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1.
A three‐year experiment in integrating technical editing students into a multidisciplinary engineering design project developed several ways of helping students apply classroom learning to practical problems. Each year, the engineering students formed Integrated Product Teams (IPTs) and the technical editing students provided editorial support, first as full members of IPTs, then as separate editorial support teams. Research from cooperative learning and teamwork indicates strategies and techniques for best integrating the technical editing students.  相似文献   

2.
This study focuses on students’ learning approaches in the context of a competency‐based program on Applied Sciences, with portfolio assessment as its core mode of assessment. The study examines students’ perceptions of these assessment practices and the relationships to their learning approaches. Additionally, differences in perceptions and learning approaches between first‐year students and second‐year students, who already have one year of experience with the portfolio assessment practice, are investigated. A total of 110 students completed two questionnaires at the end of the academic year: the Revised SPQ (Study process questionnaire) was used to measure their approaches to learning and the AEQ (Assessment experience questionnaire) was used to measure their perceptions of the assessment practice. The results indicate that, when implementing portfolio assessment, feedback is essential. Moreover, it seems not to be the assessment design, but rather how it is implemented, and how students’ learning is stimulated through the assessment, that influences the quality of learning.  相似文献   

3.
This article provides a case study of a first‐year university subject designed to assist the development of media literacy. The context is one of ongoing debate about the purpose and role of media courses. In what ways do new communications technologies alter our understanding of media literacy? How can media subjects be most relevant to students following increasingly different educational pathways? The subject in question responded to such questions by seeking to promote independent capacities for research and writing in the changing media communications field. It used flexible learning techniques to encourage students to apply and reflect on writing formats drawn from professional fields such as journalism and screen production. In doing so, it aimed to encourage interest in the broader social conditions affecting media practices and the diverse settings in which these forms can operate. Through the case study, the article draws out some of the problems encountered in resource‐based learning and suggests some strategies for dealing with them in media education.  相似文献   

4.
Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near‐peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near‐peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first‐ and second‐year medical students and evaluates the perceptions of the near‐peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first‐ and second‐year students, who themselves view the inclusion of near‐peer teachers as a positive element in their learning. Anat Sci Educ 2:227–233, 2009. © 2009 American Association of Anatomists.  相似文献   

5.
This paper investigates the relationship between learning style, as determined by Kolb's Learning Style Inventory, age and one measure of academic performance in design assignments for two cohorts of first‐ and third‐year architecture students. The paper focuses on the results of a cross‐curriculum learning style survey conducted as part of a project aimed at resolving the learning difficulties of students collaborating in multi‐disciplinary and multi‐cultural team assignments. The research was conducted to determine how learning style differences in heterogeneous teams might be addressed through pedagogy. In light of evidence in student cohorts of learning style changes towards the learning styles of design teachers as students progress through their studies, this paper demonstrates how these changes reflect a statistically significant relationship between learning styles and academic performance in design assignments.  相似文献   

6.
Internationally there is a need for research that focuses on STEM (Science, Technology, Engineering and Mathematics) education to equip students with the skills needed for a rapidly changing future. One way to do this is through designing engineering activities that reflect real-world problems and contextualise students’ learning of STEM concepts. As such, this study examined the learning that occurred when fifth-grade students completed an optical engineering activity using an iterative engineering design model. Through a qualitative methodology using a case study design, we analysed multiple data sources including students’ design sketches from eight focus groups. Three key findings emerged: first, the collaborative process of the first design sketch enabled students to apply core STEM concepts to model construction; second, during the construction stage students used experimentation for the positioning of lenses, mirrors and tubes resulting in a simpler ‘working’ model; and third, the redesign process enabled students to apply structural changes to their design. The engineering design model was useful for structuring stages of design, construction and redesign; however, we suggest a more flexible approach for advanced applications of STEM concepts in the future.  相似文献   

7.
This design‐based research study was conducted to identify what importance of a tangible user interface (TUI) can add to teaching and learning. Over a 2‐year period, teachers (n = 39) and students (n = 145) participated in the study. The identified problem for investigation was how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts combining cognitive and physical activity. A didactical application was designed during the first iteration and implemented in inclusive classrooms during the second and third iterations. Qualitative research methods were applied. A relationship between diverse students’ needs and geometry concept learning in relation to computer‐supported learning by TUI was discovered. Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities. The study outcomes contributed to the design process of the TUI didactical application and its implementation in inclusive classrooms, and to the body of knowledge in teaching and learning geometry concepts applied for computer‐assisted learning environments supported by TUI.  相似文献   

