Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model
Students’ beliefs and goals can powerfully influence their learning success. Those who believe intelligence is a fixed entity (entity theorists) tend to emphasize ‘performance goals,’ leaving them vulnerable to negative feedback and likely to disengage from challenging learning opportunities. In contrast, students who believe intelligence is malleable (incremental theorists) tend to emphasize ‘learning goals’ and rebound better from occasional failures. These results suggest that beliefs can influence learning success through top–down biasing of attention and conceptual processing toward goal-congruent information.
Mindset: The New Psychology of Success
Listening to Narratives: An Experimental Examination of Storytelling in the Classroom
Audience members retain more information when it is presented in a narrative style and when it is presented at a normal presentation rate.
International Journal Of Listening, 28(1), 32-46.
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
A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation
The teacher is just as important in a virtual learning environment as in a normal classroom, but a new study shows that boys and girls differ greatly in terms of how they learn best: Boys learn best when their virtual teacher comes in the form of a drone, while girls get more knowledge from VR-teaching when they are taught by a young, female researcher-type named Marie.
Journal of Computer Assisted Learning, 2018
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
Inducing effort with behavioural intervention
Monetary incentives are strong motivators, non-monetary psychological inducements are moderately effective, and results using behavioural factors are generally consistent with models of social and time preferences.
Multi-tasking Adversely Affects Brain's Learning
Multi-tasking affects the brain's learning systems, and as a result, we do not learn as well when we are distracted. The study shows that to the degree you can learn while multi-tasking, you will use different brain systems.
Proceedings of the National Academy of Sciences(PNAS)
Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning
The results show that learners’ engagement with the content, exercises and mentoring of a blended learning environment, final academic performance could be predicted when only one-third of the course had elapsed. Furthermore, the blended data set combining online and traditional critical factors (including face-to-face mentoring after class) resulted in the best learner performance.
Journal of Educational Technology & Society, Vol. 21, No. 2 (April 2018), pp. 220-232
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.
Blended Learning for Programming Courses: A Case Study of Outcome Based Teaching & Learning
Blended learning provides great flexibility to both teaching and learning of computer programming. Students' academic results greatly improved with the introduction of a blended learning model to a programming course.
Workshop on Blended Learning 2007
Linkages between course status, perceived course value, and students’ preference for traditional versus non-traditional learning environments
Overall, students preferred traditional classes across all course statuses and justified their choices by citing them as engaging and interactive. Across all students, perceptions of the usefulness and importance of each course status did not significantly influence their selection of a specific learning environment. Collectively, these findings have ramifications for understanding factors that impact students’ responses to online learning environments.
Computers & Education, Volume 125, October 2018, Pages 175-181
Using Videos in Blended Learning: Pitfalls and Success Factors
Training outcomes are improved and learners feel more empowered if they have full control over their video, including the ability to pause, replay and skip through content. Pitfalls of using video in blended learning include technical challenges, extra time required (to create recorded videos and host live interactive sessions), camera shyness and risks to learner privacy. To improve effectiveness, videos should have the capacity for evaluation and timely adjustment to accommodate learner feedback and update content.
Innovations in Open and Flexible Education, pp 185-202
Videos Not the Magic Bullet for Online Teaching
Although many guidelines recommend relying heavily on instructional videos for online courses, this analysis indicates many students tend to shun videos in favor of traditional text instructions. But not all students avoid videos, so the conclusion is that the key to successful learning outcomes is to provide both platforms for the students.
Teaching Journalism & Mass Communication
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