Instruction; Cognitive Processes; Difficulty Level; Learning Strategies; Self Management; Educational Experiments; Retention (Psychology); Educational Technology; Instructional Design; Instructional Effectiveness; Comparative Analysis; Pretests Posttests; Sequential Learning; Ideography

Abstract:
Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task-specific learner control mechanism (such as a timeline scrollbar) could facilitate the successful self-management of transient information. The effectiveness of a timeline scrollbar that allowed self-pacing and self-sequencing of animations was compared with computer-controlled animations. Experiment 1 demonstrated that a timeline scrollbar (with instructional advice on its strategic use) enhanced the retention of stroke sequences in writing Chinese characters. In Experiment 2, a timeline scrollbar was used in an integrated set of narrated animations dealing with complex scientific information. Retention and comprehension post-tests indicated that although a scrollbar accompanied by instructional advice in its use assisted novice learners, no such effect was found with participants who possessed higher levels of prior knowledge. The findings have implications for the formulation of criteria for the effective incorporation of learner control into the design of instructional animations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Active Learning; Cooperative Learning; Genetics; Lecture Method; Achievement Gains; Intermode Differences; Teaching Methods; Educational Strategies; Learning Strategies; Problem Based Learning; Task Analysis; Time on Task; Control Groups; Experimental Groups; Physiology; Outcome Measures; Instructional Effectiveness

Abstract:
Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In "part 1," all groups worked on the citric acid cycle, and "in part 2," all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Case Studies; Student Surveys; Observation; Interviews; Questionnaires; Computer Simulation; College Students; Engineering Education; Chemistry; Science Instruction; College Science; Instructional Effectiveness; Computer Assisted Instruction; College Instruction; Pretests Posttests

Abstract:
In this manuscript, we report the impact of students' usage of a simulator in the preparation of chemical engineers. This case study was conducted using content pretest and posttests, survey questionnaires, interviews, classroom observations, and an analysis of students' written response to design problems. Results showed the use of simulator was associated with increases in students' scores, but the novelty of innovation was not the single explanation for increased achievement. Additional findings included the appropriation of argument norms from verbal class participation into written responses for design problems. Implications for teaching and future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Active Learning; Learning Strategies; Course Content; Lecture Method; Technology Transfer; Praxis; Classroom Techniques; Introductory Courses; Teacher Education Programs; Student Teacher Attitudes; Educational Practices; Teaching Methods; Intermode Differences; Pedagogical Content Knowledge; Followup Studies; Transfer of Training; Instructional Effectiveness; Quasiexperimental Design; Questionnaires; Achievement Gains

Abstract:
In this study, researchers investigated the influence of modeling active learning strategies in an introductory foundations teacher preparation course: 1) on teacher candidates' perceptions of participating in active learning in the college classroom, 2) on participants' acquisition of course content, and 3) on participants' later use of active learning strategies in their classrooms as practicing teachers. Results revealed there was a significant difference in teacher candidates' acquisition of course content in the course sections that incorporated active learning (AL) and ones that incorporated a traditional lecture format (TL). In addition, on a follow-up survey of participants who are now practicing teachers, there was little difference in the use of the active learning strategies; however, there was a difference in the level of conceptual understanding of the theories of human development and diversity and how that knowledge was utilized by the AL and TL groups in their classrooms. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Physiology; Anatomy; Biology; Concept Mapping; Undergraduate Students; Course Content; Models; Lecture Method; Pretests Posttests; Foreign Countries; Comparative Analysis; Control Groups; Experimental Groups; Higher Education; Computers; Evaluation; College Students; Computer Uses in Education; Computer Assisted Instruction; Feedback (Response)

Abstract:
The aim of this study is to compare the effectiveness of models of programmed instruction and conventional (informative-illustrative) expository teaching in terms of fulfilling the aims of the course "Human anatomy and physiology" which is included in the physiology programme and designed for undergraduate students majoring in biology education at the Faculty of Biology, University of Belgrade. For this purpose, a model of a pedagogical experiment with parallel groups of students was applied. One group was presented the course content through programmed instruction, with the help of computers and programmed materials, which included the elaboration of concept maps. The second group was presented the same content through expository (informative-illustrative) instruction, the traditional lecturing model. In terms of quantity and quality of knowledge acquired by students in the tested teaching field, the experimental model of programmed instruction was more effective. (Contains 2 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Learning Motivation; Learning Strategies; Energy Conservation; Energy Education; Efficiency; Graduate Study; Computer Assisted Instruction; Instructional Design; Educational Games; Computer Games; Computer System Design; College Students; College Instruction; Student Attitudes; Instructional Effectiveness; Questionnaires; Data Analysis; Pretests Posttests; Animals; Conservation Education; Computer Simulation; Simulated Environment; Video Technology; Computer Interfaces; Outcomes of Education; Observation

Abstract:
Energy education has been conducted to equip learners with relevant energy conservation knowledge for many years. However, learners seldom put the knowledge into practice and even have few ideas about how to reduce energy consumption. To this end, there is a need to address this issue to improve the efficiency of energy education. One of the strategies is digital game-based learning, which can enhance learning motivation and interaction with learners. In this vein, this study develops an Energy COnservation PET (ECOPET) system using a game-based learning strategy. With the use of a pet avatar, learners were encouraged to use home-energy conservatively in a playful and engaging way. The aim is not simply to teach learners how to reduce energy use, but to engage them in adopting appropriate energy conservation measures. An empirical study was conducted to examine if the ECOPET system could promote learners' understanding of energy conservation. The results demonstrated that the system significantly promoted learners' self-awareness, learning motivation, as well as willingness to conserve energy. (Contains 4 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Assisted Instruction; Computer Simulation; Visual Aids; Cognitive Style; Undergraduate Students; Pretests Posttests; Protocol Analysis; Interviews; Learning; Learning Strategies; Differences; Foreign Countries

