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1.
Martin Carnoy Brenda Jarillo Rabling Jonatan Castano-Munoz Josep Maria Duart Montoliu Teresa Sancho-Vinuesa 《Higher Education》2012,63(1):53-82
A highly touted feature of the so-called global “revolution” in higher education is the trend to use information technology
to reach a broader clientele. Although there is evidence that students may be learning the material in on-line courses as
well as in traditional face-to-face universities, how well students learn content is not the only reason they persist to a
degree, and student persistence is an important goal of higher education institutions. In this paper, we make the case that
the life conditions for students attending virtual universities are different from those of “traditional” students in face-to-face
universities, and that this difference puts a particular (largely non-pecuniary) premium on time to degree. With our data
from a Catalan virtual university, the Open University of Catalonia (UOC), we are able to test this hypothesis directly by
using the heterogeneous degree structure of the Catalonian/Spanish higher education system to estimate whether the number
of courses required to get various degrees (the length of the degree program) is significantly related to student persistence.
The study analyzes several cohorts of students (those who entered in 2000–2003) studying in the UOC and estimates the factors
that influence their degree completion. We find that the completion rate is generally low, but that students taking shorter
degree courses at the UOC are much more likely to complete their degrees. This suggests that, given their clientele, on-line
universities operate under very different constraints from their face-to-face counterparts. Our results are important for
higher educational researchers, who have mainly focused on younger populations attending face-face universities. They also
can serve university administrators who launch distance education degree programs and make high stakes decisions about them
with little of no information on the likely behavior of their older students, and can serve employers who are deciding whether
to subsidize their employees to take advanced degrees through on-line programs of study. 相似文献
2.
This paper summarizes our analysis of the complexity of ratio problems at Grades 6 and 7, and reports a two-year experiment
related to the teaching and learning of rational numbers and proportionality in these grades. Two classes were followed and
observed. Part of the teaching material was common to both classes, mainly the objectives and the corpus of ratio problems
in a physical context. But in one class, here called “Partial-experiment”, the learning environment was exclusively a paper-pencil
one and the teacher followed his usual method in designing and conducting teaching sequences. In the other class, here called
“Full-experiment”, the teaching was based on a framework, emerging from our analysis of complexity of ratio problems, involving
precise guidelines and a specific computer environment. Using a pre-test and a post-test, we observed clear progress in both
classes compared to a sample of “standard” pupils. Our comparative pupil-oriented study indicates more complete improvement
in the “full-experiment” class, i.e., a better acquisition of fractions and their use for solving usual proportionality problems.
The average pupil’s progress is greater in the “full experiment”, with the pupils who were initially high- or low-level attainers
benefiting the most from the “full-experiment”. 相似文献
3.
4.
Dian-fu Chang Cheng-ta Wu Gregory S. Ching Chia-wei Tang 《Asia Pacific Education Review》2009,10(1):47-57
The recent rise in globalization has brought forth a global wave of academic competitiveness, which has taken its strongest
hold in East Asia. In order to attain world class status, Taiwan’s Ministry of Education (MoE) initiated a project called
Plan to Develop First-class Universities and Top-level Research Centers. The project is often coined the “Five-Years-50-Billion
Project,” due to the fact that the MoE will invest 50 billion New Taiwan dollars (US$1.64 billion) in the plan over a five
year span. First, the authors will attempt to investigate and analyze the difference in funding rationale and policy between
the periods before and after implementation. Second, this study seeks to evaluate the plan’s efficiency on an institutional
level by using data envelopment analysis (DEA). Findings suggest that the current funding policy has indeed increased Taiwanese
universities’ levels of internationalization and global academic competitiveness. However, comparisons among those universities
suggest that despite the relative degree of efficiency, more investment did not ensure better university performance. Guidelines
for allocating funding should be regularly revised in order to reflect any changes in relevant conditions and in universities’
overall performance and efficiency. 相似文献
5.
