The Keller Plan in Science Teaching

Tracking Changes in Students' Online Self-Regulated Learning Behaviors and Achievement Goals Using Trace Clustering and Process Mining

Success in online and blended courses requires engaging in self-regulated learning (SRL), especially for challenging STEM disciplines, such as physics. This involves students planning how they will navigate course assignments and activities, setting goals for completion, monitoring their progress and content understanding, and reflecting on how they completed each assignment. Based on Winne & Hadwin’s COPES model, SRL is a series of events that temporally unfold during learning, impacted by changing internal and external factors, such as goal orientation and content difficulty. Thus, as goal orientation and content difficulty change throughout a course, so might students’ use of SRL processes. This paper studies how students’ SRL behavior and achievement goal orientation change over time in a large (N = 250) college introductory level physics course taught online. Students’ achievement goal orientation was measured by repeated administration of the achievement goals questionnaire-revised (AGQ-R). Students’ SRL behavior was measured by analyzing their clickstream event traces interacting with online learning modules via a combination of trace clustering and process mining. Event traces were first divided into groups similar in nature using agglomerative clustering, with similarity between traces determined based on a set of derived characteristics most reflective of students’ SRL processes. We then generated causal nets for each cluster of traces via process mining and interpreted the underlying behavior and strategy of each causal net according to the COPES SRL framework. We then measured the frequency at which students adopted each causal net and assessed whether the adoption of different causal nets was associated with responses to the AGQ-R. By repeating the analysis for three sets of online learning modules assigned at the beginning, middle, and end of the semester, we examined how the frequency of each causal net changed over time, and how the change correlated with changes to the AGQ-R responses. Results have implications for measuring the temporal nature of SRL during online learning, as well as the factors impacting the use of SRL processes in an online physics course. Results also provide guidance for developing online instructional materials that foster effective SRL for students with different motivational profiles.

A behavioral technology for producing concept formation in university students

Three experiments analyzed the effectiveness of a textbook incorporating "concept programming" in producing concept formation in university students. The concept programming portion of each lesson requires students to determine which concept is illustrated by each of 20 short fictional stories about everyday behavioral situations. The stories are selected to illustrate and contrast the concepts of that lesson. Student responses are heavily prompted during the initial stories of each lesson. The first experiment demonstrated that students generalize to entirely novel examples from the examples in the textbook. The second experiment demonstrated that the concept programming portion of the textbook is a critical component in producing generalization. The third experiment demonstrated that the amount of concept formation produced by the concept programmed textbook is greater than that produced by a widely used standard textbook.

Achieving equivalent academic performance between campuses using a distributed education model

OBJECTIVES

To demonstrate that students in competency-based anatomy and pharmaceutical calculations courses performed similarly whether enrolled in the classes through distance education or face-to-face lectures.

METHODS

Student outcomes data including module examination scores, final course grades, and student demographics data were collected, merged, and analyzed.

RESULTS

Mean module examination final scores and final course grades did not significantly differ between students at the lecture site and students at the remote site.

CONCLUSIONS

The competency-based anatomy and pharmaceutical calculations courses, whether remote or at the lecture site, provided equitable learning opportunities and roughly equivalent learning outcomes for students.

Using WebCt to implement a basic science competency education course

OBJECTIVE

To implement a model of competency-based education in a basic science competency course using WebCT to improve doctor of pharmacy (PharmD) students' understanding and long-term retention of course materials.

METHODS

An anatomy-cell biology course was broken down into 23 modules, and worksheets and mirrored examinations were created for each module. Students were allowed to take the proctored examinations using WebCT as many times as they wanted, with each subsequent test containing a new random subset of questions. Examination scores and the number of attempts required to obtain a passing score were analyzed.

RESULTS

Student performance improved with the number of times a module examination was taken. Students who initially had low scores achieved final competency levels similar to those of students who initially had high scores. Score on module scores (didactic work) correlated with scores on practical work

CONCLUSIONS

Using WebCT to implement a model of competency-based education was effective in teaching foundational anatomy and cell biology to pharmacy students and could potentially be applied to other basic science courses.

Feasibility analysis of a personalized training plan for learning research methodology

OBJECTIVES

To determine the performance in learning clinical research methodology (CRM) by means of the Keller Plan (KP), to assess its impact on attitudes towards research (AR) and to estimate its acceptability.

DESIGN

An educational intervention trial was employed with control group (CG) and random assignment.

SETTING

The Family and Community Medicine Teaching Unit in Valencia, Spain, 1997.

SUBJECTS

Third-year family residents.

RESULTS

In the KP both specific written self-teaching material and interactive computer programme were used, focusing on the tutored resident, with compulsory assessments to continue. In the CG a conventional course was followed. Knowledge of CRM and the AR test (previously validated in another study) were measured at the start. Four tests of successive knowledge, time spent studying, tutorials, final AR test and acceptability were conducted. Non-parametric tests were used. Forty (89%) residents participated, 22 were assigned to KP and 18 to CG. Similar basic characteristics, with exception of AR test (medians 55 Keller, 58 control). KP knowledge tests significantly higher (P = < 0.05) than the CG (medians 101, 88) along with time spent studying (medians 53, 23.4 h). There were no significant differences in AR test, although there was an improvement in both groups, significant in KP but not in CG (median increase of 4.5 and 2). Nine residents used and positively assessed the computer programme. Better acceptability was obtained by the KP in overall evaluation, recommendation of the method and learning dynamic.

CONCLUSIONS

The KP obtained better knowledge, motivated studying and was positively accepted.

A comparison of pacing contingencies in classes using a personalized system of instruction

This study compared the effects of multiple versus single deadline contingencies on distribution of unit-mastery test taking by students in four university classes taught using the personalized system of instruction. Rate of test taking was most uniform when multiple deadlines were imposed throughout the course. When deadlines were infrequent, a scalloped pattern of test taking developed.

Teaching psychiatry to non-psychiatrists: I. The application of educational methodology

It is becoming increasingly clear that psychiatric and psychosocial needs of medical patients are not being adequately met. This need has led to an increasing emphasis on the psychiatric education of nonpsychiatrists, at varying levels of experience. Given the many problems involved in these educational efforts as well as the paucity of evaluation studies and the uncertainty of results, the authors argue that the systematic application of empirically validated educational principles may lead to greatly improved effectiveness. In this first section of a two-part series, the authors review educational methodology as it relates to the development of training objectives, the selection of teaching procedures, and the use of evaluation techniques. Part two presents a detailed "model" curriculum for primary care residents, developed according to the principles of educational methodology.