Xu Zhihong, Zhou Xuan, Watts John, Kogut Ashlynn
Department of Agricultural Leadership, Education, and Communications, Texas A&M University, 77843 College Station, TX USA.
Department of Educational Psychology, Texas A&M University, 77843 College Station, TX USA.
Educ Inf Technol (Dordr). 2023 Jan 24:1-18. doi: 10.1007/s10639-022-11572-w.
Evaluating the effectiveness of teaching methods for synchronous online instruction is integral to fostering student engagement and maximizing student learning, particularly in one-time workshops or seminars. Using the lens of social constructivism theory, this study investigated the effect of different approaches of synchronous online instruction on the development of graduate students' research data management (RDM) skills during the post-pandemic era. One experimental group received teacher-centered instruction primarily via lecture and the second experimental group received student-centered instruction with active learning activities. A one-way ANCOVA was used to compare the post-test RDM scores between one control group and the two experimental groups, while controlling for the impact of their pre-test RDM scores. Both experimental groups who received online RDM instruction scored higher than participants from the control group who received no instruction. Additionally, our results indicated that learners who were exposed to more engaged and collaborative instruction demonstrated higher learning outcomes than students who received teacher-centered instruction. These findings suggest that interactive teaching that actively engages the audience is essential for successful synchronous online learning. Simply transferring a lecture-based approach to online teaching will not result in optimal student engagement and learning. The interactive online instructional strategies used in this study (e.g., collective note-taking, Google Jamboard activities) can be applied to any instructional content to engage learners and enhance student learning.
评估同步在线教学方法的有效性对于促进学生参与度和最大化学生学习效果至关重要，尤其是在一次性的工作坊或研讨会上。本研究从社会建构主义理论的角度出发，调查了后疫情时代不同同步在线教学方法对研究生研究数据管理（RDM）技能发展的影响。一个实验组主要通过讲座接受以教师为中心的教学，第二个实验组接受以学生为中心的教学并开展主动学习活动。使用单向协方差分析来比较一个对照组与两个实验组之间的测试后RDM分数，同时控制其测试前RDM分数的影响。接受在线RDM教学的两个实验组的得分均高于未接受教学的对照组参与者。此外，我们的结果表明，接触更多参与性和协作性教学的学习者比接受以教师为中心教学的学生表现出更高的学习成果。这些发现表明，积极吸引受众的互动式教学对于成功的同步在线学习至关重要。简单地将基于讲座的方法转移到在线教学中不会带来最佳的学生参与度和学习效果。本研究中使用的交互式在线教学策略（例如，集体记笔记、谷歌Jamboard活动）可应用于任何教学内容，以吸引学习者并提高学生的学习效果。
