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1.
牟小梅 《黑龙江教育学院学报》2012,(12):154-156
运用调查问卷的研究方法调查了英语专业高、低水平组在语法、语用意识/能力及学习动机方面的差异,并探讨了他们的语法、语用意识/能力与学习动机的关系。结果显示:高水平组的语法意识和语法能力低于低水平组,但其语用意识和语用能力高于低水平组;高水平组的情境动机显著高于低水平组,而社会责任动机显著低于低水平组。高水平组的个人发展动机与语用意识显著相关。低水平组的兴趣动机与语用能力显著相关,个人发展动机与语法意识显著负相关。 相似文献
2.
Harold H. Punke 《College Teaching》2013,61(3):112-114
Group-based learning is common practice in university classrooms. Despite the frequent student complaint of social loafing from teammates, methods for teaching students how to address teamwork issues are rarely incorporated into group assignments. Students are instructed on their final product, rather than their group process. In this article, an instructional method based on group emotional intelligence (GEI) theory for assisting students in addressing potential group derailment is described. The effectiveness of the model for building strong group norms and reducing social loafing was evaluated using a comparison group design. Formative and summative evaluation results are presented. Findings suggest that the instruction positively affected group handling of emotions and reduced social loafing behaviors. 相似文献
3.
Wildlife tourism experiences are often promoted for their ability to enhance visitors’ conservation knowledge, attitudes and behaviour; yet, studies exploring the long‐term influence of such experiences are rare. This research explores the impact of a wildlife tourism experience and post‐visit support on families’ adoption of conservation practices following their visit. In Stage 1, barriers and benefits associated with six conservation practices were identified and incorporated into the design of post‐visit action resources. Two hundred Australian families visiting Mon Repos turtle rookery in Queensland, Australia, were assigned to either a treatment group (given post‐visit support) or a control group (no support). Three months after their visit, families in the treatment group were significantly more likely to report changes in their conservation knowledge; their attitudes towards protecting wildlife and the natural environment; and the frequency with which they picked up litter. Treatment families also adopted significantly more conservation practices than the control group. Implications for wildlife interpretive practice and visitor management at wildlife tourism sites are discussed. 相似文献
4.
Carolyn Knight 《Journal of Teaching in Social Work》2017,37(2):138-155
The study reported on in this article assessed MSW and BSW students’ opportunities to practice group work in their field practicum. More than one third of participants had no such opportunity during their yearlong internship, despite their program’s requirement that group work opportunities be available. Among the students who did have experience leading a group for clients, their opportunities to engage in core group work activities and skills was limited, as was their academic preparation to do so. Students demonstrated a desire to practice group work as professionals. Yet the findings call into question whether they were adequately prepared to effectively engage in the modality. The findings underscore the need for schools and programs of social work to collaborate more closely with field instructors and agencies to ensure that students are provided with suitable opportunities to practice group work. Greater attention also must be focused on ensuring that practice opportunities in the field reflect the depth and breadth of the group modality and complement learning in the classroom. 相似文献
5.
The paradox of trust in online collaborative groups 总被引：1，自引：1，他引：0
Regina O. Smith 《Distance Education》2008,29(3):325-340
Open and sustained discussions in heterogeneous collaborative online groups should provide opportunities for adults to reshape their thinking, deeply understand the subject content, and have their voices heard and respected. These opportunities turn on trust. The ability to trust thoughts that are different from their own is influenced by the learners’ ability to be open about their beliefs and to develop healthy self–other relationships within their small groups. These issues are examined through a qualitative phenomenographic perspective of the stories of the students enrolled in two online adult learning classes utilizing a problem‐based and collaborative pedagogy. The findings indicate that group members import trust issues into the group, which then become issues for the group‐as‐a‐whole. To resolve these issues, the groups engage in several evading behaviors to avoid the types of discussion necessary to fully deal with the difference and resolve the trust issues. 相似文献
6.