This study analyses why and how academic inbreeding as a recruitment practice continues to prevail in Japan, a country with
a mature higher education system, where high rates of academic inbreeding endure in most of the research-oriented universities
in spite of several higher education reforms. Based on a qualitative analysis, we disclose three characteristics that lead
academics to become inbred at Japanese universities. One characteristic—the adoption of “open recruitment processes” in detriment
of “closed recruitment processes”—changed over time, limiting academic inbreeding practices, but two other characteristics
remained unchanged over time: the “one university learning experience” and the “concentration of doctoral supervisors at the
same university”. These latter characteristics represent difficult challenges to be tackled as they are also traditional characteristics
of the Japanese higher education system. The research also shows that academic inbreeding practices are a means to assure
organizational stability and institutional identity, features perceived as important by Japanese universities. A central challenge
for the Japanese universities is then to guarantee these features without needing to rely on academic inbreeding practices
to obtain them. However, devising policies to meet this challenge calls for institutional will to change, proactive strategies
and time. 相似文献
6.
Alex Pomson 《Education and Information Technologies》2008,13(2):147-163
This paper reports findings from a study of LookJed, the oldest and largest on-line forum for Computer Mediated Discussion
among individuals interested in Jewish education. The study adopted a “cyber-ethnographic” approach, with postings to the
forum seen as “acts of communication” that reveal what is important to their authors. An interest in exploring similarities
between forum conversations and those in teachers’ lounges led to an investigation of Herring’s claim that most listservs
do not include discussion at all, only the trading of information. This investigation found that active forum participants
generally use the forum for discrete purposes, most commonly to exchange information about “subject matter” or “teaching material”,
less commonly to exchange opinions and ideas, and rarely to do both. Integrating an analysis of patterns of contribution with
an examination of their discursive content reveals six preeminent “types” among the population of contributors, each of whom
participates in the forum in different ways and acts with different purposes. Although this typology is at best suggestive
and needs to be tested against other listserv cases, its easy identification suggests that in order to better understand the
cultures of virtual forums, it is important to pursue a more variegated characterization of listserv participants and their
motivations than has typically been the case in CMD research where users are most frequently identified as either lurkers
or fanatics, or as active or passive participants. 相似文献
7.
The purpose of this mixed methods sequential explanatory study was to identify factors contributing to students’ persistence
in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education by obtaining
quantitative results from surveying 278 current and former students and then following up with four purposefully selected
typical respondents to explore those results in more depth. In the first, quantitative, phase, five external and internal
to the program factors were found to be predictors to students’ persistence in the program: “program”, “online learning environment”,
“student support services”, “faculty”, and “self-motivation”. In the qualitative follow up multiple case study analysis four
major themes emerged: (1) quality of academic experiences; (2) online learning environment; (3) support and assistance; and
(4) student self-motivation. The quantitative and qualitative findings from the two phases of the study are discussed with
reference to prior research. Implications and recommendations for policy makers are provided. 相似文献
8.
Durk Gorter Jasone Cenoz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,10(1):651-666
Over the last three decades, regional minority languages in Europe have regained increased recognition and support. Their
revitalisation is partly due to their being taught in schools. Multilingualism has special characteristics for speakers of
minority languages and it poses unique challenges for learning minority languages. This article looks at the cases of Basque
and Frisian, comparing and contrasting their similarities and differences. The educational system in the Basque Autonomous
Community underwent an important transformation, starting in 1979 from a situation where less than 5 per cent of all teachers
were capable of teaching through Basque. Today this figure has changed to more than 80 per cent. An innovative approach was
chosen for teaching the minority language, Basque, alongside the dominant language, Spanish, and the international language,
English. The outcome is a substantial increase in the proficiency in the minority language among the younger age groups. The
decline of the minority language has thus been successfully reversed and one of the major challenges now is to uphold a sustainable
educational system. By contrast, the Frisian language has fared less well in the Netherlands, where developments over the
last 30 years have been much slower and the results more modest. Here policy-making for education and for language is caught
in a continuous debate between a weak provincial level and a powerful central state level. Overall, multilingualism as a resource
for individuals is valued for “bigger” languages such as English, French and German, but not for a “small” language such as
Frisian. Nevertheless, a few trilingual experiments have been carried out in some schools in Friesland in teaching Frisian,
Dutch and English. These experiments may also be instructive for other cases of minority languages of a “moderate strength”.
