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Full-Text Articles in Education

Supporting Self-Regulated Learning In Online Learning Environments And Moocs: A Systematic Review, Jacqueline Wong, Martine Baars, Dan Davis, Tim Van Der Zee, Geert-Jan Houben, Fred Paas Jan 2019

Supporting Self-Regulated Learning In Online Learning Environments And Moocs: A Systematic Review, Jacqueline Wong, Martine Baars, Dan Davis, Tim Van Der Zee, Geert-Jan Houben, Fred Paas

Faculty of Social Sciences - Papers

Massive Open Online Courses (MOOCs) allow learning to take place anytime and anywhere with little external monitoring by teachers. Characteristically, highly diverse groups of learners enrolled in MOOCs are required to make decisions related to their own learning activities to achieve academic success. Therefore, it is considered important to support self-regulated learning (SRL) strategies and adapt to relevant human factors (e.g., gender, cognitive abilities, prior knowledge). SRL supports have been widely investigated in traditional classroom settings, but little is known about how SRL can be supported in MOOCs. Very few experimental studies have been conducted in MOOCs at present ...


Two Studies Of The Empirical Basis Of Two Learning Resource-Oriented Motivational Strategies For Gifted Educators, Anamaria Vladut, Wilma Vialle, Albert Ziegler Jan 2018

Two Studies Of The Empirical Basis Of Two Learning Resource-Oriented Motivational Strategies For Gifted Educators, Anamaria Vladut, Wilma Vialle, Albert Ziegler

Faculty of Social Sciences - Papers

Two learning resource-oriented motivational strategies for gifted educators are introduced: a homeostatic orientation that aims for balance and an allostatic orientation that aims at growth. In order to establish the empirical basis of these motivational strategies, two studies were conducted with samples of students from a specialized post-secondary business school who were enrolled in grades 11–13. Study 1 focused on the empirical basis of the homeostatic orientation. It was shown that the availability of learning resources is associated with two forms of balance within an actiotope: robustness and resilience. Furthermore, it could be shown that the effects of exogenous ...


Towards Sustainable Technology-Enhanced Innovation In Higher Education: Advancing Learning Design By Understanding And Supporting Teacher Design Practice, Sue Bennett, Lori Lockyer, Shirley Agostinho Jan 2018

Towards Sustainable Technology-Enhanced Innovation In Higher Education: Advancing Learning Design By Understanding And Supporting Teacher Design Practice, Sue Bennett, Lori Lockyer, Shirley Agostinho

Faculty of Social Sciences - Papers

Improving teacher design promises to be a scalable, sustainable approach to building capacity amongst a workforce faced with complex and evolving drivers of change in higher education worldwide. While design has long been recognised as a routine part of teaching, there has been renewed interest in supporting and understanding the design work that teachers do to foster innovation, particularly in technology-enhanced learning, at institutional scale by influencing teachers' practices. Re-framing teaching as design usefully emphasises the creative problem-solving needed to balance pedagogical, logistical and technical considerations within specific educational contexts, tailored to learners' needs. There is potential for this re-framing ...


Identifying The Characteristics Of Support Australian University Teachers Use In Their Design Work: Implications For The Learning Design Field, Shirley Agostinho, Lori Lockyer, Sue Bennett Jan 2018

Identifying The Characteristics Of Support Australian University Teachers Use In Their Design Work: Implications For The Learning Design Field, Shirley Agostinho, Lori Lockyer, Sue Bennett

Faculty of Social Sciences - Papers

Quality teaching is a strategic objective for universities; thus, there is an expectation that university teachers design high quality learning experience for their students. The field of learning design has developed over the past 15 years as a way to support teachers in their design work. There has been significant research and development work that has focused on creating support tools to help teachers plan, develop and deliver learning experiences. However, little is known about what supports teachers access and use when they design and overall how teachers undertake their design work. This paper presents the findings from a qualitative ...


