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"Memory Study and teaching Methodology."
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Sensitive pasts
Heritage studies necessarily must deal with strong emotions and political commitments. In this, it poses particular challenges for teachers and their students. Guided by a shared focus on these \"sensitive pasts,\" the contributors to this volume draw on new theoretical and empirical research to provide valuable insights into heritage pedagogy.
eBook
Cognitive rehabilitation in the elderly: Effects on strategic behavior in relation to goal management
Executive functions are highly sensitive to the effects of aging and
other conditions affecting frontal lobe function. Yet there are few
validated interventions specifically designed to address executive
functions, and, to our knowledge, none validated in a healthy aging
sample. As part of a large-scale cognitive rehabilitation randomized trial
in 49 healthy older adults, a modified Goal Management Training program
was included to address the real-life deficits caused by executive
dysfunction. This program emphasized periodic suspension of ongoing
activity to establish goal hierarchies and monitor behavioral output.
Tabletop simulated real-life tasks (SRLTs) were developed to measure the
processes targeted by this intervention. Participants were randomized to
two groups, one of which received the intervention immediately and the
other of which was wait-listed prior to rehabilitation. Results indicated
improvements in SRLT performance and self-rated executive deficits
coinciding with the training in both groups. These gains were maintained
at long-term follow-up. Future research will assess the specificity of
these effects in patient groups (JINS, 2007, 13,
143–152.)
Journal Article
Developing research skills in medical students online using an active research study
Background
Developing research skills and scholarship are key components of medical education. The COVID-19 pandemic necessitated that all teaching be delivered online. We introduced an approach to small group teaching in the academic year 2020–2021 online which involved students in an active (ongoing) research study to develop their research skills.
Methods
We acquired student feedback to evaluate their perspectives quantitatively on development of research and scholarship skills, teaching content and format, and tutor performance using this teaching approach. In addition, we captured free text responses from both students and tutors on the positives and negatives of our course, and their suggested improvements. We also compared summative assessment marks for the online/active research course (2020–2021) with those obtained from previous (2017–2019) and subsequent (2021–2023) teaching sessions.
Results
Students were largely positive about most aspects of the online course utilising an active research study (
n
= 13). Students agreed that they were able to acquire research skills, particularly related to data analysis, transferable skills, and giving scientific presentations. A one-way ANOVA revealed no significant difference for assessment marks across all five teaching years (two years prior and two years following the online/active research course), indicating that the course achieved the learning outcomes. Students enjoyed the convenience of online teaching and the availability of course resources, but least liked the lack of in-person interaction and laboratory training. Tutors enjoyed the collaborative aspects of online teaching, but least liked the lack of face-to-face interactions with students.
Conclusions
Our study demonstrates that delivering online teaching which involves students in active research engages and motivates them to develop their research and scholarship skills. We recommend that educators consider incorporating a current research study in their undergraduate courses as this can enhance the student learning experience as well as the research project itself.
Journal Article
The effects of learning experience on college students’ deep english learning: a study of the chain mediation effect of motivation and strategy
This study focuses on the impact of learning experience on college students’ deep learning of English and the chain-mediated effects of motivation and strategy. In the context of globalization, English is crucial for university students, but traditional teaching models often neglect the role of learning experience in deep learning. Deep learning emphasizes critical understanding, creative application and long-term memory construction, which is particularly important for English learning. Learning experience covers affective, cognitive and behavioral responses, and influences learning attitudes and effects, but there are fewer studies on its impact on college students’ deep learning of English and the related mechanisms. In this study, college students of different genders, ages, educational backgrounds and academic achievement levels were selected as samples, and learning experience, motivation, learning strategies and deep learning were comprehensively assessed by well-designed scales and statistically analyzed with the help of SPSS and AMOS software. The results of the study show that learning experience has a significant positive effect on English deep learning, and motivation and learning strategies play an important chain mediating role. Specifically, learning experience enhances motivation, which in turn promotes the use of learning strategies and ultimately improves English deep learning. This study validates for the first time the chain mediation model of “learning experience→learning motivation→learning strategies→deep learning”in the field of English language learning, which provides a new perspective for understanding the intrinsic mechanism of college students’ English language learning and enriches related research. In practice, it provides specific guidance for English teaching, and teachers can enhance students’ English deep learning by optimizing learning experience, stimulating learning motivation and guiding the use of learning strategies. However, there are some limitations in this study, such as the limited sample scope and the use of a cross-sectional design, etc. Future studies can expand the sample scope, adopt a longitudinal research design, and further explore other potential mediating variables.
