Conferences, SoLAR Southern Flare Conference
Last modified: 2012-11-06
The problems associated with ‘pure’ discovery learning have been well documented (e.g. Mayer, 2004; Kirschner, Sweller & Clark, 2006) and the value of individual student support in the context of inquiry-based learning tasks is well accepted (e.g. Azevedo, Moos, Greene, Winters & Cromley, 2008). The challenge in an online context, however, is identifying students in need of support at an early stage in their learning, that is, before they become confused or disengaged. This presentation discusses approaches to characterising student exploration strategies while using simulation-based digital learning resources with a view towards the provision of automated support for those exploring non-systematically or using strategies likely to lead to confusion. The presentation draws on a study undertaken with 158 Primary Education students who explored learning resources in two scientific learning domains and undertook pre and post tests on their conceptual understanding.
Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is externally facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45–72.
Bruner, J.S. (1962). On knowing: Essays for the left hand. Cambridge, MA: Harvard University Press.
Dalgarno, B., Kennedy, G., & Merritt, A. (in press). Connecting student learning at university with professional practice using rich media in practice-based curricula. In M. Gosper & D. Ifenthaler (Eds), Curriculum Models for the 21st Century. New York: Springer.
Dalgarno, B., Kennedy, G., & Bennett, S. (2012).The impact of students’ exploration strategies in discovery-based instructional software. Proceedings of the International Conference of the Learning Sciences.
Kennedy, G. E., & Judd, T. S. (2007). Expectations and reality: Evaluating patterns of learning behaviour using audit trails. Computers and Education, 49, 840–855.
Kirschner, P.A., Sweller, J. & Clarke, R.E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86.
Levy, S. T., & Wilensky, U. (2005). An analysis of student’ patterns of exploration with NetLogo models embedded in the connected chemistry environment: Center for connected learning and computer-based modelling, Northwestern University, Evanston, IL.
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14-19.
Piaget, J. (1973). To understand is to invent: The future of education. New York: Grossman.
Thompson, K., & Reimann, P. (2010). Patterns of use of an agent-based model and a system dynamics model: The application of patterns of use and the impacts on learning outcomes. Computers & Education, 54(2), 392-403.