共查询到20条相似文献,搜索用时 203 毫秒
1.
Distance education plays an important role in broadening educational access and increasing higher educational opportunities.
The success, however, for any distance education initiative relies on a critical and core resource, namely having participating
faculty who provide quality instruction. This study uses survey design and diffusion of innovation theory to examine faculty
participation in relation to their technology use, their attitudes toward technology and distance education, and their adoption
of innovations at a public postsecondary 10-campus system. Ordinal regression analysis identified 20 significant variables
(16 predictors representing the four latent dimensions of the conceptual model and four demographic characteristics) that
explain faculty participation in distance education. The findings identify a number of core issues underlying faculty participation
and non-participation in distance education which pose implications for policy and practice relevant to technology use and
skills, training and development, course design and technical support, quality issues, and workload and compensation.
相似文献
Linda K. JohnsrudEmail: |
2.
Interdisciplinary work within higher education has increased significantly over past decades (Amey 2004; Creamer and Lattuca
2005). However, the professional implications of interdisciplinary research and instruction for the faculty members who engage
in such academic work remain unclear. This study of science educators who hold appointments in two academic departments begins
to address this empirical gap. The outcomes provide insight into the factors that influence the professional lives of these
faculty members. The knowledge gained from the study will provide mentors, colleagues, and administrators insight into the
challenges facing academics undertaking this work. Further, this research seeks to inform policy makers in regard to how tenure
and promotion is determined for jointly appointed faculty in science education and other interdisciplinary fields.
相似文献
Matthew M. MarsEmail: |
3.
Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel
at institutions of higher education. Little research is available to guide developers in performing these assessments. In
this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to
guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of
assisting faculty developers in performing similar program assessments of their faculty development offices.
相似文献
Judy BritnellEmail: |
4.
L. Earle Reybold 《Innovative Higher Education》2008,32(5):279-295
This study examined the experience of faculty ethicality in education. Research questions focused on faculty characterizations
of professional ethics, related socialization experiences, and responses to dilemmas. Interviews were conducted with 32 faculty
members and analyzed using the constant comparative method. Findings describe the experiential dimensions of faculty ethicality
and the influence of a higher education ethos on professional reasoning and decision making. The tenure and promotion process
is the most influential dimension; but faculty reward systems in general, as well as personal and family identification, also
help to structure ethicality. Four elements of academic ethicality are discussed: standard, information, diversity, and integrity.
相似文献
L. Earle ReyboldEmail: |
5.
Distance education is a significant topic of discussion among faculty at all levels of education. This study produced evidence
regarding the attitudes toward three distance education delivery modes for science professional development. The study involved
94 elementary school teachers who were participating in a professional development project. The three distance education strategies
studied were live, interactive television (Live); videotape presentations with live wrap-around discussions (Video); and asynchronous,
Web-based sessions with streamed video presentations supported by interaction through discussion boards (Web). A repeated
measures design was used to analyze the attitudes of the study participants. Data on the participants’ attitudes toward their
distance education involvement were collected through the CTLSilhouette™ instrument.
相似文献
Leonard AnnettaEmail: |
6.
Craig Ross R. Robert Orr 《Educational technology research and development : ETR & D》2009,57(2):251-265
Troubleshooting skills are integral for the Information Technology professional. In order to address faculty concerns that
students were not effectively learning required troubleshooting skills, a standardized troubleshooting methodology (the DECSAR
Method) was created and integrated into the standard curriculum of a college information technology program. Components of
troubleshooting were measured using a pre-/post-testing approach with the Social Problem Solving Inventory—Revised. Testing
indicated improvement in several areas of troubleshooting reinforced by DECSAR. The context in which the troubleshooting methodology
was applied was associated with post-test change.
相似文献
R. Robert OrrEmail: |
7.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
Eric L. DeyEmail: |
8.
Twenty-two faculty and graduate students were interviewed in one college of education in order to understand what the college
and its constituents view as the skills, habits of mind, and dispositions needed to obtain a Ph.D. in Education. Analysis
of the data was conducted using professional socialization as a theoretical framework, allowing for an understanding of the
different perspectives of this topic as viewed through a developmental lens. Implications for theory and practice are included.
相似文献
Xyanthe N. NeiderEmail: |
9.
Mark R. Connolly Jana L. Bouwma-Gearhart Matthew A. Clifford 《Innovative Higher Education》2007,32(1):19-34
Despite calls for greater agreement in defining the Scholarship of Teaching and Learning (SoTL), terms that resemble SoTL
are proliferating. An NSF-sponsored center for teaching and learning coined its own term, teaching-as-research (TAR), believing it would resonate better with research-active scientists, engineers, and mathematicians. To understand whether
this was a wise strategy, we interviewed 43 participants from courses that sought to explain and demonstrate TAR. Our study
found that participants defined TAR with varying complexity and that disciplinary concepts generally provided “conceptual
handles” for making sense of TAR. However, tailoring a term to particular disciplines entails several challenging tradeoffs.
Mark Connolly is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design. 相似文献
Mark R. ConnollyEmail: |
Mark Connolly is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design. 相似文献
10.
