Abstract
Preparing lessons before class is widely recognized as an effective means of increasing student motivation for classroom activities and learning outcome. However, the unclear status of lesson preparation generally discourages teachers and students from maintaining this effective learning strategy. This study applied the self-explanation theory and reading comprehension strategies to design a lesson warm-up mechanism that scaffolds knowledge building. A set of corresponding supporting tools were developed into a blog-based learning system (BBLS) to implement the warm-up process. Results of a teaching experiment reveal positive effects of the tools on learning achievement, recall of old knowledge, connection between old and new knowledge, and understanding of new knowledge.
Highlights
As is widely recognized, preparing lessons before class is an effective means of increasing student motivation for classroom activities and learning outcome
Most teachers and students agree on the importance of preparing lessons before class as essential in engaging students in classroom activities and facilitating knowledge building
This work performed an experiment involving a sophomore year undergraduate class with 43 students for eight weeks to verify whether the self-monitoring warm-up strategy with the custom designed blog-based learning system (BBLS) could enhance knowledge building
Summary
As is widely recognized, preparing lessons before class is an effective means of increasing student motivation for classroom activities and learning outcome. The unclear status of lesson preparation generally discourages teachers and students from maintaining this effective learning strategy. Most teachers find it difficult to determine the previous knowledge of students and the obstacles that students face. Superficial warm-up lessons contribute only slightly to classroom learning Teachers find it challenging to write an appropriate quiz that can “generate significant thought without discouraging students from even addressing the questions (Cashman & Eschenbach, 2003).”. Up approach in which students can self-monitor their comprehension, explain what they read and question unclear portions of the assigned learning materials. A corresponding supporting system is constructed to implement the proposed approach in order to facilitate student awareness of the metacognition of learning management, improving the knowledge building process, including the recollection of previous knowledge, connection of old and new knowledge, and a greater understanding of new knowledge
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