Breaking the Cycle of Mistrust: Wise Interventions to Provide Critical Feedback Across the Racial Divide
In Studies 1 and 2, 7th-grade students received critical feedback from their teacher that, in the treatment condition, was designed to assuage mistrust byemphasizing the teacher’s high standards and belief that the student was capable of meeting thosestandards—a strategy known aswise feedback. Wise feedback increased students’ likelihood of submit-ting a revision of an essay (Study 1) and improved the quality of their final drafts (Study 2).
Journal of Experimental Psychology: General, 2014, Vol. 143, No. 2, 804–824
Development and use of the ARCS model of instructional design
ARCS Model of motivation contains a four category synthesis of variables that encompasses most of the areas of research on human motivation, and a motivational design process that is compatible with typical instructional design models. Following its development, the ARCS Model was field tested in two inservice teacher education programs. Based on the results of these field tests, the ARCS Model appears to provide useful assistance to designers and teachers, and warrants more controlled studies of its critical attributes and areas of effectiveness.
Journal of Instructional Development
Andragogy: An Emerging Technology for Adult Learning
Andragogy refers to a theory of adult learning that details some of the ways in which adults learn differently than children. For example, adults tend to be more self-directed, internally motivated, and ready to learn. Teachers can draw on concepts of andragogy to increase the effectiveness of their adult education classes.
Education for Adults: Volume 1 Adult Learning and Education
The Effects of Interleaved Practice
Children practiced four kinds of mathematics problems in an order that was interleaved or blocked, and the degree of spacing was fixed. Interleaving of practice impaired practice session performance yet doubled scores on a test given one day later. An analysis of the errors suggested that interleaving boosted test scores by improving participants' ability to pair each problem with the appropriate procedure.
Applied Cognitive Psychology 24(6):837 - 848 · September 2010
Higher academic performance in an Asian University : replacing traditional lecturing with blended learning
The mean of academic performance achieved in blended learning is higher than that in traditional lecturing; furthermore, traditional lecturing can be eliminated from higher education without diminishing the learning. Attendance is increased significantly, and appears to be a very effective deep learning approach.
Nanyang Technological University Library, Singapore.
Experiences in Introducing Blended Learning in an Introductory Programming Course
Though programming exercises can be efficiently tested against expected output, the assessment systems often only deliver feedback regarding the correctness and sometimes additionally which test cases fail. But so far, these systems are not able to identify the reason for the error. Therefore, there should also be human tutors available with which students can discuss their solution and which can help them in identifying their misconceptions.
ECSEE'18 Proceedings of the 3rd European Conference of Software Engineering Education