scholarly journals Giving feedback on peers’ concept maps as a learning experience: does quality of reviewed concept maps matter?

2021 ◽  
Author(s):  
Natasha Dmoshinskaia ◽  
Hannie Gijlers ◽  
Ton de Jong
Keyword(s):  
Prior Knowledge ◽  
Concept Maps ◽  
Learning Experience ◽  
School Students ◽  
Powerful Learning ◽  
Post Test ◽  
Cognitive Involvement ◽  
Giving Feedback

AbstractGiving feedback to peers can be a powerful learning tool because of the feedback provider’s active cognitive involvement with the products to be reviewed. The quality of peers’ products is naturally an important factor that might influence not only the quality of the feedback that is given, but also the learning arising from this process. This experimental study investigated the effect of the level of quality of the reviewed product on the knowledge acquisition of feedback providers, as well as the role of prior knowledge in this. Dutch secondary-school students (n = 77) were assigned to one of three conditions, which varied in the quality of the learning products (concept maps) on which students had to give feedback while working in an online physics inquiry learning environment. Post-test knowledge scores, the quality of students’ own concept maps and the quality of the feedback given were analyzed to determine any effect of condition on the learning of feedback providers. Students providing feedback on the lower-quality concept maps gave better feedback and had higher post-test scores. There was no interaction with level of prior knowledge. Possible implications for practice and further research directions are discussed.

scholarly journals Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions?

2021 ◽  
Author(s):  
Natasha Dmoshinskaia ◽  
Hannie Gijlers ◽  
Ton de Jong
Keyword(s):  
Test Scores ◽  
Concept Maps ◽  
Learning Experience ◽  
Peer Feedback ◽  
School Students ◽  
Research Directions ◽  
Different Types ◽  
Post Test ◽  
Giving Feedback

AbstractGiving feedback to peers can be a valuable learning experience for a feedback provider. However, different types of products require different types of feedback, which, in turn, may lead to different learning outcomes. The current study investigates the effect on the learning of feedback providers of reviewing different types of products. Secondary school students (n =127) were randomly assigned to one of the two conditions: giving peer feedback on either concept maps or answers to open-ended test questions. Both types of product, created by the researchers, were comparable with regard to content: they included the same misconceptions and were both of average quality. Giving peer feedback was part of a chemistry lesson delivered in an online inquiry learning environment. Students’ post-test scores, their own learning products, and the quality of the provided feedback were analysed to check for an effect on learning. There was no difference in post-test scores between the conditions, but the quality of the provided feedback predicted post-test scores. This indicates that it is not the type of product reviewed that matters, but the effort that students put into giving feedback. Possible implications for practice and further research directions are discussed.

scholarly journals Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria

2020 ◽  
Author(s):  
Natasha Dmoshinskaia ◽  
Hannie Gijlers ◽  
Ton de Jong
Keyword(s):  
Secondary School ◽  
Concept Maps ◽  
Inquiry Learning ◽  
Assessment Criteria ◽  
Educational Context ◽  
Learning Gains ◽  
Learning Context ◽  
Post Test ◽  
Giving Feedback

AbstractGiving and receiving peer feedback is seen as an important vehicle for deep learning. Defining assessment criteria is a first step in giving feedback to peers and can play an important role in feedback providers’ learning. However, there is no consensus about whether it is better to ask students to think about assessment criteria themselves or to provide them with ready-made assessment criteria. The current experimental study aims at answering this question in a secondary school STEM educational context, during a physics lesson in an online inquiry learning environment. As a part of their lesson, participants (n = 93) had to give feedback on two concept maps, and were randomly assigned to one of two conditions—being provided or not being provided with assessment criteria. Students’ post-test scores, the quality of feedback given, and the quality of students’ own concept maps were analyzed to determine if there was an effect of condition on feedback providers’ learning. Results did not reveal an advantage of one condition over the other in terms of learning gains. Possible implications for practice and directions for further research are discussed.

scholarly journals How ‘Networked’ are Online Collaborative Concept-Maps? Introducing Metrics for Quantifying and Comparing the ‘Networkedness’ of Collaboratively Constructed Content

2020 ◽  
Vol 10 (10) ◽  
pp. 267
Author(s):  
Noa Sher ◽  
Carmel Kent ◽  
Sheizaf Rafaeli
Keyword(s):  
Network Analysis ◽  
Large Scale ◽  
Concept Maps ◽  
Quality Measures ◽  
Thought Process ◽  
Academic Settings ◽  
New Challenges ◽  
Complex Phenomena

