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University students experience of cross-disciplinary collegiality and interaction with research-active teachers are explored using the results from two separate, but related, studies. In the first study, variation in students understanding of collegiality and how it is experienced is investigated. The second (quantitative) study explores the relations between students perceptions of collegiality in their learning environment and their learning outcomes and satisfaction. Within the collegiate system of the University of Oxford, students describe collegiality as encompassing a sense of allegiance and as a set of interactions with important others. Interactions were common between students in one disciplinary area and those in other disciplines. They are also found between students in one subject and other students in the same discipline, in the same and a different year of study and, in terms of learning, most effectively between students and research-active teaching staff. Where engagements of these sorts are described as beneficial to learning, students self-report that they adopt deeper approaches to learning, with the strongest correlations being between approach to learning and feelings of benefit derived from being in contact with active researchers. This result, from a student perspective, is a significant contribution to the debate on teaching–research relations in higher education within and beyond Oxford University as it bypasses teaching and focuses on the more important relations between university research and student learning. 相似文献
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Clifford Mayes 《课程研究杂志》2013,45(4):539-567
Various psychoanalysts have written about the implications of psychoanalytic theory for teaching and learning. Although many curriculum scholars have offered their personal interpretations of the relevance of psychoanalytic theory to education, there is very little in the educational literature about what psychoanalysts themselves have had to say about the acts of teaching and learning since the rise (and, some would suggest, decline) of psychoanalysis over the last century. This study examines a wide range of educational themes that emerge from a reading of various psychoanalysts over the last eight decades. In general, the psychoanalysts argue that, in order to be existentially authentic, teaching and learning must involve the teacher and student in all their psychodynamic complexity as emotional and ethical beings. I also examine the psychodynamic concepts of transference, counter‐transference, and object relations in some depth because they have figured prominently in psychoanalytic discourse about education. 相似文献
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《International Journal of Educational Research》1998,29(3):251-262
Cognitive style may influence the acquisition and application of efficient learning strategies. Among the dimensions of cognitive style identified to date, field dependence–independence (FDI) has been shown to be particularly important, given the wide diversity and transcendence of its educational implications. In particular, the characteristics demonstrated by extreme field dependent and independent subjects in different intellectual tasks lead to differential preferences expected of them in the use of learning strategies. These, in turn, could correspond to differences in the efficiency of use of strategies. In this chapter a review of the studies carried out to date about this subject is offered. 相似文献
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Does learning in clinical context in anatomical sciences improve examination results,learning motivation,or learning orientation? 
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下载免费PDF全文 The preclinical compulsory elective course “Ready for the Operating Room (OR)!?” [in German]: “Fit für den OP (FOP)”] was implemented for students in their second year, who were simultaneously enrolled in the gross anatomy course. The objective of the study was to determine whether the direct practical application of anatomical knowledge within the surgical context of the course led to any improvement in learning motivation, learning orientation, and ultimately examination results in the gross anatomy course, as compared with a control group. Within the scope of five teaching sessions, the students learned surgical hand disinfection, suturing techniques, and the identification of commonly used surgical instruments. In addition, the students attended five surgical demonstrations performed by surgical colleagues on cadavers. Successful learning of these basic skills was then assessed based on an Objectively Structured Practical Examination. Learning motivation and learning orientation in both subgroups was determined using the SELLMO‐ST motivation test and the Approaches and Study Skills Inventory test. While a significant increase in work avoidance was identified in the control group, this was not the case for FOP participants. Similarly, an increase in the “deep approach” to learning, as well as a decrease in the “surface approach,” was able to be documented among the FOP participants following completion of the course. The results suggest that students enrolled in the gross anatomy course, who were simultaneously provided with the opportunity to learn in clinical context, were more likely to be successful at maintaining learning motivation and learning orientation required for the learning process, than students who attended the gross anatomy course alone. Anat Sci Educ. 7: 3–11. © 2013 American Association of Anatomists. 相似文献
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The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences. 相似文献
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《The Journal of educational research》2012,105(5):604-614
AbstractResearch has shown that there are positive associations between students' goals and learning behavior. However, less is known about these associations for adolescent students in competency-based learning compared to adolescent students in teacher-directed learning. The current study was conceptualized with the aim of getting more in-depth information about competency-based learning with a competency matrix based on trait-based scales for students' self-assessment vs. teacher-directed learning. The sample consists of 846 (Mage?=?14.06; SD?=?0.94) middle adolescent students (8th-9th grades) from secondary schools in Germany. By using latent mean comparison and multigroup structural equation modelling in Mplus, it could be shown that the association between mastery goals and learning behavior is stronger in competency-based learning and performance-approach goals have a positive effect to effort investment. Furthermore, students of competency-based learning report higher values in mastery goals, effort investment and elaboration. 相似文献
