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1.
Lee Tan Luck Chew Fong Peng Alizah Binti Ali 《美中教育评论》2010,7(7):75-83
This research is attempted to examine universities＇ academic staffs＇ curriculum instructional design in the teaching and learning process in applying the technology enhanced classroom （TEC） learning. The universities have embarked on a costly project to create an innovative and creative learning and teaching environment to promote and establish a state-of-the-art, smart, efficient, effective and high quality education. The teaching and learning culture of universities have great influence on determining the level of students＇ achievement. Seven dimensions of public universities in Malaysia were examined to determine the percentage of academic staffs＇ self-efficacy in the application of TEC learning. There is a significant difference among factors concerning the academic staffs＇ self-efficacy in their teaching and learning processes in the classroom management. Their self-preparedness in using the provided technology is closely related to the experiences and practicality of the teaching materials. This study represents an addition to the extant literature on universities＇ academic staffs＇ self-efficacy in the application of TEC learning. Academic staffs＇ self-efficacy in using TEC learning instructional design is of the utmost important to disseminate knowledge to students, which will also fully help utilize the government＇s effort in providing technology to the additional instructional design, so as to achieve high quality education and technological enhance education to pave the way to achieve a techno-education environment for all public universities in Malaysia. This study provides furtber groundwork to assist existing tertiary educational managers to improve smart teaching and learning environment and to retain high quality academic staffs in the day-to-day classroom curriculum. 相似文献
2.
Balakrishnan Mumandy Rossafri Mohammad Soon Fook Fong 《美中教育评论》2007,4(9):46-52,63
Instructional reform movements in the 1990s called for an effective and concurrent integration of various educational components. For effective classroom instructional reform, it was suggested that teaching method （pedagogy）, learning theory, and technology be promoted concurrently to form synergistic relationship. Thus, the primary purpose of this paper is to report a research that investigated the use of constructivism （learning theory） and technology in project-based learning （pedagogy） in elementary school classrooms. This paper consists of three main parts. The first part introduces the idea of integrating elements of pedagogy, learning theory and technology in a synergistic manner. The second part outlines the research findings of the extent of such integration in an elementary school. The final part of this paper provides suggestion on how these elements can be integrated in an effective and synergistic manner in order to bring about an instructional reform in education. 相似文献
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Mun Fie Tsoi Ngoh Khang Goh 《美中教育评论》2008,5(7):29-35
The development of e-learning materials for teaching and learning often needs to be guided by appropriate educational theories or models. As such, this paper provides alternative e-learning design pedagogy, the TSOI Hybrid Learning Model as a pedagogic model for the design of e-learning cognitively in science and chemistry education. This model is hybridized from the Piagetian science learning cycle model and the Kolb＇s experiential learning cycle. The TSOI Hybrid Learning Model represents learning as a cyclical cognitive process of four phases： translating, sculpting, operationalizing and integrating. A major feature is to promote cognitive processing in the learner for active learning proceeding from inductive to deductive. Design specificity in science and chemistry education is illustrated in terms of instructional storyboarding for the developed research-based e-learning product. Learners＇ cognitive ability for example positive concept achievement will be addressed as part of the research data collected. 相似文献
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Ruth Wallace 《美中教育评论》2009,6(6):37-46
A study of disenfranchised learners in a regional area found that their engagement in formal education was influenced by their learner identities, their perceptions of themselves as learners, and the identity resources on which they draw. Understanding the disconnects between individuals＇, communities＇ and educational institutions＇ assumptions about learning engagement impacted on the types of identities on which learners drew and the efficacy of those identities in negotiating new learning experiences. Developing innovative and successful approaches to engage disenfranchised regional learners in training necessitates effective partnership and the recognition of diverse knowledge systems as they relate to the worlds of work, community engagement and learning. Social partnerships in learning frameworks were the key in describing the interactions between agents, they are the interagency and interdisciplinary relationships that enable effective learning in different disciplines, workplaces and training sites. Social partnerships in learning frameworks are used to examine diverse knowledge systems, develop capacity building processes and understand the underlying relationships that facilitate connections, engagement and decision-making between government, non-government, enterprise, community, stakeholders and individuals. This paper will examine disenfranchised learners＇ identities and the role of learning partnerships in developing strong learner identities and re-engaging regional learners. 相似文献
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Rohan Jowallah 《美中教育评论》2008,5(12):42-46
John Dewey believed that the education should educate individuals ＂not as passive recipients of educational content, but as active makers of meaning, capable of exercising independent judgement and of democratic collaboration＂ （Gregory, 2001, p. 399）. With this philosophical viewpoint, the author strongly believes that teachers should engage students in becoming actively involved and responsible for their own learning. One way in which to get students involved in their own learning is by using technology supported learning. This method is important in relation to the diverse student population now enrolling in universities. This case study was carried out to assess the implementation of technology supported learning within a first year module. Three online tasks were made available for students within this course. A questionnaire was used to solicit information on the online task. The findings suggested that there are many benefits that can be derived from the effective utilization of technology within higher education. 相似文献
8.
