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实验室有关范畴学习的研究只局限于对分类的研究上,这就导致在分类研究基础上提出的范畴理论不能适用于其他非分类范畴学习任务。对分类学习与推理学习进行比较,表明不同的范畴学习类型影响范畴表征,所以应当拓展实验室范畴学习的研究范围。 相似文献
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Wynne Harlen 《Education 3-13》2013,41(3):247-257
The focus of this article is recent work by the Assessment Reform Group (ARG) on the role of teachers' judgements in the summative use of assessment. A brief overview of the early work of the ARG is followed by discussion of the desirable properties of assessment for summative uses. The work of the ARG's Assessment Systems for the Future project provided evidence and arguments concerning the validity, reliability, impact and cost of tests and of summative assessment by teachers. Whilst there is ample evidence that the teachers' judgements are more valid than, and equally reliable as, tests, there is a danger of unwanted impact on teaching as long as results are used for ‘high stakes’ evaluation of teachers and schools. Implications for policy include an end to the practice of using the results of pupils' summative assessment, however they are derived, as the sole basis for target setting and school accountability. 相似文献
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网络学习评价是网络学习系统的重要组成部分,网络学习注重学习者学习过程的评价.基于网络学习评价系统与传统的学习评价系统的不同,本文首先分析了网络学习评价的理论基础及其价值取向,继而全面阐述了网络学习评价的实施原则.最后,对实施过程中容易出现的问题作了分析. 相似文献
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成人学习及其学习策略养成 总被引：2，自引：0，他引：2
宋西玲 《湖北大学成人教育学院学报》2004,22(3):26-28
成人在走出了发展终结论的谬误规限后，迎来了崭新的学习与教育的春天。成人学习在成人的发展与成人学习的关联中呈现了鲜活的生命力，但是成人学习并不是先验地具有发展的活力，在实践领域的开拓需要我们关注成人学习策略的养成。 相似文献
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Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes 总被引：6，自引：0，他引：6
Previous studies of the relationship between perceptions and/or evaluations of the learning environment and approaches to study have either not included measures of students' learning outcomes, or have included quantitative differences and not qualitative differences in learning outcomes. The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study. The results support previous research in identifying relationships between perceptions/evaluations of the learning environment and approach to study and between approach to study and the quality of the learning outcomes. The second of the two studies reported also identifies a relationship between perceptions, approaches and the quality of the outcomes. The results suggest that perceived environments which encourage deep approaches are more likely to facilitate higher quality learning than environments designed to discourage surface approaches. 相似文献
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New learning theory, underpinning the idea of teaching for self-directed learning, provides new conceptions of learning: the self-regulation of learning, the construct-character of knowledge, the social nature of learning and a dynamic model of intelligence. What conceptions teachers hold may be related to their tolerance of uncertainty. We constructed a Learning Inventory and administered this to teachers in Dutch senior secondary education, where an innovation is heading for more independent learning. We found empirical confirmation of the five dimensions underlying teachers' conceptions of learning, both for student learning and for their own learning. Tolerance of uncertainty explained the other four dimensions in conceptions of student learning, but not in teachers' conceptions of their own learning. Teachers generally endorse the process-oriented conceptions, although some differences are noted between teachers' conceptions of student learning and their own learning. 相似文献
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韩晓燕 《四川教育学院学报》2003,19(7):55-56,59
文章运用定量研究的方法，调查了来自宁夏四所高校非英语专业学生的学习策略使用情瓦和学习策略与学习成绩的相关关系，并就此提出了一些教学措施与建议。 相似文献
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盛秦陵 《陕西广播电视大学学报》2008,10(4)
总结性评估结束后,开放教育转入日常教学,作为开放教育主要教学手段之一的网上教学也日益受到大家的重视.但这一活动在开展过程中还存在着一些误区,分析这些误区并拿出具体的改进措施,才是搞好开放教育网上教学的关键. 相似文献
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Thomas Schumacher 《Action Learning: Research and Practice》2015,12(3):293-313
The article presents and illustrates the learning journey (LJ) – a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of practitioners from 6 to 8 organisations, the LJ visits each of the organisations to explore management practices, taking into account their particular organisational context and challenges. Following a sequence of (a) becoming aware of the particular organisational context, (b) learning about established management practices and (c) working on a current challenge as ‘comrades in adversity’, the article introduces and illustrates the LJ approach. The article closes with a discussion of the approach's challenges and implications for research on – and development of – inter-organisational learning processes. 相似文献
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Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments. This easily leads to learners being unable to seek appropriate learning partners for facilitating effective cooperative learning. This problem frequently causes poor learning effectiveness in web-based cooperative learning environments. Generally, instructor assigned or learner selected learning peers cannot ensure to compose suitable learning partners for individual learners in cooperative learning environments. A suitable learning partner can help the learner, who is learning in the personal way and encounters the difficulty, to solve problems. Inappropriate learning partners cannot only easily lead to poor learning interaction and achievement, but can also lead to the meaning of cooperative learning being lost. Although many web-based learning systems have already been developed to assist cooperative learning, supporting peer-to-peer interaction in computer-supported cooperative learning (CSCL) is still immature. As a result, this study presents a novel scheme for recommending appropriate learning partners for individual learners utilizing mining of learning interactive social networks in a cooperative problem-based learning (PBL) environment. Results of this study show that the proposed scheme helps encourage learners to interact with learning peers more actively and positively, and facilitates learning performance in a cooperative PBL environment. 相似文献