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《师资教育杂志》2012,38(2):197-212
The Developing E‐learning for Teachers (DEfT) project, a collaborative venture between UK and Chinese universities, has produced e‐learning modules for master's level programmes for in‐service high school teachers in China. E‐learning offers Chinese teachers new and innovative forms of professional development and provides for transformative learning. The paper investigates teachers' online learning experiences and how e‐learning facilitates teacher transformation from three perspectives: the ‘learner‐centred perspective’, the ‘knowledge‐centred perspective’ and the ‘community‐centred perspective’. The paper concludes that e‐learning, while not without some caveats, is a feasible solution for the training needs of serving Chinese teachers. 相似文献
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Richard Taylor 《牛津教育评论》2013,39(1):101-118
Lifelong learning has been a key theme of New Labour’s education policy agenda since 1997, but is a broad and often amorphous concept. This article analyses New Labour’s ideological perspective in this context, outlines the main developments and difficulties, and evaluates the record over the seven years in office. New Labour’s policy on lifelong learning can be divorced neither from its general education policy nor from its broader human capital approach to education, within an ideology of ‘marketised welfarism’. The article discusses these characteristics and notes both the continuities and differences between New Labour and traditional Labourism. 相似文献
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Jung Eun Hong 《Technology, Pedagogy and Education》2017,26(3):323-345
Although previous studies have proven the usefulness and effectiveness of geographic information system (GIS) use in the K–12 classroom, the rate of teacher adoption remains low. The identified major barrier to its use is a lack of teachers’ background and experience. To solve this limitation, many organisations have provided GIS-related teacher training using various GIS learning materials. However, most materials have been developed without much consideration for the ‘users’ of these materials. This article introduces a user-centred design (UCD) approach to design and develop GIS learning materials in collaboration with a group of teachers to assist teachers in learning about and implementing GIS effectively in their classrooms. To illustrate this approach, the author presents a case study that involves developing GIS learning materials for middle school social studies teachers in Colorado, USA. As a result, the majority of teachers reported that UCD-based materials were easy to learn and follow. 相似文献
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Eric J. Feeney 《Teacher Development》2016,20(4):458-481
This study examined teachers’ learning situated in a school to reveal factors that support and hinder learning in the workplace. The investigation analyzed teachers’ orientation to learning, examining beliefs, practices, and experiences about teachers’ learning in relation to change in the workplace. A hypothesis is that teacher learning and change is complex and unable to be fully understood outside of practice. Evidence is provided on the factors and forms of learning activities that appear to strengthen an expansive learning environment and those which contribute to a more restrictive learning environment. A distinctive finding was that teachers’ orientation to learning is related to self-reported change. Another promising finding with the potential of better understanding the interrelated combination of how teachers’ beliefs, practices, and workplace factors influence change was related to dissonance for learning. The implications for practice involved determining how to continue to support and strengthen an expansive workplace learning environment. 相似文献
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Tim Allender 《Paedagogica Historica: International Journal of the History of Education》2017,53(1-2):155-169
AbstractBased on the keynote address the author gave at the ISCHE conference in Turkey in June 2015, this article examines how female identities, in a predominantly non-white colonial setting, were variously constructed over a 145-year time period. The paper also sees some resonance with the power structures that drive female oppression in former non-white colonial domains today and begins with that discussion. The author then turns to develop a largely historical perspective concerning this issue and is interested in the changes in the interaction between females living in India and the colonial state over this extended time period. In so doing, the article illustrates the activism of females who were caught within the imperial ambit as they responded, with varying degrees of intensity, to the broader racial and class agendas, which were internal to British colonial rule. The article uses the paradigm of “femininity” to trace the self-actualisation of these females, as well as the official impositions placed on them; and how, even from this position of powerlessness, coercive agendas could still emerge as a result of their activism that the state, itself, was then forced to accommodate. 相似文献
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The study explores the relationships between students’ experiences of the teaching–learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The Approaches and Study Skills Inventory for Students (ASSIST) and the Experiences of Teaching and Learning Questionnaire (ETLQ) were used to assess approaches to learning and student’s experiences of the teaching–learning environment, respectively. These two constructs were then used as either first- or second-stage variables within the path analysis. The model using approaches to learning as a mediating variable showed the best fit with our data; variations in our students’ experiences of the teaching–learning environment appear to give rise to their approaches to studying, which subsequently affect their achievement. The deep approach shows no detectable influence on academic achievement in this sample, neither there are any direct effects of experiences of the teaching–learning environment on it. The indirect effects of these experiences on achievement, acting through the strategic and the surface approaches, are related to two aspects of the teaching–learning environment only, namely congruence and coherence in course organisation, and integrative learning and critical thinking. The finding of a reciprocal relation between approaches to learning and experiences of the teaching–learning environment supports previous conclusions about the association between these constructs. The indirect effect of experiences of the teaching–learning environment on achievement, acting through approaches to learning, shows those approaches as a dynamic construct that varies in line with experiences of the teaching-learning environment, and so influences achievement. 相似文献