In the cases of both Basque and Frisian multilingualism is generally perceived as an important resource. 相似文献
9.
Sylvia Rojas-Drummond Neil Mercer Ellen Dabrowski 《European Journal of Psychology of Education - EJPE》2001,16(2):179-196
Research in Mexican schools, drawing upon earlier research in the UK, has led to the development and use of a method for describing, comparing and evaluating the particular approaches and interactional strategies used by teachers and learners. Using this method, qualitative and quantitative comparisons are made to distinguish between teachers who use a conventional, formal, directive approach when teaching 5-year-old children mathematical skills (called the “Official” method) and those who use a more interactive, collaborative, supportive, “scaffolded” approach to teach similar classes of children (called the “High Scope” method). In an earlier study, we found more competent and independent problem-solving among High/Scope pupils than among their peers taught by the Official method. In the present study, discourse analysis and statistical analysis of the relative frequencies of types of teacher-pupil interaction in the classrooms of two “Official” teachers and two “High’ Scope” teachers are used to explain the improved problem-solving of the “High Scope” pupils. The findings support the view that by creating a more collaborative, scaffolded version of classroom education, teachers can more successfully enable children to develop their own problem-solving skills, learning strategies and curriculum-related understanding. The research also contributes to the development and implementation of methods for promoting a more effective style of teacher-learner interaction in the classroom. 相似文献
10.
Filippo Camerota 《Science & Education》2006,15(2-4):323-334
This article explores the transmission of practical knowledge in the XV and XVI centuries. According to cosmographer Egnatio
Danti, optics and other mathematical sciences had “been banished” from the main philosophical schools of his period, and “the
little which remains to us is limited to some practical aspects learned from the mechanical artificers”. The “mechanical artificers”
were architects, painters and surveyors whose mathematical training constitutes the subject dealt with in this article. The
context of Danti’s remark was the letter to the “Accademici del Disegno” of Perugia which introduce his Italian translation
of Euclid’s Optics. After the great Medieval season of optical studies, in effect, this science progressed mainly through its practical applications,
especially through “that part of perspective which pertains to painting” (Piero della Francesca), and through the spread of
methods and instruments for measuring by sight. 相似文献
11.
钟晨音 《Frontiers of Education in China》2008,3(4):594-606
As the teacher education in China gradually evolves from the closed one into an open one, and with the greater pressure from
the competition among universities, the transformation of normal universities is an inevitable choice. The problems that normal
universities need to face up to are the proper goal orientation and the setting of appropriate development goals. Through
the comparison and interpretation of the development goals of current normal universities in China, this paper finds similar
tendency in the development types and the choices of features. Goal orientation is vital to the development of normal universities.
Therefore, when setting and implementing development goals, a sound understanding about expressions like “the features of
operating schools” and “comprehensive universities” should be improved, and a rational thinking about the fundamental questions
should be engaged in as well.
__________
Translated from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2008, 29(2): 29–34 相似文献
12.
Min-xuan Zhang 《Frontiers of Education in China》2006,1(4):475-486
From a financial perspective, the criteria for category distinction of higher education institutions should be based on the
ownership of institution property and income for recurrent expenditure. The development of modern higher education witnessed
the period wherein higher education institutions have both private property and private payment for recurrent expenditure.
The development also saw the period wherein all the institution properties were owned by the state and all the recurrent expenditure
were paid by the government. Accordingly, universities could be divided into two categories of “public” and “private” institutions
until the 1970s. However, things have been changing greatly over the past 20 years. Property ownership and payment for recurrent
expenditure have been separated. The public institutions appeal to more and more individuals sharing recurrent expenditure,
while private institutions ask for more and more public financial support. Therefore, some financially mixed institutions
came into being and “three categories with sub-groups” has become a new phenomenon.
__________
Translated from Peking University Education Review, 2004 (2) 相似文献
13.