With the growing role of online multi-participant collaborations in shaping the academic, professional, and civic spheres, incorporating collaborative online practices in educational settings has become imperative. As more educators include such practices in their curricula, they are faced with new challenges. Assessment of collaborations, especially in larger groups, is particularly challenging. Assessing the quality of the collaborative “thought process” and its product is essential for both pedagogical and evaluative purposes. While traditional quantitative quality measures were designed for individual work or the aggregated work of individuals, capturing the complexity and the integrative nature of high-quality collaborative learning requires novel methodologies. Network analysis provides methods and tools that can identify, describe, and quantify non-linear and complex phenomena. This paper applies network analysis to the content created by students through large-scale online collaborative concept-mapping and explores how these can be applied for the assessment of the quality of a collective product. Quantitative network structure measures are introduced for this purpose. The application and the affordances of these metrics are demonstrated on data from six large-group online collaborative discussions from academic settings. The metrics presented here address the organization and the integration of the content and enable a comparison of collaborative discussions.

scholarly journals The Role of Teachers’ Emotional Intelligence and Self-Efficacy in Decreasing Students’ Separation Anxiety Disorder

2016 ◽  
Vol 9 (4) ◽  
pp. 185 ◽  
Author(s):  
Shiva Masoumparast
Keyword(s):  
Self Efficacy ◽  
Separation Anxiety ◽  
Teaching Profession ◽  
Separation Anxiety Disorder ◽  
School Students ◽  
Teacher Student ◽  
Significant Difference ◽  
Post Test ◽  
Role Of Teachers

<p class="apa">Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of this study is to examine the role of EI and self-efficacy of teachers in reduced SAD of primary school students in Tehran. In other words, this study evaluates the effective role of teachers in reducing SAD in students. Methods: This study used a descriptive-correlational methodology. The sample consisted of 345 teachers and 280 students with SAD selected by stratified proportional to size sampling by Cochran formula. Bar-on’s EQ-i, Schwarzer’s GSE and evaluation forms were used to evaluate teachers; Espada’s CSAS and Spence Children’s Anxiety Scale (SCAS) were used to measure SAD in children. Finally, post-test was taken from students with SAD.Results: The results showed a significant positive correlation between EI and self-efficacy of teachers. On the other hand, EI and self-efficacy of teachers significantly influenced students, so that a significant difference was found in the pre-test and post-test scores of students. SAD significantly decreased in students. Conclusion: positive teacher-student interactions can reduce the symptoms of SAD in students. Thus, teaching profession is a serious responsibility which should not be considered only as a job.</p>

scholarly journals The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

2018 ◽  
Vol 8 (1) ◽  
pp. 28
Author(s):  
Shahin Vaezi ◽  
Aso Biri ◽  
Farhang Moradi
Keyword(s):  
Learning Experience ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Experimental Group

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learnersto elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaboratedpassages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in whichthe Persian meanings of the specified target words were provided in apposition to them. On the other hand, studentsof the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and theparticipants of the experimental group were found to gain a significant vocabulary improvement in comparison to thecontrol group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated textsand regarded them as effective in their vocabulary learning experience. The findings of this study have implicationsfor material developers who need to reconsider the role of modified materials.

scholarly journals THE ROLE OF COMIC MEDIA IN LEARNING OF INNOVATIVE CIVICS EDUCATION IN FORMING CHARACTER OF PRIMARY SCHOOL STUDENTS

2018 ◽  
Author(s):  
maulana arafat lubis
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Educational Progress ◽  
Primary School Students ◽  
School Students ◽  
Civics Education ◽  
Quality Of Learning

Educational progress is determined by how teacher’s way to arrange the learning process that occurs in schools. The quality of learning depends on how the teacher runs the learning, so the goal of education is achieved, the learning process becomes innovative and fun and learners do not feel bored during the learning process takes place. The formation of students’ character becomes the main goal in education, therefore comic is a tool that can help teachers in instilling the values of characters contained in the comic.

scholarly journals Problems of quality of distance learning online

2021 ◽  
Vol 5 (S4) ◽  
pp. 2439-2443
Author(s):  
Kuldashev Muhammad ◽  
Mukumova Muslima Ziyadullayevna ◽  
Sadikova Yorkinoy Salijonovna ◽  
Mirzayev Djasur Jaxonovich ◽  
Mirzayeva Maftuna Hamidjon Qizi
Keyword(s):  
Distance Learning ◽  
Learning Experience ◽  
Effective Interaction ◽  
Online Course ◽  
Effective Distance ◽  
Course Content ◽  
Assessment Techniques ◽  
Key Issues

