共查询到20条相似文献，搜索用时 576 毫秒
1.
Georgios Bellos Tassos A. Mikropoulos Stylianos Deligeorgis Antonis Kominakis 《The Journal of Agricultural Education and Extension》2016,22(4):363-373
Purpose: The objective of the present study was to compare the learning efficiency of two information and communications technology (ICT)-based instructional strategies (multimedia presentation (MP) and concept mapping) in a sample (n?=?187) of Greek sheep farmers operating mainly in Western Greece. Design/methodology/approach: In total, 15 instructional sessions have taken place. The knowledge assessment of the farmers, before and after the instructional interventions, was based on answers given to five questions of graded difficulty and the SOLO (Structure of Observed Learning Outcomes) taxonomy. Findings: The two instructional strategies showed comparable learning outcomes. Furthermore, prior participation to training sessions as well as the participants’ advanced education level enhanced the learning outcome. Practical implications: Simple applications of ICTs such as MPs and concept maps can be exploited in sheep farmers’ training. Special attention has to be paid to the content and the context of the digital learning material. Originality/value: The study contributes to the lack of evidence regarding the assessment of learning outcomes of instructional strategies assisted by digital learning environments in livestock farmers. 相似文献
2.
《Teaching and Teacher Education》2005,21(3):287-297
Teachers involved in the development of competency-based higher education (CBE) are expected to fulfil a new role of instructional designer. As a consequence, they are confronted with the problem to translate abstract new curriculum principles into concrete learning tasks. Recent studies have shown that teachers can be trained to apply an instructional systems design methodology. After this training the teachers were able to design better learning tasks for CBE in comparison with their experienced-based design efforts. In order to optimize the training, this study compares an experimental condition with process-oriented worked examples with a conventional training condition with emphasis on product-oriented worked examples. After the training, the participants—25 higher education teachers—had to apply the ISD methodology to two design problems. The quality of the resulting design materials, as rated by experts, was higher in the product-oriented worked examples condition than in the process-oriented worked examples condition. The significance of this finding for training approaches to design methodology for CBE is discussed. 相似文献
3.
This paper considers the effect on students from attending a university foundation degree programme delivered in partnership with six further education teaching institutions in England. The programme is situated within the early childhood education sector using an instructional design which promotes higher-level learning within the teaching institution and the workplace. Learning in one environment is aligned to the other. The research process actively involved students and was conducted within ethical parameters approved by a university ethics committee. A qualitative methodology examined data drawn from focus groups, an online survey and content analysis. Programme effect was seen as enhancing personal and professional capability and promoting higher-order learning. The findings go some way towards theorisation and documentation of programme effect by identifying the influence of instructional design and extend knowledge about aligning the pace of teaching and learning with professional practice. 相似文献
4.
Mei Chen 《Instructional Science》1995,23(1-3):183-220
This paper presents a methodology for characterizing computer-based learning environments, focusing on the cognitive, pedagogical, and interactive features. The framework for this characterization is explained in relation to the relevant theories and findings in cognitive and instructional research. The methodology is illustrated by a characterization of computer-based learning environments developed by student teachers and professionals. The usability of these environments is analyzed along the dimensions of the framework presented. The results showed that this methodology can systematically and precisely characterize the cognitive, pedagogical, and interactive features of computer-based learning environments. It can be used to predict and explain the success or failure that a given software program promotes for learning particular types of knowledge. The applications of this methodology for the evaluation and design of computer-based learning environments, for instructional research in various instructional contexts, as well as for the study of expertise in the development of computer-based learning environments, are discussed. 相似文献
5.
Dimensions of instructional psychology 总被引：1，自引：1，他引：0
William E. Roweton 《Instructional Science》1978,7(2):143-158
This paper highlights eight topics cogent to psychologically enlightened instructional theory. Discussed issues include: (1) a multivariate model of man, (2) American school's cultural heritage, (3) the limitations of scientific reductionism, (4) developmentalism in school learning, (5) individual differences, (6) decision-oriented instructional research, (7) teacher education, and (8) the separation of learning theory from instructional theory. Implications for future instructional theorizing are offered. 相似文献
6.
