The goals of this study were to investigate the timing and the mechanism by which two types of model-centered instruction (MCI)-expert modeling (EM) and self-guided modeling (SGM)-might be made increasingly effective,...
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The goals of this study were to investigate the timing and the mechanism by which two types of model-centered instruction (MCI)-expert modeling (EM) and self-guided modeling (SGM)-might be made increasingly effective, efficient, and engaging for learners with different levels of expertise. The 62 pre-service and in-service evaluators who participated in the study were randomly assigned to one of these two types of MCI. The participants in the EM group were provided with the conceptual models used by experts to solve ethical conflicts within program evaluation. The participants in SGM group received no guidance in developing their own mental models. Regarding instructional effectiveness measures, there were no significant differences between the two types of MCI. However, inexperienced learners in the EM group invested less instructional effort and time than did those in the SGM group. In addition, inexperienced learners in the EM group also exhibited more engagement than did those in the SGM group. Therefore, EM is likely to be the more appropriate instructional design for inexperienced learners. Expert modeling required experienced learners to invest more mental effort, because if the conceptual model of the expert was redundant, it required them to integrate the previous schema with resulting overload of their working memory. Regardless of the types of MCI employed, the inexperienced participants showed significantly higher levels of attention and satisfaction than did the experienced participants.
The purpose of this research is to determine appropriate methods for efficient learning and adoption of new software technologies. We considered Expert modeling (EM) and Self Guided modeling (SGM) approaches of model ...
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The purpose of this research is to determine appropriate methods for efficient learning and adoption of new software technologies. We considered Expert modeling (EM) and Self Guided modeling (SGM) approaches of modelcenteredinstruction applied to learning Java Web Application frameworks. As a conceptual model we focused on software architecture, and thereby provided integral (expert) meta-model represented in 3D learning environment. To evaluate this approach, we conducted an experiment with two groups of students using the two different instruction approaches. Finally, we used statistical methods to determine whether there was an observable effect of the instructional approach that used the integral metamodel JSP model 2 software architecture. Although the number of participants in the experiment was limited, our findings confirmed that the use of different modelcenteredinstructions has significant impact on learning efficiency. Our experience shows that application of EM in learning Java Web application frameworks gives better results compared to those obtained by applying SGM.
Many researchers feel that teacher preparation programs are not doing enough to prepare teachers to effectively use technology. The result is a plethora of teachers who may know the basic functions of different progra...
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Many researchers feel that teacher preparation programs are not doing enough to prepare teachers to effectively use technology. The result is a plethora of teachers who may know the basic functions of different programs, but who are unprepared to integrate these skills into their teaching. One method used by a few preservice programs, including BYU's, is the use of modeling sessions, otherwise referred to as live modeling. In these modeling sessions, the instructor models for the preservice teachers how a K-12 teacher could teach with technology, while the preservice teachers participate as if they were K-12 students. This thesis is a qualitative investigation of how this method of live modeling has impacted students, according to the perceptions of a sample of former students of the course. This project also has a practical focus of identifying strategies for improving modeling, and pitfalls that may indicate when modeling is not as effective. Overall, this study found that modeling was perceived by most students to be effective at teaching technology skills and ideas for integrating technology as teachers. However, there were some students who struggled to abstract principles from the modeling that could help them as teachers. In other words, they struggled to cognitively transfer the learning from the context of the modeling session to their own teaching contexts. In this research I identify five main contextual breakdowns that often occurred among students in the course. These were breakdowns, or differences, between the modeled context and the students' actual contexts that were sufficiently large enough to disrupt the students' abilities to cognitively transfer the learning. By adapting the live modeling method to more specifically address unique students' needs and contexts, then the cognitive transfer of learning should be easier and the method could be a strong tool for training preservice teachers to use technology in their own teaching.
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