Establishing A Framework For Learning To Teach English Pronunciation In An Australian Tesol Program, Michael S. Burri, Amanda Ann Baker, Honglin Chen Jan 2018

Establishing A Framework For Learning To Teach English Pronunciation In An Australian Tesol Program, Michael S. Burri, Amanda Ann Baker, Honglin Chen

Faculty of Social Sciences - Papers

A substantial number of studies have been conducted in various second language teacher education settings. Yet, evidence about the effectiveness of teacher preparation continues to be debated and research findings about the efficacy of preparing language teachers are still somewhat inconclusive. As a further complication, even though pronunciation has regained some of its prominence in second language teaching, only minimal understanding exists about the preparation of pronunciation instructors in teacher education. The aim of this paper is to address this gap and to advance our understanding of teacher learning by first combining the findings from four research-based articles on learning ...


Fostering Effective Early Learning (Feel) Study: Final Report, Iram Siraj, Edward Melhuish, Steven J. Howard, Cathrine Marguerite Neilsen-Hewett, Denise Kingston, Marc De Rosnay, Elisabeth Duursma, Xiaoqi Feng, Betty Luu Jan 2018

Fostering Effective Early Learning (Feel) Study: Final Report, Iram Siraj, Edward Melhuish, Steven J. Howard, Cathrine Marguerite Neilsen-Hewett, Denise Kingston, Marc De Rosnay, Elisabeth Duursma, Xiaoqi Feng, Betty Luu

Faculty of Social Sciences - Papers

The 2018 Fostering Effective Early Learning (FEEL) study focuses on the importance of quality, and how to strengthen it in early childhood education and care (ECEC) settings. Extensive research demonstrates that the benefits of ECEC for children are increased when the service provider and educators are highly skilled and participate in professional development (PD), and the service is of high quality. Upskilling the workforce, including in-service professional development, is considered to be a key to improving quality, and can produce substantial and practical improvements for staff and children alike. Building on the existing body of international research, the findings of ...


Employability In A Global Context: Evolving Policy And Practice In Employability, Work Integrated Learning, And Career Development Learning, Martin Smith, Kenton Bell, Dawn Bennett, Alan Mcalpine Jan 2018

Employability In A Global Context: Evolving Policy And Practice In Employability, Work Integrated Learning, And Career Development Learning, Martin Smith, Kenton Bell, Dawn Bennett, Alan Mcalpine

Faculty of Social Sciences - Papers

This research project was activated to explore trends emerging in the intersecting domains of employability, work-integrated learning, and career development learning. In late 2015, researchers, academics, and career practitioners from Australia, the United Kingdom and Canada gathered to attend an Employability Masterclass at the University of Wollongong. Attendees explored questions around employability in vocationally specific and non-vocationally specific degrees. The language and conversations highlighted the influence of global contexts on strategies and practices in transnational settings-specifically, how employability is defined and supported across the breadth of university activity.


What Is The Impact Of Professional Learning On Physical Activity Interventions Among Preschool Children? A Systematic Review, Michele Peden, Anthony D. Okely, Michelle J. Eady, Rachel A. Jones Jan 2018

What Is The Impact Of Professional Learning On Physical Activity Interventions Among Preschool Children? A Systematic Review, Michele Peden, Anthony D. Okely, Michelle J. Eady, Rachel A. Jones

Faculty of Social Sciences - Papers

The purpose of this systematic review was to investigate professional learning models (length, mode, content) offered as part of objectively measured physical childcare-based interventions. A systematic review of eight electronic databases was conducted to June 2017. Only English, peer-reviewed studies that evaluated childcare-based physical activity interventions, incorporated professional learning and reported objectively measured physical activity were included. Study designs included randomized controlled trails, cluster randomized trials, experimental or pilot studies. The search identified 11 studies. Ten studies objectively measured physical activity using accelerometers; five studies used both accelerometer and direct observation tools and one study measured physical activity using direct ...


The Predominant Learning Approaches Of Medical Students, Sonali P. Chonkar, Tam C. Ha, Sarah Chu, Ada X. Ng, Melissa Lim, Tat X. Ee, Mor J. Ng, Kok H. Tan Jan 2018

The Predominant Learning Approaches Of Medical Students, Sonali P. Chonkar, Tam C. Ha, Sarah Chu, Ada X. Ng, Melissa Lim, Tat X. Ee, Mor J. Ng, Kok H. Tan

Faculty of Social Sciences - Papers

Background By identifying medical students’ learning approaches and the factors that influence students’ learning approaches, medical schools and health care institutions are better equipped to intervene and optimize their learning experience. The aims of our study is to determine the predominant learning approach amongst medical students on a clinical posting in a hospital in Singapore and to examine the demographic factors that affect their learning approach. Methods The Approaches and Study Skills Inventory for Students (ASSIST) questionnaire was administered to 250 medical students from various medical schools on clinical attachment to the Obstetrics and Gynaecology (O&G) department of KK ...


