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Descriptors:
Science Activities; Science Instruction; Science Laboratories; Physiology; Biology; Research Design; Student Motivation; Problem Based Learning; Case Method (Teaching Technique); Symptoms (Individual Disorders); Animals; Veterinary Medicine; Clinical Diagnosis; Problem Solving

Abstract:
Students are provided with a mystery concerning dogs that are paralyzed. This motivates a laboratory exercise to measure parameters from the dog's "blood" to determine whether the paralysis is due to pesticide poisoning or an autoimmune attack on nerve myelin. Most of the materials are available from the grocery store. The real-world nature of the problem, and the mystery, engages the students in thinking about nerve, muscle, and immune system function. Alternative versions require less familiarity with physiology and can be used as engagement activities to encourage learning laboratory skills and experimental design or as motivation for learning nerve and muscle physiology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Competence; Preservice Teacher Education; Learning Processes; Control Groups; Experimental Groups; Case Method (Teaching Technique); Preservice Teachers; Teaching Skills; Skill Development; Knowledge Base for Teaching; Learning Theories; English (Second Language); Adult Education; Second Language Instruction; Language Teachers; Pretests Posttests; Questionnaires; Comparative Analysis; Computer Assisted Instruction; Educational Technology; Instructional Design; College Instruction; Educational Experiments; Protocol Materials; Cognitive Processes; Protocol Analysis; Video Technology; Audiovisual Aids; Multimedia Instruction

Abstract:
Analytical competency in classroom situations can be seen as a crucial aspect of teachers' professional competency. While case-based learning is considered to have great potential for teacher education, particularly with respect to the promotion of teachers' analytical skills, there have been very few attempts to investigate the effects of corresponding instructional support. The present empirical study investigated the effects of instructional support in the form of multiple perspectives (i.e. authentic comments made by teachers and learners) and the presentation format of these perspectives in a computer-supported case-based learning environment which was based on the principles of cognitive flexibility theory. Twenty-nine foreign-language student teachers participated in the study. Experimental groups were presented with multiple perspectives in a video (plus audio track) or audio-track format. A control group did not have access to these multiple perspectives. The instructional support with multiple perspectives positively influenced learning processes and outcomes with respect to a central dimension of analytical competency--learners' ability to apply conceptual knowledge to case information. Learners with access to multiple perspectives as "audio only" outperformed learners in the "audio + video" condition, who did not substantially differ from the control group. (Contains 3 tables and 4 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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Grade 9; Civics; Academic Achievement; Learning Motivation; Problem Solving; Creative Thinking; Conventional Instruction; Time Factors (Learning); Critical Thinking; Classroom Techniques; Skill Development; Computer Assisted Instruction; Educational Technology; Educational Games; Computer Games; Instructional Design; Comparative Analysis; Instructional Effectiveness; Quasiexperimental Design; Experimental Groups; Control Groups; Statistical Analysis; Pretests Posttests; Educational Strategies

Abstract:
This study investigates the effectiveness digital game-based learning (DGBL) on students' problem solving, learning motivation, and academic achievement. In order to provide substantive empirical evidence, a quasi-experimental design was implemented over the course of a full semester (23 weeks). Two ninth-grade Civics and Society classes, with a total of 44 students (15-16 years old), were randomly assigned to one of two conditions: an experimental group (incorporating DGBL) and a comparison group (taught using traditional instruction). Two-way mixed ANOVA was employed to evaluate changes in problem solving ability and compare the effectiveness the two strategies, while ANCOVA was used to analyze the effects on learning motivation and academic achievement. The results of this study are summarized as follows: (1) The DGBL strategy was clearly effective in promoting students' problem solving skills, while the control group showed no improvement. Additionally, data from the mid-test and post-test demonstrate that, as a higher order thinking skill, problem-solving requires a full semester to develop. (2). DGBL resulted in better learning motivation for students in the experimental group as compared to learners receiving TI. (3) Contrary to some suggestions that digital games could inhibit academic achievement, no statistically significant difference was found between the two groups. Most importantly, the quantitative improvement in problem-solving and learning motivation suggest that DGBL can be exploited as a useful and productive tool to support students in effective learning while enhancing the classroom atmosphere. Future research in DGBL should emphasize the evaluation of other higher order elements of the cognitive domain in terms of academic achievement outcomes and skills, such as critical and creative thinking. (Contains 12 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:
Preservice Teachers; Elementary Education; Problem Solving; Content Analysis; Case Method (Teaching Technique); Preservice Teacher Education; Secondary Education; Pedagogical Content Knowledge; Educational Technology; Computer Assisted Instruction; Multimedia Materials; Instructional Effectiveness; Comparative Analysis; Prompting; Video Technology; Instructional Design; Predictor Variables

