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1.
Chris Evans 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):902-915
Can social media be used to enhance the process of learning by students in higher education? Social media have become widely adopted by students in their personal lives. However, the application of social media to teaching and learning remains to be fully explored. In this study, the use of the social media tool Twitter for teaching was considered. Undergraduate students in Business and Management (n = 252) were encouraged to use Twitter for communicating with their tutor and each other during a 12‐week course. Their involvement was evaluated using a survey considering amount of Twitter usage and students' attitudes and experiences. The data were analysed using factor analyses, which revealed a single usage construct and three attitudinal factors. Three findings emerged. Firstly, a positive correlation was found between amount of Twitter usage and student engagement in university‐associated activities including organising their social lives and sharing information. Secondly, course‐related tweeting was not related to interpersonal relationships between students and their tutor. Thirdly, Twitter usage did not impact class attendance. The results are salient for educational practitioners wishing to introduce social media into their teaching. 相似文献
2.
Maria Beatrice Ligorio Alessandra Talamo Robert-Jan Simons 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):137-152
The role of tutors has changed over time, depending on models of learning and on the technology available. This article discusses the evolution of the tutor role and presents a new model concerning the tutoring functions in a synchronous virtual community. The definition of a virtual community starts from a theory of communities of learning and takes the features of the virtual environment into account. A project set in order to verify the tutors' features in a synchronous virtual community with an educational aim will be described in detail. The chats on-line are analyzed combining two analysis systems: (a) a category system describing the tutor's on-line functions; and (b) a discourse analysis exploring the dialogical and interactive dimensions of the tutor interventions. Results gathered from this study highlight typical features of tutoring on-line a virtual community. On-line tutorship appears to be a fluid, situated and dynamic process of meaning negotiation. Tutors are able to take over each others' specific roles and students act as tutors to each other. 相似文献
3.
Ingrid Nix Ali Wyllie 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):101-112
Many institutions encourage formative computer‐based assessment (CBA), yet competing priorities mean that learners are necessarily selective about what they engage in. So how can we motivate them to engage? Can we facilitate learners to take more control of shaping their learning experience? To explore this, the Learning with Interactive Assessment (LINA) project, a small‐scale study, trialed a selection of online, interactive question features designed to increase motivation, particularly of work‐based learners, and to enhance learners' ability to self‐regulate their own learning experience. We present initial findings on learner perceptions of: (1) a confidence indicator tool—for learners to indicate their confidence that their answer will be correct before answering a question; (2) a learning log—for learners to insert reflections or view system‐recorded information about their learning pathway; and (3) question feedback—for displaying a range of author comments. Themes emerged relating to motivational, behavioural and cognitive factors, including risk taking and skills in self‐assessment. A serendipitous finding highlights learners' frequently not reading onscreen feedback and presents perceptions on when feedback becomes most useful. Motivators and barriers to engagement and self‐regulation are discussed in relation to principles of best feedback practice. 相似文献
4.
基于网络的形成性考核的有效性和时效性分析 总被引：4，自引：0，他引：4
中央广播电视大学的形成性考核,素以单一的作业册的形式向各试点学校发行。由于师生见面时间有限,教师批改作业后很难及时反馈给学生,并且单一的纸笔式练习也有很大的局限性。针对这一情况,中央电大于2005年3月启动了“宏微观经济学”等六门课程的基于网络的课程形成性考核试点项目。基于网络的形成性考核能否提高评价的有效性和时效性,实现信息的及时反馈,改进远程教与学的质量呢?本文应用院校研究的方法,对基于网络的课程形成性考核的评阅率、评阅的及时性、评阅的方式与质量进行了分析。 相似文献
5.
D. W. O'dwyer T. M. Logan-Phelan E. A. O'neill 《European Journal of Engineering Education》2007,32(6):695-709
The current paper describes the design and development of a qualitative analysis course and an interactive web-based teaching and assessment tool called VSE (virtual structural environment). The widespread reliance on structural analysis programs requires engineers to be able to verify computer output by carrying out qualitative analyses. Qualitative analysis is also an important design skill. The course was developed using a problem-based learning approach. VSE offers a student-centred, active learning environment that supports students in becoming self-directed learners and effective problem-solvers. VSE allows students to construct simple structural models quickly and observe the response of their structures to changes in load in real time. VSE supplements the use of physical models, it can be used in conjunction with a library of predefined structures and it can be incorporated into assessment exercises. 相似文献
6.
