Toward a Theory of Learner-Centered Training Design: An Integrative Framework of Active Learning

[Excerpt] The goal of this chapter, therefore, is to develop an integrative conceptual framework of active learning, and we do this by focusing on three primary issues. First, we define the active learning approach and contrast it to more traditional, passive instructional approaches. We argue that the active learning approach can be distinguished from not only more passive approaches to instruction but also other forms of experiential learning based on its use of formal training components to systematically influence trainees\u27 cognitive, motivational, and emotion self-regulatory processes. Second, we examine how specific training components can be used to influence each of these process domains. Through a review of prior research, we extract core training components that cut across different active learning interventions, map these components onto specific process domains, and consider the role of individual differences in shaping the effects of these components (aptitude-treatment interactions [ATIs]). A final issue examined in this chapter concerns the outcomes associated with the active learning approach. Despite its considerable versatility, the active learning approach is not the most efficient or effective means of responding to all training needs. Thus, we discuss the impact of the active learning approach on different types of learning outcomes in order to identify the situations under which it is likely to demonstrate the greatest utility. We conclude the chapter by highlighting research and practical implications of our integrated framework, and we outline an agenda for future research on active learning

Interventions and classroom contexts that promote Self-Regulated learning: Two intervention studies in United Kingdom primary classrooms

This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropriate for young students. Through a purposive sample of primary schools, both studies investigated the effects of collaborative problem solving, play, and dialogue on children’s SRL and academic achievement, following quasi-experimental pre- and post-test designs, comprising concurrent (Study 1) and retrospective (Study 2) comparison groups. Assessment and intervention data was video recorded and coded. In Study 1 the intervention group (57 1st grade students) participated in 8 collaborative problem-solving activities. ANOVAs analysis revealed improvements in declarative and monitoring aspects of SRL with enhanced improvements for initially low SRL students. In Study 2 (ongoing; 108 1st, 3rd, and 5th grade students) participants engage in 12 episodes of pretence and constructional play involving LEGO©, used to stimulate the generation of different genres of texts. Preliminary findings indicate positive uptake of the programme by students and teachers

Multilateral Relationship between Information Literacy, Self-Concept and Metacognitive Ability

This study examined information literacy, metacognitive abilities and self-concept capabilities. The evaluation of this research indicated that self-concept is the totality of psychological, emotional, psychosomatic and mental development that provide confidence to individual in the ability to search, use, appraise and assess information resources, which are critical qualities needed to enable information literacy; an individual needs to be conscious and develop aptitude to identify useful information. Metacognitive ability is important because of the age of information overload which an individual is overwhelmed with which signified that information available is exceeding processing capacity of an average individual. Accordingly, once information overload ensues, it is possible that a decrease or decline in quality of decision-making will happen. In view of this, metacognitive ability becomes necessary in order to equip people with the critical ability to contemplate rigorously before action is taken. The objective of this research is to embark on content analysis of the subject matter of information literacy, metacognitive abilities and self-concept in which existing research was thoroughly evaluated in order to identify gap in research and bring out new knowledge. This research uses qualitative content analysis as a method of data collection in which existing journals and other information resources were evaluated. Research has been silenced on the triangular relationship of metacognitive ability, self-concept and information literacy, that is, the gap this research attempt to bridge

Annotations of Awareness: A Framework for Externalizing Thinking to Promote Metacognitive Discourse in High School English and Social Studies Classrooms

Teachers find it challenging to integrate metacognition into the classroom to promote critical thinking, but such rigorous instruction is one way to improve access to quality education for all students, no matter their access to outside-of-school resources. To help teachers find more comfort and confidence in designing for increased critical thinking and metacognitive discourse and to help close the theory-practice gap in metacognition research, I conducted a mixed-methods case study focusing on assessment-design interventions. Using the Metacognitive Framework for Assessment Design and Annotations of Awareness, both designed in response to my literature review, my 90-day action research included three Plan-Do-Study-Act cycles. Qualitative-data collection included surveys, observations and conversations, interviews, reflection logs, and design-session transcripts. Quantitative-data collection included Likert-scale portions of pre- and post-surveys and assistant-superintendent scores of teacher assessments pre and post study. Eight teachers (six English and two social studies) at a traditional public high school in South Carolina participated. Activity theory helped guide my iterative research design, my coding, and my findings. The benefits of the Metacognition Framework were measured and substantiated. Six themes emerged to reveal how the Framework supports critical thinking and metacognition: (a) Finding Clarity through Abstraction, (b) Moving Backwards to Move Forwards, (c) Giving More Feedback to Give Less, (d) Slowing Down to Speed Up, (e) Focusing on the Discrete for Transfer, and (f) Students Guiding the Teachers. Teacher self-ratings in confidence improved on average. Pre- and post-study assessment scores in the Thinking and Problem-Solving domains of the South Carolina Teaching Standards 4.0 Rubric (South Carolina Department of Education [SCDE], 2021d) revealed maintenance of or growth in rigor for five teachers, while the scores for the other three teachers offered guidance on how to hold up the 4.0 Rubric (SCDE, 2021d) to the realities and priorities of teaching. South Carolina public schools should integrate the Framework in secondary English and social studies classrooms utilizing school-level instructional coaching and district induction programs in order to support teachers in crafting assessments for increased student critical thinking and increased metacognitive discourse

