共查询到20条相似文献，搜索用时 31 毫秒
1.
Allan Jeong Woon Jee Lee 《Educational technology research and development : ETR & D》2012,60(2):325-340
This study examined some of the methodological approaches used by students to construct causal maps in order to determine
which approaches help students understand the underlying causes and causal mechanisms in a complex system. This study tested
the relationship between causal understanding (ratio of root causes correctly/incorrectly identified, number of correctly
identified root-cause links explaining how root causes directly/indirectly impact final outcomes) and three attributes observed
in students’ causal maps (total links, temporal flow, lateral position of final outcome) that students produced before and
after online discussions on noted similarities and differences between students’ causal maps. The findings suggest that: (a)
causal understanding can be adversely affected if students are instructed before group discussion to temporally sequence nodes to flow from left to right and to
position the outcome node farther away from the left edge of the map relative to other nodes in the map; (b) causal understanding
following group discussion can be increased by instructing students to minimize the number of causal links and create a map with temporally flow; (c) promoting temporal
flow following discussion may be the most effective means of helping students to identify root causes; and (d) instructing
students to minimize the number of links following discussion may be the most effective means to helping students explain
root causes directly/indirectly impact outcomes. These findings provide insights on what processes and constraints can be
formalized and integrated into causal mapping software when used as an instructional and assessment tool. 相似文献
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Marianne Teräs 《Journal of Education & Work》2016,29(5):614-636
Inter-professional teams are typical in health care, and inter-professional education has thus become more common. This empirical study explores the instruction-related challenges when students of dentistry and oral hygiene collaborate during their internship in caring for the oral health of patients. The conceptual framework of the study stems from cultural-historical activity theory, the aim being to explore the instructional actions and boundary crossing of clinical instructors while they were supervising the students. The main data comprise 17 videotaped treatment sessions, which were organised three-dimensionally in sequences, themes and topics, and analysed in terms of the instructional and boundary-crossing actions. The results reveal chains of subtle and rich instructional actions classified as instructive, evaluative and collaborative. Instructional boundary crossing occurred rarely and was also boundary-making: positioning, moving and communicating. It should be taken into account in the field of inter-professional working and learning that instructional boundaries seem easier to maintain than to cross, and professional teachers at educational institutions and instructors in workplaces need to be aware of this. 相似文献
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开芳 《沈阳教育学院学报》2009,11(5):64-66
结合辅导员工作实际,阐述了影响辅导员工作效果的因素有：辅导员的自身素质和其对学生的了解、对班干部的选拔和培养、对班级风气的引导以及对特殊群体的关注等;提出了辅导员工作的几点思考和体会。指出辅导员一定要勤于思考,善于学习;把握学生心理,因材施教;精选良将,建立能征善战的班干部队伍;坚持原则,注重发展优秀学生入党;突出特色,建立优良的学风、班风和舍风;关心帮助特困生,把国家、学校的关怀和温暖落实到各项工作措施之中。 相似文献
4.
This study investigated college student perceptions of the (in)appropriateness of instructor disclosures and perceived functions of instructor disclosures. An interpretive analysis of 35 college students identified that family relationships, life experiences and background, and everyday talk and activities were forms of appropriate disclosures; whereas, intimate relationship details, personal problems, personal opinions, and drinking behavior were considered inappropriate topics for instructors to disclose. In terms of the function of instructor disclosures, students perceived that these disclosures worked to humanize instructors, make instructors approachable, and create affect for instructors and courses. Implications and future research are also discussed. 相似文献
5.
LeaAnne DeRigne 《Journal of Teaching in Social Work》2013,33(2):224-231
Social work students enter the field of social work for many reasons—from wanting to become clinicians to wanting to advocate for a more socially just world. Social policy classes can be the ideal courses to provide instruction on conducting research on current policy issues. Teaching students about policy advocacy can lead to a class rich with practical application for future legislative action. This article summarizes methods of teaching social policy courses at both the undergraduate and graduate level. It includes details about resources (e.g., newspapers, news programs, blogs, Web sites) that students and instructors can use to track current policy topics. 相似文献
6.