8.
In Portugal, the number of students in higher education increased from 80,000 in 1975 to 381,000 in 2000 (a change from 11% to 53% in the age group 18–22), meaning a major change in the diversity of student population with consequences well known and studied in other countries. The teaching of chemistry at the University of Aveiro, for the first‐year students of science and engineering, has been subjected to continuous attention to implement quality and student‐centred approaches. The work devoted to excellence and deep learning by several authors has been carefully followed and considered. This communication reports research work on chemistry teaching, associated with those developments for first‐year students. The work included the design of strategies and the adoption of teaching and learning activities exploring ways to stimulate active learning by improving the quality of classroom interactions. In addition to regular lectures, large classes' teaching based on student‐generated questions was explored. In order to improve students' motivation and stimulate their curiosity, conference‐lectures were adopted to deal with selected topics of wide scientific, technological and social interest. Quantitative analysis and discussion of selected case studies, together with the organization of laboratory classes based on selected enquiry‐based experiments, planned and executed by students, stimulated deep learning processes. A sample of 32 students was followed in the academic year of 2000/01 and the results obtained are here discussed in comparison with those of a sample of 100 students followed in 2001/02. Particular attention was paid to the quality of classroom interactions, the use of questions by students and their views about the course design.  相似文献   

9.
Whilst participation in higher education has increased dramatically over the last two decades, many universities are only now beginning to pay more attention to the learning experiences of first year students. It is important for universities to understand how first year students conceive of learning and knowing in order to promote effective approaches to learning. Even though an extensive body of research demonstrates that beliefs about learning and knowing influence student approaches to learning and learning outcomes, there has been no Australian research that has investigated this critical learner characteristic across first year university students. This paper reports on preliminary data from an ongoing longitudinal study designed to investigate first year students’ beliefs about knowing and learning (epistemological beliefs). Students from teacher education and creative industry faculties in two Australian universities completed the Epistemological Beliefs Survey (EBS) in the first week of their first semester of study. A series of one‐way ANOVA using key demographics as independent variables and the EBS factor scores as dependent variables showed that epistemological beliefs were related to the course of study, previous post‐school education experience, family experience at university, gender, and age. These data help us to understand students’ beliefs about learning and knowing with a view to informing effective learning in higher education.  相似文献   

10.
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists.  相似文献   

11.
This paper outlines and discusses the instructional design architecture of a graduate study program in Open and Distance Learning that is fully and only accessible via the Internet. The paper also presents the results of an initial evaluation by staff and students of the first offer of the program in 1996. This study program was mounted with funds from the Commonwealth Government (Cathie Committee), a global learning initiative of the American Telegraph and Telecommunications Company (AT&T) and the International Council for Open and Distance Education (ICDE). The program aims to meet the needs of those who are seeking skills in the design and development of open and distance learning systems. The experiences of the first student intake suggest that the program is meeting an identified need very successfully. The program developers describe this program as challenging and clearly trail‐blazing the push for increasing flexible learning opportunities among institutions of higher learning.  相似文献   

12.
In this article, we present two studies that helped us understand the kinds of support that students need to learn science successfully from design activities. Both were enacted in the context of an approach to learning science from design called learning by design (LBD). In our first study, we designed and integrated a paper‐and‐pencil scaffolding tool, the design diary, into an LBD unit to support students' design‐related activities. We learned two important lessons from the first study. First, we refined our understanding of the processes involved in designing and the ways we might present those processes to students. Second, and more important, we observed that in the dynamic, complex environment of the classroom, not all of the scaffolding could be provided with any one tool or agent. We found that students need multiple forms of support and multiple learning opportunities to learn science successfully from design activities. In our next study, we provided additional support through an organized system of tools and agents. Our analysis of data from the second study leads us to believe that supporting multiple students in a classroom requires us to rethink the notion of scaffolding as it applied to groups of learners in a classroom. We put forth the notion of distributed scaffolding as an approach to supporting hands‐on inquiry learning in a classroom. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 185–217, 2005  相似文献   

13.
The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self‐confidence of students with learning difficulties. An in‐depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self‐regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers’ diaries and students’ interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design.  相似文献   

14.
The purpose of this research was to develop and test a multicausal model of the individual characteristics associated with academic success in first‐year Australian university students. This model comprised the constructs of: previous academic performance, achievement motivation, self‐regulatory learning strategies, and personality traits, with end‐of‐semester grades the dependent variable of interest. The study involved the distribution of a questionnaire, which assessed motivation, self‐regulatory learning strategies and personality traits, to 1193 students at the start of their first year at university. Students' academic records were accessed at the end of their first year of study to ascertain their first and second semester grades. This study established that previous high academic performance, use of self‐regulatory learning strategies, and being introverted and agreeable, were indicators of academic success in the first semester of university study. Achievement motivation and the personality trait of conscientiousness were indirectly related to first semester grades, through the influence they had on the students' use of self‐regulatory learning strategies. First semester grades were predictive of second semester grades. This research provides valuable information for both educators and students about the factors intrinsic to the individual that are associated with successful performance in the first year at university.  相似文献   

