scholarly journals Understanding the Effects of Structured Note-taking Systems for Video-based Learners in Individual and Social Learning Contexts

2022 ◽  
Vol 6 (GROUP) ◽  
pp. 1-21
Author(s):  
Jingchao Fang ◽  
Yanhao Wang ◽  
Chi-Lan Yang ◽  
Ching Liu ◽  
Hao-Chuan Wang

Video-based learning is widely adopted by online learners, yet, learning experience and quality may be negatively affected by asynchronous and remote natures of video-based learning. As note-taking is a common practice employed by video-based learners and is known to be an effective way to trigger active construction and processing of knowledge, yet as a meta-skill, it is challenging to most learners. In this study, we aim to approach the goal of providing cognitive and social scaffolds to video-based learners by structuring their note-taking process. We presented and evaluated structured note-taking systems designed for learners in two contexts, namely, individual learning context and social learning context. With an online controlled study involving 43 participants, we compared the structured note-taking systems with two baseline systems (for individual learning and social learning contexts respectively) and found that structured note-taking significantly improved certain aspects of video-based learning such as and higher cognitive engagement and lower distraction. We discussed our results to inform the design, iteration, and adoption of note-taking tools in video-based learning.

2016 ◽  
Vol 43 (6) ◽  
pp. 543-564 ◽  
Author(s):  
Sean T. Coleman ◽  
Adrian Wayne Bruce ◽  
Lamar Jamison White ◽  
A. Wade Boykin ◽  
Kenneth Tyler

The current study builds on previous communalism research by exploring the enduring facilitative effects of communal learning contexts on academic achievement for African American children over extended time and while calling on critical thinking skills. In addition, this study sought to explore the communalism construct in a more applied academic environment that approximated real classroom conditions. This study examined performance differences in fraction problem solving among 96 low-income African American students in Grades 3 to 6 participating in either a communal or individual learning context. Pretest to posttest gains showed that students randomly selected for the communal learning context significantly outperformed students who learned in the individualistic context. Additionally, communal learning students outperformed their individual counterparts during each weekly domain assessments. Several promising results obtained draws the communalism construct to a more applied culturally relevant pedagogical tool.


Author(s):  
Meredith Jones ◽  
Susan Catapano

This case study explores the experiences of three American pre-service teachers participating in an international applied learning context in Belize. The pre-service teachers worked in San Pedro Town, Belize for a month with local teachers and children in primary grades. The applied learning context was a demonstration classroom located in the center of the city where local teachers and children would visit each day. The pre-service teachers were responsible for creating lessons and activities, then teaching the children in the demonstration classroom while the Belizean teachers observed. The pre-service teachers also provided professional development for the teachers in the teacher's classroom. Through this international applied learning experience, the pre-service teachers strengthened their teaching and leadership skills while exploring their cultural sensitivity living in a new culture and country. The lessons through international applied learning contexts can greatly influence pre-service teachers' teaching practices when they have their own classroom.


Author(s):  
Rocio Garcia-Retamero ◽  
Masanori Takezawa ◽  
Gerd Gigerenzer

Inferences are often based on uncertain cues, and the accuracy of such inferences depends on the order in which the cues are searched. Previous research has shown that people and computers progress only slowly in individual learning of cue orderings through feedback. A clue to how people (as opposed to computers) solve this problem is social learning: By exchanging information with others, people can learn which cues are relevant and the order in which they should be considered. By means of simulation, we demonstrate that imitate-the-best and imitate-the-majority speed up individual learning, whereas a third social rule, the Borda rule, does not. Imitate-the-best also leads to a steep increase in learning after a single social exchange, to cue orders that are more accurate than ecological validity, and to faster learning than when individuals gain the learning experience of all other group members but learn without social exchange. In two experiments, we find that people speed up cue learning in a similar way when provided with social information, both when they obtain the information from the experimenter or in free discussions with others.


