دانلود رایگان مقاله تاثیر متفاوت مسیر یادگیری بر اساس دستورالعمل مرسوم در آموزش علوم

Abstract

Learning paths have the potential to change the teaching and learning interaction between teachers and students in a computer-supported learning environment. However, empirical research about learning paths is scarce. Previous studies showed that the low adoption of learning paths can be linked to the lack of knowledge on the part of teachers about learning path design and its implementation. In the present study, which was undertaken in the context of a biology course in secondary education, 496 14- to 15-years old secondary school students in Flanders were assigned to either learning path based or conventional instruction during classroom activities. The aim was to analyze the differential impact of the instructional formats on learning outcomes, considering variations in group setting and group composition. Given the focus on science learning, gender was also considered. Multilevel analysis was applied, and the results show empirical evidence for superior performance for both boys and girls in the learning path condition as compared with that in the conventional condition. In addition, when girls collaborate, they perform best within same-sex groups, whereas boys achieve better results in mixed-gender groups. The implications of the findings are important for tackling the gender gap in science learning. The findings can lead to guidelines for teachers who want to implement learning paths within an optimal learning environment design.

6. Conclusion

This study aims to make a contribution to the current body of literature that might lead to a better understanding of how secondary schools actually use their LMSs in an instructional setting. In addition, as this study on learning paths was conducted at the secondary school level, it represents an understudied level within educational research. In a previous study, we investigated (De Smet et al., 2014) how learning paths optimized with Mayer's guidelines lead to a better elaborated and structured course and thus offer better spatial visualization as compared to learning paths that build on text, schemes, pictures, and web-based exercises. In this paper, we found that learning paths have a significant impact on learning, as they lead to higher scores as compared with conventional instruction. Second, we demonstrated that one should be careful when implementing collaborative learning in the context of STEM. Our research suggests that prior experience with and knowledge about collaborative learning is essential. Third, we found that females perform better within same-sex groups, whereas males achieve better results within mixed groups. This knowledge can help a teacher make the best choices when engaging students in collaborative learning, especially when the focus is on mathematics or science learning. However, the underperformance of the students in collaborative conditions underlines the necessity for further research into group dynamics and metacognition strategies (Ding, 2009; Fullan, 2010) to improve collaborative learning. In addition, follow-up research (De Smet, Valcke, Schellens, De Wever, & Vanderlinde, 2016) added to this how several barriers hindering technology integration at the school and the teacher level affect the successful implementation of learning paths. More specifically, the consequence of a reliable and accessible ICT infrastructure, the importance of consistent qualitative technical and pedagogical support, and the need for more teacher professional-development programs were found to be important factors that support the successful instructional use of learning paths within an LMS.