Retention In Enhanced Team Based Learning Course: Retain Or Refrain?, Janil Puthucheary, Sok H. Goh, Tam C. Ha, Doyle G. Graham, Sandy Cook Jan 2017

Retention In Enhanced Team Based Learning Course: Retain Or Refrain?, Janil Puthucheary, Sok H. Goh, Tam C. Ha, Doyle G. Graham, Sandy Cook

Faculty of Social Sciences - Papers

Students’ ability to retain content in medical school has always been a concern. At Duke-NUS Medical School, we modified our Team-Based Learning (TBL) classes known as TeamLEAD, a learning strategy for first year basic science content, to include an open/closed-book option in the readiness assurance phase to engage teams in deeper discussion. We hypothesize that the open-book option allows students to engage in deeper learning in their teams, which leads to an improvement in retention ability for each individual student at the end of their first year basic science curriculum.

Methods: A total of 115 MCQs used throughout first ...


Infusing Physical Activities Into The Classroom: Effects On Preschool Children's Geography Learning, Myrto-Foteini Mavilidi, Anthony D. Okely, Paul A. Chandler, Fred Paas Jan 2016

Infusing Physical Activities Into The Classroom: Effects On Preschool Children's Geography Learning, Myrto-Foteini Mavilidi, Anthony D. Okely, Paul A. Chandler, Fred Paas

Faculty of Social Sciences - Papers

In this intervention study, we investigated the effects of physical activities that were integrated into a geography task on preschool children's learning performance and enjoyment. Eight childcare centers with 87 four-to-five-year-old children were randomly assigned across an integrated physical activity condition, an unintegrated physical activity condition, and a control condition without physical activity. Children learned the names and a typical animal from each of the six continents using a floor-mounted world map with soft toy animals. Both learning conditions with physical activities showed higher performance than the learning condition without physical activities on an immediate retention test, and on ...


Learning To Walk The Community Of Practice Tightrope, Denise A. Edgar, Rosie Watson, Sherro Towle, Joanne Mcloughlin, Amanda Paloff, Sonia Markocic, Joanne T. Joyce-Mccoach, Vida V. Bliokas, Janine M. Bothe Jan 2016

Learning To Walk The Community Of Practice Tightrope, Denise A. Edgar, Rosie Watson, Sherro Towle, Joanne Mcloughlin, Amanda Paloff, Sonia Markocic, Joanne T. Joyce-Mccoach, Vida V. Bliokas, Janine M. Bothe

Faculty of Social Sciences - Papers

Background: The Community of Practice Research was established as a new local health district service initiative. The community comprises novice and experienced multidisciplinary health researchers. Aims: This paper reflects our experience of being Community of Practice Research members and aims to explore the practice development principles aligned to the purpose, progress and outcomes of this community. Conclusions: The journey is compared to walking a tightrope from the beginning to the end. Success in moving forward is attributed to positive leadership and group dynamics enabling a supportive environment. This environment allowed for different types of learning: new research skills and new ...


Fostering Effective Early Learning (Feel) Through A Professional Development Programme For Early Childhood Educators To Improve Professional Practice And Child Outcomes In The Year Before Formal Schooling: Study Protocol For A Cluster Randomised Controlled Trial, Edward Melhuish, Steven J. Howard, Iram Siraj, Cathrine Marguerite Neilsen-Hewett, Denise Kingston, Marc De Rosnay, Elisabeth Duursma, Betty Luu Jan 2016

Fostering Effective Early Learning (Feel) Through A Professional Development Programme For Early Childhood Educators To Improve Professional Practice And Child Outcomes In The Year Before Formal Schooling: Study Protocol For A Cluster Randomised Controlled Trial, Edward Melhuish, Steven J. Howard, Iram Siraj, Cathrine Marguerite Neilsen-Hewett, Denise Kingston, Marc De Rosnay, Elisabeth Duursma, Betty Luu

Faculty of Social Sciences - Papers

Background: A substantial research base documents the benefits of attendance at high-quality early childhood education and care (ECEC) for positive behavioural and learning outcomes. Research has also found that the quality of many young children's experiences and opportunities in ECEC depends on the skills, dispositions and understandings of the early childhood adult educators. Increasingly, research has shown that the quality of children's interactions with educators and their peers, more than any other programme feature, influence what children learn and how they feel about learning. Hence, we sought to investigate the extent to which evidence-based professional development (PD) - focussed ...


