The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer.
This study investigated the impact of collaborative and individualized student response system-based instruction on learner motivation, metacognition, and concept transfer in a large-enrolment undergraduate science course. Participants in the collaborative group responded to conceptual questions, di...
| Publicado en: | Journal of Computer Assisted Learning Vol. 28; no. 5; pp. 477 - 488 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104417657&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104417657 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2012 vid: 28 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104417657 80025801 10.1111/j.1365-2729.2011.00470.x 104417657 ppf: 477 ppct: 11 formats: tig: atl: The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer. aug: au: Jones, M.E. Antonenko, P.D. Greenwood, C.M. affil: Intergenerational Computer Center, Oklahoma City University, Oklahoma City, OK, USA sug: subj: Computer-Assisted Instruction Learning Methods Evaluation Collaboration Motivation Students, Undergraduate Human Oklahoma Male Female Young Adult Self Concept Peer Group Convenience Sample Analysis of Variance Questionnaires Summated Rating Scaling Coefficient alpha Confidence Intervals Odds Ratio Clinical Assessment Tools Multivariate Analysis of Variance Descriptive Statistics Quasi-Experimental Studies Male Female ab: This study investigated the impact of collaborative and individualized student response system-based instruction on learner motivation, metacognition, and concept transfer in a large-enrolment undergraduate science course. Participants in the collaborative group responded to conceptual questions, discussed their responses in small groups, and provided a revised response to the question (peer instruction [PI]). A comparison group provided individualized responses (IRs) to the same questions. Results of the motivation measure revealed a drop in confidence for students in both groups. This may be explained by a significant increase in the knowledge of cognition in both IR and PI groups, which likely mediated a recalibration of confidence to a lower, yet more realistic level. A significant interaction was found between gender and student response system strategy relative to the regulation of cognition, revealing that females improved in the PI group, while males reported improvement in the regulation of cognition in the IR group. A custom instrument was developed to measure near and far concept transfer abilities. The PI group scored significantly higher on the test of near transfer than the IR group. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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