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1.
This study seeks to examine perceptions of attitudinal change in relation to the primary assessment activity within four Massive Open Online Courses (MOOCs) that were designed for attitudinal learning. The purpose of this study was twofold. First, we sought to understand if by focusing on assessing cognitive learning (quizzes) as opposed to behavioral learning (personal projects), the courses would result in greater reported attitude change in the respective areas. The second component of the study examined whether learners who identified cognitive learning (quizzes) as opposed to behavioral learning (personal projects) as the most impactful learning activity (or vice versa) reported stronger learning in the respective attitudinal component. Using an author-created survey that included learner reported attitudinal learning, perceptions of attitude change were collected. Results revealed that learners who utilized assessment activities focusing on behavioral learning did not report higher perceptions of behavioral learning. In contrast, learners utilizing assessment activities that focused on cognitive learning did report higher perceptions of cognitive learning. We conclude with a discussion of instructional design and facilitation of learning in MOOCs, as well as instruction for attitudinal learning within open-learning environments. 相似文献
2.
Close to one and a half million Kenyans reportedly live with HIV/AIDS. Using qualitative in-depth interviews this study explores the ways in which parents living with HIV/AIDS navigate their social and economic environment to provide educational opportunities for their children. Barriers identified include the economic costs of a free primary education, and the emotional implications of living in an HIV affected household. Respondents demonstrate a persistent utilization of internal and external resources in navigating these barriers. These findings support family economic interventions that enable parents guarantee an educational future for their children. 相似文献
3.
This paper reports a study that aimed to investigate the perspectives of educational psychologists (EPs) and speech and language therapists (SLTs) about collaborative practices across these two services, to identify any barriers to collaboration and to explore how these could be overcome. The views of EPs and SLTs in two local authorities were sought using a questionnaire. Data analysis identified differences relating to professional and attitudinal issues, revealing divergent views about assessment and resource allocation. Communication difficulties were also identified. Approaches to develop effective collaborative practice are discussed and the importance of creating opportunities to deliver joint training in schools is highlighted. 相似文献
4.
Maartje Henderikx Karel Kreijns Jonatan Castaño Muñoz Marco Kalz 《Distance Education》2019,40(2):187-204
MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals’ ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals. 相似文献
5.
Hui Min Low Lay Wah Lee Aznan Che Ahmad 《International Journal of Inclusive Education》2018,22(3):235-251
In this study, the pre-service teachers’ attitudes towards the educational inclusion for students with Autism Spectrum Disorder (ASD) were investigated to identify their attitudinal patterns and predictors. An attitudinal survey was conducted with 264 pre-service teachers in a teacher training programme in Malaysia. The study involved 151 special education pre-service teachers and 181 pre-service teachers in Special Education, Sciences, and in English teacher training programmes, in order to identify the effects of teaching specialisations and societal attitude on their inclusive education attitudinal measures. The findings revealed that the special education pre-service teachers were less in favour of the total inclusion of students with ASD in the mainstream, when compared with the non-special education pre-service teachers. The findings also revealed the combined effects of societal attitude and a categorical teacher training model in shaping the pre-service teachers’ attitudes towards inclusive education for the students with ASD in Malaysia. Such combined effects offered a perspective to explain the delay in the implementation of inclusive education, and also the prospect of its future development in the Southeast Asian region. 相似文献
6.
Massive open online courses (MOOCs) have gained significant attention in recent years for their potential to impact education at a global scale. This paper presents the findings from a study that examined the cases of three MOOCs, including Human Trafficking, US Food System, and Animal Behavior and Welfare, that were specifically designed to effect attitudinal change in its participants, specifically focusing on the three aspects of attitudinal change, cognitive, affective and behavioral as well as general learning. The study examined learners’ perceptions of attitudinal change, including according to the MOOC they took, the instructional method utilized, and the influence of attitudinal components on each other. The findings from this research provide a number of implications that could be helpful for understanding instruction and instructional design of MOOCs, particularly those MOOCs addressing attitude change. 相似文献
7.