Preservice Teachers' Learning With Yuin Country: Becoming Respectful Teachers In Aboriginal Education, Anthony D. Mcknight Jan 2016

Preservice Teachers' Learning With Yuin Country: Becoming Respectful Teachers In Aboriginal Education, Anthony D. Mcknight

Faculty of Social Sciences - Papers

The ownership of Aboriginal knowledge and the Aboriginal perspective presented in school curriculum is always with Country. A number of preservice teachers were taken to a sacred story, "Gulaga a Living Spiritual Mountain," to participate in an elective subject to engage in respectful reciprocal relationship with Country. The spirituality of Country is unknown to many preservice teachers, consequently the concept of Country as teacher in a respectful reciprocal relationship was unfamiliar. Engaging in Aboriginal ways of knowing, learning, and behaving provides an opportunity for preservice teachers to initiate a relationship with Country to respectfully implement Aboriginal perspectives in their own ...


Evaluation Of A Sexually Transmissible Infections Education Program: Lessons For General Practice Learning, Jenny Reath, Penny Abbott, Ann Dadich, Hassan Hosseinzadeh, Wendy Hu, Melissa Kang, Tim Usherwood, Carolyn Murray, Chris Bourne Jan 2016

Evaluation Of A Sexually Transmissible Infections Education Program: Lessons For General Practice Learning, Jenny Reath, Penny Abbott, Ann Dadich, Hassan Hosseinzadeh, Wendy Hu, Melissa Kang, Tim Usherwood, Carolyn Murray, Chris Bourne

Faculty of Social Sciences - Papers

Background: The New South Wales (NSW) Sexually Transmissible Infections Program Unit (STIPU) produced nine resources to support the diagnosis and management of sexually transmissible infections (STIs) in general practice. Objective: In this study, we explored the processes of developing the resources and outcomes achieved. Methods: We analysed project documents and undertook a focus group interview with the STIPU Working Group to evaluate resource development and dissemination. Interviews with general practitioners (GPs) and practice nurses (PNs), combined with previously reported survey findings, provided an outcomes evaluation. Results: STIPU used a rigorous, multimodal approach to develop evidence-based clinical resources. GPs and PNs ...


'We Are History In The Making And We Are Walking Together To Change Things For The Better': Exploring The Flows And Ripples Of Learning In A Mentoring Program For Indigenous Young People, Sarah Elizabeth O'Shea, Samantha Mcmahon, Amy Priestly, Gawaian Bodkin-Andrews, Valerie Harwood Jan 2016

'We Are History In The Making And We Are Walking Together To Change Things For The Better': Exploring The Flows And Ripples Of Learning In A Mentoring Program For Indigenous Young People, Sarah Elizabeth O'Shea, Samantha Mcmahon, Amy Priestly, Gawaian Bodkin-Andrews, Valerie Harwood

Faculty of Social Sciences - Papers

This article explores the unique mentoring model that the Australian Indigenous Mentoring Experience (AIME) has established to assist Australian Indigenous young people succeed educationally. AIME can be described as a structured educational mentoring programme, which recruits university students to mentor Indigenous high school students. The success of the programme is unequivocal, with the AIME Indigenous mentees completing high school and the transition to further education and employment at higher rates than their non-AIME Indigenous counterparts. This article reports on a study that sought to deeply explore the particular approach to mentoring that AIME adopts. The study drew upon interviews, observations ...


The Process Of Designing For Learning: Understanding University Teachers' Design Work, Sue Bennett, Shirley Agostinho, Lori Lockyer Jan 2016

The Process Of Designing For Learning: Understanding University Teachers' Design Work, Sue Bennett, Shirley Agostinho, Lori Lockyer

Faculty of Social Sciences - Papers

Interest in how to support the design work of university teachers has led to research and development initiatives that include technology-based design-support tools, online repositories, and technical specifications. Despite these initiatives, remarkably little is known about the design work that university teachers actually do. This paper presents findings from a qualitative study that investigated the design processes of 30 teachers from 16 Australian universities. The results show design as a top-down iterative process, beginning with a broad framework to which detail is added through cycles of elaboration. Design extends over the period before, while, and after a unit is taught ...