在我国民族地区高校,也有那么一个群体,他们几乎没有生存压力,对于生活学习压力选择“无视”和“逃避”,对大学学习生涯不规划,他们“无为、无爱、无谓”,“船到桥头自然直”是他们的人生哲理,他们被称为“佛系”青年。文章对民族地区高校该群体的形成原因进行了分析,并探讨了从该群体入手的实施举措。 相似文献
7.
Half of a $10,000 grant was given by the International Planned Parenthood Federation (IPPF) to finance the rural development project activities of Danfa, a village of about 835 people in Ghana. In this community the women are hard working but doubly disadvantaged. Along with a high illiteracy rate, the women are limited by inadequate income due to underemployment, under productivity, unfavorable farming conditions, and a lack of resources. Large families, frequent pregnancies, poor mother and child health, and high infant mortality all make matters worse for both the rural farm wife and her family. The project began with a nucleus of women that soon grew to between 24-30. Members soon formed small groups according to their occupational interests. The women grasped the self-help idea immediately. Once or twice a month there were demonstrations and the group worked together in such activities as making soap and pomade, preparing meals, and sewing. Meetings generally ended with a general group brainstorming and then members gathered in smaller groups to review their activities and plan for the future. During the 1st year of the project the men in the group rarely attended meetings. The group gave priority attention to their community's urgent need for working capital. 15 women farmers who met the criteria determined by the group received loans in the 1st round; only 8 satisfied the criteria in the 2nd round. At the beginning of the small loans scheme, the group decided to seek bigger loans from the bank if members proved credit worthy. This requirement was satisfied, and the group began negotiations for a loan with the Agricultural Development Bank. The group received the total group loan. The Ghana Home Science Association considers the project to be successful in several respects. Team spirit has developed the group, and the women play important and respected roles. Family planning problems are regularly presented for discussion, but it is difficult to correlate these ideas with practice. The ability of members to discuss these problems comfortably is an indication of their acceptance of family planning as an important topic in their lives. 相似文献
8.
Cally Guerin Vicki Xafis Diana V. Doda Marianne H. Gillam Allison J. Larg Helene Luckner 《Studies in Continuing Education》2013,35(1):65-81
Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for Ph.D. students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community. 相似文献
9.
临床问题教学与实习生素质培养 总被引：4，自引：0，他引：4
探索临床问题教学法,以提高实习生的临床综合素质。该校医疗系97、98级5、7年制实习生,设立研究组和对照组,在该院普通外科两个病区同时进行。认定了教师资格;实习后伦理学知识认识和普外专业理论考试成绩普遍提高;研究组实习生医德素质、临床能力、综合素质水平均优于对照组。 相似文献
10.
Alan C. Bare 《Research in higher education》1986,24(2):128-138
To explore Daft's dual-core model of educational organization, this study compares the managerial behavior of academic department chairpersons and nonacademic unit managers across 140 colleges and universities. For the study, 6,357 faculty and administrators completed questionnaires that profiled their formal leader's behavior, their work group characteristics, and their personal satisfaction. Of 54 variables submitted to discriminant analysis, 31 discriminated the bureaucratic units from the academic groups. Managers of the two types of group behave differently in ways consistent with their distinct group tasks. The empirically derived role profiles of the academic and nonacademic managers are discussed, as are the implications of the findings for institutional researchers, change agents, and trainers of college managers.This article is based in part upon a paper presented at the Seventh Annual European AIR Forum, Copenhagen, Denmark, 1985. 相似文献
11.
Minjeong Kim Jeeheon Ryu 《Educational technology research and development : ETR & D》2013,61(4):549-561
An assessment was conducted of a web-based formative peer assessment system (WFPAS) emphasizing learners’ metacognitive awareness for their performance in ill-structured tasks. Results indicate that the WFPAS group achieved significantly higher scores for metacognitive awareness and performance in ill-structured tasks than the traditional peer assessment group and that a traditional peer assessment group achieved higher scores for metacognitive awareness than a self-assessment group. In addition, the WFPAS group showed significantly higher scores in motivation than the traditional peer assessment group. Results are explained from the perspective of peer interaction and scaffolding. The potential challenges and implications of the WFPAS are discussed. 相似文献
12.
