Effective Ways of Enhancing the Quality of Question Generating and Spontaneous Information Search outside the Classroom

Autor/in	Shinogaya, Keita
Titel	Effective Ways of Enhancing the Quality of Question Generating and Spontaneous Information Search outside the Classroom
Quelle	In: International Journal of Higher Education, 10 (2021) 3, S.58-74 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Information Seeking; Teaching Methods; Universities; College Students; College Faculty; Intervention; Questioning Techniques; Feedback (Response); Educational Change; Correlation; Behavior Change; Metacognition; Homework; Learning Motivation; Integrated Learning Systems; Student Attitudes; Student Behavior; Psychology; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Informationserschließung; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Collegestudent; Fakultät; Befragungstechnik; Fragetechnik; Bildungsreform; Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hausaufgabe; Motivation for studies; Lernmotivation; Schülerverhalten; Student behaviour; Psychologie; Ausland
Abstract	This study examined how to enhance the quality of students' question generating and to encourage their spontaneous information searches after classroom instruction in university. The teacher assigned One Minute Paper as homework, and students answered three questions; "Q1: What was the most important thing that you learned today?", "Q2: What important question remains unanswered?", and "Q3: What information did you search for after the classroom instruction?". While it was necessary to answer Q1 and Q2 for submission, answering Q3 was not necessary and they could answer it if they wished to do so. The teacher, however, realized that some students were not generating questions actively and the quality of their questions were not adequately improved. After 7 weeks, he changed his intervention and gave feedback on some students' questions to enhance their question quantity and quality. The latent growth curve modelling showed that question quality, spontaneous searching behaviour, and the link between question generation and conducting searches increased after the intervention change. The result also showed that post-intervention change slopes were larger for the feedback group than the class without feedback. The results indicate that besides assigning homework tasks, it is also important to connect learning outside along with inside the classroom to enhance question quality and encourage spontaneous information search. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01