Anthony Malone Gregory Smith 《美中教育评论》2010,7(9):106-114
Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as ＂active learning communities＂. This places greater demands on teachers and schools to reflect on their classroom practices, to utilise a wider repertoire of pedagogic styles more suited to the needs of the 21st century learners and so that meaningfully collaborate with their fellow professionals. Teaching and Learning for the 21st Century （TL21） was a 4-year （2003-2007） multi-pronged research and development project involving the Education Department at the National University of Ireland, Maynooth （NUIM） and 15 post-primary schools. The project sought to address a number of key aims in terms of developing schools as professional learning communities, including addressing the isolation and insulation which teachers can, and do experience in their day-to-day professional lives and prioritize quality in teaching and learning as a key challenge for school development planning. This paper attempts to succinctly frame the key developments and findings which emerged over the duration of this process. 相似文献
9.
Eric C. K. Cheng 《美中教育评论》2011,(1):33-45
This paper aims to validate a theoretical model for developing teacher collective learning by using a quasi-experimental design, and explores the management strategies that would provide a school administrator practical steps to effectively promote collective learning in the school organization. Twenty aided secondary schools in Hong Kong were selected by cluster sampling, and 777 teachers took part in the questionnaire survey. A structural equation model was applied to identify the interrelationship of the 5 disciplines of Senge＇s （1990） learning organization model. Results showed that personal mastery and systems thinking are individual and collective level predictors respectively for teacher collective learning. Building a mental model and shared vision in a sequential order predict systems thinking. Management strategies in cultural, policy and leadership domains are recommended to school administrators who wish to promote teacher collective learning as a means of coping with the changes generated by the curriculum reform in Hong Kong. 相似文献
10.
In the education world, it is widely accepted that language learning is one of the pioneering disciplines in the application and use of the information and communication technologies, initially preceded by the widespread use of audiovisual resources which, finally integrated in the digital space, bring about the use of multimedia. Additionally, language learning has greatly contributed to standardizing lesson plans. They set the basis for learning design, one of the last advances in the pedagogical organization of education through the use of computers in learning managing systems. Most recently, language learning has also played an innovative role in the implementation of portfolios to education. These three perspectives address different issues for e-learning： the access to content through technology; the design of the learning initially with the help of tutors and then applying institutional frameworks for their own personal learning processes; and the edition of the resulting e-learning experience as evidence with the e-dossier, a part of the e-portfolio. Currently, the web is evolving towards its original function as the read/write web where the user, apart from accessing information, can create their own information and communicate more interactively, using technology-enhanced learning environments to integrate text and multimedia for real audiences both in the classroom and outside. Thus, taking language learning guided by the Common European Framework of Reference for Languages, the authors present here a complete e-learning system which integrates textual as well as multimedia facilities to acquire learning content, edit learning design and report learning experiences. 相似文献
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Listening plays a crucial part in the learning of overseas students in the United Kingdom. Students can never follow a lecture or discussion in English without listening. Traditional classroom teaching in listening limits students＇ time and space. However, the Web-based listening course accommodates listeners a great deal, enabling them to access the Internet at their own pace. In this paper, the author would like to study on a language learning Website for developing learners＇ listening skills, designed by the CELE （Centre for English Language Education） at the University of Nottingham. In the first part, the author will review the issues concerning listening, conventional materials design, CALL （computer assisted language learning） and actual Websites established for EAP （English academic purposes）. Through analysis, the author would develop a set of evaluation criteria in order to evaluate the CELE listening Website. These guidelines should also be helpful for teachers and students to select suitable online listening materials. By using these criteria and comparing with other Websites for similar purposes, the author would highlight the strengths and weaknesses of the CELE Website and offer suggestions for its improvement. In the last section, the author would consider the generalisability of the Website in respect of design principles, exercise types and tools, to check whether it is appropriate for teaching listening in a specific context and whether it is applicable for creating a parallel site developing reading skills. 相似文献