Learning From Instructor-Managed And Self-Managed Split-Attention Materials, Chloe Gordon, Sharon Tindall-Ford, Shirley Agostinho, Fred Paas Jan 2016

Learning From Instructor-Managed And Self-Managed Split-Attention Materials, Chloe Gordon, Sharon Tindall-Ford, Shirley Agostinho, Fred Paas

Faculty of Social Sciences - Papers

Summary: Instructor-managed physical integration of mutually dependent, but spatially separated materials, is an effective way to overcome negative effects of split-attention on learning. This study examined whether teaching students to self-manage split-attention materials would be effective for learning. Seventy-eight primary-school students learned about the water cycle, either by studying split-attention examples, integrated examples or self-managed split-attention examples. It was hypothesised that students who study instructor-integrated materials and students who study self-integrated materials would outperform students who study split-attention materials. The results showed that students learned more from instructor-integrated materials than from split-attention materials, thereby confirming the split-attention effect. The implications ...


Powerful And Playful Literacy Learning With Digital Technologies, Lisa K. Kervin Jan 2016

Powerful And Playful Literacy Learning With Digital Technologies, Lisa K. Kervin

Faculty of Social Sciences - Papers

The increased availability of tablet technologies in many homes and early childhood educational settings has transformed play-time and the subsequent opportunities that emerge for literacy learning. What children do with the digital applications (apps) on these technologies demands our attention, particularly as we consider the ever-increasing market of apps marketed to enhance the basic literacy skills. While there are varying degrees of quality amongst available apps, some apps have potential to foster children's play and language development in unexpected and interesting ways. As educators, we need to acknowledge the role 'digital play' can play in our pedagogical interactions and ...


Opportunity Through Online Learning: Experiences Of First-In-Family Students In Online Open-Entry Higher Education, Cathy Stone, Sarah Elizabeth O'Shea, Josephine May, Janine Delahunty, Zoe Partington Jan 2016

Opportunity Through Online Learning: Experiences Of First-In-Family Students In Online Open-Entry Higher Education, Cathy Stone, Sarah Elizabeth O'Shea, Josephine May, Janine Delahunty, Zoe Partington

Faculty of Social Sciences - Papers

Online learning has an important place in widening access and participation in higher education for diverse student cohorts. One cohort taking up online study in increasing numbers is that of mature-age, first-in-family students. First-in-family is defined as those who are the first in their immediate family, including parents, siblings, partners and children, to undertake university studies. This paper looks at the experience of 87 first-in-family students, for whom the opportunity to study open-entry, online undergraduate units through Open Universities Australia made it possible for them to embark on a university education. Using a qualitative methodology, in-depth interviews and surveys were ...


Enhancing The Quality Of Pre-Service Teachers Learning Through The Conceptualizing Of Mentoring Strategies During The Practicum, Lynn D. Sheridan, Hoa Nguyen Jan 2015

Enhancing The Quality Of Pre-Service Teachers Learning Through The Conceptualizing Of Mentoring Strategies During The Practicum, Lynn D. Sheridan, Hoa Nguyen

Faculty of Social Sciences - Papers

Professional experience has been described as a cornerstone of teacher preparation that has a "profound impact on student teachers" (Hammerness, Darling-Hammond, & Shulman, 2002, p. 409). There is a wide variation of teacher education programs across the world however, in most countries teacher preparation programs consists of initial university-based course work followed by school-based student teaching practice. Clearly, this program structure has implications for the role of professional experience in creating genuine opportunities for pre-service teachers to develop teaching practice and knowledge about the profession. During the professional experience, mentoring pre-service teachers has been considered critical in ensuring a quality learning (Hascher , Cocard, & Moser, 2004). A number of researchers(Hascher , et al., 2004; Maynard, 2000; Putnam & Borko, 2000) believe that the quality of pre-service teachers learning largely depends on how effective mentors are in creating a positive learning environment. This establishes the need for greater clarity around effective mentoring strategies and a clearer understanding of how best to mentor pre-service teachers. This study contributes to addressing this gap by developing a model of mentoring strategies based on Kram's (1983) mentoring theory, through interviews and focus group discussions. The data was used ...