Xiaoli Du 《Frontiers of Education in China》2007,2(2):273-285
With the content analysis method, this paper uses statistic evidence and analysis of the discourses in Harvard Educational Review (HER) from 1931 to 2000 to discuss the transformation of educational research, which has turned from “teaching object” to
“teaching subject”. What is more, education research is not only aimed at pursuing the efficiency of teaching, but also showing
more concern for the individuals in the process of teaching.
Translated from Jiaoyu Fazhan Yanjiu 教育发展研究 (Exploring Education Development), 2005, (12): 53–56 相似文献
14.
Angela Yung-chi Hou 《Asia Pacific Education Review》2012,13(1):77-88
Higher Education Evaluation & Accreditation Council of Taiwan (HEEACT) was established in 2005 and began to accredit 76 four-year
comprehensive universities and colleges in Taiwan in 2006. Commissioned officially with a dual mission, HEEACT has been encouraged
to conduct various ranking research projects, including global and national ones starting in 2007. One of the HEEACT’s most
influential rankings is “Performance Ranking of Scientific Papers for World Universities.” Given the fact that more and more
national accrediting bodies are developing ranking systems, these dual roles like in the HEEACT case have led to many discussions
and raised severe criticism in the quality assurance community due to their different aims and approaches. Therefore, the
purposes of the paper are to provide an understanding of the functions of varying quality assessment tools in higher education,
to analyze their impact on Taiwan higher education and to examine the conflicting roles of HEEACT while conducting both accreditation
and rankings over the institutions that have been granted the two major national Research and Teaching Excellence Programs. 相似文献
15.
Distance Learning as a Tool for Poverty Reduction and Economic Development: A Focus on China and Mexico 总被引：1，自引：1，他引：0
Richard C. Larson M. Elizabeth Murray 《Journal of Science Education and Technology》2008,17(2):175-196
This paper uses case studies to focus on distance learning in developing countries as an enabler for economic development
and poverty reduction. To provide perspective, we first review the history of telecottages, local technology-equipped facilities
to foster community-based learning, which have evolved into “telecenters” or “Community Learning Centers” (CLCs). Second,
we describe extensive site visits to CLCs in impoverished portions of China and Mexico, the centers operated by premier universities
in each respective country. These CLCs constitute the core of new emerging systems of distance education, and their newness
poses challenges and opportunities, which are discussed. Finally, we offer 12 points to develop further the concept and reality
of distance learning in support of economic development. 相似文献
16.
This paper outlines the findings of a study employing a partial least squares (PLS) structural equation methodology to test
a customer satisfaction model of the drivers of student satisfaction and loyalty in higher education settings. Drawing upon
a moderately large sample of students enrolled in four ‘types’ of Australian universities, the findings suggest that student
loyalty is predicted by student satisfaction, which is in turn predicted by the perceived image of the host university. While
the perceived quality of “humanware” (e.g., people and process) and “hardware” (e.g., infrastructure and tangible service
elements) has an impact on perceived value, this was found to be weak and indeterminate. Of most importance was the impact
of the institution’s institutional image, which strongly predicted perceived value, and to a lesser extent student satisfaction.
The findings have implications for newer, less prestigious universities seeking to compete in a more deregulated, market driven
environment. 相似文献
17.
Víctor Navarro-Brotóns 《Science & Education》2006,15(2-4):209-233
This essay examines some aspects of the teaching of mathematics and its applications in three of the principal sixteenth century
Spanish universities (Salamanca, Valencia and Alcalá) and in other institutions sponsored by the monarchy, such as the “Casa
de la Contratación” (House of Trade) of Seville and the so-called Academy of Mathematics of Madrid. All three of the above
universities had chairs of mathematics. In the Casa de la Contratación and other nautical schools the teaching of mathematics was oriented toward providing the foundations of navigation (nautical
astronomy, instruments and maps, etc.). The Academy of Mathematics was oriented mainly towards subjects related to cosmography
and navigation. Although the different areas of the teaching of mathematics imposed conditions on the discourses and practices
of the mathematical disciplines, they did not impede the circulation of persons, knowledge, and practices among these areas.