Journal Article
THE ROLE OF LANGUAGE-ANALYTIC ABILITY IN CHILDREN’S INSTRUCTED SECOND LANGUAGE LEARNING
Language-analytic ability, or the ability to treat language as an object of analysis and arrive at linguistic generalizations, is at the core of the constructs of language learning aptitude and metalinguistic awareness, which are implicated in our ability to learn explicitly. In the context of child second language (L2) learning, it has been argued that children learn primarily implicitly and that the most important component of aptitude may be memory ability. However, no empirical research to date has investigated the relationship and development of aptitude and metalinguistic awareness longitudinally as well as examined their predictive power for children’s L2 achievement in the classroom. In a study with English-speaking learners aged 8–9 (N = 111), we found that although aptitude and metalinguistic awareness were (still) dynamic, they significantly predicted children’s achievement in L2 French. Moreover, language-analytic ability proved to be the component with the strongest predictive power. This finding suggests that it may not be level of cognitive maturity alone that determines children’s approach to L2 learning; experiencing explicit, form-focused instruction may foster the role of language-analytic ability even in children as young as 8–9 years.
Journal Article
Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education version 2; peer review: 1 approved, 1 approved with reservations, 2 not approved
Background
Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context.
Methods
We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: \"What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?\" This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor.
Results
A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies.
Conclusions
This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.
Journal Article
The Role of Working Memory in Multimedia Instruction: Is Working Memory Working During Learning from Text and Pictures?
A lot of research has focused on the beneficial effects of using multimedia, that is, text and pictures, for learning. Theories of multimedia learning are based on Baddeley's working memory model (Baddeley 1999). Despite this theoretical foundation, there is only little research that aims at empirically testing whether and more importantly how working memory contributes to learning from text and pictures; however, a more thorough understanding of how working memory limitations affect learning may help instructional designers to optimize multimedia instruction. Therefore, the goal of this review is to stimulate such empirical research by (1) providing an overview of the methodologies that can be applied to gain insights in working memory involvement during multimedia learning, (2) reviewing studies that have used these methodologies in multimedia research already, and (3) discussing methodological and theoretical challenges of such an approach as well as the usefulness of working memory to explain learning with multimedia.
Journal Article
A Critical Discussion of Deep and Surface Processing: What It Means, How It Is Measured, the Role of Context, and Model Specification
The prevailing assumption by some that deep processing promotes stronger learning outcomes while surface processing promotes weaker learning outcomes has been called into question by the inconsistency and ambiguity of results in investigations of the relation between levels of processing and performance. The purpose of this literature review is to examine four areas that may be contributing to the inconsistency and ambiguity of these research results: conceptualization, operationalization, situational factors, and model specification of deep and surface processing. A PsycINFO database search was conducted, and 221 studies were identified for a comprehensive data table. Analysis of these data revealed trends that suggested conceptualization and operationalization of deep and surface processing differed depending on the theoretical frame utilized in each study. Additionally, the choice of theoretical frame also seemed to impact what situational factors may or may not have been present as well as how the model of levels of processing and performance was specified. Results from studies that met certain criteria demonstrated that levels of processing and performance are related, and further, these relations may be moderated by other factors. Implications for future research are discussed that focus on these four areas.
Journal Article
An Empirical Study of Computer-Assisted Instruction in Preschool Education to Promote Children's Cognitive Development
Computer-assisted instruction (CAI) has been widely used in preschool education. With the aim to explore the influence of CAI on preschool children's cognitive development, this study adopted the experimental research method and selected preschool children as the research object. Children in the experimental group received learning in CAI environment, while the control group adopted traditional teaching methods. The study compared and analyzed the learning effects of two groups of children through cognitive ability assessment tools. The results showed that CAI teaching can significantly improve children's attention, concentration and memory retention ability, as well as enhance their logical reasoning ability to some extent. The interactive learning mode in CAI environment enhances children's interest in learning. This study confirms the positive role of CAI in preschool education, and shows that a reasonably designed CAI teaching model can effectively promote children's cognitive development and improve the teaching quality of preschool education.
Journal Article