The Effect Of Hypermedia Instruction On Achievement And Attitudes Of Students With Different Learning Styles
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Notice bibliographique
Résumé
Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 1330 The Effect of Hypermedia Instruction on Achievement and Attitudes of Students with Different Learning Styles Malgorzata S. Zywno, Judith K. Waalen Ryerson University Abstract The goal of this ongoing action research project has been to increase student learning and satisfaction using an innovative approach to instruction, evaluation and interaction with students. A process control course in electrical engineering was redesigned, introducing collaborative, active learning using real-life applications. The course utilizes interactive hypermedia presentations and software simulations in the classroom and takes advantage of the interactive learning environment supported by WebCT1 software. This includes asynchronous communications (email and bulletin board) and online access to hypermedia materials. The evidence gathered during our empirical study revealed positive effects of hypermedia on students’ achievement. Our research also indicated that specific learning preferences are better accommodated through hypermedia-assisted instruction than through conventional instruction. I. Introduction The course was redesigned in 1997 to introduce active, collaborative learning, and to increase the exposure to real-life control problems. Student-centered, experiential learning has been shown to have a measurable effect on students’ achievement2, 3. It also has a positive impact beyond quantitative measures of academic outcomes, such as changes in students’ thinking, intellectual development, and personal growth4. The course designers therefore placed emphasis not only on the provision of a solid theoretical foundation, but also on the extension of the theory to practice, and on teamwork and communication skills. Real-time experiments in servo-motor control, demonstrations (fuzzy logic and optimal control of a 3D helicopter simulator), realistic design, testing, and implementation using advanced computer simulations (MATLAB and Simulink5) became an integral part of the course in and outside of the classroom6, 7. Non-technical skills became a larger part of course assessment, as groups of students prepared comprehensive design project reports, with attention paid to improving verbal and written communication skills. Course instructors also encouraged electronic communications via email to increase flexibility of student-instructor exchanges. Since much of the theory of process control relies on understanding fairly complicated mathematical concepts that can be enhanced through visualization, we next turned our attention to technology-enabled instruction and on-line support for the course8. Through continuing infrastructure investments over the past five years, many lecture theatres at Ryerson University have been permanently equipped to handle high-end Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle