Study to minimize learning progress differences in software learning class using PLITAZ system

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题名:	Study to minimize learning progress differences in software learning class using PLITAZ system
作者:	黃武元;Dong, Jian-Jie;Hwang, Wu-Yuin
贡献者:	資訊電機學院網路學習科技研究所
关键词:	Achievement Gains;Attention;Classroom Design;Collaborative learning;Computer Assisted Instruction;Computer Software;Computers in education;DEVELOPMENT ARTICLE;Education;Educational Environment;Educational Strategies;Educational Technology;High school students;High Schools;Instructional Effectiveness;Learner Controlled Instruction;Learning;Learning and Instruction;Lecture Method;Lectures;Pacing;Peer Teaching;Student Role;Teachers;Teaching methods;Technology education;Time Factors (Learning);Tutoring;Tutors;Workloads
日期:	2012-06-01
上传时间:	2026-04-23 14:17:23 (UTC+8)
出版者:	Boston: Springer Science + Business Media
摘要:	摘要： This study developed a system using two-phased strategies called "Pause Lecture, Instant Tutor-Tutee Match, and Attention Zone" (PLITAZ). This system was used to help solve learning challenges and to minimize learning progress differences in a software learning class. During a teacher's lecture time, students were encouraged to anonymously express their desire to pause the lecture, or to take a short break, in order to catch up with a teacher's lecture. A simple proportion of one-third of the class was found to be a suitable pause-lecture threshold to prevent learning progress differences from becoming too great as well as to provide enough peer tutorial resources. During students' practice time, an instant tutor-tutee match strategy extended tutorial resources, which took 60% workload from the teacher. Meanwhile, the attention zone (AZ) strategy helped the teacher to identify students with low levels of learning progress, as AZ students who needed more attention. It was found that AZ student numbers had a negative relation to overall learning achievement. Furthermore, 49% of the identified AZ students who received PLITAZ strategies experienced improved learning progress over identified non-AZ students. Overall learning progress differences were significantly minimized with the Instant Tutor-Tutee Match and Attention Zone strategies. 其他題名： Education Tech Research Dev 出版者： Boston: Springer Science + Business Media 出版日期： 2012-06-01 出處： Educational technology research and development, 2012-06, Vol.60 (3), p.501-527 資源來源： Education Resources Information Center (ERIC) 版權： 2012 Association for Educational Communications and Technology 版權： Association for Educational Communications and Technology 2012 版權： COPYRIGHT 2012 Springer 識別號： ISSN: 1042-1629 識別號： EISSN: 1556-6501 識別號： DOI: 10.1007/s11423-012-9233-x
显示于类别:	[網路學習科技研究所 ] 期刊論文

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