探索一个集成的积极学习策略,以平衡学生的工作负载在混合水平研究方法课程课程的探索
Stanley K Ellis1, Taren M Swindle1
1University of Arkansas for Medical Sciences.
MedEdPublish (2016)
|December 7, 2023
概括
这项研究合并了基于团队的学习 (TBL) 和以过程为导向的指导调查学习 (POGIL),以解决研究生研究方法课程中的工作负载不平衡问题. 整合TBL和POGIL组件改善了团队动态和工作负载分配.
科学领域:
- 教育心理学教育心理学
- 高等教育教学的教学.
背景情况:
- 基于团队的学习 (TBL) 和以过程为导向的指导调查学习 (POGIL) 是积极的学习策略.
- 现有的文献在这些以团队为基础的学习模式中不足以解决工作负载平衡问题.
- 感知工作负载失衡是在混合水平研究生研究方法课程中确定的.
研究的目的:
- 整合TBL和POGIL的组件,以减轻工作负载的不平衡.
- 提高团队效率和公平参与研究生课程.
主要方法:
- 分析初始课程评估,以确定工作负载问题.
- 将TBL和POGIL教学框架中的关键元素合并.
- 在基于综合模型的后续课程提供中重组团队.
主要成果:
- 在随后的课程中实施了集成的TBL-POGIL方法.
- 根据初步课程评估结果,对团队结构进行了修改.
- 该研究旨在解决学生所感知的工作负载不平衡问题.
结论:
- 整合TBL和POGIL为团队学习中的工作负载不平衡提供了潜在的解决方案.
- 这种教学融合可以提高协作学习环境的有效性.
- 需要进一步的研究来验证对学生成绩的长期影响.
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