Abstract:
This study examined preservice teachers' problem-solving skills through the use of an online video case study. Eighty preservice teachers participated in the study with a three-level video presentation by a two-grade-level between-subjects factorial design. The study incorporates a content analysis framework to examine both the components and the levels of teaching knowledge elicited during a problem-solving activity. The findings provided explanations for preservice teachers' ability to use their teaching knowledge in video-based problem solving. The elementary education preservice teachers generated pedagogical and content solutions at a higher level than the secondary education preservice teachers. This paper also discusses findings and implications. (Contains 10 tables, 5 figures, and 2 footnotes.) 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:
Veterinary Medical Education; Computer Uses in Education; Problem Based Learning; Case Method (Teaching Technique); Genetics; Premedical Students; Outcomes of Education; Learner Engagement; Student Attitudes; Foreign Countries

Abstract:
Problem and/or scenario-based learning is often deployed in preclinical education and training as a means of: (a) developing students' capacity to respond to authentic, real-world problems; (b) facilitating integration of knowledge across subject areas, and; (c) increasing motivation for learning. Six information and communication technology (ICT) supported, scenario-based learning (SBL) problems using case studies that integrated information across subject areas were implemented in a second-year genetics course for undergraduate veterinary science students and linked to educational outcomes. On a post-implementation questionnaire, students appreciated the use of authentic scenarios but login records indicated variable engagement among students. Comparison of learning outcomes from SBL-supported and non-SBL-supported content (within and across student cohorts) indicated that exposure to SBL generated quantifiable improvements in learning in both high and low ability students. Despite this, students did not perceive that the SBL activities improved their learning. Thus, ICT-supported SBL have the potential to reinforce connectivity of content across a range of pre-clinical courses, but to facilitate a genuine novice to expert transition may require consideration of students' perceptions of scenario relevance, their confidence, and how students of differing learning styles engage with such activities. (Contains 2 tables and 4 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:
Test Items; Prompting; Educational Technology; Case Method (Teaching Technique); Questioning Techniques; Writing Exercises; Web Based Instruction; Pretests Posttests; Instructional Effectiveness; Student Attitudes; Control Groups; Computer Science Education; Instructional Design

Abstract:
This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important issues when learning in an ill-structured domain. Students in three groups studied individually Software Project Management (SPM) cases for a week, using a web-based learning environment designed especially for this purpose. The first group (control) studied the cases without any prompting. The second group ("writing mode") studied the same cases, while prompted to provide written answers to a set of knowledge integration prompts meant to engage students in deeper processing of the material. The third group ("thinking mode") studied the cases, while prompted only to think of possible answers to the same question prompts. Results indicated that students in the writing condition group outperformed the others in both domain knowledge acquisition and knowledge transfer post-test items. Several students in the thinking condition group skipped the question prompts, while those that reported having reflected on the material were unable to achieve high performance comparable to the writing condition group. Overall, the study provides evidence that the implementation of prompting techniques in technology-enhanced learning environments may lead to improved outcomes, when combined with the requirement that students provide their answers in writing. 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:
Expertise; Ethics; Thinking Skills; Urban Schools; Time Factors (Learning); Problem Solving; Grade 10; Case Method (Teaching Technique); Multimedia Instruction; Inquiry; Science Education; Science Instruction; Educational Technology; Qualitative Research; Correlation; Student Attitudes; Instructional Effectiveness; Predictor Variables; Video Technology; Science and Society

Abstract:
This study investigated the connection between the use of video cases within a multimedia learning environment and students' inquiry into a socio-scientific problem. The software program was designed based on principles from the Cognitive Flexibility Theory (CFT) and incorporated video cases of experts with differing perspectives. Seventy-nine 10th-grade students in an urban high school participated in this study. After watching the expert videos, students generated investigative questions and reflected on how their ideas changed over time. This study found a significant correlation between the time students spent watching the expert videos and their ability to consider the problem's perspectives as well as their ability to integrate these perspectives within their questions. Moreover, problem-solving ability and time watching the videos were detected as possible influential predictors of students' consideration of the problem's perspectives within their questions. Although students watched all video cases in equivalent ways, one of the video cases, which incorporated multiple perspectives as opposed to just presenting one perspective, appeared most influential in helping students integrate the various perspectives into their own thinking. A qualitative analysis of students' reflections indicated that many students appreciated the complexity, authenticity, and ethical dimensions of the problem. It also revealed that while the majority of students thought critically about the problem, some students still had naive or simplistic ways of thinking. This study provided some preliminary evidence that offering students the opportunity to watch videos of different perspectives may influence them to think in alternative ways about a complex problem. (Contains 3 figures, 5 tables and 1 footnote.) 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; Computers; Educational Technology; Information Technology; Electronic Learning; Online Courses; Control Groups; Blended Learning; Computer Games; Cooperative Learning; Teacher Role; Intervention; Teaching Methods; Student Participation; Comparative Analysis; Foreign Countries; Problem Solving; Elementary School Students; Pretests Posttests; Educational Improvement

