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Full-Text Articles in Education

The Use Of Reflective Questioning As A Peer Coaching Strategy In An Asynchronous Online Cognitive Apprenticeship, Jennifer Ashley Scott Brown Oct 2017

The Use Of Reflective Questioning As A Peer Coaching Strategy In An Asynchronous Online Cognitive Apprenticeship, Jennifer Ashley Scott Brown

STEMPS Theses & Dissertations

The cognitive apprenticeship framework melds situated, authentic learning with social learning theory. The learning strategies included in a cognitive apprenticeship are modeling, coaching, scaffolding, articulation, reflection, and exploration. Previous research indicates that the most beneficial strategy for the learner is coaching, and is also the most time-consuming strategy for the instructor. However, no previous research has been conducted to determine which coaching strategies can be utilized in order to lessen the burden on the instructor, while being beneficial to the learner.

The purpose of this study was to explore the use of guided reflective questions as a strategy for enhancing ...


An Analysis Of Factors That Impact Diffusion And Adoption Of Digital Badges, Kimberly L. Carey Oct 2017

An Analysis Of Factors That Impact Diffusion And Adoption Of Digital Badges, Kimberly L. Carey

STEMPS Theses & Dissertations

Digital badges are electronic icons used to recognize learning or participation in activities. Open digital badges offer the additional affordance of embedded metadata that can link to the criteria for earning the badge, evidence of the skill, and other information including issuer details. Badge systems have prompted instructional designers to consider teaching and learning in new ways. Open digital badges offer an alternative and innovative approach to pedagogy and assessment (Grant, 2016).

This qualitative multi-case study examined digital badge programs being used at three higher education institutions, at the course level, the department level, and the university level. The study ...


Learning While Using An Instructional Simulation, Tayyaba Batool Jul 2017

Learning While Using An Instructional Simulation, Tayyaba Batool

STEMPS Theses & Dissertations

Learner control is thought to be valuable by some scholars who believe that it allows learners to adapt instructions to their needs while reducing cognitive load (Mayer & Moreno, 2003). Although learner control offers some advantages to the learner, the importance of an instructor cannot be denied. In instructor-controlled settings the instructor provides guidance to the learners. Direct instructional guidance provides information to the learner that explains the concepts and procedures that are to be learned along with the instructional strategy support that is compatible with human cognitive architecture (Kirschner, Sweller, & Clark, 2006). This study compared the effects of learner-controlled simulation ...


Varying Feedback Strategy And Scheduling In Simulator Training: Effects On Learner Perceptions, Initial Learning, And Transfer, Sonya Bland-Williams Apr 2017

Varying Feedback Strategy And Scheduling In Simulator Training: Effects On Learner Perceptions, Initial Learning, And Transfer, Sonya Bland-Williams

STEMPS Theses & Dissertations

This experimental study investigated the effects of visual feedback on initial learning, perceived self-efficacy, workload, near transfer, far transfer, and perceived realism during a simulator-based training task. Prior studies indicate that providing feedback is critical for schema development (Salmoni, Schmidt, & Walter 1984; Sterman, 1994). However, its influence has been shown to dissipate and is not directly proportionate to the frequency at which it is given (Wulf, Shea, & Matschiner, 1998). A total of 54 participants completed the study forming six treatment groups. The independent treatment, visual feedback, was manipulated as scheduling (absolute—every practice trial or relative—every third trial) and strategies (gradual decrease of visual cues within the interface, gradual increase of visual cues within the interface, or a single consistent cue for each trial). Participants completed twelve practice trials of welding under one of six feedback manipulations; then, participants completed twelve practice trials of welding without it. Lastly, participants performed the weld task on actual equipment in a shop area. No treatment showed significant difference among groups with regard to initial learning ...