Pre-Service Perspectives On E-Teaching: Assessing E-Teaching Using The Epec Hierarchy Of Conditions For E-Learning/Teaching Competence, Ashley Sisco, Stuart Woodcock, Michelle J. Eady Jan 2015

Pre-Service Perspectives On E-Teaching: Assessing E-Teaching Using The Epec Hierarchy Of Conditions For E-Learning/Teaching Competence, Ashley Sisco, Stuart Woodcock, Michelle J. Eady

Faculty of Social Sciences - Papers

This article examines pre-service teacher perspectives of teaching with an online synchronous (live-time) platform as a part of their training. Fifty-three students who participated in a blended learning (including both face-to-face and online lectures) course were assessed in a teaching simulation through an online presentation, and participated in questionnaires and interviews about their experiences as e-learners using the platform. The EPEC hierarchy of conditions (Ease of use, Psychologically safe environment, e-learning/e-teaching Efficacy, and e-learning Competence) for e-learning competency, developed based on an analysis of pre-service teachers' experience as e-learners in this same study, was used as a framework to ...


"I 'Feel' Like I Am At University Even Though I Am Online." Exploring How Students Narrate Their Engagement With Higher Education Institutions In An Online Learning Environment, Sarah Elizabeth O'Shea, Cathy Stone, Janine Delahunty Jan 2015

"I 'Feel' Like I Am At University Even Though I Am Online." Exploring How Students Narrate Their Engagement With Higher Education Institutions In An Online Learning Environment, Sarah Elizabeth O'Shea, Cathy Stone, Janine Delahunty

Faculty of Social Sciences - Papers

This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students' engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway's engagement framework, the article seeks to foreground student voice as the learners ...


Learning Resources Within The Actiotope: A Validation Study Of The Qelc (Questionnaire Of Educational And Learning Capital), Anamaria Vladut, Wilma Vialle, Albert Ziegler Jan 2015

Learning Resources Within The Actiotope: A Validation Study Of The Qelc (Questionnaire Of Educational And Learning Capital), Anamaria Vladut, Wilma Vialle, Albert Ziegler

Faculty of Social Sciences - Papers

In the Actiotope Model of Giftedness the important role of exogenous and endogenous learning resources (educational and learning capital) for successful learning is emphasized. However, so far no empirical evidence has been offered to establish a link between an actiotope and learning resources. An economical quantitative measuring instrument is the Questionnaire of Educational and Learning Capital (QELC). In an empirical study with a sample of 248 post-secondary school students from Germany, the empirical link between actiotope variables and learning resources was established. The results showed that the QELC has satisfactory psychometric qualities as well as acceptable factorial and concurrent validity.


Giving Learning A Helping Hand: Finger Tracing Of Temperature Graphs On An Ipad, Shirley Agostinho, Sharon K. Tindall-Ford, Paul Ginns, Steven J. Howard, Wayne Leahy, Fred Paas Jan 2015

Giving Learning A Helping Hand: Finger Tracing Of Temperature Graphs On An Ipad, Shirley Agostinho, Sharon K. Tindall-Ford, Paul Ginns, Steven J. Howard, Wayne Leahy, Fred Paas

Faculty of Social Sciences - Papers

Gesturally controlled information and communication technologies, such as tablet devices, are becoming increasingly popular tools for teaching and learning. Based on the theoretical frameworks of cognitive load and embodied cognition, this study investigated the impact of explicit instructions to trace out elements of tablet-based worked examples on mathematical problem-solving. Participants were 61 primary school children (8-11 years), who studied worked examples on an iPad either by tracing temperature graphs with their index finger or without such tracing. Results confirmed the main hypothesis that finger tracing as a form of biologically primary knowledge would support the construction of biologically secondary knowledge ...


