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1.
Ruth Gannon Cook Kathryn Ley Caroline Crawford Allen Warner 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):149-163
This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases. 相似文献
2.
数以万计的大学教师发展问题亟待解决,这也是当前提高高等教育质量和建设高等教育强国面临的艰巨任务。引入教学学术理论,从教学学术的视角研究大学教师发展将具有重要意义。教育者、研究者和学习者角色的统一融合体就应该是大学教师最核心和最重要的角色,这样的角色定位有利于大学教师的发展。好的教学还应意味着,教师既是学者又是学生,因此应该加强教师与学生之间的交流,形成一个师生学习共同体。教师与教师之间的学习共同体和教师与学生之间的学习共同体都可以促进大学教师的发展,大学教师的发展也都需要这些学习共同体的熏陶和培养。每位教师都必须坚持忠诚的最高标准,既要重视教师职业道德修养也要加强学术道德修养。 相似文献
3.
The Director of Distance Learning in a university in Colorado reflects on the steps that must be taken to assure that that university-level e-learning courses be of the same quality as traditional courses. He suggests that the quality levels will be the same, if proper efforts are made to select suitable faculty members for on-line courses and that they be given proper training and support. Moreover, learning environments must be designed with care, and students must be provided with technical and academic support. Indeed, on-line students need to be offered the same level of services as traditional students. Finally, the technology policies in place must support monitoring and upgrading. 相似文献
4.
Many institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of experience, skill, and self-efficacy in online teaching and learning. To address these issues, the [university name removed] [center name removed] designed and implemented an online teaching readiness self-assessment. The instrument was developed based on key attributes and skills needed for proficiency in online teaching, in three areas: online teaching experience and attitudes, learning management system proficiency, and access to technology. The self-assessment was distributed through a web-based survey tool to faculty who were identified to develop new online courses. Individual results were used to create personalized frameworks of professional development offerings (workshops, institutes, videos, and consultations) and just-in-time resources to support faculty in their development process. 相似文献
5.
Learning‐centred education (LCE) has the potential to meet the diverse needs and circumstances of a multidisciplinary faculty cohort enrolled in a certificate programme on teaching and learning by engaging participants in a learning community, and by drawing upon a wide range of appropriate teaching strategies to facilitate learning and development of student abilities. Action research design was employed to examine the theory‐practice relationship of LCE within the UBC Faculty Certificate Programme on Teaching and Learning in Higher Education. Research data, both quantitative and qualitative, collected over a 12‐month period, suggest that a multidisciplinary faculty cohort exhibits diverse learning styles, and that individual faculty members are at different stages in developing a scholarly approach to teaching and learning. Furthermore, data suggest that LCE can be used to organise a faculty certificate programme around teaching and learning issues relevant to university faculty and that some structuring of the LCE environment can assist in the attainment of course learning outcomes while engaging faculty as active participants in their personal developmental process. 相似文献
6.
Delia Baskerville 《Technology, Pedagogy and Education》2013,22(1):119-135
Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers was designed to investigate student learning, quality teaching, and implementation factors. Constructionist-based teaching activities using on-line technology were designed to engage students in a learner-centred e-learning environment where students and teachers collaborated to produce a media and learning artefact. A case study highlights the outcomes for four students who transferred learnt drama skills to other classroom contexts. This model has potential to provide drama learning for students and professional development for primary generalist teachers, contingent on the availability of rigorously planned and well-resourced programmes. 相似文献
7.
C K Houck S B Asselin G C Troutman J M Arrington 《Journal of learning disabilities》1992,25(10):678-684
This study examines faculty and student perceptions regarding university students with learning disabilities, sensitivity to such students' special needs, accommodations, and the perceived impact of a learning disability. Results reveal a general sensitivity to the special needs of students with learning disabilities; however, group differences suggest several areas warranting further attention. 相似文献
8.
Timothy J. Frey Debra K. Andres Leah A. McKeeman Jessica J. Lane 《The Teacher Educator》2013,48(1):45-66
In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities. 相似文献
9.
Technology Integration for Students with Disabilities: Empirically Based Recommendations for Faculty
Catherine S. Fichten Jennison V. Asuncion Maria Barile Christian Généreux Myrtis Fossey Darlene Judd 《Educational Research and Evaluation》2013,19(2-3):185-221
In 3 empirical studies we examined the computer technology needs and concerns of close to 800 college and university students with various disabilities. Findings indicate that the overwhelming majority of these students used computers, but that almost half needed some type of adaptation to use computers effectively. Data provided by the students and by a small sample of professors underscore the importance of universal design in a variety of areas: courseware development, electronic teaching and learning materials, and campus information technology infrastructure. Sex and age of students were only minimally related to attitudes toward computers or their use in our samples. Key findings summarize the problems faced by students with different disabilities as well as the computer related adaptations that are seen as helpful. These are used to formulate concrete, practical recommendations for faculty to help them ensure full access to their courses. 相似文献
10.