The study collected and contrasted the opinions of different sectors of the educational community about the functioning and integration of students with special educational needs. In order to do this, a broad questionnaire was sent to teachers of diverse educational stages, to counsellors, parents and to students, both with and without special educational needs. The objective was to examine the respondents’ approach to mainstream integration and their opinions about how their school operated. At the same time, the study examined their opinion concerning the work of the teachers, the learning and social development of the students, the relationships with families and the input of the education authorities. Barriers which create difficulties for educational integration were assessed. 相似文献
8.
In the context of encouraging the use of natural settings for educational experiences with young children, an exploratory study using survey research and photographs of outdoor settings was conducted to understand how preservice early childhood educators perceive these settings and what educational opportunities, motivations, and barriers they associate with them. Based on the results of 110 participants, this study suggests preservice early childhood educators perceive parks as the most conducive outdoor setting for achieving educational outcomes, specifically structured learning about nature, and that they are more inclined to use maintained outdoor settings than natural outdoor settings. The strongest predictors of intention to use natural outdoor settings were perceived difficulty in using natural settings, participants’ level of nature relatedness, and the degree to which they agreed that experiences in nature were important for young children’s health and wellness. Barriers to address include perceived lack of access to natural settings and safety concerns. 相似文献
9.
Sunnie Lee Watson William R. Watson Louis Tay 《Educational technology research and development : ETR & D》2018,66(6):1601-1617
In this paper, we present the development and validation of a new measure of attitudinal learning—the Attitudinal Learning Inventory (ALI). While specific scales are available for measuring attitudes, they largely focus on established attitudes, not the impact of instruction on those attitudes. We developed the inventory with two explicit objectives: (1) to measure a broad range of attitude constructs representing a holistic view of attitudinal learning and instruction; and (2) to facilitate the measurement of attitudinal learning that can be useful for educational researchers beyond traditional metrics. The ALI was developed and validated across two samples of a total of 1009 participants with diverse demographics. The ALI comprises 15 scale items and exhibited good psychometric properties and conformed to the theoretical four-dimensional structure of attitudinal learning: cognitive, affective, behavioral, and social. The ALI was also shown to correlate with behavioral metrics of class engagement. Future uses of the new measure are discussed. Participants were taken from entirely online populations, and while demographically diverse, implementation of the scale with face-to-face instruction, in varied settings, and across different groups of learners is needed to provide additional evidence of its intended generalizability and consider possible biases. 相似文献
10.
Critical thinking is a recurrent educational ambition. At the same time, it is not self-evident how that ambition can be realised. This is partly due to the different perspectives from which Critical Thinking can be approached. The literature on critical thinking is extensive and diverse, different meanings and aspects of critical thinking have been explored. However, there is agreement among several researchers that critical thinking entails both ability and attitudinal components. Research in psychology on different types of cognitive processing has similarly pointed to the importance of both skills and attitudes. This article builds on a tripartite notion of disposition that has been proposed in the context of education. The tripartite dispositional perspective on which we elaborate highlights the importance of ability, inclination and sensitivity. We describe and discuss an educational protocol aligned with the tripartite conceptualisation of disposition. The protocol identifies characteristics of powerful learning environments. We propose that the proposed educational protocol—aligned to Critical Thinking education goals, conditions and interventions—can be used for fostering critical thinking. More specifically, the use of four types of interventions are recommended: (1) modelling, (2) inducing, (3) declaring and (4) surveillance. Finally, we underscore that there is a need for further research on the use of the educational protocol. 相似文献
11.
Santoshi Halder 《International Journal of Inclusive Education》2013,17(6):633-646
The present study aimed to explore the various constraints faced by orthopaedically challenged women in their way towards higher education in Indian society. The tools used for the investigation are the General Information Schedule (GIS), Socioeconomic Schedule, and Interview Schedule. The sample consisted of 100 orthopaedically challenged women collected on the basis of a situational sampling technique from eastern parts of India (West Bengal). The findings are discussed in relation to the barriers to higher educational opportunities for challenged women in India. The study found that the brute physical or architectural barriers, financial constraints and the attitudinal barriers have a significant influence on higher education of the challenged woman. Furthermore, the study also found huge rates of wastage and stagnation at the primary and secondary level of education. The paper concludes by recommending the need for an overall approach for counteracting various constraints that exist in the early level of their education, without which we can hardly dream of higher education of the challenged women in a country like India. 相似文献
12.
