Data_Sheet_2_Remembering, Reflecting, Reframing: Examining Students’ Long-Term Perceptions of an Innovative Model for University Teaching.pdf

This article presents a follow-up examination of 10 iterations of a blended course on educational psychology and e-learning carried out at the University of Bari. All iterations of the course considered in this study were designed using the constructive and collaborative participation (CCP) model. Our main research questions are: What are the students’ long lasting memories of this course? How do the students use the skills and the competences acquired through the course across an extended period of time? In line with these research questions, the aims of this investigation can be summarized as follows: (i) to understand the students’ perceptions and long lasting memories of the course and (ii) to investigate the transfer of skills and knowledge across an extended period of time, based on a self-reported survey. The analysis was carried out by administering the survey to all 196 students who took part in the course in the 2005–2015 decade. 96 participants responded to the survey. The survey is designed to collect data in two areas. First, the memories related to the course and second, the way skills and content knowledge acquired during the course have been transferred to and used in other contexts after the course ended. The data were analyzed using a mixed methods approach, which revealed trends in the responses across the decade. In general, participants remembered the teaching methodology and often recalled specific activities such as Role Taking and the creation of products through group-work. These activities and approaches seemed to provide significant learning opportunities for the students. Several students also recalled key concepts and content knowledge acquired during the course. In relation to transfer of skills, participants tended to reuse mostly transversal skills, such as communicative and organizational skills, especially in work contexts. Further, about half of the respondents reused the content knowledge of the course. This analysis is valuable because it allows us to understand the aspects of the model that are significant for the students in the long term, and to discover and interrogate the acquisition and transfer of skills useful for the students’ personal and professional lives beyond the academy.

本文对巴里大学开展的为期十年的教育心理学与电子学习混合课程十次迭代进行了后续研究。本研究中考虑的所有课程迭代均采用了建构主义与协作参与（CCP）模式进行设计。我们的主要研究问题如下：学生对本课程的长时记忆有哪些？学生如何在较长时间内运用课程中获得的技能和胜任力？与这些研究问题相一致，本研究的宗旨可以概括为以下两点：（一）理解学生对课程的认识和长时记忆；（二）基于自我报告的调查，探究技能和知识在较长时间内的迁移。分析通过对2005-2015年间参加课程的196名学生进行问卷调查来完成。其中96名参与者完成了调查。该调查旨在收集两个方面的数据。首先，与课程相关的记忆；其次，课程结束后，学生在其他情境中如何迁移和运用在课程中获得的技能和内容知识。数据通过混合方法进行分析，揭示了十年间响应趋势。总体而言，参与者回忆起教学方法，并经常回想起具体活动，如角色扮演和通过团队合作创造产品。这些活动和途径似乎为学生提供了显著的学习机会。几位学生还回忆起课程中获得的关键概念和内容知识。在技能迁移方面，参与者倾向于主要重用横向技能，如沟通和组织能力，特别是在工作环境中。此外，大约一半的受访者重用了课程的内容知识。这一分析具有价值，因为它使我们能够理解模型对学生长期具有显著意义的方面，并发现和探讨对学生个人和职业生活有用的技能的获取和迁移。