effects of matching teaching strategy to thinking style1
DESCRIPTION
TRANSCRIPT
Effects of Matching Teaching Strategy to Thinking Style on Learner’s Qualityof Reflection in an Online Learning Environment
Presentor: Ztu Yin Livia Pan
Instructor: Dr. Pi-Ying Teresa Hsu
Date: December 29, 2010
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Citation
Chen, N. S., Kinshuk, Wei, C. W., Liu, C. C. (2010, Auguest, 20). Effects of matching teaching strategy to thinking style on learner’s quality of reflection in an online learning environment. Computers
& Education, 56, 53-64.
Contents
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I
II
III
IV
V
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Introduction
Reflection as “an important human activity where people recapture their experience, think
about it, mull it over and evaluate.
( Boud, Keogh, & Walker, 1985)
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Reflection on
action
• Learner’s reflection occurs after action has been implemented.
Reflection in
action
• Learner’s reflection occurs in the midst of the action.
Reflection for
action
• Where learners reflect, based on the previous experience, before the actual action, which
then leads them to future action.
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Responding
Relating
Reporting
Reconstructing
Reasoning
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Self-government
From
Level
ScopeLeaning
Function
Five mental self-government dimensions
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The experimental procedure
To start the experiment
Participants log in the online reflection learning system
Participants read the experiment description
Participants fill out the individual background questionnaire
Participants read the article and answer the reflection prompts
Participants fill out the thinking styles inventory questionnaire
Constructive teaching strategy
Guiding teaching strategy
Inductive teaching strategy
The end of the experiment
Page 99
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Research framework
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Teaching Strategies
Think
Style
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Participants 381 people who took the experiment. Total of 223 valid samples were used for statistical analysis.
Gender Male: 127
Female: 96
Education Under graduated and graduated students from the web users in Taiwan
Instrument Questionnaires: 7 point Likert Scale
Questionnaires types
1. Background questionnaires2. Thinking inventory questionnaires
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Thinking style questionnaires of the function dimension
Items Not at all well Extremely
well
Items for legislative thinking style. I like problems where I can try my own way of solving them.
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Items for executive thinking style.I enjoy working on things that I can do by following direction.
口 口 口 口 口 口 口
Items for judicial thinking style.I prefer tasks or problems where I can grade the design or methods of others.
口 口 口 口 口 口 口
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Result
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A learner’s reflection level can be greatly improved when the teaching strategy fits with that particular learner’s thinking style.
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Conclusion
Learners would have better understanding of the learning content if they can reflect better during the learning process.
Instructors should design adaptive teaching strategies for different learning materials and the learners with different
thinking styles should be assigned to fitting learning situations using adaptive teaching strategies.
Reflection
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An online reflection learning system with adaptive teaching strategies can help learners in effectively
engaging in reflection process.
Qualitative methods can also be used in the further studies to understand the learner’s mental process on
reflection.
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