Q methodology is an underutilized research methodology in the fields of education, instructional design and instructional technology, yet is well suited to research on perceptions of learning, efficacy of design, technology adoption and other issues within those fields. One reason for its lack of widespread use is the somewhat cumbersome nature of the research process, including the lack of readily available mainstream tools to conduct data collection and analysis. The authors introduce Q methodology, discuss its relevance in educational and instructional technology research and introduce their design of a new tool, Q-Perspectives® Online (Walker et al. 2017). The authors provide examples of the how Q-Perspectives® Online makes Q methodology more accessible as an instructional tool, and provide examples of use in face-to-face, flipped and online classrooms. The authors also describe how the methodology and real-time analysis tool provide an opportunity to bridge the research/practitioner divide by creating an explicit merger of the learning and research environments. 相似文献
7.
Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome with respect to two instructional methods: programmed instruction and reciprocal teaching. An SPF-2 × 2•2 design is used to control instructional method, time and class context. Learning outcome on search queries is assessed with reference to multi-choice test items. The empirical findings show that learning with programmed instruction performs better than reciprocal teaching. 相似文献
8.
《Open Learning》2012,27(1):53-64
Reduced higher education funding and other austerity measures imposed by governments and institutions have resulted in cascading cuts in resources for programme design, delivery and revision. The instructional design function is often the first casualty of these cuts in many universities. This paper considers the roles and functions of instructional design, illuminates the differences in instructional design functions in on-site learning and in distance learning, and examines the broadening of skills and responsibilities encompassed in instructional design, especially in dual-mode institutions. Two case studies, illustrating different levels of instructional design in course development for distance learning in a dual-mode institution, lead to reflections on the value of instructional design in the current and future higher education landscape. 相似文献
9.
毛汉领 《中国远程教育(综合版)》2011,(2)
信息技术经历了五次技术革命,推动远程教育发展经历了四个发展阶段,这也是信息技术帮助实现远程教育有支持学习的历史轨迹。信息技术的现实水平,为实现以学生自主学习为中心提供了可能,当前所实现的有支持学习表现出五方面的特征。信息技术的发展必将在实现以学生自主学习为中心的基础上,更进一步为学生提供个性化的学习支持服务,有支持学习的未来可在七个方面有所期待和展望。 相似文献
10.
Bev Williams 《Teaching in Higher Education》2013,18(1):85-98
Professional undergraduate nursing education programmes share the goal of preparing competent graduates who will successfully make the transition to the world of professional nursing practice. Furthermore, society demands continued professional accountability for competence in an era of exponential knowledge proliferation and technological change. One way to meet this demand is for every practicing professional to engage in continuing professional nursing education. If professional nurses are to maximize continuous learning, they need to be able to manage and monitor their own learning. This means that professional nurses engaged in continuous learning should have the ability to be self directed. The use of problem-based learning (PBL) as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate the development of nursing students' abilities to become self-directed in learning. The theoretical links between PBL and self-directed learning are discussed. 相似文献
11.
This paper describes the challenges faced by frontier technology education, typical among large integrated EU projects. These include an evolving nature, the scarcity of experts and established material, and the need for relevant material. Classical approaches to learning seem to not adequately address the needs of frontier technology alone. Following this observation we develop a training model, where the instructional model, architectural design, and delivery mechanisms are developed according to the needs, goals, homogeneity, and distance among learners. We then use principles of constructivist methodology to address the needs of frontier technology. Throughout the paper radio frequency identification (RFID) training at the Cambridge Auto ID labs is taken as an example. The methodology leads to a successful training delivery where students have achieved the targeted success criteria. 相似文献
12.
《The Internet and Higher Education》1999,2(1):45-54
This paper analyzes four issues that influence teaching and learning in college classrooms. These issues include the idea that using instructional technology in higher education should not be questioned; relationship between the corporate community and higher education; and effectiveness of distance learning as an instructional delivery system. The fourth issue, and possibly the most important, is developing a rich and deep understanding for the meaning of computer instructional technology, its relationship to teaching and learning, and the role it plays in shaping the context of what it means to be “educated.” A critical perspective, supported by the literature, is used to analyze these issues in the context of the college classroom. The paper closes with 20 questions intended to generate thinking and discussion about making thoughtful, informed and contextualized instructional decisions. 相似文献
13.
14.
冯雯雯 《职教通讯(江苏技术师范学院学报)》2010,(2):19-22
随着心理学的发展,学习理论作为教学设计的重要理论基础也日益呈现出多样化的趋势。因此,选取内隐学习理论为研究基点,来论证运用内隐学习进行职业教育教学设计的基础及其优势效应,并简要说明内隐学习对职业教育教学设计的启示。 相似文献
15.
