首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
SEPTIMUS is a one‐year Europe‐wide postgraduate theoretical course for psychotherapists and counsellors provided entirely via the Internet. It may be used as part of a training course, with face‐to‐face elements provided locally, or for continuing professional development. The course was developed at the University of Sheffield in collaboration with psychotherapy training institute partners in seven other European countries. Two studies involving 167 SEPTIMUS students and 60 comparable face‐to‐face students were undertaken. ? Study 1. Drop‐out rates for the SEPTIMUS programme were found to be low, and comparison between those dropping out and those completing did not highlight any significant factors linked to distance learning. However, students cited finance, distance from training centre, lack of practical experience, family commitments and the intensity of their working weeks as having been barriers to taking face‐to‐face learning courses in the past.

? Study 2. SEPTIMUS students (e‐learners) were compared with students taking comparable attending (face‐to‐face) theoretical courses also being provided by partners in the project to psychotherapy trainees. Significant differences were found in distance from training institute and ability to visit training institute. SEPTIMUS students had higher levels of computer ownership, frequency of Internet use and IT skills than attenders; these factors when examined in Study 1 did not have an impact on the drop‐out rate of e‐learners.

e‐Learning can overcome barriers to traditional learning in psychotherapy, particularly distance from a training centre, without loss of student satisfaction or student performance. Factors sometimes thought to be obstacles to e‐learning, such as information technology skills, were not found to be significant barriers – although they may have affected recruitment. Certain aspects of e‐learning, such as the tendency to facilitate self‐disclosure, were found to be very beneficial, particularly in the context of psychotherapy programmes.  相似文献   

2.
ABSTRACT

The development of European awareness in teacher training is a particularly difficult task in one year Post Graduate Certificate in Education (PGCE) courses in the United Kingdom because of the short length of the course and the need to ensure that students are well prepared for handling the national curriculum. This paper describes how students on such a course at the University of Ulster in Northern Ireland were able to experience a European dimension through an electronic mail link with high school pupils in Norway. The scheme, which was offered on a pilot basis to students taking history as a major or a minor option, also.gave the group a focus for work on two of the cross‐curricular themes in the Northern Ireland common curriculum, namely Information Technology and Education for Mutual Understanding. The pilot suggests that the scheme has provided a valuable experience of real contact with Europe in a way that is cost effective and manageable within the time constraints imposed by an intensive one year teacher training programme.  相似文献   

3.
Abstract

If the Internet is an information superhighway, then teachers just might be the road-kill on the asphalt of the information superhighway. Possibly, for the first time in history, students are more adept at using the tools necessary for acquiring and transmitting knowledge than are their teachers. Children everywhere are creating their own virtual communities through the use of new technologies. They make use of chat facilities (MSN®, ICQ® etc.) to stay synchronously in touch with both old and new friends and email and short message services to stay in touch with them asynchronously. They take part in discussion groups, navigate through virtual worlds and assimilate new hardware and software as if it were second nature. In many ways they are light years ahead of their parents and teachers with respect to the possibilities of information and communications technology (ICT). As a result students are getting bored and frustrated and teachers are getting frustrated and distraught. To try to remedy this, the Inspectorate of Education of the Netherlands commissioned the Educational Technology Expertise Centre of the Open University of the Netherlands to lead an international study (quick-scan) on good/best practice with respect to the integration of ICT into the mental and physical toolbox of the aspirant teacher and to try to draw from this preliminary curricular benchmarks for teachers' colleges in the Netherlands. The quick-scan was carried out by a network of teacher training and ICT experts throughout the world. This special issue shows the reader the results of this quick-scan in terms of good practice and benchmarks for calibration and/or modelling of teacher training in ICT along with a number of pedagogical and policy repercussions of their adoption  相似文献   

4.
ABSTRACT

Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork (EiT). Based upon 17 years of experience with the development of EiT, perspectives from the literature, and critically analyzing current practices, we describe two key findings from this ongoing exploration: the need to develop a framework for such a course and the need for training of teaching staff.  相似文献   

5.
Abstract

This article presents a study on a Primary and Secondary Education teacher training network from Catalonia for the implementation of the Reading in pairs program. The goal is to describe, analyse, and assess the training model’s characteristics in relation to the learning promoted among participants, as well as the possibilities of actually incorporating educational innovation in the schools. The results suggest that this formative ecosystem permits a degree of learning and understanding of the program and its conceptual foundations that is relevant to the ability to implement it creatively and to adapt it to each school so that its sustainability is guaranteed.  相似文献   