Fostering diagnostic competence in different domains

Diagnosekompetenz zu fördern ist ein wichtiges Ziel in der medizinischen und in der Lehramtsausbildung. Bisher ist unklar ob instruktionale Unterstützung von einer Domäne in die andere übertragen werden kann. In empirischen Studien in zwei medizinischen Domänen (Medizin und Pflege) und in der Lehramtsausbildung wurde untersucht ob Scaffolding mit Selbsterklärungsprompts und mit adaptierbarem Feedback Diagnosekompetenz in einer computerbasierten Lernumgebung mit fehlerhaften Lösungsbeispielen fördern kann. Die Ergebnisse zeigen Unterschiede zwischen den Domänen: während Scaffolding mit Selbsterklärungsprompts nachteilige Effekte in der Pflege- und in der Lehramtsausbildung hatten, zeigte sich dieser Effekt nicht in der medizinischen Ausbildung. Die Ergebnisse der drei Studien geben Hinweise, dass Scaffolding mit Selbsterklärungsprompts nicht unter allen Bedingungen von Vorteil ist und im Kontext des Fehlerlernens sogar nachteilig sein kann, zumindest in Domänen in denen weniger wissenschaftliches Wissen verfügbar und dessen Gebrauch als Beleg für praktisches Handeln weniger üblich ist.It is an important goal in medical and in teacher education to foster diagnostic competences. It is not clear if effective instructional support can be transferred from one domain to another. In empirical studies in two medical domains (medicine and nursing) and in teaching it was investigated if scaffolding by self-explanation prompts and adaptable feedback can foster diagnostic competence in an computer based learning environment using erroneous worked examples. The results show differences between the domains: while the scaffolding with self-explanation prompts was detrimental for learning of diagnostic competence in teacher and nursing education, they had no such effects in medical education. The results of the three studies suggest that scaffolding self-explanation may not be an advantage under all circumstances and may in fact even hinder learning in the context of learning from errors, at least in domains where less scientific knowledge is available and it is less used as evidence for practice

Systems for technical refinement in experienced performers: The case from expert-level golf

This paper provides an overview of current golf coaching practices employed with experts, when attempting to make changes to (i.e., refine) a player’s existing technique. In the first of two studies, European Tour golfers (n = 5) and coaches (n = 5) were interviewed to establish the prevalence of any systematic processes, and whether facilitation of resistance to competitive pressure (hereafter termed “pressure resistance”) was included. Study 2 employed an online survey, administered to 89 PGA Professionals and amateur golfers (mostly amateurs; n = 83). Overall, results suggested no standardized, systematic, or theoretically considered approach to implementing technical change, with pressure resistance being considered outside of the change process itself; if addressed at all. In conclusion, there is great scope for PGA professionals to increase their coaching efficacy relating to skill refinement; however, this appears most likely to be achieved through a collaborative approach between coach education providers, researchers, and coaches

Cognitive skills in education: typology and development

This publication addresses the issue of cognitive skills as a challenge for the teachers and an asset for the learners. Despite the unanimity in accepting cognitive skills development as a rightful educational agenda, teaching practitioners give preference to the development of lower-order cognitive skills in learners. The reason lies not only the backwash effect of closed-ended testing tasks, but also teachers’ beliefs. The hypothesis of the research consists in the following proposition: cognitive skills growth in the classroom depends on explicit training of lower- and higher-order cognitive skills. This research draws on teachers’ opinion poll, follow-up interviews and a case study of teaching students of engineering specialties a set of higher-order cognitive skills in their lessons of English. Cognitive skills enable the learner to work out the four types of knowledge such as, factual (facts and events), conceptual (theories and models), procedural (methodology and processes), and metacognitive (awareness of ways and practices of critical thinking). These types of knowledge, based on higher-order thinking, enable the learners to make wellinformed decisions as a result of productive thinking. Creative procedures of knowledge generation and application enhance learners’ cognitive abilities further on. The article considers the barrier raised by the teaching community that gives preference to challenging learners with acquiring the ready-made knowledge rather than with the knowledge-producing tasks. Ready-made knowledge acquisition seems to be more appealing to both teachers and students, because of the fast-gained results, while cognitive skills development bears fruit much later. The truth is that there is no fast track towards higherorder cognitive skills development. Therefore, declarative knowledge prevails

Instructional Support for Enhancing Students’ Information Problem Solving Ability

Brand-Gruwel, S., & Gerjets, P. (Eds.). (2008). Instructional Support for Enhancing Students’ Information Problem Solving Ability [Special issue]. Computers in Human Behavior, 24(3).This special issue discusses European research on instructional support to foster students’ ability to solve information-based problems. In this introduction, the concept of information problem solving (IPS) and research in this field of interest will be placed in the broader perspective, which is called information behavior. The focus of this special issue is an educational one and the papers all go into a specific kind of instructional support. The main research questions, findings and conclusions of the six contributions will be outlined. It is concluded that the most important directions for future research deal with how instructional support for different aspect of the process, like for instance how to regulated the process, best can be designed in order to make the instruction adaptive and fit to the learners needs