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Development of a Reality‐Based Multimedia Case Study Teaching Method and its Effect on Students’ Planned Food Safety Behaviors 
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下载免费PDF全文 There is opportunity to decrease the frequency of foodborne illnesses by improving food safety competencies and planned behaviors of college students before they begin careers in the food industry. The objectives of this study were to (1) develop a multimedia case study teaching method that provides real world context for food science education; and (2) evaluate the extent to which it improves the intentions of students to implement food safety management systems upon entering the workforce, as well its impact on knowledge gains and students’ abilities to understand complex concepts. The target audience consisted of all participants in an upper‐level undergraduate food safety management systems course (n = 17). A pretest and posttest survey research instrument was developed to measure knowledge gains and also students’ food safety intentions using the framework of the Theory of Planned Behavior. Students experienced significant gains in knowledge, attitude, and intention after completion of the course (P < 0.05). One hundred percent of students agreed that the interactive videos aided in their understanding of food safety concepts. A paired t test suggested that both behavioral control beliefs and attitudes of students toward food safety management significantly increased (P < 0.5) after completion of the case study. These results suggest that integrating multimedia case studies into food science education may enhance food safety behaviors. 相似文献
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随着人工智能时代的来临,编程教育日益受到重视。学生在编程过程中的行为,实质上反映了其对利用计算工具解决问题的认知水平,也映射出其计算思维的发展过程,挖掘三者间的隐含关系有助于通过优化编程任务设计改善对学生计算思维的培养。基于认知目标分类和计算思维三维框架构建映射关系,以Scratch可视化编程任务作为研究案例,采用编程操作视频分析与学生访谈相结合的方法,从编程行为表征的视角对认知水平与计算思维间的隐含关系进行挖掘后发现:一方面,认知水平与编程行为之间存在密切关系,知道与理解是编程行为的基础性认知,应用与分析是编程行为的核心,评价推动学生对编程行为的反思,而创造可激发编程行为产生新的作品。另一方面,在编程活动中,学生的认知水平与计算思维的发展彼此关联且相互促进,编程行为中的低阶认知目标的达成是形成计算观念的基础,编程实践引发的高阶思维认知需求可促进学生对计算思维的领悟。因此,应当遵循认知水平与计算思维的发展规律,有针对性地将面向各类认知目标的编程任务嵌入到教学设计中,方可有效实现利用编程教育对学生计算思维的培养。 相似文献
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Grounded in person–environment fit theory, this study examined whether low‐income mothers’ preferences for education moderated the effects of employment‐ and education‐focused welfare programs on children’s positive and problem behaviors. The sample included 1,365 families with children between ages 3 and 5 years at study entry. Results 5 years after random assignment, when children were ages 8–10 years, indicated that mothers’ education preferences did moderate program impacts on teacher‐reported child behavior problems and positive behavior. Children whose mothers were assigned to the education program were rated by teachers to have less externalizing behavior and more positive behavior than children whose mothers were assigned to the employment program but only when mothers had strong preferences for education. 相似文献
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Hong Zhao Li Chen Santosh Panda 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):941-958
This study reports on self‐regulated learning (SRL) of Chinese distance learners by using a structured SRL scale. SRL of adult and lifelong learners is a well‐researched area, though its application within distance education is a new area of investigation. Open and distance learning lean heavily on self‐learning and self‐learning resources, though interaction at designated learning centers and online learning platforms is occasionally offered. In China, there is still persistence of the age‐old teacher‐centric model of teaching‐learning; and, within distance education offered largely by the radio and television universities, there is insistence for regular tuition classes at designated branch schools. At the backdrop of understanding and enhancing SRL of Chinese distance learners, the authors took up this research to find out the elements and levels of SRL ability among Chinese distance learners. Based on factor analysis (on 357 students for item analysis and on 600 distance learners for structural validity of the initial 117‐item scale), a standardized 54‐item Self‐regulated Learning Ability Scale was finalized and administered on a random sample of 2738 undergraduate learners (1630 males and 1108 females) from the Open Distance Education Centre of Beijing Normal University, P.R. China, doing an online course during 2009–10. The sample came from either senior high school (grade 12) or junior college (grade 14). Data on four dimensions of SRL—planning, control, regulating and evaluation—were analyzed using ‘t’ test for variables of gender, level of education and age. Results indicated that all the participants had above‐average levels of SRL in all the four dimensions of planning, control, regulating and evaluation. In so far as gender was concerned, male distance learners were better in SRL than female distance learners, especially in control (ie, content and resources) and all the evaluation dimensions. Though no age difference was found, students from junior colleges had better planning, regulating and evaluating abilities than those who came from senior high schools. These results have been discussed in the context of current changes in Chinese distance/online education and also in relation to the age‐old Chinese culture of learning. The results will also have implications for designing distance and online learning generally. 相似文献
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This article discusses the issues concerned with using distance education to help provide bridging courses for overseas‐trained professionals migrating to Australia. Often such courses are specialised, have small enrolments and are required on demand by the recently arrived migrant. Therefore, there are significant practical and viability problems to be expected for the providers of such courses. The article draws on work from a 1997 study of the potential and viability of distance education bridging courses for overseas‐trained professionals migrating to Australia. The study was commissioned and funded by the National Office of Overseas Skills Recognition, of the Department of Employment, Education, Training and Youth Affairs, under its Evaluations and Investigations Program. A discussion is provided of the particular problems encountered in the provision of on‐campus courses for students whose locations, schedules and circumstances are quite diverse. However, whilst distance education provision might seem a reasonable solution to such problems, for some professions there are particular practical matters concerning such provision. A key issue addressed is conceptualising the viability of developing and providing such courses through distance education, and how this may help distance educators view the viability of other small ‘boutique’ courses in distance education. 相似文献
