A Field Study of a Video Supported Seamless-Learning-Setting with Elementary Learners

Autor/inn/en	Fößl, Thomas; Ebner, Martin; Schön, Sandra; Holzinger, Andreas
Titel	A Field Study of a Video Supported Seamless-Learning-Setting with Elementary Learners
Quelle	In: Educational Technology & Society, 19 (2016) 1, S.321-336 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Teaching Methods; Elementary School Students; Video Technology; Incentives; Mathematics Instruction; Foreign Countries; Learner Controlled Instruction; Rewards; Pretests Posttests; Control Groups; Experimental Groups; Teamwork; Open Education; Conventional Instruction; Student Surveys; Student Motivation; Austria + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Anreiz; Mathematics lessons; Mathematikunterricht; Ausland; Reward; Belohnung; Offene Erziehung; Offener Unterricht; Schülerbefragung; Schulische Motivation; Österreich
Abstract	Seamless Learning shall initiate human learning processes that exceeds lesson and classroom limits. At the same time this approach fosters a self-regulated learning, by means of inspirational, open education settings. Advanced learning materials are easily accessible via mobile digital devices connected to the Internet. In this study it was explored whether and to what extent an open learning approach can be initiated by support of videos and incentives. The study took place in a real-world setting during a conventional mathematics class in an Austrian secondary school with N = 85 children of average age of 10, 6 years. For the investigation a traditional face-to-face maths-teaching environment was completely replaced by an open learning environment. In our study, the elementary learners were able to select their own learning pace and preferences via example videos. In addition to the use of an open education approach and videos, their learning was also incentivised via a reward system of "stars." A pre-test-post-test-control-group study showed that the learning performance significantly increased. The reason was due to the combination of a novel teaching and learning setting and coupled incentives to foster the learning process. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01