This work has partially financed by grants from Spanish Ministry of Science and Technology (BHA 2000–1456) and from Ministry
of Education and Science (BHA2003-08394-(02-01). 相似文献
18.
Andrés Bernasconi 《Higher Education》2006,52(2):303-342
The expansion of private sectors of higher education has usually been regarded as a factor of diversification in higher education
systems. Some of this differentiation has been found to arise from the affiliation of private institutions with organizations
outside the field of higher education. This article reports the results of a study of this form of interorganizational relationship
in private universities in Chile. Cases include universities founded or sponsored by religious, business and military organizations.
A typology of private universities is proposed, on the basis of the forms affiliation (or its absence), was observed to take
in the cases examined. Weak and strong forms of affiliation are described, and affiliated universities are compared to “proprietary”
universities, i.e., those owned by individuals who govern them from their positions in the board of directors, and “independent”
universities, in which governance lies with internal – academic or administrative – constituents. Albeit derived from the
case of Chile, the typology could be applied to the analysis of private higher education in other national systems. The second
part of the article seeks to ascertain whether affiliation operates as a source of differentiation in Chilean private higher
education. Results show that, compared to the other types of private universities, the affiliated ones possess distinctive
mission statements and declarations of principles, consistent with the orientations of their sponsor institutions, they tend
to be smaller, and to have more full-time and better qualified faculty. Some receive financial support from their sponsor
organization or its members. Distinctiveness was not found in indicators of prestige and student selectivity, nor in tuition
levels, program offerings, curriculum design, the weight of research and graduate programs in their functions, student socioeconomic
profile, and faculty involvement in governance. This is not to say that there are no differences in these dimensions among
private universities: much diversity exists, but most of it cuts across all categories of interest for our study. Overall,
affiliation does not appear to be a strong factor behind the diversification that exists in the Chilean private university
sector. 相似文献
19.
Courtney E. Kimmel R. Bruce Hull Max O. Stephenson David P. Robertson Kimberly H. Cowgill 《Higher Education》2012,64(2):223-235
In the struggle to remain true to their technical assistance and civic engagement missions in an era of shrinking budgets and increasingly complex accountability claims, land grant universities have developed different engagement strategies to contribute to the development of surrounding communities. Drawing on Flora and Flora’s (in Ann Am Acad Polit Soc Sci, 48, 1993) assertion that a strong and “entrepreneurial” social infrastructure is critical for facilitating lasting change and development in communities (particularly rural communities), this article presents a case study of a land grant university’s engagement with a community landcare group from the perspective of building social capacity in surrounding communities. This case explores Virginia Tech’s involvement in facilitating and supporting Catawba Landcare using three theoretical frames—Ronald Heifetz’s concept of “holding environments” as a safe and facilitated space where social learning can occur; ecological and social entrepreneurship and the roles and functions required to support these forms of entrepreneurship; and the concept of learning action networks in which otherwise disparate partners are linked under common goals and collectively learn how to manage the situation at hand. Using these three theoretical frames, this paper posits landcare as a model of engagement for land grant universities thus contributing to the construction of social infrastructure. 相似文献
20.
Donald A. Stepich Peggy A. Ertmer Molly M. Lane 《Educational technology research and development : ETR & D》2001,49(3):53-67
This paper proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies
while analyzing and solving instructional design case studies. Findings from an exploratory study, designed to examine changes
in students' problem-solving skills as they analyzed case studies, suggested that students could show expert characteristics
at times, under some circumstances, but did not perform like experts on a regular basis. At two midwestern universities, 37
students analyzed 6 to 10 case studies both in class and in on-line discussions. Comparisons were made both within and across
students, as well as across time, to examine patterns and changes in student problem-solving approaches. Findings suggested
that primary influences on the incidence of expert performance were more external than internal and might be more aptly characterized
as “coached expertise”. Specific suggestions are included for coaching the development of student problem-solving skills within
a case-based course. 相似文献