From this paperwork we see distance learning and its relationship to emerging computer technologies have together offered many promises to the field of education. In practice, however, the combination often falls short of what it attempts to accomplish. Some of the shortcomings are due to problems with the technology; others have more to do with administration, instructional methods, or students. Being positively motivated to take an online course of study, they, nevertheless, face a number of challenges while learning at a distance. These involve low self-organization, lack of control on the instructor’s side, lack of effective interaction, and a sense of isolation, which decrease their satisfaction with an online learning experience.  These findings prove the thesis that to be highly successful and effective distance learning requires considerable attention and commitment on the part of faculty. The role of faculty is manifested in the way the instruction is designed and delivered as well as in the faculty's ability to incorporate relevant course content with the emphasis on student support, interaction and assessment techniques as these are the key issues in effective distance learning.

scholarly journals Pengembangan Bahan Ajar Menulis Deskripsi Menggunakan Model Kooperatif Round Table dengan Media Audio pada Siswa Kelas X SMA

2020 ◽  
Vol 3 (2) ◽  
pp. 115-124
Author(s):  
Siti Halijah
Keyword(s):  
High School Students ◽  
Round Table ◽  
Average Score ◽  
Expert Teachers ◽  
Learning Tools ◽  
Teaching Materials ◽  
School Students ◽  
Test Analysis ◽  
Post Test

The purpose of this study is to produce teaching materials that can enhance the creativity of the learning process, increase development and improve the quality of the application of the development of cooperative models of the type of Round Table with audio media in improving the learning outcomes of writing the description of class X high school students. This research is a research development or Research & Development (R&D). Research and Development is a research method used to produce certain products and test the effectiveness of these products. The results of the study can be concluded from the analysis of teaching material scores by material expert teachers and media expert teachers obtained an average score of 4.74 or 94.74% of the maximum average score of 5.00 with a very good collection. The application of the development of teaching materials in the excellent category is 29 or 90.62% of the students' attention to the material delivered and student activity is included in the excellent category of 30 or 93.75% of students. The quality of the application of the development of cooperative learning model teaching materials of the round table type in learning 100% with very good assessment and the results of post-test analysis of 96.87% indicate whether the learning tools used have practical qualities and the learning devices developed have effective qualities according with student completeness of more than 75%.

scholarly journals Prospects of School Social Work in Haor Areas of Bangladesh

2021 ◽  
Vol 8 (10) ◽  
pp. 501-512
Author(s):  
Syeda Sultana Parveen
Keyword(s):  
Rural Education ◽  
Rural Areas ◽  
Reading Motivation ◽  
Quality Of Education ◽  
School Students ◽  
Education Services ◽  
School Social Worker ◽  
Academic Achievements

This study employs qualitative research methods to explore the performance of school students in reading motivation, sincerity, and achievement and the perceived role of a school social worker in Tanguar Haor inhabitants of rural Sunamganj in Bangladesh. Findings of the study suggest that the stakeholders in rural education in haor areas are keen to see the students’ achievements in reading, motivation, and academic performance but unaware of how to improve. This paper argues that social workers have a significant role to play in rural areas, particularly in remote places like haor areas, to enhance students’ performances and academic achievements in the school as well as to improve the quality of education services in those areas.

THE USING OF COMIC AS A TEACHING MATERIAL IN BUILDING CHARACTER OF ELEMENTARY SCHOOL STUDENTS

2017 ◽  
Vol 1 (2) ◽  
pp. 246
Author(s):  
Maulana Arafat Lubis
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Significant Role ◽  
Learning Experience ◽  
Learning Objectives ◽  
Education Quality ◽  
Teaching Material ◽  
School Students ◽  
Quality Of Teaching

Education is capable to develop a country. One of the techniques is by using appropriate teaching material. In addition, the using of teaching material ought to appropriate with particular topic. Teaching material also ought to arranged sistematically in order to create the fun learning atmosphere. Horsley, Knight, dan Huntly, (2010: 45) state a good quality of teaching material has substansial contribution to students quality in learning experience and outcome. Teaching material conveys electronic and non-electronic that contain the information to gain student’s knowledge due to reaching the learning objectives. (Sitepu, 2014:183). Comic is  one of efective teaching material that is used in scholl especially in Elementary school. It is suggested because comic contain pictures and stories with characteristic that able to build students’ character. Consequently, teaching material through comic has significant role in improving student’s ability and education quality in Elementary School

Sign in / Sign up

Export Citation Format

Share Document