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1.
自导式网络课程的设计与开发   总被引：5，自引：1，他引：4  
自导式学习作为一种重要的学习方式,为学习者的自导学习提供了一个有援的学习环境.在其中,学习者自己管理学习的全过程、自己控制学习步调、自我动机和自我评价、努力向他们自己可能更好的成绩和能力冲刺,教师只是承担导学、促学和助学者的角色.本文在理论与实践基础上提出了自导式网络课程设计的概念框架,从教育、社会、心理和技术四个视角精心设计,概括总结了自导式网络课程的设计原则,并提供了相应案例.  相似文献   

2.
Abstract

The objective of this paper is to describe and analyse the role that study groups might play in improving the entrepreneurial competencies of farmers. The most important competencies are described. Emphasis is placed on group learning processes and participatory approaches. Theories of adult learning and extension paradigms in relation to our experiences in the ‘Innovative Entrepreneurship’ study are addressed. We conclude that in our research, participatory approaches and using study groups are an aid to gaining explicit and implicit knowledge. Consequently, they are effective methods for training entrepreneurial competencies and creating an environment in which participants are able to learn effectively.  相似文献   

3.
学习科学新进展系列文章分别从学习科学的发展史、主要的八个研究领域、研究的方法与方法论等方面,系统地报道了国外学习科学创新研究的最新成果。文章首先对已发表的系列文章研究内容进行总结与回顾,并对近年来学习科学研究的项目与成就进行反思,总结学习科学研究的典型特色以及面临的问题,最后,文章提出了学习科学研究的未来发展趋势及其对教育变革的影响。  相似文献   

4.
泛在网络时代,大学英语精品课程泛在学习资源的建构与共享是大学英语精品课程建设可持续发展的必经之路。课题组通过行动研究,针对大学英语精品课程教学资源建设存在的问题,以建构主义学习理论、联通主义学习理论为指导,创设了基于卫星通信、互联网、电信网和有线电视网等无缝泛在学习环境,建构了“三多”大学英语精品课程泛在学习资源共享平台。该平台突破了大学英语学习情景语境缺失的瓶颈,解决了优质大学英语学习资源不足这一突出问题,扫清了碎片化学习（微学习）的障碍。  相似文献   

5.
Participatory research methods directly engage with the topics that they set out to address. It is therefore no surprise that participatory research practice on the topic of educational inclusion and exclusion raises ethical issues for the participatory researcher that are themselves about inclusion and exclusion. This paper describes and analyses a pilot postgraduate course on the use of participatory photography in this area, and uses this analysis to illustrate the value of sensitive and reflexive participative research as a powerful educational practice. A multi‐ethnic and multinational group of students attended the course and explored the use of images as a qualitative research tool as a means to further developing their own sociocultural perspectives on inclusion. As a method, participatory photography was able to support students to represent their own perspectives on issues such as inclusion and diversity. Just as importantly, it facilitated inclusive teaching and learning, making it easy for students to take an active role in ongoing evaluation of the course and in devising their own assessment criteria. More significantly still, a deep exploration of practices of inclusion and exclusion was facilitated by the ethical issues that were raised and addressed during the research process.  相似文献   

6.
ABSTRACT

Background: The importance of digital technologies for enhancing learning in formal education settings has been widely acknowledged. In the light of this expectation, it is important to investigate the effects of these technologies on students’ learning and development.

Purpose: This study explores longitudinal empirical research on digital learning in the context of primary and secondary education. By focusing on a small selection of the peer-reviewed literature, the aim is to examine the kinds of longitudinal study published on this topic during the period 2012–2017 and, thorough categorisation, to bring together insights about the reported influences of digital technology use on students’ learning.

Design and methods: The databases searched for the purposes of this review were Scopus and Web of Science. Of 1,989 articles, 13 were finally included in the review. Using qualitative content analysis, these were analysed, coded and categorised.

Results: The reviewed studies were found to have approached digital learning in different ways: they varied, for example, in terms of research methods and design and the digital technologies used. The studies addressed different aspects of learning, which we assigned to six categories: affection, attitude, and motivation; subject-specific knowledge and skills; transversal skills; learning experience; elements of the learning environment; and identity. We identified both positive and negative influences of technology on learning.