OBJECTIVES: To determine the self-reported prevalence of child and partner physical and emotional abuse in the north of Portugal and to investigate attitudes about these forms of family violence. METHODS: Data were collected by questionnaire from a representative sample of parents in two-parent families with children under the age of 18 years. A total of 2,391 parents participated (1,057 males), aged 20-67 years. Four questionnaires were used, one behavioral and one attitudinal, for each of the forms of abuse: child and partner. RESULTS: At least one act of emotional or physical abuse towards a child during the previous year was reported by 25.9% of participants (12.3% reported physically abusive and 22.4% emotionally abusive acts). Abuse of a partner was reported by 26.2% of participants; at least one act of physical abuse during the previous year was reported by 12% and of emotional abuse by 23.7%. The attitudinal data, however, showed general disapproval of the use of violence, both for disciplining children and within marital relationships. The degree of self-reported support for physical punishment was higher in participants who reported using abusive behavior. Females more commonly reported acts of child abuse, and males reported acts of partner abuse. Both forms of self-reported abuse showed an association with low educational and socio-economic status. CONCLUSIONS: This is the first study in Portugal to analyze family violence through self-report using a representative sample. The findings indicate that child and partner abuse constitute a significant problem in the region of northern Portugal. The discrepancy between the self-reported behavioral and attitudinal data may reflect conflicts in Portuguese society, which is undergoing substantial cultural changes. 相似文献
13.
企业国际化过程中技术壁垒的跨越 总被引：3，自引：0，他引：3
邵霖 《山西师大学报(社会科学版)》2005,32(2):81-84
随着关税壁垒在国际贸易中的地位逐渐削弱,许多国家越来越依靠更隐蔽的技术壁垒来保护国内的相关产业。技术壁垒已成为我国企业国际化过程中的主要障碍。技术壁垒与国际贸易之间存在着密切的联系,企业在国际化阶段可以依靠技术转移、技术创新、采用国际标准与质量认证制度、跨国经营等方法提高企业的竞争力,同时绕开技术壁垒。 相似文献
14.
Toke Elshof 《British Journal of Religious Education》2019,41(3):261-271
Religious education (RE) in secondary schools in the Netherlands is challenged to redefine the educational aims. Concerning this debate, the preference for a cognitive approach is remarkably dominant, not only among scholars but among RE teachers as well. This appeal for a cognitive turn is based upon two hypotheses: first on the presumption of religious blankness among religiously unaffiliated pupils and second on a specific view on the way religious affiliation, religious reflectivity and religious tolerance are intertwined. The current article elaborates on a empirical research that questions both hypotheses. It first discovered the ongoing connection religiously unaffiliated pupils have with a former and conventional type of Catholicism, which impedes the development of their reflective personal religiosity as well as that of their interreligious openness. Second, this investigation revealed that personal connectedness with contemporary Catholic faith encourages these two developments. As such, this research contributes to a nuanced perspective on the chances and bottlenecks within religious learning by religiously unaffiliated and affiliated pupils. Concerning the redefinition of religious educational aims, it provides empirical arguments for a balanced combination of cognitive, attitudinal and experiential aims and advocates a preference for experiential and attitudinal aspects as a didactical starting point. 相似文献
15.
自然辩证法课程是研究生教育的基础课、通识课,其教育功能不能仅仅定位为经济社会的发展培养人才,而应着眼于人的自由全面发展。自然辩证法课程教育具体体现为认知世界、能力培养、态度转变三大育人功能,其中认知世界、能力培养是途径,态度转变是核心,最终实现服务社会,也服务个人的教育目的。 相似文献
16.
