Guardrails to Constructing Learning: the Potential of Open Microcredentials to Support Inquiry-Based Learning

被引：8

作者：

West, Richard E. ^{[1
]}

Tawfik, Andrew A. ^{[2
]}

Gishbaugher, Jaclyn J. ^{[2
]}

Gatewood, Jessica ^{[2
]}

机构：

[1] Brigham Young Univ, H MCKB IPT Dept 150, Provo, UT 84602 USA

[2] Univ Memphis, Memphis, TN 38152 USA

来源：

TECHTRENDS | 2020年 / 64卷 / 06期

基金：

美国国家科学基金会;

关键词：

Inquiry-based learning; Problem-based learning; Constructivist learning; Constructivism; Microcredentials; Open badges; PROBLEM-SOLVING SKILLS; OPEN BADGES; INSTRUCTION; ONLINE; PERFORMANCE; STUDENTS; STRATEGIES; EDUCATION; DESIGN;

D O I：

10.1007/s11528-020-00531-2

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Inquiry-based learning has been growing in popularity, but the ill-structured nature of complex problem-solving still has challenges related to how to ensure students learn the content and how to provide feedback. This paper addresses this gap by exploring how open microcredentials can support open-ended learning by providing "guardrails" that simultaneously honor the openness of student inquiry while addressing these challenges. This manuscript begins by exploring the theoretical tenents of IBI and the importance of self-directed learning in ill-structured problem-solving. We then discuss the challenges documented in the literature and how microcredentials could address some of the implementation issues described in the literature.

引用

页码：828 / 838

页数：11

共 70 条

[61] The relation between 21st-century skills and digital skills: A systematic literature review [J].

van Laar, Ester ;

van Deursen, Alexander J. A. M. ;

van Dijk, Jan A. G. M. ;

de Haan, Jos .

COMPUTERS IN HUMAN BEHAVIOR, 2017, 72 :577-588

[62] Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge [J].

von Aufschnaiter, Claudia ;

Erduran, Sibel ;

Osborne, Jonathan ;

Simon, Shirley .

JOURNAL OF RESEARCH IN SCIENCE TEACHING, 2008, 45 (01) :101-131

[63] A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels [J].

Walker, Andrew ;

Leary, Heather .

INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING, 2009, 3 (01) :12-43

[64]

West R. E., 2020, HDB RES ED COMMUNICA

[65]

Wijnen M, 2017, INTERDISCIP J PROBL-, V11, DOI 10.7771/1541-5015.1681

[66] University teacher judgments in problem-based learning: Their accuracy and reasoning [J].

Wijnia, Lisette ;

Loyens, Sofie M. M. ;

Derous, Eva ;

Schmidt, Henk G. .

TEACHING AND TEACHER EDUCATION, 2016, 59 :203-212

[67] Investigating effects of problem-based versus lecture-based learning environments on student motivation [J].

Wijnia, Lisette ;

Loyens, Sofie M. M. ;

Derous, Eva .

CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2011, 36 (02) :101-113

[68] Impact of problem-based learning on academic achievement in high school: a systematic review [J].

Wilder, S. .

EDUCATIONAL REVIEW, 2015, 67 (04) :414-435

[69] The effects of knowledge, strategies, and the interaction between the two in verbal analogy problem solving [J].

Woolley, Kenneth E. ;

Huang, Tiedan ;

Rabinowitz, Mitchell .

CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2019, 56 :91-105

[70] Scaffolding the development of problem-solving skills in chemistry: guiding novice students out of dead ends and false starts [J].

Yuriev, Elizabeth ;

Naidu, Som ;

Schembri, Luke S. ;

Short, Jennifer L. .

CHEMISTRY EDUCATION RESEARCH AND PRACTICE, 2017, 18 (03) :486-504

← 1 2 3 4 5 6 7 →