移动学习教学设计模式初探 总被引：1，自引：0，他引：1
文章以移动计算技术和无线网技术为基础,整合建构主义各流派提出了一个移动学习教学设计模式,该模式以建构主义作为指导,是一种面向素质教育的教学设计模式. 相似文献
16.
Vlachopoulos Dimitrios Makri Agoritsa 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):605-632
Distance education requires an instructional design approach that can lead to educational transformation. This is characterised by advanced flexibility, learner autonomy and extensive use of digital technologies to enhance learning outcomes. The main feature of such methodology is the physical distance between teaching staff, peers and educational institutions. Various technological tools are used to bridge this distance and improve communication and interaction. This article attempts to review the literature in the field, with the aim of highlighting strategies for enhancing communication and interaction in online learning environments. After discussing the theoretical framework for online communication and interaction, the authors outline the factors involved in creating well-structured, interactive and dynamic online courses and programmes for higher education students. The article explores the multi-dimensional aspects of communication in online learning environments and the differing forms of interaction involved. Using qualitative methods, the authors’ aim is to produce a framework to help tutors and instructional designers develop more effective online courses in higher education. In addition, this article may be of value to researchers and scholar-practitioners interested in communication issues, to online learning designers, and to institutional managers recruiting teaching staff for online educational courses.
相似文献17.
This paper reports on the way in which a teacher led the literacy development of two students who were nonreaders and nonwriters. The two students received instruction in a special education room for students with learning disabilities. The teacher implemented an integrated instructional program in reading and writing that was designed to: (a) embed literacy instruction in meaningful and purposive activities, (b) respond to the needs, capabilities and interests of learners, and reflect their zones of proximal development, (c) promote self-regulated learning, and (d) foster students' membership in a literacy community. This paper focuses on the strategies the teacher used to mediate reading and writing development and the effects of the strategies on the narrative and expository writing performance of her students. 相似文献
18.
教学设计视域：大学教学模式的局限与走向 总被引：6，自引：0，他引：6
本文以教学模式的基本构成要素作为考察思维框架,在教学设计视域的观照下,认为当前大学教学模式主要存在十大局限:即客观主义倾向的教学理念、低阶能力的培养目标、重知轻行的价值取向、“权威-依存”的师生关系、方法滞后的信息技术应用、单一化的教学组织形式和方法、程式化的教学设计、机械接受为主的学习方式、标准化的培养方式,以及背离学习者发展的教学评价。针对上述局限,作者进而论述了目前国内外大学教学模式改革的十大走向:即建构主义的教学理念、高阶能力的培养目标、知行合一的价值取向、双主体和互动对话的师生关系、建构主义的技术应用观、多样化的教学组织形式和方法、弹性、灵活、递归的教学设计、创新性的学习方式、个性化的培养方式,以及促进学习者发展的教学评价。 相似文献
19.
This paper examines how the design and implementation of a core teacher education course develops pre-service teachers’ information communication technology (ICT) in education competencies in a mainland Chinese university. This course adopted a four-component instructional design system to develop its curriculum, incorporated an inquiry-based learning approach to develop pre-service teachers’ pedagogical competencies, and used an online learning platform to facilitate the sharing of experiences of using ICT for teaching and learning. This case study demonstrates that innovative pedagogies together with more relevant course content supported by an online learning platform may enhance the effectiveness of a core ICT in education course. 相似文献
20.
SHAW ROBERT E. EFFKEN JUDITH A. FAJEN BRETT R. GARRETT STEVEN R. MORRIS ANTHONY 《Instructional Science》1997,25(2):151-166
In this paper, we propose a theoretical framework for designing on-line situated assessment tools for multimedia instructional systems. Based on an ecological psychology approach to situated learning, a graph theoretic methodology is applied to monitor students' performance (solution paths) throughout the learning activity. Deviation of the student's path from the target (expert) path generates indicators which can function as alerts to the student and to the instructor. The information collected in the dribble files and presented visually enables the instructor to identify problems quickly and intervene appropriately. The feasibility of the methodology is explored in case studies describing three instructional systems that teach (1) critical thinking and problem-solving skills, (2) principles of hemodynamic monitoring and treatment, and (3) orthodontic treatment, respectively. 相似文献