大学生是建设创新型国家的主体力量之一。培养并不断提升大学生科研创新能力是大学教育的重要目标,也是国家关注的重点。本研究通过构建科研创新能力影响因素模型,并采用问卷调查法探究自主性学习、导师指导和学校科研支持对大学生科研创新能力的影响。研究发现:自主性学习、导师指导和学校的科研支持均对大学生科研创新能力具有显著正向影响,但导师指导的路径系数稍低;导师指导与自主性学习、学校科研支持间均存在双向正影响。为此,高校应着力提升大学生自主学习能力、增强导师指导效果并加大科研支持力度,以更好地促进大学生科研创新能力的提升。 相似文献
7.
This paper reports on a case study of an online pre-service teacher education course in a New Zealand university aimed at exploring the potential of student-generated podcasts as a form of interactive formative assessment at a distance. The study was part of a wider two-year funded project with the overall goal of documenting, developing, and disseminating effective and innovative e-learning practice. Findings from lecturer and tutor interviews, student focus group (FG) discussion, and course evaluations indicate that the podcasting task provided opportunities for the course lecturer, tutors, and students to learn and share ideas with one another. The experience empowered students to develop the skills and confidence to initiate more independent inquiry into technologies to support their pedagogical purposes. The study contributes to a better understanding of the skills, dispositions, and knowledge needed to prepare teacher candidates for teaching-learning contexts where information and communication technologies are increasingly pivotal. 相似文献
8.
何显文 《赣南师范学院学报》2012,33(3):51-55
随着计算机技术的发展及互联网在现代教学中的应用,基于互联网的虚拟学习社区在课程教学中将得到广泛应用.为了提高高校信息技术课程的教学效果,采用PHP与MySQL开发了基于高校信息技术课程的虚拟学习社区,该社区以论坛为主模式,具有发帖与回帖、提问与交流、教学资料与课程资源呈现等功能.虚拟学习社区在课程教学中的应用改变了传统教学中以教师为中心的"灌输式"教学手段,让学生主动参与到课程学习中,并在教师的指导下完成建构学习、自主学习和交流互动,并直接参与社区课程资源的构建,增强学生的学习积极性与主动性,提高教学效果. 相似文献
9.
Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements. 相似文献
10.
Sheila Smith‐Hobson 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):10-18
How does one develop a writing‐tutoring course which will prepare students to tutor their college peers? What do students preparing as peer tutors in a college writing and learning centre need to know in order to tutor competently other students of multicultural, multiracial and multilinguistic backgrounds? 相似文献
11.
12.
Pierre J. van Eijl Albert Pilot Peter de Voogd 《Education and Information Technologies》2005,10(1-2):51-65
In courses using a virtual learning environment (VLE), some students like to work together, and some do not. If we give students the opportunity to choose either teamwork or individual study, how does this affect their marks and their appraisal and assessment of the course? This question has been investigated in the context of an English Literature course at the University of Utrecht. In this course, students work intensively with a VLE, and attend lectures: a blended learning environment. Previous research has shown that the pedagogical design used provides a powerful learning environment. This time, students had the choice of working on the course assignments in small teams (2–4 students), or individually. Both groups were compared based on their study results, and the answers to a questionnaire. Students valued the choice. Mainly those students with high marks for a previous course, which had a similar pedagogical design, preferred collaboration. Statistical analysis showed that collaboration resulted in significantly better marks. 相似文献
13.
Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach that has been developed within Vygotskian sociocultural theory of learning (Vygotsky, 1978). DA is an assessment approach that blends instruction and assessment. The data, which came from a pilot study of a larger research project, consisted of text-based interaction between a tutor–researcher and two business studies students across various drafts of two assignments in line with the DA approach. This interaction was mediated by computers mainly through emails. The analyses of such interaction suggest that DA can help to identify and respond to the areas that students need the most support in (in this study, managing information flow). Finally, we argue that a learning theory-driven approach such as DA can contribute to undergraduate students’ academic writing development by responding to their individual needs. 相似文献
14.
The war on cancer has been waged for nearly 40 years, yet the cancer burden remains high, especially among minority and underserved populations. One strategy to make strides in the war on cancer and its disparate impacts is to increase the diversity of the cancer research workforce. We describe an approach to recruit a diverse population of future cancer researchers from an undergraduate student population at a minority-serving land-grant institution. Specifically, we have addressed the following questions: Given the dearth of published reports of undergraduate cancer courses, is it possible for undergraduates at a land-grant institution (rather than a research or medical institution) to successfully learn cancer biology from a lecture-based course? Can we develop a template that has the potential to be used by others to develop and implement an undergraduate cancer course? Can such a course stimulate interest in careers in cancer research? Based on a learning gains analysis, students were able to learn cancer content and related skills, and based on student surveys, students'' interest in cancer research was stimulated by course participation. We have identified aspects of our course development process that were critical for the successful development, implementation, and assessment of the course. 相似文献
15.