Conclusions: This review offers a snapshot of the variety of research in this fast-moving area. The studies we explored were found to approach digital learning from several different perspectives, and no straightforward conclusions can be drawn about the influences of digital technology use on students’ learning. We conclude that further longitudinal studies of digital learning are needed, and this study assists by highlighting gaps in the existing literature.  相似文献   

7.
Environmental Literacy: Towards a shared understanding for science teachers   总被引：4，自引：2，他引：2  
This article describes an enquiry into education for environmental literacy by a group of secondary school science teachers in the UK as part of a professional development programme. Using participatory action research approaches, the teachers explored ways of maintaining and enhancing the integrity of their subject discipline yet contributing to education for sustainable development. A knowledge- and skills-based model, with a hierarchical structure, was postulated to explain how science education could provide important elements to an overall environmental literacy for their students. Other educational qualities were identified as being essential and the pedagogical implications were explored giving examples of how these might be developed as specific methodologies. The final evaluation of the learning experience by the teachers showed that they found that the approach used here helped them to address their needs, particularly with regard to analysis of pedagogy.  相似文献   

8.
ABSTRACT

Online writing courses have developed in importance to meet student learning and institutional expectations; over time, a controversy about training online instructors and building sustainable programs has emerged. This article relates training demands within the University of Arizona’s Writing Program and development of an online professional & technical writing certificate. The article proposes training instructors with master courses and building a sustained program through a participatory design to create a professional and integrated environment.  相似文献   

9.
Experiential learning activities have been used for over 40 years with the hope that they increase students learning. However, a definitive study that showed their overall effectiveness has not been produced. The purpose of this study is to address this gap in the literature. This meta‐analysis examined a 43‐year span and identified 13,626 journal articles, dissertations, thesis articles, and conference proceedings written about experiential learning and found only 89 of these studies contained empirical data with both a treatment and control group. Meta‐analysis of these studies show that students experienced superior learning outcomes when experiential pedagogies were employed. Further, learning outcomes were almost a half standard deviation higher (d = .43) in classes employing experiential learning pedagogies versus traditional learning environments. This review definitively, and quantitatively, shows the importance of experiential learning activities. We use these results to discuss future research areas that need to be addressed based on our analysis of potential moderators and provide recommendations on how to best employ experiential learning pedagogies.  相似文献   

10.
In this study, an e-learning environment was designed for teacher candidates. Teacher candidates developed multimedia-based projects by means of multimedia tools. This research aims to determine the effects of online and blended learning approaches on the success level of multimedia projects and the teacher candidates' attitudes, opinions and perceptions on e-learning. This study used a combination of qualitative and quantitative methods. There were two different groups in the study: online and blended groups. The online and the blended groups consisted of 30 and 32 teacher candidates, respectively. Teacher candidates in the blended group developed multimedia-based projects and shared information communicating in a WiziQ and Facebook environment with their peers and instructors when they were not at school. On the other hand, the teacher candidates in the online group communicated with their instructors and peers only in a WiziQ and Facebook environment. The results showed that the blended learning approach was more effective than the online learning approach. The usability of online learning and blended learning in higher education is addressed in recommendations for future research and practice.  相似文献   

11.
At the University of the Free State (UFS) in South Africa, professional development is characterised by its focus on the advancement of scholarly teaching in the disciplines. Practices followed are informed by the scholarship of teaching and learning movement. Within learning communities, special attention is given to the motivational conditions for optimal development, which are intentionally and collaboratively created or enhanced. An action research approach is adhered to, with action learning always an underlying ingredient. The approach has already shown promising signs in advancing personal growth and scholarly teaching practices among lecturers in the Decoding Learning in Law project. The decoding idea originated in the USA and follows a process of identifying and addressing the discipline-specific learning problems of undergraduate students. As precursor to the more formal phase of decoding, the Centre for Teaching and Learning at the UFS has embarked on a process of empowering a group of lecturers in law to address the challenges they experience in their teaching environment. During meetings and workshops, the members of the newly established learning community act as collaborators in the construction of new knowledge on the theory and practice of good teaching and learning (with a special focus on student engagement); they reflect critically on obstacles in their own courses and take part actively in conversations on the application of innovative strategies in law teaching. Special attention is given to the use of educational technology. In the project, development of relevant technological skills was preceded by a technology-needs survey and discussions in which prevailing perceptions about the use of technology in law education were brought to light. Although the project is still in its first year, the motivational context of community and collaboration has already given rise to a synergy that promises to reshape the teaching and learning environment in law at the UFS. In an informal way, progress has also been made with the decoding process of identifying “bottlenecks” in the teaching and learning of law at the institution.  相似文献   

12.
This paper analyses Botswana's commitment to lifelong learning policy and discusses how it can help the state achieve its vision for sustainable development. First, it argues that while Botswana is renowned for its economic success, it still fails to address positively such traditional challenges as poverty, unemployment and income inequality, which are increasing disproportionately, especially among the youth and non-literate adults. These structural problems can be attributable partly to the low quality of education, which does not enable learners to reduce their risks and vulnerabilities. The paper outlines the concepts of lifelong learning and sustainable development and work from there to analyse the national education policy. It is acknowledged that the state made commendable progress in delivering basic, extension and continuing education since adopting lifelong learning in 1994. However, the delivery failed to use education to transform people's lives. The education itself failed to balance quantity with quality effectively to inculcate a culture of democracy. These issues need to be critically addressed because they invariably hamper Botswana's efforts to deliver quality education and attain its vision for sustainable development. Finally, the paper suggests that the education system should incorporate lifelong learning principles, effectively involve learners in decision making and teach for empowerment.  相似文献   