Yvonne Farr‐Wharton 《Assessment & Evaluation in Higher Education》1997,22(2):211-224
Student diversity has increased within Australian universities. This has changed the teaching and learning needs of students. The implementation of quality was aimed at enhancing the quality of the higher educational product. However, the policy, while providing an accountability framework at the institution level, failed to provide the structural mechanisms needed to achieve quality in the teaching and learning the students receive, that is the sub‐faculty level. Other factors, such as the potential growth of non‐government resources in the form of more international students have perhaps a greater chance of improving the quality of teaching and learning within the faculties, because they provide both the funds and an incentive for more funds as a reward for implementing quality assurance within the teaching and learning function of universities. 相似文献
11.
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
12.
Ghulam Mohammad Bhat Ishfaq Hussain Bhat Shaheen Shahdad Saima Rashid Mudasir Ahmad Khan Ajaz Ahmad Patloo 《Anatomical sciences education》2022,15(2):376-391
Recent advance in medical education is in correlation with the advances in information technology and thus computer-based learning is being increasingly employed. The objective of the present study was to design and evaluate an e-learning module in anatomy and assess the perceptions of students and faculty about this e-learning module. The participating students were randomized into three groups by block stratified randomization and Google groups were created for each of the three groups. The e-learning module was implemented in three sessions by rotating the three groups. Validated questionnaires were sent to faculty and participating students via Google forms to obtain feedback. The results of ANOVA showed that there was a significant difference among the groups in terms of marks obtained with conventional (F = 2.403, P = 0.103), online (F = 6.050, P = 0.005), and blended (F = 5.801, P = 0.006). Post hoc comparisons using the Tukey HSD test, about the gain of knowledge, indicated that the results were insignificant when comparing the conventional group with the online group, but were significant when comparing the blended group with the conventional and online group. The qualitative data regarding the perception of students toward e-learning were analyzed using thematic analysis. The introduction of an interactive e-learning module in anatomy was effective and well received by the students and faculty. The study showed that blended learning has a positive impact on the students' learning by improving cognitive gain and receptive perception for e-learning. 相似文献
13.
随着“大数据时代”的到来,一股席卷全球的智能化在线教育浪潮正在蔓延,高校传统的教学模式趋向颠覆,高校教师的职业发展也将受到重大挑战。众多大学生在在线学习时将会产生海量的数据,高校教师如何挖掘、分析这些数据,对改进自身教学实践、促进自身专业发展都具有丰富的价值。学习分析在大数据时代的高等教育中被广泛应用已成必然趋势,并具有非常广阔的应用前景,高校教师应该具备较强的数据分析能力。学习分析从以下四个方面促进大数据时代高校教师在线专业发展：可以提升作为在线学习者的高校教师的学习效率,激发其自主的专业发展意识;可以提高高校教师作为在线教学者的教学效率,发展其在线教学实践智慧;可以提高高校教师作为研究者的研究绩效,提升其对学生在线学习的服务能力;可以提高高校教师作为管理者的管理效率,提升其在线教学领导力。 相似文献
14.
AbstractSpecial education teachers today must demonstrate effective skills in collaboration and often engage in co-teaching with general education colleagues to meet the needs of students with disabilities. In this study, we describe a university-based early fieldwork in which university students seeking teaching licensure in special education taught children from the local urban community, thus developing their collaboration and co-teaching skills under the supervision of university faculty. Although citing challenges such as time constraints and overcoming personality differences, the majority of these preservice special educators reported growth in their teaching skills as the main outcome of this fieldwork in co-planning and co-instructing lessons to meet the diverse learning needs of children from the local community. These preservice special educators’ perceptions of this co-teaching fieldwork experience highlight the importance of special education teacher preparation programs that explicitly train students in collaboration and co-teaching skills. 相似文献
15.
宁毅 《佳木斯教育学院学报》2012,(3):307-307
我国的大学英语教学由于受传统观念的束缚以及教学资源、师资水平等条件的限制,"一刀切"以及"齐步走"的教学模式还很盛行。2007年,教育部制订并颁布的《大学英语课程教学要求》中明确指出,要"以现代信息技术,特别使网络技术为支撑,使英语的教与学可以在一定程度上不受时间和地点的限制,朝着个性化和自主学习的方向发展。"由此可见,我国大学英语教学改革的重要内容之一就是培养学生自主学习的能力,进而实现个性化教学。本论文具体探讨了个性化教学的内涵、理论依据以及实施的具体途径。 相似文献
16.