15.
Since the early years of the twenty‐first century there has been an increasing interest in using Web 2.0 technologies to support learning in Higher Education. However, previous research suggests that the integration of blogging into courses can be difficult and cites problems with issues such as student compliance. We adopt a learner‐centred perspective and explore students’ (rather than their educators’) understanding of how blogs and blogging can support distance learning in Higher Education. We report on a study of UK Open University (OU) students on an online distance learning Masters course, that has enabled us to determine the issues that are important to these bloggers, and we describe five ways in which they appropriated blogging to suit their individual needs. We discuss the importance of making blogging activities flexible so that students can blog to meet their own needs whilst still attending to the requirements of their course.  相似文献   

16.
This study investigated the effect of different methods of guidance with anchored instruction on students' mathematical problem-solving performance. The purpose of this research was to iteratively design a learning environment to find the optimal level of guidance. Two iterations of the software were compared. The first iteration used explicit instruction upfront followed by practice problems, and the second iteration provided structured problem-solving guidance as needed to solve the problems within the software. Pilot testing was conducted with 32 fifth-grade students from two inclusive classrooms observed a year apart within a small Midwestern, urban school. A parametric analysis of covariance was used to compare the problem-solving performance of the students who used the two different iterations. Enhancing anchored instruction with structured problem-solving guidance on an as-needed basis significantly improved students' problem-solving performance on conceptually easy problems, but not for more complex problems. The implications of this research illustrate the importance of iteratively designing and developing learning environments to take into consideration the needs of a particular situation.  相似文献   

17.
Virtual design studio (VDS) has been a part of the discourse of architectural pedagogy for the past two decades. VDS has been showcased as a potential educational tool in schools of architecture often in controlled, pre‐designed experiments. However, the global COVID‐19 pandemic has forced most schools to move their design studios into virtual space. This article aims to explore the potential advantages and shortcomings of VDS during the COVID‐19 quarantine from the perspective of students in a department of architecture. The study investigates three aspects of VDS namely, participating students’ evaluation of the virtual studio experience, the effectiveness of VDS in achieving the studio’s expected learning outcomes and the evaluation process for final design projects. Some 360 students from eight consecutive design studios participated in the study. The results indicate improvement in students’ ability to conduct independent research and in learning new computer‐aided design (CAD) software. Furthermore, the study finds VDS to be much more applicable for third‐ and fourth‐year students. The results also show a significant decline in background informal peer learning among students. Further studies are needed to address the implementation of a more immersive social experience in VDS.  相似文献   

18.
This article examines the academic adjustment and learning processes of international and local first‐year students. Twenty first‐year local and international students participated in a semi‐structured interview study upon the completion of their first year in a Faculty of Commerce and Management. Students reported positive and negative critical incidents which helped or hindered their learning during the first year. In addition, students described their feelings, thoughts and behaviours in relation to these incidents. Critical incidents were coded, themes identified, and comparisons made across local and international student groups. The impact of particular teaching processes are considered, and implications for teaching and learning in the first year are discussed.  相似文献   

19.
Competency‐based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses on a first step in APL, namely students’ self‐assessment of their prior learning before entering university education. The main aim of the presented study is to examine the suitability of the use of self‐assessment in APL. First, in an explorative study, the main sources for self‐assessment are derived and the relation between sources and domain of study is investigated. Second, in a pre‐test post‐test research design, the hypothesis that students’ self‐assessment of prior learning related to a course changes after studying a domain‐specific course is tested. Pre‐test results reveal that students indicate that they have prior knowledge related to the chosen university programme. In general, this prior learning is obtained from study experience, work experience, books, newspapers, magazines, the Internet, TV, radio, film or video. A relation is found between the type of source and the university programme. The hypothesis that students change their self‐assessment after a study period could not be confirmed. Based on these results, it is concluded that self‐assessment in APL might be a suitable tool. Implications for further research are discussed.  相似文献   

20.
The transition to college often occasions excitement as well as elevated stress for students. The latter may be especially the case for those with learning disabilities (LD), who can encounter problems both socially and academically. This study follows students both with and without LD during the first month of college to explore the relationships between LD status and two outcomes: loneliness/social distress and academic self‐efficacy. In particular, we hypothesized that hope and optimism would mediate the relationship between LD status and these outcomes. The sample consisted of 344 first‐year undergraduates at the beginning of the academic year (Time‐1) and a month later (Time‐2). Results showed that LD status predicted Time‐2 levels of academic self‐efficacy and loneliness only indirectly, demonstrating that relationships between LD and loneliness as well as between LD and academic self‐efficacy are mediated by hope.  相似文献   

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