Abstract:
Purpose: The author redesigned a course titled "Applied Information Technology: Networking" and applied online collaborative learning (CL) with initiation and self-regulated learning (SRL) to improve students' involvement in this course in an environment that is full of free online games, shopping websites, and social networking websites. The purpose of this paper is to explore the potential effects of online CL with initiation and SRL on students' involvement. Design/methodology/approach: This study designed an intervention of online CL with initiation and SRL to improve students' involvement and their learning in a blended course. It is believed that this article is important to the computing field and could provide insight for teachers to design their online courses and teaching methods. Findings: The author in this study adopted SRL in the implementation of online CL with initiation, and explored their effects on improving students' involvement. The results of this empirical study report that the effects of online CL with initiation and SRL were positive, and led to the best involvement in the blended course among the three classes. Research limitations/implications: The effects of online CL with initiation and SRL in this study were positive; however, problems of experimental validity may result from students in the comparison group being incidentally exposed to the treatment condition, having more enthusiastic teaching, being more motivated than students in the control group, etc. (Gribbons and Herman). Besides, some other contextual factors and individual behaviours might influence students' online learning effects. For example, students' adaptability to the online learning environments and their readiness for self-directed learning may result in the differences of the effects among the three groups (Shen, Lee and Tsai). Practical implications: The internet has enabled a shift from contiguous learning groups to asynchronous distributed learning groups utilizing computer-supported collaborative learning (CSCL) environments (Kreijns, Kirschner and Jochems). It is expected that the interventions of online teaching methods, course design, and learning activities in this study may provide a reference for teachers, particularly for blended learning computing courses. Social implications: The results of this study report that the effects of online CL with initiation and SRL were positive, and contributed to the best involvement in the blended course among the three classes. The author further discusses the implications for schools and teachers who plan to provide online or blended learning for their students. Originality/value: First, this study provides a scenario about how to help students collaborate and learn regularly, and improve their involvement in a blended course through online CL and SRL, particularly for computing courses. Second, this study specifies how teachers can provide initiation to help students climb the learning curve and overcome the bottlenecks typically encountered in the implementation of online CL. Third, this study is one of the first attempts to explore and demonstrate the effects of online CL with initiation and SRL in a blended course simultaneously. (Contains 4 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:
Educational Environment; Experienced Teachers; Teaching Methods; Internet; Control Groups; Experimental Groups; Natural Sciences; Problem Solving; Elementary School Students; Science Curriculum; Elementary School Teachers; Secondary School Teachers; Feedback (Response); Educational Technology; Grade 6; Pretests Posttests; Electronic Libraries; Experiments; Learning Activities; Web Based Instruction; Foreign Countries

Abstract:
This study aims to develop an electronic library-based learning environment to support teachers in developing web-based problem-solving activities and analyzing the online problem-solving behaviors of students. Two experiments were performed in this study. In study 1, an experiment on 103 elementary and high school teachers (the learning activity designers) has been conducted to understand their views toward an electronic library-based learning environment. The results showed that with this innovative approach, electronic libraries not only have the potential to support traditional in-class learning, but also can assist teachers in developing learning activities for training students in web-based problem-solving abilities. Moreover, teachers of different ages and backgrounds all readily accepted the new approach, in particular, the older and more experienced teachers showed even higher willingness to use the system than the younger and less experienced teachers. In study 2, a quasi-experiment on 62 elementary school students (experimental group with 31 students and control group with 31 students) has been undertaken on a natural science course for evaluating the effectiveness of the proposed approach. Experimental results showed that this innovative approach can improve the students' learning achievements and attitudes in comparisons with the conventional web-based learning approach. (Contains 6 tables and 8 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; Control Groups; Mathematics Education; Problem Solving; Grade 5; Mathematics Instruction; Elementary School Students; Games; Outcomes of Education; Elementary School Mathematics; Computer Assisted Instruction; Educational Technology

Abstract:
A problem-posing system is developed with four phases including posing problem, planning, solving problem, and looking back, in which the "solving problem" phase is implemented by game-scenarios. The system supports elementary students in the process of problem-posing, allowing them to fully engage in mathematical activities. In total, 92 fifth graders from four different classes were recruited. The experimental group used the problem-posing system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the problem-posing system on students' problem-posing ability, problem-solving ability, and flow experiences. The results revealed more flow experiences, and higher problem-solving and problem-posing abilities in the experimental group. (Contains 7 figures and 5 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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