Donald L. Gillian-Daniel Kenneth A. Walz 《Community College Journal of Research & Practice》2016,40(2):133-145
Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed teaching internship appointments with the technical college chemistry department. Interns benefited from a variety of teaching and educational experiences that helped lay the foundations for their future teaching careers. Following completion of their internships, many students secured employment in higher education as new instructors and enthusiastic members of the teaching profession. Intern projects also benefited veteran faculty mentors at Madison College, and the experience provided a rich forum for collaboration that generated curricular and instructional innovations in the classroom. Centered on the three pillars of teaching-as-research, learning community, and learning through diversity, the internship program created at UW-Madison and implemented at Madison College provides a model pathway for preparing future STEM faculty. This approach provides clear benefits not only for the future faculty who are trained, but also for veteran faculty mentors, for the host institution, and for the undergraduate students impacted by the educational innovations. This paper examines the key attributes of this program, with the hope that our experience may be disseminated and replicated to benefit others. 相似文献
17.
ABSTRACT This article analyses the perspectives of faculty members on disability in higher education. Their testimonies give value to the attitudes and qualities of university students with disabilities and show how they influence their professional and personal development. We carried out a qualitative study, through interviews with 119 faculty members of different fields from 10 Spanish universities, who were nominated by students with disabilities for developing inclusive pedagogy. We conducted a progressive analysis of the data using a system of categories and codes. The results describe the motivations that drove the participants to respond to the needs of students with disabilities, the personal and professional impact posed by the challenge of adjusting the teaching and learning processes, and the perceptions of the faculty members toward the contributions of these students to the university. In the conclusions section, we delve into the need of universities to embrace inclusivity. The data provided by this study reveal that disability can be a valuable asset in a university context that dissociates from the deficit lens and acknowledges that all students are important and able to learn when the attitudes and conditions are appropriate. 相似文献
18.
《Journal of Further & Higher Education》2012,36(3):227-245
In recent years, advances in technology and changes in the market place for education and learning have resulted in a rapid growth of interest in e-learning. Early experiments in the area have indicated that e-learning may not be the apparent panacea to issues of cost effectiveness and widening participation that was initially mooted. Undoubt edly, e-learning provides the opportunity for wider access to learning at all levels, however, such promise is not always fulfilled. E-learning is often construed as simply putting existing teaching materials ‘on the Web’. A shift towards learner-oriented developments requires a major paradigm shift for learning providers, both at the institutional and individual level. Institutions need to be aware of the commitment required to make e-learning effective, while individuals need to accommodate a shift towards greater learner control and responsiveness to the flexibility requirements. Many of the issues surrounding the effectiveness of e-learning initiatives stem from inadequate consideration of whether e-learning is an appropriate solution to a learning need and insufficient consideration of the design and implementation of the resulting product. This paper proposes a set of criteria for those new to e-learning design to consider when exploring whether and how to implement e-learning. These criteria relate to the appropriateness of an e-learning strategy, the interaction between the proposed market and the design of an e-learning product, the nature of student–faculty interaction within the e-learning environment and issues of evaluation. The relationships between these criteria at a generic level are outlined and guiding principles for the development of e-learning proposed. 相似文献
19.
随着网络资源的日益推广与现代教育的信息化推进,各类高校陆续开始建立校园网、在线学习平台及相关的电子教学资源库。但目前各类教学资源处于无序、有限共享、低效率等状态。为更有效地组织利用教学资源,方便学生的学习与应用,对现有教学资源的现状及存在问题进行分析,通过对成人教育的电子教学资源库建设的探讨,研究应如何根据实际情况,建设一套完整的电子教学资源库,辅助教育的信息化推进。 相似文献
20.
王琼 《常熟理工学院学报》2011,25(12):44-47
混合学习结合了传统教学与网络学习的优点,在推进教育教学改革中发挥了重要作用。在分析混合学习理论的基础上,采用毕博网络教学平台研究并实现多媒体技术课程建设,阐述了该课程建设的主要内容、学习难点、学习要求等。在理论、实验教学与网络学习的有机结合下,帮助学生更好地掌握多媒体技术的知识及其相关软件的运用,同时,教师也能根据课程建设情况进行教学反思,从而更好地提高教学质量。 相似文献