Lessons Learned: Findings from MIT Initiatives in Educational Technology (2000–2005) 总被引:1,自引:1,他引:0
Lori Breslow 《Journal of Science Education and Technology》2007,16(4):283-297
Since 1999, MIT has undertaken an extensive effort in creating and implementing educational technology. Broadly speaking,
there have been two kinds of efforts: developing web-based services for higher education and creating educational technology
applications for use in the classroom. This article reviews a group of projects that produced educational technology applications
for use in the classroom or for classroom-based activities and were assessed by educational researchers in the Teaching and
Learning Laboratory (TLL). From those in depth studies, as well as less extensive involvement with a half dozen more initiatives,
we draw three major findings on the role and impact of educational technologies as they were developed and used at MIT over
6 years: (1) the most successful educational technologies meet a specific instructional need that has been unmet or poorly
met by traditional media; (2) too much technology or technology that does not work well can be detrimental; and (3) there
are important relationships between the technologies and the learning environments in which they operate.
相似文献
Lori BreslowEmail: |
11.
Amy Scott Metcalfe 《Higher Education》2009,58(2):205-220
In a “settler society” such as Canada, inequalities in higher education have geo-political dimensions, necessitating a theoretical
framework that considers the geographic distribution of material wealth and power. This paper explores both the economic and
social implications of the geographical distribution of the higher education system in British Columbia, Canada, including
the ways in which stratification by institutional type may reinforce spatial inequalities. The study shows that system expansion
has not improved regional representation, which has socio-economic implications.
相似文献
Amy Scott MetcalfeEmail: URL: http://educ.ubc.ca/faculty/metcalfe/ |
12.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |
13.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
Angela Calabrese BartonEmail: |
14.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
Claire Howell MajorEmail: |
15.
Various factors are making faculty leadership challenging including the rise in part-time and non-tenure-track faculty, the
increasing pressure to publish and teach more courses and adopt new technologies and pedagogies, increasing standards for
tenure and promotion, ascension of academic capitalism, and heavy service roles for women and people of color. This article
focuses on describing actions taken by institutional agents and aspects of campus environments which are supportive of grassroots
faculty leadership. While there are many conditions which inhibit faculty leadership (i.e., part-time and contingent faculty
trends, rising publication standards, etc.), our study demonstrated certain campus conditions or characteristics can overcome
the forces of change including counting leadership as service, creating campus networks, addressing dysfunctional department
dynamics, fostering role models, supporting faculty who question or challenge decisions, ensuring flexibility and autonomy,
and altering contingent faculty contracts to include service and leadership.
相似文献
Jaime LesterEmail: |
16.
Lonnie D. Harvel 《Innovative Higher Education》2006,31(3):161-174
A recent survey of studies [Tenopir, Hitchcock, & Pillow (2003). Use and users of electronic library resources: An overview and analysis of recent research studies. Washington, DC: Council on Library and Information Resources.] concluded “both faculty and students use and like electronic resources and most readily adopt them if the sources are perceived as convenient, relevant, and time saving to their natural workflow” (p. iv). However, the results of access studies show that actual use of online content is relatively low. This is because navigation to the online content in these various collections is not convenient, requires multiple steps in order to reach relevant content, and is not integrated into a student's natural workflow. In our research, we have designed, implemented, deployed, and evaluated a method for making content available to students that targets the content to their current need.
相似文献
Lonnie D. HarvelEmail: |
17.
Technology in Support of Collaborative Learning 总被引:1,自引:0,他引:1
This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative
learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction
analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research
gaps and issues that may help focus future research in this emerging field of study.
相似文献
Paul RestaEmail: |
18.
David Tall 《Educational Studies in Mathematics》2008,68(2):185-193
Jim Kaput lived a full life in mathematics education and we have many reasons to be grateful to him, not only for his vision
of the use of technology in mathematics, but also for his fundamental humanity. This paper considers the origins of his ‘big
ideas’ as he lived through the most amazing innovations in technology that have changed our lives more in a generation than
in many centuries before. His vision continues as is exemplified by the collected papers in this tribute to his life and work.
相似文献
David TallEmail: |
19.
The Creation of OpenCourseWare at MIT 总被引:2,自引:2,他引:2
Hal Abelson 《Journal of Science Education and Technology》2008,17(2):164-174
This paper traces the genesis of the MIT OpenCourseWare project from its initial strategic precursors in 1999 and 2000, through
its launch in 2001 and its subsequent evolution. The story told here illuminates the interplay among institutional leadership,
and strategic planning, and with university culture in launching major educational technology enterprises. It also shows how
initiatives can evolve in unexpected ways, and can even surpass their initial goals. The paper concludes with an overview
of challenges facing OpenCourseWare in moving from the end of its production ramp-up and towards sustainability.
相似文献
Hal AbelsonEmail: |
20.
Does Mathematics Remediation Work?: A Comparative Analysis of Academic Attainment among Community College Students 总被引:2,自引:2,他引:2
Peter Riley Bahr 《Research in higher education》2008,49(5):420-450
Postsecondary remediation is a controversial topic. On one hand, it fills an important and sizeable niche in higher education.
On the other hand, critics argue that it wastes tax dollars, diminishes academic standards, and demoralizes faculty. Yet,
despite the ongoing debate, few comprehensive, large-scale, multi-institutional evaluations of remedial programs have been
published in recent memory. The study presented here constitutes a step forward in rectifying this deficit in the literature,
with particular attention to testing the efficacy of remedial math programs. In this study, I use hierarchical multinomial
logistic regression to analyze data that address a population of 85,894 freshmen, enrolled in 107 community colleges, for
the purpose of comparing the long-term academic outcomes of students who remediate successfully (achieve college-level math
skill) with those of students who achieve college-level math skill without remedial assistance. I find that these two groups
of students experience comparable outcomes, which indicates that remedial math programs are highly effective at resolving
skill deficiencies.
相似文献
Peter Riley BahrEmail: |