6.
Abstract

A competence based approach to the Advanced Diploma in Education (FE) teacher training course was introduced at beginning of the 1989/90 academic year in the University of Ulster. The following year an evaluation of the course began which was completed in 1994. This included a survey of the attitudes of the staff involved with managing the implementation of the course. Included in this were members of the University Course Team, the college staff who carry out work based assessments and the Education and Library Boards who monitor such assessments. The results showed that all parties positively regarded the competence based approach both in relation to it as an initial teacher training course and as a tool in the professional development of vocational teachers. The study, however, highlighted the difficulties inherent in the maintenance of standards in collaborative teacher education and there are recommendations for the further development of future programmes.  相似文献   

7.
ABSTRACT

This article explores how to train educators to teach online internship courses. The article introduces an online internship course focused on workplace communication available to students across the university. Approaches to training educators to teach this course include requiring educators to immerse themselves in experiential learning situations, leveraging innovative uses of contemporary technologies for communication, and reflecting on online teaching processes.  相似文献   

8.
  相似文献   

9.
《学校用计算机》2013,30(3-4):67-80
Summary

This article reviews the development and delivery of a Higher Education course module as part of a large European University's Integrated Masters Program operating through a regional network of Rural Area Training and Information Opportunities (RATIO) telematic centres. The aim of the project was to provide remote learners living in the southwest of England with computer-supported solutions to access higher education as part of a technology-assisted distance education program. The module represented a shift from traditional educational delivery systems by using instructional courseware via an Internet Web site. Personal communications with module participants were conducted with the use of e-mail and videoconferencing information technology (IT) resources. Out of the original sixteen participants who enrolled in this Masters course module, four actually completed the learning sessions and two submitted final assignments. This article considers the key lessons learned from this attrition rate and shares the mainly positive experiences of the remote tutor and the students engaged in this initiative. The implications regarding the use of the Internet for delivering higher education course modules through online distance learning are discussed in the light of cautions learned from this research project and important practical recommendations for future practice are made.  相似文献   

10.
ABSTRACT

This paper describes the changes to the IT element of the secondary Post Graduate Certificate of Education (PGCE) course at the University of East Anglia, in the light of the government initiatives requiring a shift to a partnership approach to initial teacher training. This shift means that only one third of the 36 week course is now delivered at the University. The paper describes the recommendations of a joint working party representing partnership schools and university staff. The implementation of the group's suggestions involved a fundamental revision of the IT component for both university and school based elements and a re‐definition of the roles of all staff involved. This paper concludes with a discussion of the evaluation of the new scheme, including the results of a student questionnaire, after it had been implemented for one year. This found that our move to deal with IT as a subject specific issue was successful and highlighted the level of IT use in school subject departments as the single most important factor determining students’ use of IT in the classroom.  相似文献   

11.
ABSTRACT

In recent years, two Massachusetts‐based organizations, a state university and a non‐government service agency, have collaborated to provide inservice and preservice assistance to teachers seeking to integrate Internet access into their curricula. Such assistance has ranged from simple workshops to full scale graduate level courses. Over time, the workshops and courses have been reshaped in the light of participant feedback and the escalating changes in the nature of Internet access. From an ‘early era’ (1993) of command and text‐based Internet exploration, workshops and courses have moved almost completely toward an examination of graphic user interface (GUI) tools such as MOSAIC and Netscape. Such a shift has created the conflict, however, of how to reconcile the constricted, low bandwidth Internet access of many schools with the need to examine state‐of‐the‐art tools and resources for teachers. This article examines how two educational organizations have addressed this dilemma, accompanied by a discussion of the importance of leadership and co‐ordination among diverse kinds of agencies serving the professional development needs of technology adopting elementary and secondary schools.  相似文献   

12.
ABSTRACT

This article reports on an effort by the authors to use usability testing as a component of online teacher training for their multimajor technical communication course. The article further explains the ways in which program administrators at other institutions can create their own usability testing protocols for formative online teacher training in course design and in principles of user-centered design.  相似文献   

13.
ABSTRACT

Facilitating students’ deep-strategy behaviors and positive learning performances of science inquiry is an important and challenging educational issue. In this study, a contextual science inquiry approach is proposed for developing a 3D experiential game to cope with this problem. To evaluate the impacts of the game on students’ science learning approaches, learning achievements and problem-solving awareness as well as the learning behavioral patterns of the students with different learning achievements, a quasi-experiment was conducted in an elementary school geoscience course. The participants were two classes of sixth graders. One class was the experimental group who learned with the 3D experiential game, and the other was the control group who learned with the conventional technology-enhanced learning approach. The experimental results showed that the students learning with the 3D experiential gaming system showed better learning achievements, problem-solving tendency, deep learning strategies, and deep learning motive than those who learned with the conventional technology-enhanced learning approach. Moreover, the higher-achievement students showed more behavioral patterns of deep learning strategies than the lower-achievement students. The findings of this study provide a good reference for helping lower-achievement students improve their learning performance.  相似文献   

