Influences of Anchored Instruction on Fragmented Learning Outcomes of University Students
Keywords:Anchored instruction, Fragmented learning, Learning outcomes, Questionnaire technology, Analysis of variance
With the rapid development of information technology (IT), the traditional knowledge media can no longer meet the needs of students to acquire knowledge and instant messages quickly in the information era. Various online learning platforms have been developed accordingly to provide continuous access to fragmented knowledge and information. IT has been extensively applied in the field of education, offering extensive development spaces and technological supports to establish an “anchored” teaching mode based on the constructivism theory. This has made fragmented learning outcomes, which extensively use IT technology, a salient topic in anchored instruction. The present study draws data from 252 Traffic Engineering students to analyze the influence of anchored instruction on the fragmented learning outcomes of university students. The results indicate the good reliability and validity of the questionnaire, with the five aspects of anchored instruction—context setup, problem identification, independent study, cooperative learning and effectiveness evaluation—all capable of significantly improve the fragmented learning outcomes of university students. Different course types, such as practice courses and theory courses, yield different learning outcomes. The research conclusions provide important references to construct a knowledge network of fragmented knowledge based on anchored instruction, facilitate students to extend existing research contents in fragmented deep learning, and discuss the convenient information environment for anchored instruction based on information technology.
How to Cite
Copyright (c) 2023 Wenfang Li, Dan Wang, Yali Cao
This work is licensed under a Creative Commons Attribution 4.0 International License.
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.
This journal has been awarded the SPARC Europe Seal for Open Access Journals (What's this?)