田捷 《四川教育学院学报》2013,(4):66-68
评价团体辅导对流动儿童孤独感的改善作用,为流动儿童心理健康教育提供参考依据。方法对17名流动儿童进行8次孤独感团体辅导干预,并与对照组进行比较。结果经过团体辅导干预后,实验组的孤独感水平显著降低,领悟社会支持显著提高。结论团体心理辅导的方式的确有利于改善流动儿童的孤独状况,有助于提高流动儿童的社会支持感,是提高流动儿童心理健康水平的好方法,值得进一步推广。 相似文献
13.
Liz Hannaford 《Assessment & Evaluation in Higher Education》2017,42(5):823-836
Whilst group work has many benefits for enhancing collaborative learning, it can cause anxiety in summative assessments when group members do not contribute equal effort. Increasing understanding of student perceptions of group assessment, and in particular their motivation to persevere to overcome the challenges, has the potential to lead to better assessment design and reduce dysfunctional behaviour. This exploratory study borrows from phenomenology to investigate the lived experience of a cohort of post-graduate journalism students at a UK university, who were required to work in small groups to produce a web-based, multimedia journal for a final summative assessment. Using the expectancy-value theory of motivation, this study examines whether students were motivated by the task, and how this might influence their perception of the group assessment experience. The study found that not only was the group motivated by this assessment design, but also, in contrast to much of the literature on group assessment, their experience of group work was defined by harmony, loyalty and an ‘all for one, one for all’ attitude. It is therefore proposed that student groups are less likely to be dysfunctional or dissatisfied with group assessment if the group expects to do well and values the task. 相似文献
14.
Chia-Wen Tsai 《Interactive Learning Environments》2013,21(6):737-751
Innovative teaching methods integrated with web technologies have been increasingly used in higher education. However, there are few studies discussing effective web-mediated teaching methods for both students and teachers. To help students learn and develop their academic involvement in a blended course, and improve their thoughts regarding this course, the author in this study re-designed and re-developed a combined teaching method for the course. The author conducted a quasi-experimental study to explore the effects of different combinations of web-mediated CL with/without initiation and SRL with/without feedback on involving students and enhancing their thoughts regarding this blended course. This research involved 227 second-year university students from four class sections, including three experimental groups (CISF, CIS, and CI groups), and a control group (C group), who received different combined interventions. In this research, students in CISF group (web-mediated instruction that integrated CL with initiation and SRL with feedback) significantly improved their involvement by the end of the course. In addition, students in CISF group had positive thoughts regarding web-mediated CL with initiation and SRL with feedback. The implications and discussion for teachers who plan to design teaching methods for online courses are also provided in this paper. 相似文献
15.
Gail B. West 《The Educational forum》2013,77(2):187-188
Education has been defined as the tool whereby people's ways may be changed and their social order determined. This definition holds for both a totalitarian state and a democracy. Theoretically, the difference lies in the fact that the goals of the educational process in a totalitarian state are determined by a small group for the benefit of that group; whereas, in a democracy the people order their own goals for the good of the majority. 相似文献
16.
网上学习小组特性的研究 总被引：1，自引：0，他引：1
网上小组学习是远程教育一种重要的协同学习形式,而网上学习小组的特性(如学习小组的组织结构、组员对小组活动促进学习的认识、情感因素,以及对教师的期待等)会影响到活动的效果。但目前国内外有关网上学习小组的实证研究较为鲜见。本研究通过教学试验、问卷调查和书面访谈后发现,成功的学习小组规模要适中,组员的水平、志趣、背景等有一定差异,对网上小组活动在学习上的促进作用认同程度高,能处理好协作与自主、认知与情感、个人成就与集体荣誉等关系,形成一个平等、互动、宽松、愉悦的虚拟学习社区。同时,教师从学习活动的设计、组织到整个过程都要“积极干预”,既解疑释惑、传授知识又培养正确的学习技巧,同时,也要体现人文关怀,肯定成绩,指出不足,营造学习氛围,鼓励大胆创新。 相似文献
17.