14.
Abstract

The importance of computer training in social work education will continue to increase as the profession becomes more globalized and technological. It is the authors' premise that social work education must include the integration of training in computer technology. One resource available to educators is the Internet. The world wide web contains a vast amount of information on policy and social issues. This article discusses the use of web based learning exercises to simultaneously teach social policy and enhance student computer skills. Two learning exercises are presented which are designed for use in social work policy courses. The authors present their teaching experiences and provide suggestions on using this approach in the classroom environment. Information on resources and useful URL's for policy research is included in the discussion.  相似文献   

15.
ABSTRACT

Collaborative learning is a key approach to the development of teaching and learing activities. Project-based learning (PBL) is an approach that encourages the acquisition of skills by the students promoting collaboration among them, since it requires them to solve activities for the development of a specific product. There are various experiences of using this methodology, most of them applied in primary and secondary education, and the few that refer to higher education are carried out in classroom settings. This work presents a case study based on a specific course designed for the acquisition of the digital competence that combines collaborative online learning with PBL and the results obtained from its implementation are explained. The collected data show the success of its application and validates the design presented, highlighting the key elements for fostering collaboration among students.  相似文献   

16.
Abstract

Problem-based learning has been described for use in medical education and is thought to be a superior approach to traditional didactic methods. We describe the use of PBL as an innovative approach to the education and training of social workers on an interdisciplinary health care team. An actual PBL case is described, and a discussion of the advantages and disadvantages to this approach is presented. The use of PBL on interdisciplinary teams helps educate social workers to work effectively on teams, and educates other professionals about the social work role and how to utilize social work services effectively.  相似文献   

17.
ABSTRACT

This study examines the relationship between one approach to training new online instructors and the ways in which the program influenced their beliefs about and attitudes about teaching online over time. The Technological Pedagogical Content Knowledge (TPACK) model serves as the theoretical framework for analyzing three primarily qualitative sources of data including (1) participants’ program application essays, (2) post-training program evaluation data; and (3) a follow-up survey of instructors after they delivered their redesigned course online. Findings reveal that, prior to and immediately following the training, instructors were highly optimistic about their course redesign and skill/knowledge development. After teaching the course online, participants were less optimistic and less satisfied with their training experience than they had been immediately prior to or following the training. Multiple instructors cited a need for additional or continued training and support.  相似文献   

18.

A “Criminal Justice Systems and Processes” course was among nine Internet courses offered at Florida Gulf Coast University during the fall of 1997. This course provided an “Internet tutorial” during the first few weeks of the semester to familiarize students with basic computer skills and Internet use. After evaluating the benefits of providing the tutorial, faculty and administrators adopted the tutorial for use in all Internet courses. During the Summer 1998 semester, a survey was administered to those students registered for Internet-based courses in the Division of Criminal Justice. This article focuses on the use of the Internet tutorial in Internet courses and provides some preliminary information regarding its potential benefit to students. Issues discussed include: (1) an explanation of the Internet tutorial, (2) the benefits of the tutorial to students and faculty, (3) preliminary information regarding the potential baenefits of implementing a technical tutorial, and (4) implications for future computer-based Internet courses.  相似文献   

19.
Summaries

English

In order to test the possibilities of the desert as an educational resource for ecosystem study a development programme was started at the Institute for Desert Research in Israel in 1972. The objectives of the investigation were:

(1) To study the structure and function of a loessial plain and rocky hill‐top ecosystem in the Negev desert highlands.

(2) To develop an ecology course for teaching the concept of the desert ecosystem. The course should demonstrate the structure, function and methodology of desert‐ecosystem investigation.

(3) To evaluate the ability of high school, teachers’ training college and university students for modelling and analysing desert ecosystems.

The investigation showed that the teaching of a field‐oriented ecology course in a relatively simple ecosystem improves students’ understanding of principles and concepts of system ecology and assists them in the use of investigatory systems approach. Participants were able to choose the main entities which compose the system, define the relationship between them, specify the mechanisms by which changes in the system take place, and to model and analyse the system.  相似文献   

20.
Abstract

In the university system today, co-research may be a decolonising strategy. We evaluate teaching a ‘Modernization and Social Change’ course in Vietnam as an experiment in co-research anthropology training. If for visitors, the idea of ‘Vietnam’ is nurtured by Hollywood action cinema, 1960s–1970s protest movements and documentary television, a process of collective research can rearrange orientations for students and teachers. The essay describes the making of a ‘model’ film as a teaching tool for international faculty, and as an evaluation of general teaching practice. A co-research approach to the classroom, assuming the students as researchers, engaging their own collaborative interests together, invites further discussion on teaching mapping as model for ethics-oriented co-research anthropology training; on teaching Capital in Vietnam using maps and counter-mapping as collaborative practice; and on using participatory methods for foreign faculty in a politically charged field.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号