Questioning central assumptions of the ICAP framework

npj Science of Learning, Год журнала: 2023, Номер 8(1)

Опубликована: Ноя. 15, 2023

Closing the research-practice gap in education is an important aim. The ICAP framework (for interactive, constructive, active, and passive engagement modes) explicitly targets this aim has gained broad attention. supposed to support practitioners translating research findings into practice by distinguishing between four modes of student engagement. In comment, we consider two central assumptions framework. First, are assumed be "reflected overt behavior exhibits while undertaking activity"1, thus observable for teachers. Second, assumes that interactive mode most effective learning, followed then lastly (i.e. I > C A P, so-called 'ICAP-hypothesis'1,2). We argue both inconsistent with tenets empirical educational research. it not sufficient rely on behaviors as indicators because they ambiguous respect underlying learning process do reliably indicate them. there no "one size fits all"-order modes. Supposedly inferior excel when used right way, learners, timing regarding process. elucidate use formative assessment gain insight covert processes. Whereas provides a seemingly plausible easily actionable guide practice, should advised selecting interventions assessing processes classroom.

Язык: Английский

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Measuring design thinking competence in Taiwanese nursing students: a cross-cultural instrument adaptation

BMC Medical Education, Год журнала: 2023, Номер 23(1)

Опубликована: Дек. 8, 2023

Abstract Background Design thinking (DT) competence, a creative problem-solving ability, has been investigated extensively among college students in various professional fields within the western cultures. No instrument, however, is available for assessing DT competence nursing students, particularly, those non-western Objective To adapt and validate use of Creative Synthesis Inventory (CSI) four components (i.e., visualization, discovery, prototyping, evaluation) Taiwan. Cross-sectional, mixed methodological design combining qualitative quantitative strategies. Participants A 19-item CSI was administered to total 520 from two campuses science technology university The data collection conducted between September 2020 June 2022. Methods cross-cultural adaptation validation CSI-Taiwan done phases: Phase I included content validity check, translation, adaptation. II involved pilot testing psychometric evaluation. Results first-order confirmatory factor analysis validated four-component structure, namely evaluation, an 18-item (model fit indices: χ 2 /df = 3.953, NNFI 0.942, CFI 0.956, TLI 0.947, SRMR 0.035, RMSEA 0.075). second-order further indicated that converged on unitary construct 4.082, 0.935, 0.949, 0.940, 0.040, 0.080). Moreover, also demonstrated satisfactory reliability validity. Together these results its as theorized. Conclusions reliable valid self-report instrument be used by Taiwanese students.

Язык: Английский

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MENINGKATKAN KETERLIBATAN MAHASISWA DALAM PEMBELAJARAN MELALUI PLATFORM MENTIMETER

Jurnal Teknodik, Год журнала: 2024, Номер unknown

Опубликована: Март 18, 2024

Kehadiran teknologi yang beragam dalam pendidikan menciptakan satu kondisi di mana proses pembelajaran bisa menjadi lebih efektif dan bermakna. Penggunaan berbagai platform online kelas seringkali strategi bagi pendidik untuk meningkatkan interaksi keterlibatan siswa selama berlangsung. Pada faktanya, masih banyak tidak tahu cara memulai memanfaatkan tersebut pembelajaran. Studi ini bertujuan mendeskripsikan kembali best practices digunakan oleh saat menggunakan mentimeter Metode deskriptif penelitian dengan melibatkan 40 orang mahasiswa mengikuti kegiatan perkuliahan aktivitas pembelajarannya mentimeter. Hasil studi menunjukkan bahwa Hal dilihat dari banyaknya respons diberikan responden dibandingkan konvensional prosesnya. Selain itu, salah alat bantu melakukan formative assessment sederhana pendidik. kedepan perlu menyajikan sebuah eksperimental menguji keberadaan

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The how and how much of technology use in the classroom: A motivational approach to teachers' technology use

European Journal of Education, Год журнала: 2024, Номер unknown

Опубликована: Июнь 11, 2024

Abstract Technology in the classroom can facilitate learning, but little is known about how motivational climate set by teachers shapes its impacts on students. Informed self‐determination theory, current study explored technology use English language classrooms to understand autonomy‐supportive and structured teaching styles influenced positive outcomes of use. Teachers ( N = 101) reported styles, students 550) aged 9–16 years basic psychological needs satisfaction (autonomy, relatedness competence) academic well‐being (interest effort). Findings nested models showed no direct benefits for amount use; more autonomous style low structure linked students' need interest. Beyond these main effects, when were autonomous, using enhanced student interest; combination both was most beneficial outcomes. Counter expectations, had their impact suggest that optimize interest benefit from combining education

Язык: Английский

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Quality of technology integration matters: Positive associations with students’ behavioral engagement and digital competencies for learning

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Окт. 29, 2024

Abstract Despite extensive research on technology's potential to enhance teaching, large-scale studies often report mixed or negative impacts of technology use at school student learning achievements. This ambiguity is attributed previous focusing more the frequency rather than quality integration in classroom. To further investigate this issue, our study developed Technology Integration Quality Scale (TIQS) measure students' perceptions across different dimensions teaching quality: support for learning, classroom management, individualized and cognitive activation. Using a sample 2,281 students from 29 upper secondary schools Switzerland, we validated TIQS through exploratory confirmatory factor analyses. We also employed cluster-robust structural equation modelling examine how both perceived predict students’ self-assessed digital competencies behavioral engagement learning. The results show that explains considerably variance promoting However, competencies, quantity substantial amount variance. By simultaneously considering multiple quality, two output variables, contributes existing by offering nuanced perspective impact integration. Furthermore, interaction effects between independent variables highlight need explore relationships which could contribute development theory generic .

Язык: Английский

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