Yunteng He 《College Teaching》2019,67(1):70-72
Muddiest point and minute paper have been popular techniques to obtain feedback from students. However, focusing on the muddiest point too often can be discouraging for both students and instructors; in minute paper, students may often have off-topic comments. Here a cross and modified technique, the ‘traffic light’ card is introduced, to overcome the drawbacks in muddiest point and minute paper. About 2?minutes before the end of lecture, students “traffic light” the given topics on a notecard, in which their understanding is high (green), partial (yellow), or low (red). The results are used by the instructors to give appropriate review in the next lecture and help students gain better understanding in the content. 相似文献
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《Journal of Teaching in Social Work》2013,33(3-4):123-138
Abstract Learning plans are essential tools for field education. The development of a learning plan invests the student in the learning process by encouraging ownership. It alsoserves as a model to help students understand the contracting process used when engaging clients. A well thought out learning plan assures accountability and avoids problemsthat may arise resulting from unclear field expectations. Yet, many students and field instructors have difficulty in developing meaningful plans that truly relate to the social work educational experience. This paper provides a framework for developing a learning plan that includes an overview of the student, faculty advisor, and field instructor's roles and the process utilized. Working from broad comprehensive learning goals, cognitive and affective objectives are developed. This leads to specified tasks and evaluative standards. A sample format is presented to further assist students, faculty advisors, and field instructors to develop useful, instructive, and evaluative learning plans. 相似文献
9.
Erik M. Epp Kellie F. Green Aliya M. Rahman Gabriela C. Weaver 《Journal of Science Education and Technology》2010,19(1):49-57
The characteristics of the online environment alter how students and instructors interact. Scientific discourse among students
and instructors in an online text-only synchronous environment was analyzed. In converting dialogue to text, many of the nonverbal
cues, such as facial expression and tone of voice, which instructors use to gauge student understanding are lost. The participants
adapt their communication style to the medium, and we present a new interaction pattern for student–instructor communication
found prevalent in the synchronous, text-only, online environment. This study has implications for instructors who use synchronous,
text-based communication for their courses, namely the value of posing additional questions from the instructor to verify
student understanding. 相似文献
10.
Steven P. Coy 《Decision Sciences Journal of Innovative Education》2016,14(3):285-300
In the exercise, students in a junior‐level operations management class are asked to manufacture a simple product. Given product specifications, they must design a production process, create roles and design jobs for each team member, and develop a statistical process control plan that efficiently and effectively controls quality during production. During an in‐class exercise, students test their plan in a pilot study. After class, they are asked to determine whether their process is stable and capable, critique their plans, and recommend plan modifications before they commence mass production. This exercise provides students with a unique opportunity to combine several fundamental topics from an operations management course into one assignment. Furthermore, assessment of learning outcomes before and after the exercise suggests that it improves learning outcomes in several areas. 相似文献
11.
Alon Friedman 《Technology, Pedagogy and Education》2018,27(2):135-148
Growing interest in Big Data is leading industries, academics and governments to accelerate Big Data research. However, how teachers should teach Big Data has not been fully examined. This article suggests criteria for redesigning Big Data syllabi in public and private degree-awarding higher education establishments. The author conducted a survey of 35 Big Data syllabi across different academic institutions in the USA using Palmer, Bach, and Streifer’s rubric criteria. The role of syllabi in higher education has an established tradition in summarising topics covered in a single course and textbook, and in referencing the instructor’s resources. Yet, despite the central role of course resources, the present study did not find a common textbook. The majority of resources referenced were academic articles and blog postings used by the instructors and other professionals in the field. Based on Palmer et al.’s score rubric, this study found that many of the syllabi broke down the main ideas of Big Data into smaller content items using interpretations of the instructor’s subject knowledge. The study recommends that Big Data instructors need to provide a better breakdown of each component of the syllabus to reflect a clear understanding of grades and resources available on the subject. Future studies also need to examine students’ expectations of those classes. 相似文献
12.