ABSTRACTEducators in higher education commonly use peer and self evaluations to help assess student performance on group projects. Although these evaluations provide multiple benefits, many educators are wary of using them due to concerns about their quality. This study addresses three questions debated in the literature regarding the quality of these assessments. How much do students differentiate among peer contributions through their ratings? How reliable are peer ratings? How much agreement exists between peer and self ratings? Although these questions have been addressed to varying degrees in past work, their answers have been far from settled. While many studies focus on just one of the questions, this study’s data make it possible to address all three questions for the same group of students as well as examine each question by student performance level. The evaluations assessed in this study were completed by a large number of students under conditions associated with obtaining more valid and reliable ratings. Overall, the results provide support for using peer and self evaluations to help assess student contributions to group projects. Peer ratings were largely reliable as group members generally agreed on the scores given to their peers. In addition, most students differentiated among group member contributions through their ratings. Students also tended to rate themselves higher than their peers rated them. This study has implications for how peer and self evaluations can be most effectively used by educators to measure student performance in group work. 相似文献
18.
James D. Klein Martha S. Doran 《Educational technology research and development : ETR & D》1999,47(1):97-109
The purpose of this study was to investigate the effects of implementing individual and small group learning structures with a computer simulation in accounting. College students used one of three learning structures with the simulation: (a) an individual structure, (b) a small group structure with extensive interaction, or (c) a small group structure with occasional interaction. Results indicated that performance scores were high regardless of learning structure. However, students who worked alone expressed significantly more continuing motivation for their learning structure than students who worked with a partner. Responses to student interviews revealed somewhat mixed feelings for the small group structures. Observation data indicated that students who used the extensive small group structure exhibited significantly more discussion and provided more answers to their partners' questions than students who used the occasional group structure. Implications for implementing small group structures with computer-based instruction are provided. 相似文献
19.
Christina Salmivalli 《理论付诸实践》2014,53(4):286-292
This article provides a view of school bullying as a group phenomenon and practical implications stemming from this approach. The motivation for bullying perpetration often relates to one's social standing in the group. Peer bystanders are typically present when bullying takes place, often providing the perpetrators with social rewards. The more such rewards (e.g., laughing, cheering) are present and the less the victimized children are supported and defended, the more likely bullying is maintained in a classroom or a peer group. However, bystanders are not necessarily aware of the consequences of their responses when witnessing bullying, and they may not know how to support and defend vulnerable peers. In interventions aiming to reduce bullying, peer bystanders' awareness of their own role, their empathy toward victimized youth, as well as their self-efficacy related to defending those youth should be enhanced. Intervention evaluations have shown that changing bystander responses to bullying is a fruitful way to reduce bullying and victimization. 相似文献
20.
Lynne Leveson 《高等教育研究与发展》1999,18(3):361-377
One important skill many students develop during their secondary schooling is the ability to work in groups, using the group both as a resource and a support system. At the tertiary level, where the traditional lecture/tutorial format is the main means for course delivery, these skills are not generally afforded formal recognition and often remain under‐utilised. Group work programmes in higher education that have been reported generally describe situations where group work is integrated into tutorials and lectures. This article explores the potential of group work schemes which operate outside the regular timetable. It describes a programme of small collaborative working groups which was offered to students in a first‐year accounting degree course and evaluates the programme's effectiveness in assisting students with their studies, and with their overall integration into university culture. The results, practical considerations for any academics wishing to duplicate the scheme, as well as areas for further research are discussed. 相似文献