Abstract:
Simulation-based computer-assisted learning (CAL) is emerging as new technologies are finding a place in mainstream education. Dynamically linked multiple representations (DLMRs) is at the core of simulation-based CAL. DLMRs includes multiple visual representations, and it enables students to manipulate one representation and to immediately receive feedback from others. An interesting and important research question is whether verbalisers, who prefer to process verbal material, have similar learning performance and learning features as visualisers, who prefer to process visual material. To answer this question, 28 undergraduate students were selected as participants from the 855 undergraduate students who were initially tested with the style of processing scale (SOP). They were representative of either visualisers or verbalisers (students who scored upper 10% and lower 10% on the SOP). A study was conducted using an experimental design that included pre- and posttest and thinking-aloud methods. Simulation-Assisted Learning Statistics (SALS) was adopted as the learning environment for both groups. The analysis results are based on the data of 25 participants because three participants had trouble thinking aloud while using SALS. The results indicated that the visualisers and verbalisers did not differ significantly in their learning performance, but they did exhibit significantly different learning features in their use of DLMRs, their methods of reading learning guides and their learning strategies. Additionally, the learning features of the verbalisers explained why their learning performance was similar to that of the visualisers. Finally, this study provides recommendations for future applications and studies of simulation-based CAL. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Undergraduate Students; Physical Education; Exercise; Training Methods; Intervention; Psychomotor Skills; Educational Technology; Computer Assisted Instruction; Computer Simulation; Pretests Posttests; Comparative Analysis; College Instruction; Instructional Effectiveness; Educational Strategies; Performance Tests; Simulated Environment; Statistical Analysis; Video Games

Abstract:
The purpose of this study was to determine whether there is a difference between an exergame-based and a traditional balance training program, in undergraduate Physical Education students. Thirty two third-year undergraduate students at the Democritus University of Thrace were randomly divided into two training program groups of 16 students each, a traditional and a Nintendo Wii group. The two training program groups performed a specific balance program for 8 weeks, two times per week, and 24 min per session. The Nintendo Wii group used the interactive games Wii Fit Plus of the Nintendo Wii console, as a training method to improve their balance, while the traditional group used an exercise program with mini trampoline and inflatable discs. Before and after the completion of the eight-week balance program, participants completed a single leg static balance assessment for both limbs on the Biodex stability system. Two-way analyses of variance (ANOVAs), with repeated measures on the last factor, were conducted to determine effect of training program groups (traditional, Nintendo Wii) and measures (pre-test, post-test) on balance test indices (SI, API, and MLI). Where initial differences between groups were verified, one-way analyses of covariance (ANCOVAs) were applied. Analysis of the data illustrated that both groups demonstrated an improvement in SI, API and MLI mean scores for the right and the left limp as well. Conclusively, findings support the effectiveness of using the Nintendo Wii gaming console as an intervention for undergraduate Physical Education students, and specifically, its effects on physical function related to balance competence. (Contains 3 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Experimental Groups; Quasiexperimental Design; Academic Achievement; Predictor Variables; Learning Motivation; Course Content; Multivariate Analysis; Critical Thinking; Content Analysis; Story Telling; High School Students; English (Second Language); Second Language Learning; Second Language Instruction; Grade 10; Lecture Method; Technology Integration; Computer Assisted Instruction; Educational Technology; Instructional Design; Comparative Analysis; Interviews; Pretests Posttests; Instructional Effectiveness; Educational Strategies; Qualitative Research; Questionnaires

Abstract:
The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English classes. The independent variable was information technology-integrated instruction (ITII) on two different levels--lecture-type ITII (comparison group) and DST (experimental group). Both quantitative and qualitative data were collected, including English achievement and critical thinking scores, questionnaire responses for learning motivation, as well as recordings of student and teacher interviews for evaluating the effectiveness of DST in learning. Descriptive analysis, analysis of covariance (ANCOVA), multivariate analysis of covariance (MANCOVA), and qualitative content analysis was used for evaluating the obtained data. Our findings indicate that DST participants performed significantly better than lecture-type ITII participants in terms of English achievement, critical thinking, and learning motivation. Interview results highlight the important educational value of DST, as both the instructor and students reported that DST increased students' understanding of course content, willingness to explore, and ability to think critically, factors which are important in preparing students for an ever-changing 21st century. (Contains 15 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Blended Learning; Undergraduate Students; Physical Education; Distance Education; Lecture Method; Intermode Differences; Multimedia Instruction; Multimedia Materials; Teaching Methods; Questionnaires; Mail Surveys; Participant Satisfaction; Student Attitudes; Instructional Effectiveness; Courseware; Foreign Countries

Abstract:
Blended learning With the concerns and dissatisfaction with e-learning, educators are searching for alternative instructional delivery solutions to relieve the above problems. The blended e-learning system has been presented as a promising alternative learning approach. While blended learning has been recognized as having a number of advantages, insufficient learning satisfaction is still an obstacle to its successful adoption. Therefore, the purpose of this study was to evaluate students' satisfaction with blended learning course delivery compared to a traditional face-to-face class format in a general multimedia course in physical education. Forty six (n = 46) undergraduate students, between the ages of 20-22 years old, were randomly assigned into two teaching method groups: Classroom Lecture Instruction (CLI) and Blended Lecture Instruction (BLI). For the data collection at the end of this study, students completed an online satisfaction questionnaire. Independent sample t-test analysis was conducted to measure students' satisfaction towards the CLI and BLI methods. Results indicated that a blended course delivery is preferred over the traditional lecture format. These finding suggest that students' satisfaction could increase when the instructor provides learning environments not only in a traditional classroom, but in an asynchronous online system as well. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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