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Erik E. Morales 《Educational Action Research》2013,21(2):311-325
With the goal of assisting predominantly low‐socio‐economic status and minority undergraduate education majors to achieve necessary competence in the use of oral and written Standard English, an innovative action research initiative was incorporated into an introductory education class at a comprehensive urban university in the northeastern part of the United States. The project integrated written and oral Standard English exercises into the course’s curriculum as a means of bolstering students’ skills while still helping them master the course content. Preliminary results demonstrate students’ improved competence in both written and oral Standard English, and an increased awareness of how and when to use various forms of English. 相似文献
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The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross-lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time. 相似文献
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Michelle Selinger 《欧洲师范教育杂志》1997,20(1):71-84
The largest post graduate initial teacher education course in the UK was introduced by the Open University in February 1994. The course is innovative in a number of ways: it is the first large scale distance taught pre‐service course in the UK; all students are loaned a computer for the duration of the course; and computer conferencing is used extensively for communication between students, part‐time tutors and the course team. In this paper the use of the computer conferencing element is described and evaluated, and ways in which electronic communications can be developed for this to be a truly effective medium for supporting the development of beginning teachers’ competence and confidence are discussed. 相似文献
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师生行为互动博弈：角色定位与影响因素分析新视角 总被引：1，自引：0，他引：1
孟祥林 《宁波广播电视大学学报》2012,(1):101-105,113
随着教育环境的变化,课堂上的师生角色定位需要重新进行审视。学生可在多方面影响教师行为：学生层次和需求愿望;课程内容的可接受性;教学质量评价体系;学校对教学的管理强度;学校的奖惩制度设计;课堂学生规模与专业构成;授课时间安排;教师对课堂的愿望。教师也可通过多方面影响学生行为：教师的仪态仪表;学术影响;承担行政职务;行为举止;与学生交流的愿望;创造性的思维方式;课堂教学的组织能力;与学生的沟通方式。师生之间的行为互动是通过不完全信息博弈机制完成的。 相似文献
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The aim of this article is to contribute to the discussion on how examinations can be designed to enhance students’ learning and increase throughput in terms of the number of students who sit, and pass, the course examination. The context of the study is a basic level political science course on power analysis, which initially suffered from low throughput. The contribution of the article is to demonstrate that no other changes to the course than the introduction of an element of meta-reflection in the take-home examination – a so-called ‘reflection exercise’ – helped increase throughput by 70–80%. The aggregated performance of the students was thus significantly enhanced after they were explicitly encouraged to meta-reflect on problems posed in the take-home examination, and on different strategies for tackling these problems. The introduction of another meta-reflection exercise in the mandatory seminars did not further increase throughput, but made a qualitative difference in terms of the positive feedback that students received on their work. 相似文献
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Nuno Torres António J. Santos Ligia Monteiro Mafalda Figueiredo Brian E. Vaughn 《Early education and development》2013,24(8):1145-1165
Research Findings: Data from a national sample of Portuguese preschool centers were used to examine the relationship between age of start and number of hours in child care and levels of externalizing and prosocial behaviors with peers. Participants were both parents and teachers of 543 children (mean age = 4.5 years, 50.6% girls). Children started child care between 3 and 64 months and were attending child care 1–9 hr per day. The child care centers’ classrooms had adult–child ratios between 5 and 8.7 and group sizes between 15 and 26 children. Externalizing and prosocial behavior with peers was assessed with the Social Competence and Behavior Evaluation Scale–Short Form completed by the 3 adult informants. Control variables included family sociodemographics and education level, maternal parenting style assessed with the Parenting Styles and Dimensions Questionnaire, and maternal stress assessed with the Parenting Experiences questionnaire. Practice or Policy: Both the number of hours per week in child care and an earlier start of center-based child care had modest but significant associations with dimensional scores from teachers’ reports of externalizing behavior but not with mothers’ or fathers’ reports, suggesting that externalizing behavior with peers could be regarded as context specific to peer relationships in group child care. There was no evidence that the quantity of exposure to child care per se could be a substantial risk factor for severe levels of externalizing behavior. Prosocial behavior with peers was not significantly associated with the number of hours in child care or with the age of entry into group child care. 相似文献
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Torey Hayden’s portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: One child, Somebody else’s kids, Just another kid, Ghost girl and Beautiful child. Each of these books unfolds within the space of an elementary age, self‐contained classroom for children with emotional and behavioral disorders. Each technique Hayden used to respond to her students’ problem behaviors in the five books was categorized according to Fritz Redl’s theory on managing behavior problems. Redl identified five strategies educators can use to handle their students’ behavior problems: changing, managing, tolerating, preventing and accommodating. The methodology used to categorize Hayden’s techniques was analogous to constant comparative analysis of documents. Hayden is portrayed through Redl’s strategies as a teacher who relies on managing without consequences and changing techniques. Narrative passages illustrating these techniques are presented. The roles of altruism and student empowerment in Hayden’s storied model of classroom management are presented. Implications for Hayden as a role model for teachers of children with emotional and behavioral disorders are discussed. 相似文献