Preschool Children's Foreign Language Vocabulary Learning By Embodying Words Through Physical Activity And Gesturing, Konstantina Toumpaniari, Sofie M. M Loyens, Myrto-Foteini Mavilidi, Fred Paas Jan 2015

Preschool Children's Foreign Language Vocabulary Learning By Embodying Words Through Physical Activity And Gesturing, Konstantina Toumpaniari, Sofie M. M Loyens, Myrto-Foteini Mavilidi, Fred Paas

Faculty of Social Sciences - Papers

Research has demonstrated that physical activity involving gross motor activities can lead to better cognitive functioning and higher academic achievement scores. In addition, research within the theoretical framework of embodied cognition has shown that embodying knowledge through the use of more subtle motor activities, such as task-relevant gestures, has a positive effect on learning. In this study, we investigated whether combining both physical activities and gestures could improve learning even more in a 4-week intervention program on foreign language vocabulary learning in preschool children. The main hypothesis that learning by embodying words through task-relevant enactment gestures and physical activities would ...


How Finger Tracing Of Temperature Graphs On An Ipad Can Support Primary School Students' Learning, Shirley Agostinho, Sharon K. Tindall-Ford, Paul Ginns, Steven J. Howard, Wayne Leahy, Fred Paas Jan 2015

How Finger Tracing Of Temperature Graphs On An Ipad Can Support Primary School Students' Learning, Shirley Agostinho, Sharon K. Tindall-Ford, Paul Ginns, Steven J. Howard, Wayne Leahy, Fred Paas

Faculty of Social Sciences - Papers

Abstract presented at the 8th Cognitive Load Theory Conference, Fort Collins, Colorado, USA, June 15th - 17th, 2015.


Watch Your Step Children! Learning Two-Digit Numbers Through Mirror-Based Observation Of Self-Initiated Body Movements, Margina Ruiter, Sofie M. M Loyens, Fred Paas Jan 2015

Watch Your Step Children! Learning Two-Digit Numbers Through Mirror-Based Observation Of Self-Initiated Body Movements, Margina Ruiter, Sofie M. M Loyens, Fred Paas

Faculty of Social Sciences - Papers

It was investigated whether task-related body movements yield beneficial effects on children's learning of two-digit numbers and whether these learning effects are affected by mirror-based self-observation of those movements. Participants were 118 first-graders, who were randomly assigned to two movement conditions and two non-movement control conditions. In the movement conditions, children were instructed to build two-digit numbers by making and simultaneously verbalizing out loud different sized steps representing the smaller units the numbers consisted of (e.g., the number "36" was construed by saying out loud "10," "20," "30," "35," "36," while making three big steps, one medium, and ...


Transformation Of Traditional Face-To-Face Teaching To Mobile Teaching And Learning: Pedagogical Perspectives, Jan Turbill Jan 2015

Transformation Of Traditional Face-To-Face Teaching To Mobile Teaching And Learning: Pedagogical Perspectives, Jan Turbill

Faculty of Social Sciences - Papers

Teaching students in a face-to-face context has been and, in many institutions of education, still is the only form of teaching in higher education. However, in the past 20 years, there has been a slowly increasing movement toward transforming the higher education teaching and learning experience from face-to-face to a mobile online learning experience. For most teachers this move is quite a challenge and raises many issues and questions. These include questions such as: What mobile technologies are available to employ? What teaching practices are best to use? Will student learning outcomes be better or worse as a result? And ...


Effects Of Integrated Physical Exercises And Gestures On Preschool Children's Foreign Language Vocabulary Learning, Myrto-Foteini Mavilidi, Anthony D. Okely, Paul A. Chandler, Dylan P. Cliff, Fred Paas Jan 2015

Effects Of Integrated Physical Exercises And Gestures On Preschool Children's Foreign Language Vocabulary Learning, Myrto-Foteini Mavilidi, Anthony D. Okely, Paul A. Chandler, Dylan P. Cliff, Fred Paas

Faculty of Social Sciences - Papers

Research suggests that integrating human movement into a cognitive learning task can be effective for learning due to its cognitive and physiological effects. In this study, the learning effects of enacting words through whole-body movements (i.e., physical exercise) and part-body movements (i.e., gestures) were investigated in a foreign language vocabulary task. Participants were 111 preschool children of 15 childcare centers, who were randomly assigned to one of four conditions. Participants had to learn 14 Italian words in a 4-week teaching program. They were tested on their memory for the words during, directly after, and 6 weeks after the ...