A model supercomputer for instructional support

2015 ◽  
Author(s):  
James Wolfer
Keyword(s):  
Instructional Support

Inquiry Learning

2009 ◽  
Vol 23 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Astrid Wichmann ◽  
Detlev Leutner
Keyword(s):  
Scientific Reasoning ◽  
Inquiry Learning ◽  
Instructional Support ◽  
Test Results ◽  
Knowledge Test ◽  
Simulation Based ◽  
Scientific Experiments ◽  
Specific Support ◽  
Science Classes

Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

Technologies for learning: Instructional support at Cornell's Albert r. Mann library

1996 ◽  
Vol 14 (4) ◽  
pp. 83-98 ◽  
Author(s):  
Zsuzsa Koltay ◽  
Ben Trelease ◽  
Philip M. Davis
Keyword(s):  
Instructional Support

Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes.

2021 ◽  
Author(s):  
Andrew J. Martin ◽  
Emma C. Burns ◽  
Rebecca J. Collie ◽  
Keiko C. P. Bostwick ◽  
Anaïd Flesken ◽  
...  
Keyword(s):  
High School ◽  
Goal Setting ◽  
Large Scale ◽  
Instructional Support ◽  
Large Scale Study

Technologies as Rural Special Education Problem-Solvers

1984 ◽  
Vol 50 (4) ◽  
pp. 351-359 ◽  
Author(s):  
Doris Helge
Keyword(s):  
Special Education ◽  
Staff Development ◽  
New Technologies ◽  
Instructional Support ◽  
Rural School ◽  
School Systems ◽  
Advanced Technologies ◽  
Rural Environments ◽  
Problem Solvers

Advanced technologies are emerging in rural school systems. This article discusses the availability of a variety of new technologies and their primary uses for instructional support, instructional applications, management, and staff development. Problems in initiating new technologies in rural environments and suggestions for using them are discussed. Successful technological models and projected future uses are described.

Self-Controlled Practice Within a Fixed Time Period Facilitates the Learning of a Basketball Set Shot

2014 ◽  
Vol 2 (1) ◽  
pp. 9-15 ◽  
Author(s):  
Phillip G. Post ◽  
Jeffrey T. Fairbrother ◽  
Joao A. C. Barros ◽  
J. D. Kulpa
Keyword(s):  
Motor Learning ◽  
Instructional Support ◽  
Fixed Time ◽  
Relevant Information ◽  
Self Control ◽  
Time Period ◽  
Trial Basis ◽  
Practice Trials ◽  
Additional Support ◽  
Do So

Allowing self-control over various modes of instructional support has been shown to facilitate motor learning. Most research has examined factors that directly altered task-relevant information on a trial-to-trial basis (e.g., feedback). Recent research suggests that self-control (SC) effects extend to the manipulation of other types of factors (e.g., total number of practice trials completed). This research also illustrated that learners sometimes select a very small amount of practice when given latitude to do so. The purpose of the current study was to examine the effects of SC practice within a fixed time period on the learning of a basketball set shot. SC participants chose when to attempt each shot within two 15-min practice sessions, thereby controlling both the total number of shots taken and the spacing of shots. Yoked participants completed the same number of shots as their SC counterparts. Spacing of shots was also matched across groups. The SC group was more accurate and had higher form scores and longer preshot times during retention. These findings provided additional support for the generalizability of SC effects and extended prior research, showing that autonomy over total practice duration was not a prerequisite for the observed effects.

scholarly journals DIRECTED READING ACTIVITY (DRA) APPLICATION IN ENGLISH READING COMPREHENSION CLASSROOM

2021 ◽  
Vol 5 (1) ◽  
pp. 90-100
Author(s):  
Imam Munandar ◽  
Srimurni Srimurni
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Experimental Approach ◽  
Instructional Support ◽  
Teaching Reading ◽  
Comprehension Skill ◽  
English Reading ◽  
English Reading Comprehension ◽  
Directed Reading ◽  
Reading Activity

This research manages to analyze the effectiveness of  DRA in enhancing students ‘skill in reading comprehension. The researchers carried out the research at SMP N 4 Takengon, in which they found that teachers faced some problems in teaching reading comprehension to students. To figure out the answer, the research applies quantitative research with experimental approach. After statistically obtaining and interpreting the data, the study concludes that Directed Reading Activity (DRA) method is able to increase students reading comprehension skill. This is because that Directed Reading Activity (DRA) is a teacher strategy in reading comprehension that emphasizes on instructional support before, during, and aftermath the reading. Meanwhile, the research found that this strategy is also able to increase and build stronger student vocabulary and reading skill. In conclusion, the DRA strategy is effective in improving students’ ability in reading comprehension, and also building their vocabulary.

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