2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Elif Aydoğan ◽  
Ali Derya Atik ◽  
Ergin Şafak Dikmen ◽  
Figen Erkoç

Abstract Objective Mobile applications, social media platforms are changing Internet user behavior; creating a new era of education in a connected world. We have previously reported training needs of health providers in the climate change. Aim is to develop and test an Android® Mobile app as an effective smart learning environment for climate change health impacts. Materials and methods The quasi-experimental design method was used in five phases: easy-to-reach, rich content Mobile app design and development for Android® operating system, scale development, finalizing scales to be used, implementation, data collection, analysis. Dependent t-test of pre-test and post-test awareness scores was analyzed. Usability and satisfaction were assessed with two scales; quantitative data with descriptive statistics. Results The developed Mobile app was effective in enhancing students’ learning experience, and well-received in terms of adopting and using such technology for educational purposes. Pre-test and post-test scores different statistically (p<0.05); increasing participants’ awareness level and were satisfied. Conclusion We conclude that our Mobile app, m-learning project, is successfully incorporated into the learning context; when tested, raised awareness about climate change and health effects for the public. To our knowledge, no currently existing tool to provide new mobile application for climate change education and promote awareness exists.


2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Charlotte Canteloup ◽  
Mabia B. Cera ◽  
Brendan J. Barrett ◽  
Erica van de Waal

AbstractSocial learning—learning from others—is the basis for behavioural traditions. Different social learning strategies (SLS), where individuals biasedly learn behaviours based on their content or who demonstrates them, may increase an individual’s fitness and generate behavioural traditions. While SLS have been mostly studied in isolation, their interaction and the interplay between individual and social learning is less understood. We performed a field-based open diffusion experiment in a wild primate. We provided two groups of vervet monkeys with a novel food, unshelled peanuts, and documented how three different peanut opening techniques spread within the groups. We analysed data using hierarchical Bayesian dynamic learning models that explore the integration of multiple SLS with individual learning. We (1) report evidence of social learning compared to strictly individual learning, (2) show that vervets preferentially socially learn the technique that yields the highest observed payoff and (3) also bias attention toward individuals of higher rank. This shows that behavioural preferences can arise when individuals integrate social information about the efficiency of a behaviour alongside cues related to the rank of a demonstrator. When these preferences converge to the same behaviour in a group, they may result in stable behavioural traditions.


2017 ◽  
Vol 284 (1856) ◽  
pp. 20170358 ◽  
Author(s):  
Brendan J. Barrett ◽  
Richard L. McElreath ◽  
Susan E. Perry

The type and variety of learning strategies used by individuals to acquire behaviours in the wild are poorly understood, despite the presence of behavioural traditions in diverse taxa. Social learning strategies such as conformity can be broadly adaptive, but may also retard the spread of adaptive innovations. Strategies like pay-off-biased learning, by contrast, are effective at diffusing new behaviour but may perform poorly when adaptive behaviour is common. We present a field experiment in a wild primate, Cebus capucinus , that introduced a novel food item and documented the innovation and diffusion of successful extraction techniques. We develop a multilevel, Bayesian statistical analysis that allows us to quantify individual-level evidence for different social and individual learning strategies. We find that pay-off-biased and age-biased social learning are primarily responsible for the diffusion of new techniques. We find no evidence of conformity; instead rare techniques receive slightly increased attention. We also find substantial and important variation in individual learning strategies that is patterned by age, with younger individuals being more influenced by both social information and their own individual experience. The aggregate cultural dynamics in turn depend upon the variation in learning strategies and the age structure of the wild population.


1989 ◽  
Vol 10 ◽  
pp. 145-162 ◽  
Author(s):  
William Grabe

As literacy has emerged to become a major issue in the 1980s, and will continue to do so in the 1990s, the only sure claim to be made is that the notion of literacy is extremely complex and fraught with generally accepted “myths,” hidden assumptions, over-generalizations, and simple all-inclusive responses to the challenges presented. This scenario is no less appropriate to the second language learning context than it is to the first language learning context. Thus, any examination of second language literacy requires discussion of both first language and second perspectives. It is naive to assume that the difficulties, complexities, contradictions, and debates in first language literacy do not apply equally to the large majority of second language learning contexts. Accordingly, second language literacy will be discussed in light of first language perspectives on literacy, reading, and writing, expanding these perspectives into second language contexts. (It should be noted that two excellent reviews of reading and writing in a second language appeared in ARAL IX (Carrell 1989a, Hudelson 1989a). This review should be seen as complementary to these two earlier articles.)


ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Jérôme Eneau ◽  
Christine Develotte

AbstractThis study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in “French as a Foreign Language”. Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social and emotional terms in overcoming those difficulties, the specific modes of sociability developed for distance learning and the related development of a new type of autonomy that is both individual and collective. The discussion examines the creation, over the course of time, of a new “distance learning culture” that is nonetheless never easy to create and share.


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