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This paper presents a case study of a ‘hands on’ computing course taught both on‐and off‐campus to students from developing countries. The paper illustrates that a limited resource environment does not have to be a constraint in mounting a distance education course in computing with a major practical component. Some of the problems encountered and techniques used for implementation are also given. 相似文献
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This meta‐analytic review of 42 studies covering 8,009 participants (ages 4–20) examines the relation of moral emotion attributions to prosocial and antisocial behavior. A significant association is found between moral emotion attributions and prosocial and antisocial behaviors (d = .26, 95% CI [.15, .38]; d = .39, 95% CI [.29, .49]). Effect sizes differ considerably across studies and this heterogeneity is attributed to moderator variables. Specifically, effect sizes for predicted antisocial behavior are larger for self‐attributed moral emotions than for emotions attributed to hypothetical story characters. Effect sizes for prosocial and antisocial behaviors are associated with several other study characteristics. Results are discussed with respect to the potential significance of moral emotion attributions for the social behavior of children and adolescents. 相似文献
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Elizabeth Foote 《Community College Journal of Research & Practice》2013,37(6):591-594
Georgia has one of the largest distance learning networks in the United States with nearly 300 sites connected to a statewide network of two‐way interactive audio and video. Research was conducted to examine the nature and importance of participant interactivity in credit courses at technical institutes using the distance education technology. Six faculty and 62 students who enrolled at host and remote sites at the technical institutes constituted the population of the study. Data were collected from students through a structured, forced‐choice survey questionnaire. Information was collected from faculty through two questionnaires to measure changes in attitudes toward teaching the course. Overall level of satisfaction of both students and faculty was quite high. The students at the remote sites in this study reported more negative experiences with the various types of interaction, but overall they were satisfied with the experience. Experiences that enhance and maximize the various types of interaction need to be intentionally designed and used by instructors. Teaching behaviors, such as calling on students at remote sites frequently and by name, establishing eye contact by looking into the camera when speaking, and including both remote and host site students in discussions seem to be related to student satisfaction and perceptions of effective interaction. To overcome the differences between sites related to instructor presence in the room, instructors can occasionally travel to a remote site to conduct class and interact directly with students there, and use phone, fax, and e‐mail to be more accessible to students. 相似文献
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Recent studies report the cumulative prevalence of behavioral disorders among school‐age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at‐risk behavior can be reliably identified at school entry, there is potential to intervene early to reduce severity and chronicity of behavior. Thus, with the aid of a nationally representative sample (n = 17,490), this study aimed to ascertain if teacher‐observed disruptive behavior in kindergarten predicted children’s categorical identification for special education and receipt of behavior goals in their individualized education plans in third grade. Results indicated externalizing behaviors and approaches to learning at school entry, predicted identification with emotional disturbance, and other health impairment due to attention deficit hyperactivity disorder in third grade. In addition, externalizing behaviors at school entry increased the likelihood of a child receiving an individualized education plan with an appropriate behavior goal. Self‐control was not a significant predictor of any outcome. Finally, the covariates of sex, reading achievement, and race at school entry were significantly associated with a child’s need for behavior‐related services. Implications for early intervention are discussed. 相似文献
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We present data from an array of sources on the characteristics of external (distance education) students in Australian higher education in comparison with internal full‐time and part‐time students. Profiles of the three populations are drawn up in terms of age, gender, marital status, home location, social background, education and employment history, field of study, and level of course. Also examined are students’ reasons for studying externally, the relationship between employment and study and various effects of education on employment, attitudes and life‐style. 相似文献
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University‐level courses in science that contain a substantial practicum or laboratory component have always been a problem to deliver through distance education. Because of the potential hazards inherent in the equipment and chemicals commonly used, chemistry is among the more challenging disciplines to teach at a distance. Athabasca University (AU) ‐ Canada's Open University ‐ has been successfully running chemistry courses for over two decades. The development and delivery of AU chemistry courses are described and the approaches that have been developed to meet the challenges of a North American distance‐education university, including the use of new technologies, are discussed. The problems associated with providing distance students with appropriate laboratory experience are also examined. The first‐year general chemistry courses are compared to an equivalent course at a neighbouring traditional university and an analysis of student performance in AU chemistry courses is presented. 相似文献