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Amal Alhadabi Said Aldhafri Hussain Alkharusi Ibrahim Al-Harthy Marwa Alrajhi Hafidha AlBarashdi 《Asia Pacific Journal of Education》2019,39(1):133-153
The current study investigated the associations between three maternal and paternal parenting styles, moral intelligence, academic self-efficacy and learning motivation in three serial mediation models. Omani adolescents enrolled in 7th to 11th grades (N = 296) responded to an online survey containing demographic items and scales measuring the variables noted above. Results of Path Analysis indicated that the three models had a good overall fit. In detail, the three paternal styles (authoritative, authoritarian and permissive) had direct associations with moral intelligence and indirect associations with learning motivation. However, only two maternal parenting styles (i.e., authoritative and authoritarian) correlated directly with learning motivation and these two styles did not associate with moral intelligence. All effects were in the hypothesized direction except the effect of authoritative maternal and paternal styles. Moral intelligence had a positive direct correlation with students’ academic self-efficacy and learning motivation. Moral intelligence also mediated the negative associations between three types of fathers’ parenting styles and students’ motivation. Academic self-efficacy had a positive association with students’ motivation. These findings provided useful insights about the various association between external factors (e.g., parenting styles), internal factors (i.e., moral intelligence and self-efficacy) and students’ motivation among adolescents in middle and high schools. 相似文献
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Clarence Ng 《Distance Education》2017,38(1):37-58
Can mastery and performance-approach goals predict distance learners’ learning and achievement in different learning situations over an academic year? Using a prospective longitudinal design, the current study examined this research question using a cohort of distance learners in Hong Kong. Two hundred and seventy-two distance learners completed three survey questionnaires at the beginning, in the middle and towards the end of an academic year. Regression analyses found that distance learners’ mastery and performance-approach goals at the beginning of the academic year predicted learning interest and the use of regulatory strategies in subsequent surveyed points after controlling for the effects of the age factor and self-efficacy levels. 相似文献
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Terrie Lynn Thompson 《Learning, Media and Technology》2016,41(3):480-500
Workers are faced with wider networks of knowledge generation amplified by the scale, diffusion, and critical mass of digital artefacts and web technologies globally. In this study of mobilities of work–learning practices, I draw on sociomaterial theorizing to explore how the work and everyday learning practices of self-employed workers or micro-small business entrepreneurs are changing through the infusion of web and mobile technologies. Drawing primarily on Ingold's notion of wayfinding, Law's collateral realities, and Knorr-Cetina's work on epistemic objects, I examine data from 23 contingent workers in Rwanda, Kenya, and Canada to explore emergent practices of curating learning ecologies (mixtures of technologies, artefacts, activities, and people). I conclude with implications for educators and workers of the growing sophistication of digital fluencies that matter: the play of innovation, expertise, and criticality in everyday work–learning practices and a more thoughtful reckoning with the implications of human–technology interactions on practices. 相似文献
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Kuan-Ming Shen Chin-Chung Tsai Chun-Yen Chang 《International Journal of Science Education》2016,38(9):1527-1547
In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students’ earth science learning. This study aimed to explore the relationships among undergraduates’ conceptions of, approaches to, and self-efficacy for learning earth science by adopting the structural equation modeling technique. A total of 268 Taiwanese undergraduates (144 females) participated in this study. Three instruments were modified to assess the students’ conceptions of, approaches to, and self-efficacy for learning earth science. The results indicated that students’ conceptions of learning made a significant contribution to their approaches to learning, which were consequently correlated with their learning self-efficacy. More specifically, students with stronger agreement that learning earth science involves applying the knowledge and skills learned to unknown problems were prone to possess higher confidence in learning earth science. Moreover, students viewing earth science learning as understanding earth science knowledge were more likely to adopt meaningful strategies to learn earth science, and hence expressed a higher sense of self-efficacy. Based on the results, practical implications and suggestions for future research are discussed. 相似文献
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Arthur Bakker 《Instructional Science》2018,46(1):169-183
Discovery learning continues to be a topic of heated debate. It has been called a zombie, and this special issue raises the question whether it may be a phoenix arising from the ashes to which the topic was burnt. However, in this commentary I propose it is more like an elephant—a huge topic approached by many people who address different aspects. What is needed in the discussion about discovery learning and related approaches, I argue, is sublation: the kind of lifting up from the one-dimensional discussion between two extremes (minimal guidance vs. direct instruction) that puts an end to the everlasting tug of war by integrating justified concerns from both opposite positions. I evaluate how the different contributions to the special issue help to sublate the discussion about discovery learning. In particular, the case study presented by Trninic illustrates how strong guidance and repetition may be needed for the discovery of something that cannot be told. I further suggest scaffolding, inferentialism, and design research as potential theoretical and methodological ways forward. 相似文献