Applying a Digital Tool to Support Self-regulated Learning Strategies in Introductory Geoscience Courses

应用数字工具支持地球科学入门课程中的自我调节学习策略

• 批准号: 2110641
• 负责人: Susan Riggins
• 金额: $ 3.09万
• 依托单位: Chico State Enterprises
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2110641&HistoricalAwards=false
• 关键词: Applying; Digital; Tool; Support; Self

This project aims to serve the national interest by improving student learning and success in introductory geoscience courses. To do so, it will modify and expand a prototype online tool that provides immediate feedback to students about the relationship between their perceptions of their knowledge and their actual knowledge. The tool, CLASS (Confidence-based Learning Accuracy Support System), provides an online quizzing environment that measures student learning and confidence in that learning. It then displays results that can guide students to adopt more effective learning behaviors and thus increase course performance. The project has three objectives, to: a) improve the tool to include more resources and an expanded question database; b) upgrade and expand the technology by adding a mobile app and dashboard to enhance the student user experience; and, c) investigate the effects of these changes on student learning at different institutional types (research university, four-year college, and a two-year college) and across multiple introductory geoscience courses. The project will explore the application of CLASS to enhance geoscience learning among underrepresented students at two Hispanic Serving Institutions. Consequently, the project will serve students from communities that have been disproportionately impacted by COVID-19.Instructional interventions that focus on supporting effective student learning behaviors, termed self-regulated learning, have been shown to result in greater academic achievement, improved motivation, and greater persistence. Students who use the CLASS tool receive immediate feedback on both their level of knowledge and the accuracy of their perceptions of their learning linked to instructor-defined learning objectives. Consequently, students are able to readily identify gaps in their knowledge and determine what to study to fill those gaps. Self-regulated learning represents the sum of a student's awareness of their own thinking, their approach to monitoring and managing their learning, and their control over motivations and behaviors related to learning. Effective self-regulated learning behaviors are consistently correlated with increased learning. This project will expand the application of CLASS, a tool that promotes the use of effective self-regulated learning behaviors and also gives instructors a mechanism for providing automated feedback about the quality of students' learning. CLASS is grounded in the findings of educational psychology research and provides information regarding course teaching and learning processes that cannot be readily ascertained from traditional assessment methods. The use of CLASS will make it possible to integrate the results of cognition research directly into a course by applying a common assessment method that could be readily adapted by any instructor. The research design will provide quasi-experimental quantitative data (e.g., quiz results) to make causal inferences about the effects of CLASS activities combined with qualitative data from student interview descriptions of their use of the tool. The project will produce a suite of related materials that can be customized for a variety of introductory geoscience courses. Finally, the generalizability of both the tool and essential facets of student learning will enable both STEM-wide and education-wide application of findings and recommendations for practices that increase student success in undergraduate courses. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过改善学生学习和入门地球科学课程的成功来满足国家利益。 为此，它将修改和扩展一种原型在线工具，该工具为学生提供有关他们知识的看法与实际知识之间的关系的立即反馈。该工具，类（基于信心的学习精度支持系统），提供了一个在线测验环境，可衡量学生对学习的学习和信心。 然后，它显示结果可以指导学生采用更有效的学习行为，从而提高课程表现。 该项目具有三个目标，即：a）改进工具以包括更多资源和扩展的问题数据库； b）通过添加移动应用程序和仪表板来升级和扩展技术，以增强学生用户的体验；以及c）研究这些变化对不同机构类型（研究大学，四年制大学和两年学院）以及多个入门地球科学课程的影响的影响。该项目将探讨班级的应用，以增强两个西班牙裔服务机构的代表性不足的学生中的地球科学学习。 因此，该项目将为受不成比例影响的社区的学生提供服务。更大的持久性。使用该类工具的学生会立即就他们的知识水平以及与教师定义的学习目标相关的学习水平的准确性。因此，学生可以轻松地识别知识中的空白，并确定要研究的内容来填补这些空白。 自我调节的学习代表了学生对自己思维的认识，监控和管理学习的方法以及对与学习相关的动机和行为的控制。有效的自我调节的学习行为与学习的增加一致地相关。该项目将扩大班级的应用，该工具可以促进使用有效的自我调节学习行为，并为讲师提供一种提供有关学生学习质量的自动反馈的机制。课程是基于教育心理学研究的结果，并提供了有关课程教学过程的信息，这些信息无法轻易从传统的评估方法中确定。班级的使用将使通过应用通用评估方法将认知研究的结果直接整合到课程中，该方法可以很容易地由任何讲师改编。研究设计将提供准实验定量数据（例如，测验结果），以对课堂活动的影响以及从学生对工具的使用的定性数据结合的效果进行因果推断。该项目将生产一套相关材料，可以根据各种入门地球科学课程进行定制。 最后，该工具和学生学习的基本方面的普遍性将使STEM范围内和教育的发现以及对实践的建议以及建议，从而提高学生在本科课程中的成功。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。 通过参与的学生学习轨道，该计划支持有希望的实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响评估的评估来支持的。