创建高职学习型辅导员队伍的设想 总被引：1，自引：0，他引：1
陈建波 《襄樊职业技术学院学报》2010,9(3):85-87
学习型组织理论是20世纪90年代以来,在管理理论与实践中发展起来的一种新的管理理念。运用这一理念,创建学习型辅导员队伍,对新形势下学生思想政治工作的创新具有重大的现实意义。学习型辅导员队伍应具有先进的教育理念,倡导自我超越,注重学习,形成共同愿望并强调系统思考。创建学习型辅导员队伍,必须营造人人、时时、处处学习的组织氛围,构建各种性质的学习组织,建立健全学习的激励和保障制度,创新学习方式,并逐步形成自主管理的运行机制。 相似文献
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Johanna Krontiris-Litowitz 《CBE life sciences education》2009,8(4):309-315
In many life science classrooms, instructors rely upon lecture presentations to efficiently present course content. Students, in this case, act as passive learners with little opportunity to test their knowledge for gaps or misconceptions. The goal of the project described here was to determine whether a collaborative quiz protocol that guided students to discuss their understanding with their peers would improve learning and academic performance. The project took place during a single semester and was composed of two studies: a preliminary study that incorporated short-answer quizzes into the curriculum and a comprehensive study that incorporated short-answer quizzes and justify/explain quizzes in which students were expected to select an answer and then justify or explain it. Students took all quizzes twice, first independently and then collaboratively with classmate(s). Learning was assessed using multiple-choice exam questions based upon quiz topics. Students scored significantly higher on exam questions associated with justify/explain quiz topics than on those associated with short-answer quiz topics. 相似文献
14.
Jennifer L. Klein 《Journal of Criminal Justice Education》2018,29(1):79-95
Teaching a course on sexual offenders presents instructors with a variety of challenges, including teaching students who may be sexual assault victims. Faculty must work to overcome preconceived, often erroneous, student beliefs about sex offenders, which have been influenced by the media’s reporting on the subject. This paper is the result of teaching undergraduate and graduate class on sexual offending for thirteen semesters. This article serves as an instructional tool to create a balanced class structure that prepares the instructor on how to remain unbiased and objective in the face of emotional, political, and religious opposition from the students. Specific subject topics, course material, assignments, and in-class activities are examined as a learning platform to disseminate information on sex offending and the sex offender registry. 相似文献
15.
L. Edward Day Ph.D. Margaret Vandiver Ph.D. W. Richard Janikowski J.D. 《Journal of Criminal Justice Education》2013,24(1):119-131
The rapid expansion of international law and the establishment of an international criminal court have resulted in new justice institutions that should not be ignored in criminal justice curricula. Genocide, as the focal point of an entire course or a unit within other courses, provides instructors with an organizational framework for addressing a wide variety of topics related to international law. This paper discusses how the crime of genocide can be integrated into criminal justice curricula and the opportunities it provides for examining international law, history, current events, and the interdependence of criminal justice system components. A course on genocide taught to advanced undergraduate and beginning graduate students is described and evaluated. 相似文献
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Dennis C. Frezzo John T. Behrens Robert J. Mislevy 《Journal of Science Education and Technology》2010,19(2):105-114
Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment alone. It requires a conceptual framework for the knowledge, skills, and ways of thinking that are meant to be developed, in order to design activities that target these capabilities. The challenges of using simulation environments effectively are especially daunting in dispersed social systems. This article describes how these challenges were addressed in the context of the Cisco Networking Academies with a simulation tool for computer networks called Packet Tracer. The focus is on a conceptual support framework for instructors in over 9,000 institutions around the world for using Packet Tracer in instruction and assessment, by learning to create problem-solving scenarios that are at once tuned to the local needs of their students and consistent with the epistemic frame of “thinking like a network engineer.” We describe a layered framework of tools and interfaces above the network simulator that supports the use of Packet Tracer in the distributed community of instructors and students. 相似文献
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This teaching brief presents a capstone project designed to provide students with a contextual understanding of introductory management accounting theories through hands-on, experiential learning. It also exposes them to cross-disciplinary roles from operations management. Using this capstone approach, students quickly learn to prepare financial projections, either manually or in Microsoft Excel, to secure financing for their start-up business (Sand Art Brownie Company or SABCO) to produce and sell brownie mix during the holiday season. Students then assemble ingredients and create jars of brownie mix to gather the necessary data to evaluate initial projections and problem-solve for future production. This role play contextualizes the elements of direct and indirect labor, fixed and variable costs, and their impact on profit and borrowing. Postproduction reflection on the manufacturing activities and discussion of actual results of operations emphasizes the improvement and decision-making responsibilities in the management process. Feedback demonstrates that students find the exercise challenging and valuable and that it deepens their understanding of managerial accounting and its purpose in a company's management process. 相似文献
20.
李林立 《陕西教育学院学报》2009,25(1):88-91
中级水平留学生在练习中常出现语义搭配不当的问题。依据第二语言习得的研究成果及语义学理论可以确定词语教学中教什么,以什么为重点的问题,以及教师在教学中如何操作的问题。教师应该十分重视影响学生“自由运用”的语义问题,把教学重点放在基于语义特征分析上的词语搭配上面。 相似文献