13.
关于当前高校地理教学改革若干问题的思考   总被引：1，自引：0，他引：1  
从教育观念、教学内容、课程设置及实践性教学的角度出发,分析了地理教学改革的措施和方向,提出了地理教育观念的更新是地理教学改革的突破口,认为要在高校地理教学中加强环境与可持续发展教育,并根据地理学科特色,探讨了地理图导程序化的教学方法.  相似文献   

14.
Creating a classroom learning environment that is suitably designed for promotion of learners’ performance in geometry, a branch of mathematics that addresses spatial sense and geometric reasoning, is a daunting task. This article focuses on how grade 8 teachers’ action learning changed the learning environment for the promotion of geometry teaching. This was an exploratory study in which a sample of 13 grade 8 mathematics teachers from the rural schools of a district in the Eastern Cape Province in South Africa participated in a project aimed at creating mathematical learning environments through action learning while supporting and promoting the teaching of geometry. The study was qualitative and data was collected using questionnaires, classroom observations and semi-structured interviews with the teachers on a participatory action research conducted in two cycles. Results indicated that 92% of teachers changed their classroom environments by modifying instructional strategies, learner -interactions, and engagements, but could not change how they managed the classrooms due to some factors related to power dynamics andthe education policy. It is recommended that teachers be workshopped on modifying their classroom learning environments while they undergo learning in action on the promotion of teaching and learning geometry in their school defining contexts.  相似文献   

15.
学习评价也称为狭义的教学评价,主要是针对学生的学习情况作考查与反馈,并对教学给予指导。建国以来,我国中小学美术课程学习评价经历了一个从探索到发展,并逐步深化的过程。基于此,从建国后我国中小学美术课程演变的角度,探讨学习评价变革,以期促进中小学美术教育的健康持续发展。  相似文献   

16.
Abstract

This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats.  相似文献   

17.
探究性学习是一种课程,更是一种学习方式。随着新课程的推广与发展,探究性学习将不断向学科课程渗透,成为各学科基本学习方式之一。在目前的实践中,探究性学习往往被狭义地理解为在教师指导下,以类似科学研究的方式去获取知识,或把探究性学习仅局限于活动课程,这样就不可能全面揭示学生尤其是小学生探究性学习的实质。研究结果表明:提问题、找答案、共分享的探究性学习及其基本操作程序,比较适合我国课堂教学的实际,不仅能有效激发学生探究性学习的兴趣,而且能提高学生探究学习的能力与学习效果,同时也是促进教师专业发展的有效途径。  相似文献   

18.
Exploring students' learning challenges in environmental education   总被引：1，自引：0，他引：1  
There is growing recognition of the significance of learning within debates about sustainable development. Within the field of environmental education research, however, there has been insufficient attention given to questions of learners and learning. In the light of this situation, this paper reports findings from two studies (one in England, the other in Sweden) that focused specifically on learners' experiences of and responses to environmental curricula in secondary school and higher education. Three kinds of learning challenges that can be experienced by students on environmental education courses are outlined and discussed. The main purpose of the paper is to highlight the complexity of the learning experience within environmental education and to draw attention to the need for improved research‐based understandings of environmental learning processes.  相似文献   

19.
Abstract

The purpose of this study is threefold: (a) to explore what 18 adolescents learned while participating in a three week long adventure program, (b) to examine how they learned while on the program, and (c) to determine what program outcomes they considered most applicable to their home environments, or which learning is “transferable”. To address these purposes, 18 participants 13–18 years old on 14 different three-week long sail and dive training courses were interviewed. The study found that participants learned both hard skills (e.g., sailing and diving) and life skills. They learned these skills experientially, by observing and receiving feedback from others, by exposure to new and different persons, and through the authenticity of needing to learn these skills through the course design. Participants reported that the life skills were most likely to be applicable after course completion in the home environment. Implications for research and practice are discussed.  相似文献   

20.
Given international use of video-based reflective discussions in teacher education, and the limited knowledge about whether teachers apply learning from these discussions, we explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. Nine inservice and 48 preservice teachers participated in video-based reflective discussions and documented their learning, sources of knowledge that contributed to their learning, and application of this learning to their teaching in their practica courses. A total of 227 response sheets with this information were collected. Multilevel logit regression was used to examine how sources of learning and content learned were related to teachers’ application of learning to their teaching practices. We found that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.  相似文献   

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