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Andrew Emerson Elizabeth B. Cloude Roger Azevedo James Lester 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1505-1526
A distinctive feature of game-based learning environments is their capacity to create learning experiences that are both effective and engaging. Recent advances in sensor-based technologies such as facial expression analysis and gaze tracking have introduced the opportunity to leverage multimodal data streams for learning analytics. Learning analytics informed by multimodal data captured during students’ interactions with game-based learning environments hold significant promise for developing a deeper understanding of game-based learning, designing game-based learning environments to detect maladaptive behaviors and informing adaptive scaffolding to support individualized learning. This paper introduces a multimodal learning analytics approach that incorporates student gameplay, eye tracking and facial expression data to predict student posttest performance and interest after interacting with a game-based learning environment, Crystal Island . We investigated the degree to which separate and combined modalities (ie, gameplay, facial expressions of emotions and eye gaze) captured from students (n = 65) were predictive of student posttest performance and interest after interacting with Crystal Island . Results indicate that when predicting student posttest performance and interest, models utilizing multimodal data either perform equally well or outperform models utilizing unimodal data. We discuss the synergistic effects of combining modalities for predicting both student interest and posttest performance. The findings suggest that multimodal learning analytics can accurately predict students’ posttest performance and interest during game-based learning and hold significant potential for guiding real-time adaptive scaffolding. 相似文献
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Khaled Sabry Lynne Baldwin 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):443-454
This paper reports a study exploring the learning styles and perceptions of a group of undergraduate and postgraduate learners in a university in the UK in relation to using the web for learning. In particular, we explore the sequential/global learning style dimension (which is concerned with the progress of understanding) in relation to three categories of web‐based interaction: learner‐tutor, learner‐learner, and learner‐information. An Index of Learning Styles is used as the tool to explore this dimension. The findings are presented with regard to the learning preferences of a group of learners towards these three categories of interaction. We conclude with a discussion of these findings in relation to Interactive Learning Systems (ILSs) design. 相似文献
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Heidrun Allert Christoph Richter Wolfgang Nejdl 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(6):701-715
Current cultural, social, and economic trends challenge traditional concepts of learning and lifelong learning. This paper draws on the twofold nature of learning in a knowledge society and explores options for technological support. The concept of Second‐Order Learning Objects is introduced as a potential means to foster generative learning. Generative learning goes beyond that what is already known and extends or transforms the socially shared knowledge including its artefacts and practices. According to the notion of individual and social learning as a process of reflective action, the role of strategies and media for reflection and inquiry is stressed. This paper outlines the use of schematically represented strategies for learning and reflection and sketches important features of a pursuant modelling approach. 相似文献
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秦虹 《河北师范大学学报(教育科学版)》2006,8(6):74-76
终身学习是社会中个人根据社会发展和个人发展的需要,利用现代学习技术和手段,灵活地选择安排学习时机、时间、空间以及进程的学习制度,从终身教育走向终身学习,标志着教育乃至社会领域发生了深刻变革,是人类文明的一大进步。由此,构建终身学习体系,形成全民参与的学习型社会,是一个国家兴旺发达的保证。 相似文献
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《Australian Journal of Learning Difficulties》2013,18(2):93-98
Abstract Developing effective strategies to support secondary students with learning difficulties is important because they are the most prevalent students with special educational needs in contemporary mainstream classes. A learner‐focused instructional approach that incorporates meaning‐making, student control, and acceptance of errors, combined with explicit instruction will facilitate the learning of students with learning difficulties. This approach derives from an instructional setting model of learning difficulties, as distinct from a deficit model or an inefficient learner model, and draws on principles from constructivist learning theory and whole language theory. Guided by this model and these principles, secondary teachers can design curricula and classroom environments that support the needs of all students. 相似文献