measurable criteria that can be counted or
marked as present or not present in the work that is being evaluated.
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How Much "Group" is there in Online Group Work? | The Sloan Consortium - 0 views
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The ability to work in groups across time and space has become a frequent requirement for the workplace and is becoming increasingly more common in higher education, but there is a surprising lack of research on how online groups work. This study applies analytical approaches used in studies of face-to-face classroom "talk" to multiple groups in two asynchronous online high school courses. We investigated two activities focused on group problem-solving styles-one for deciding how to work as a group, and a second for responding to the content of the assignment. We found successful groups to have benefited from directive leadership, and the division of labor amongst most groups to be in parallel rather than collaborative.
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Rubrics as Effective Learning and Assessment Tools Laura Baker - 1 views
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This allows the rubric to be used as an ongoing dialog between the teacher and student and allows the student to know when each criterion has been met and then make improvements as needed. (Lockett, 2001)
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Although allowing student involvement in creating rubrics is time consuming, by allowing students a voice in creating their own rubric, the students have more ownership over their own learning and evaluation.
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will be easier for the students to understand due to the fact that the students are the ones supplying the language for the criteria
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writing assignments, use of scientific inquiry, problem solving, performance based learning, and presentations
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that teachers scoring the same set of papers using the same rubric have a correlation value beyond 0.80
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Students should be given rubrics at the beginning of an assignment because rubrics not only are valuable to teachers because they help in more consistent grading, but are helpful to students as well.
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Holistic rubrics are quicker to use than analytical rubrics because holistic rubrics don’t break down the task.
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better diagnostic information and provide students more feedback about how to make his or her work better
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ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views
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This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
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Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
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We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
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self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
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In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
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Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
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Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
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Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
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We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
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(Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
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The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
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Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
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This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
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Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
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These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
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In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
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the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
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Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
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the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
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successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
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Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
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Empowering Students in the Age of Big Data | EDUCAUSE.edu - 0 views
Moody's Analytics Warns Student Loans May Be The Next Financial Bubble To Burst - 0 views
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The Application of Learning Style Theory in Higher Education Teaching - 0 views
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A learning style is: "A complexus of related characteristics in which the whole is greater than its parts. Learning style is a gestalt combining internal and external operations derived from the individual's neurobiology, personality and development, and reflected in learner behaviour" (Keefe & Ferrell 1990, p. 16).
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Riding & Cheema (1991), from an extensive review of the literature, conclude there are only two principal styles "families", the holist-analytic, and the verbaliser-imager. These two broad groupings relate to the type of cognitive activities normally ascribed to the two hemispheres of the brain. Curry (1983) suggests there are three different perspectives on styles: those relating to a preference for a particular instructional approach, those relating to the individual's intellectual approach to assimilating information independently of the environment, and those relating to the individual's intellectual approach to assimilating information with the environment.
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Dunn, Deckinger, Withers & Katzenstein (1990), who found that teaching students based on their diagnosed learning style did significantly increase their achievement level (see also Napolitano 1986).
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Research indicates learning style is not a stable construct, so one may alter instructional style to meet a learning style that will itself change, requiring a further change in instructional strategy.
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Researchers have failed to address the question of how it is possible to achieve a tailoring of instructional approaches on anything other than an individual level.
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What may be possible is to promote an educational environment developed for flexibility at the individual student level.
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What is required is a stimulus-stimulus approach, where the student and the lecturer are actively involved in both learning and the mechanics of the learning process, the aim being to facilitate learner empowerment by developing in students a critical awareness of material studied and the delivery and structure of the material. Learners can then tailor flexible education strategies to their requirements to optimise the quality of the learning experience.
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his ability of an individual to actively select from a personal style or skills portfolio, is part of what can be termed self-directed learning
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In an educational setting, a self-directed learner no longer operates as a passive receiver of information, but takes responsibility for the achievement, and ultimately setting, of learning outcomes. In essence, the traditional lecturer-student divide becomes increasingly blurred, as the learner begins to pro-actively structure the programme to match their own learning attributes.
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Under such an approach, higher education ceases to be simply something that is done to people, and becomes a platform from which individuals can go on to, in effect, educate themselves
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Higher education should be concerned with not only enhancing learning in a specific situation, but should also constitute a catalyst for further self-initiated development of the individual, above and beyond the contents and aims of a particular course. T
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The lecturer must avoid removing traditional barriers to self-direction, such as a rigid programme structure, only to erect new barriers through the use of prescriptive self-direction strategies imposed on the student.
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as people may still not choose to direct their own learning due to: a lack of belief in their own ability, a failure by them to recognise that self-direction is needed or preferable, the setting of an inappropriate learning goal(s) that fails to act as a motivator, and previous learning and education experiences.
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That educational system primarily tends to concentrate on didactic approaches that often view learning as being of secondary importance to memory, where information acquisition and subsequent information regurgitation predominate.
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This will require that the lecturer breaks down barriers to learning and self-direction that may be present. This covers: those barriers created by the student during the course (wrong choice of learning approach, poor motivation, lack of confidence), those barriers that the course itself may indirectly create (lack of flexibility, lack of direction and guidance, poor structure), and those barriers that the student brings to the course (reason for attending the course, poor learning skills, previous bad learning experiences).