This study explores the nature of parental attitudinal beliefs towards educational inclusion and the factors that determine these beliefs. Participants were drawn from the Growing Up in Scotland Survey (N = 2200). Results indicate that majority of parents held positive generalised belief towards including children with additional support needs (ASN) in mainstream classrooms (90%), compared with belief about the benefits of inclusion for children with ASN (72%), or benefits for typically developing children (70%). Lower parental income and higher levels of satisfaction with child’s current school were associated with positive generalised beliefs. Belief about the benefits of inclusion for children with ASN was also positively associated with lower parental income, while belief about benefits for typically developing children was determined by higher parental education and age. Our findings suggest that efforts to increase parental attitudes should target salient beliefs and take into account the determinants of each of these beliefs. 相似文献
17.
Teachers' attitude to mathematics is increasingly put forward as a dominant factor in children's attitudes to mathematics. Our intention at the beginning of this study was to produce instruments for teachers to use in probing student attitudes as part of their personal professional research and development. To this end we undertook eight small studies of attitude carried out across the educational phases, which we report on here. Reflecting on them led us to challenge the very construct of attitude. We are also led to challenge the cause-and-effect model underlying much attitudinal research. We now see attitude as at best a complex notion, and we conjecture that perhaps it is not a quality of an individual but rather a construct of an observer's desire to formulate a story to account for observations. The difficulty in making attitudinal research precise, and in testing the validity of attitudinally based conjectures, lies therefore in conceptual and hence methodological issues. 相似文献
18.
Doris C. Vaughn 《International journal for the advancement of counseling》1986,9(4):341-350
This study obtained information on causes of stress and its relationship to the performance of the American working woman in the classroom and on the job. In order to implement the study, a questionnaire which included categories of personal information, job-related information, educational information and symptoms of stress information was used. Interviews were conducted with available subjects in order to secure additional information.The study was concerned with 281 American females enrolled and/or employed in institutions of higher education in Alabama, Georgia, Louisiana, Mississippi, Florida, Wisconsin and New Jersey. A total of fourteen educational institutions from these seven states was represented in the study.Data secured from questionnaire and interview results were used to compare subjects on the basis of demographics, attitudinal, adjustment, educational and other factors which contributed significantly to performance and style of the American black working woman; to present information on how to alleviate some of the stress factors that cause poor performance; and to help the American working woman to recognize stress in order to learn how to manage it without having to deal with possible consequences of poor health and additional financial obligations.Of the fifty-two variables compared, significant differences were found in eleven variables in fifty-nine instances when cross-tabulated. A probability of 05 was considered a significant difference and was the criterion for support or non-support of the specific hypothesis. 相似文献
19.
A new approach to attitude measurement is presented that provides a comprehensive index of favorability and salience, the primary attributes relevant to the study of any attitudinal issue. The new technique effectively separates “indifferent” research subjects from those who are “neutral” toward attitudinal issues. Methodological advantages and theoretical applications of the new technique are discussed in relation to research in interpersonal communication, persuasion and attitude change, and mass communication. Reliability and validity of “attitude pie” were tested vis‐à‐vis semantic differential and Likert‐type scales using a variant of the multitrait‐multimethod (MTMM) procedure. A large reliability and validity study involving 10 attitude traits, four methods, and more than 100 subjects at three points in time over a two‐month period was undertaken. Reliability for “positivity” and “salience” of the new technique compared favorably with standard scales. Validity of the new technique was acceptable on the evaluative dimension for individuals and groups. Validity of the salience dimension was demonstrated for grouped data. 相似文献
20.
Nilufer Bekleyen 《Journal of Early Childhood Teacher Education》2013,34(3):256-265
This study was conducted in the English Language Teaching Department of a state university in Turkey. The aim of the study was to examine the differences in attitudes of teacher candidates before and after their short-term teaching experience with very young learners (VYL) of English. The study was performed during the first term of the educational year. Within the scope of this study, preservice English teacher candidates were provided the opportunity to practice teaching English to VYL under the supervision of their instructor. This study reports the results of their experiences and their attitudinal changes towards teaching English to VYL. The findings suggest that the attitudes of teacher candidates changed substantially after their practice teaching experiences. Other findings suggest that a colorful atmosphere in the classroom and a variety of activities attract students' interest and help create a more successful learning environment. 相似文献