We evaluate the case for using feedback iteratively, to improve student engagement and learning. In this model, students were invited to respond to tutor feedback with students’ own responses. Among the three courses/modules (three tutors) studied, differences in feedback styles were evident from: (a) thematic analysis of tutor comments and, for one course, and (b) comments in a student focus group. Students were inconsistent in their evaluation of tutor feedback but, in a more detailed study of one of the courses, there was clear evidence for the benefits of iterative feedback. Lessons from the main study were then applied to a course that had not previously incorporated iterative feedback. Using this experience, we provide suggestions for applying iterative feedback in assessments. 相似文献
16.
E. K. H. Saitta M. A. Bowdon C. L. Geiger 《Journal of Science Education and Technology》2011,20(6):790-795
Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students
at a large research institution. Chemistry students at the University of Central Florida partnered with high school students
at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to
teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing
tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational
opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students’
misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory
course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical
kinetics. An overview of project’s design, implementation, and assessments are detailed in the case study and serve as a model
for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future
projects. 相似文献
17.
刘广会 《中国现代教育装备》2014,(19):91-93
针对职业教育体系和高职学生特点的新情况,通过对课程知识内容生活原型的挖掘,课程分层次和过程化考核,基于现代信息技术的即时通讯、微博、微课、学院的数字化学习中心,数学建模和数学实验选修课程开设,数学建模协会的活动组织开展,数学建模大赛检验等方法手段,营造数学氛围,构建传统课堂、虚拟课堂和数学建模大赛三位一体的数学学习发展平台,充分发挥数学作为学生素养提升载体的作用。 相似文献
18.
Paul Orsmond Stephen Merry Kevin Reiling 《Assessment & Evaluation in Higher Education》2000,25(1):23-38
This paper reports a study which implemented and evaluated a method of student self and peer assessment involving student constructed marking criteria. The theme of the importance of marking criteria (Orsmond et al ., 1996, 1997) is developed. Pairs of first-year undergraduate biology students were asked to complete a poster assignment. The study was designed to allow the comparison and evaluation of (1) student self and tutor marking for individual marking criteria; (2) student self and peer marking for individual marking criteria; and (3) student and tutor marking for student constructed and tutor provided individual marking criteria. The present study shows that: (a) students may be less able to discriminate between individual marking criteria which they have constructed compared to marking criteria that have been provided; (b) asking students to construct their own marking criteria in discussion with tutors or fellow students does not enhance agreement between student/tutor or student/student marking; and (c) allowing students to construct their own marking criteria may lead to different learning outcomes compared to providing students with a marking criteria. 相似文献
19.
“Study abroad” college programs can transform domestic students into a kind of “global citizens” with international experience and cross-cultural competences demanded in the emerging global market. Can a full-time international online undergraduate class serve as a virtual alternative to study abroad experience? Two questions were asked of a virtual class on Social Control that was taught for more than ten years: (1) Can an international online class can be a virtual option to the study abroad and (2) Which selected pedagogical tools and approaches can stimulate creativity of students and contribute to achieving a sufficient level of student satisfaction in this class? Students from several countries were taught in a virtual classroom while being physically “at home.” The research was based on observations and analysis of student-led discussions that were required of students. The class improved students’ substantive knowledge and created a learning environment to develop their skills in cross-cultural open dialogue with virtual classmates. The teaching design allowed instructors to attain many educational goals, enhance students’ understanding of foreign countries and cultures, and learn from each other through online communication. The results confirmed the effectiveness of selected pedagogical approaches and asynchronous communication technology in an international online class. Their effectiveness was demonstrated through the students’ postclass feedback and evaluation of the class. Findings indicate that an international online class can indeed help the students learn cross-cultural communication firsthand and obtain knowledge beneficial for future jobs in a global market.In higher education, online distance education is useful for teaching large classes distributed among different campuses and universities or for teaching students abroad. Web 2.0 tools are widely used in the United States with transnational partnership programs (Martins 2015; Starke-Meyerring and Wilson 2008c). The American Center for the Study of Distance Education helps newcomers in this field learn transactional distance theory and tap into the broad experience already assembled by U.S. universities and other centers (Open University in the United Kingdom, similar Centers in Canada, the Netherlands, Germany, and Sweden). 相似文献
20.
形成性评价模式因其注重学生学习过程中的态度、策略、进展和师生间的及时反馈而被较多地应用于学习评价中。为建构一套以形成性评价为主的英语专业阅读课的评价体系,进行了为期一年的实证研究,结果表明新闻共享与互评、课堂测试与自我反思和教学互动等环节的形成性评价活动能够快速有效地提高学生的英语阅读能力。 相似文献