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In the initial stages of a programme, the lecturer will need to ensure the existence of an appropriate control structure, as students undergo the transition from being other-directed in their learning by external influences, to being self-directed.
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but that also offers sufficient guidance and direction in the early stages to prevent individuals from becoming lost.
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Adult Education FAQS - 0 views
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Dunn and Griggs (2000) offer us another definition: “Learning style addresses the biological uniqueness and developmental changes that make one person learn differently from another. Individuals do change in the way they learn…Similarly, developmental aspects relate to how we learn but, more predictable, follow a recognizable pattern.” (p. 136)
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Understanding our perceptual style will help us to seek information arranged in the way that we process most directly.
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nsist of the following: 1. Environmental (Sound, Light, Temperature, Design) 2. Emotional (Motivation, Persistence, Responsibility, Structure) 3. Sociological (Self, Pair, Peers, Team, Adult, Varied) 4. Physiological (Perceptual, Intake, Time, Mobility) 5. Psychological (Global/Analytic, Hemisphericity, Impulsive/Reflective)
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The Dunn and Dunn Learning-Style Model is a comprehensive and extensive model that incorporates many internal and external factors in the learner’s environment to create an optimal learning experience.
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ccording to Kolb, the learning cycle involves four processes that must be present for learning to occur
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Concrete Experience: Feeling/Sensing; being involved in a new experience Reflective Observation: Watching; developing observations about own experience Abstract Conceptualization: Thinking; creating theories to explain observations
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Diverger: combines preferences for experiencing and reflecting Assimilator: combines preferences for reflecting and thinking Converger: combines preferences for thinking and doing Accommodator: combines preferences for doing and experiencing
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Learning-Centered Syllabi - 0 views
www.celt.iastate.edu/...syllabi.html
Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles
shared by Diane Gusa on 29 Jun 11
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Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
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we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
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A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
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thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
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students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
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participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
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According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
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Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
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The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
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An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
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Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
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Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
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"Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
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"A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
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Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
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Flow Theory | Education.com - 0 views
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ygotsky, a Russian psychologist (1896–1934), and Jean Piaget, a Swiss psychologist (1896–1980), contended that learning best occurs when people engage in activities that are at the peak of their abilities, when they have to work to their full potential to accomplish a task. However, the study of the experience of optimally challenging activities and the method of study are unique to flow theory.
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o describe the experiences of intrinsically motivated people, those who were engaged in an activity chosen for its own sake
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One benefit of flow theory is that it presumes that motivation, cognition, and affect are situational
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Flow Theory Print Collect It! var shared = false; if(!window['loadedCollectionJS']) { window['loadedCollectionJS'] = true; Asset.javascript('/js/moo/collections/collections.js'); } var scripts = $$('script'), thisScriptTag = scripts[scripts.length - 1], el = thisScriptTag.getPrevious('.collect-button-wrap'); if(el) { el.store('collectPath', "http://www.education.com/reference/article/flow-theory/") } var switchTo5x=true;stLight.options({publisher:'d0d0d8a8-d1f8-49ff-9318-fed5383cff80',doNotHash:true,NotCopy:true,hashAddressBar:false});Email var sharedemail = false; (function() { stLight.options({ onhover: false, clickCallBack: function(){ if(typeof window.sharedemail != 'undefined') { new Request({ method: 'post', url: '/service/service.'+'php?sn=sharelog&f=ase&url=http%3A%2F%2Fwww.education.com%2Freference%2Farticle%2Fflow-theory%2F&ceid=41882&click=email'}).send(); sharedemail=true; } } }); stWidget.addEntry({ 'service':'email', title:"Flow Theory", summary: "", url: "http://www.ed"+"ucation.com/reference/article/flow-theory/", element: document.getElementById("sharethis-7167") }); })(); if(!window['plusoneloaded']) { new Asset.javascript('https://apis.google.com/js/plusone.js'); window['plusoneloaded'] = true; } function plusone_vote( obj ) { //track in Google Analytics _gaq.push(['_trackEvent','plusone',obj.state]); //track in Omniture if((typeof(window.Omniture) != 'undefined')) { var params = {evars:{5:obj.state}}; if(obj.state == 'on') params.events = [6]; Omniture.fireEvent(params,'Google Plus One Click'); } } By Amy Schweinle | Andrea Bjornestad Updated on Dec 23, 2009 MAJOR RESEARCH METHODS FACTORS INFLUENCING FLOW AND MOTIVATIONAL CONSEQUENCES IMPLICATIONS FOR TEACHERS Flo
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not only do activities with high challenge matched with high skill offer the best opportunities for learning, but they also provide an optimal environment for positive affect and intrinsic motivation.
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(a) provided immediate, constructive feedback, (b) encouraged students to persist, (c) encouraged cooperation rather than competition, (d) supported student autonomy, (e) ensured that new challenges were tempered with support to match students' skill, (f) emphasized the importance of the material, and (g) pressed students to understand the principles rather than memorize algorithms.