From: Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence
Basic element | Central findings |
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Interaction (In) | Allow students to interact with peers and teachers to articulate thoughts and arguments, challenge alternative conceptions, meet mistakes head-on and correct them (Heller et al. 1992; Herrmann 2013; Knight 2004b; Smith et al. 2009; Springer et al. 1999). |
Technology enhancement (Te) | Use videos, animations, applets, simulations, and numerical exercises. Technology provides various viewpoints and controls cognitive load under well-instructed usage (De Jong and Njoo 1992; Muller et al. 2007; Schmid et al. 2014; Wagh et al. 2017; Wieman and Perkins 2005; Wieman et al. 2008). |
Alternative conceptions (Al) | Do not disregard alternative conceptions, but acknowledge them and face them head-on (Beatty et al. 2006; Muller et al. 2007). |
Study phenomena (Ph) | Place phenomena above abstractions and use everyday experiences to keep students on the same track; use context-rich, real-life problems (Heller and Hollabaugh 1992; Wieman and Perkins 2005). |
Focus on concepts (Co) | Avoid problems with symbol manipulations and focus on concepts instead. Even math problems sprout on conceptual problems (Dufresne and Gerace 2004; Wieman et al. 2008). |
Problem-solving skills (Pr) | Teach and enforce explicit problem-solving strategies (Heller et al. 1992; Heller and Hollabaugh 1992; Maloney 2011; McDermott and Redish 1999; Pedaste et al. 2015). |
Self-assessment and reflection (Se) | Train metacognition by systematically promoting reflections (Beatty et al. 2006). |
Feedback and formative assessment (Fo) | Give continuous and immediate feedback and build assessment that supports studying while it happens (Beatty and Gerace 2009; Dihoff et al. 2004; Dufresne and Gerace 2004; Hattie and Timperley 2007). |
Multiple representations (Re) | Take advantage of context-richness, video and audio, and verbal, mathematical, and graphical representations (Heller and Hollabaugh 1992; Knight 2004a, 2004b; Treagust et al. 2017). |
Adaptability (Ad) | Allow flexible and adaptable study tempo and goals and provide personal feedback (Kulik et al. 1990; Raes et al. 2014). |