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Cristina Karmas 《美中教育评论》2011,(3):302-316
To succeed as tomorrow＇s workers in the knowledge society of the new century---a world characterized by ceaseless change, boundless knowledge and endless doubt, today＇s business writing students must develop the skills and traits needed to become creative problem-solvers, flexible team-players and risk-taking life-time learners （Bereiter, 2002a）. And teachers must play an important role in helping students transit successfuUy from school to work by finding ways to develop useful life skills and the flexibility that facilitates a willingness to work cooperatively and a readiness to learn continuously. Preparing today＇s students for tomorrow＇s work world challenges 21st century teachers to reinvent their professional personas by creating a fresh professionalism founded not on old, comfortable abilities and attitudes, but on new, unfamiliar skills and traits. For many teachers （most of whom teach exactly as they were taught--typically, following the talk-chalk model that fills a classroom with five or 10 rows of passive listeners in fixed seats, and fills a class period with 50 or 60 minutes of garbled monotones in lecture format）, learning to teach in ways they were not taught represents the greatest challenge of their careers （Silberman, 1996; Hargreaves, 2003）. Challenging students and teachers to rearrange the furniture and to reconfigure the lecture, a well-considered active learning model （Bonwell ＆ Eison, 1991） can be applied to the business writing classroom （an application unexplored in the literature） to help students develop the abilities and attitudes most required for success in the work world of the 21st century （an area explored in the ＂futuristic business literature＂）--to help students learn and transit. In fact, classes in business writing, professional writing and tecl＇mical writing can function, through the use of active learning strategies, as dynamic workshops in which students can prepare for the change and doubt of the knowledge society by becoming creat 相似文献
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Michael D. Brazley 《美中教育评论》2014,(6):357-371
The research questions being asked are： 1. How do architectural students learn with mobile technology？ and 2. What predictors lead to satisfaction in a mobile learning （M-Learning） environment？ It is understood that environment and culture contribute to the development of cognition. Critical pedagogical and constructivist theories ground this research with the view that ＂one learns from their experiences with their environments＂. The methodology used in this research includes both quantitative and qualitative methods： case studies and surveys. This research investigates how mobile technology is influencing learning. Outcomes of this research include a better understanding of how students learn with present technology, their preferred mobile devices, barriers to M-Learning, methods by which students learn best, and suggestions on how to improve M-Learning. Other outcomes of this research are the identification of variables leading to student satisfaction with M-Learning. 相似文献
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This paper presents an example of how usability design strategies for children can be designed into educational material using CD-ROM based multimedia application for assisting parents and teachers to develop children＇s learning and knowledge in decreasing as well as motivate children aged 7-9 years old to reduce their anxious feelings towards dental treatment. In this paper, the authors provide usability design strategies for children in designing the information interfaces and presentation of a PMLE （persuasive multimedia learning environment）. PMLE is designed based on the six design categories of guidelines for children which have been applied to this study： general interaction, text, multimedia, navigation and search, graphical user interface and content. The results authors were able to on presenting this PMLE to 240 primary school children selected at random show how the decrease children＇s dental anxiety and motivate the children to get ready for dental visit. 相似文献
16.
Natalia Tikhomirova 《美中教育评论》2013,(10):722-729
The Internet penetrates deeply into the everyday life due to the availability of broadband networks and mobile devices. The widespread of the Internet, along with the development of innovative services, social networking, and tools （known as Web 2.0）, gives rise to the phenomenon of the digital world. A university striving not to be ＂an ivory tower＂ should meet the needs of the ＂Net Generation＂, prepare the graduates for professional work and life in the digital world and comply with the social demand for providing lifelong learning services, especially, in the vulnerable crisis times. MESI （Moscow State University of Economics, Statistics, and lnformatics） started implementing ICTs （information and communication technologies） both in the academic and administrative processes more than 15 years ago. Today, its unified e-learning environment allows rendering educational services to students of all levels and forms （both on-campus and off-campus） and 24 × 7 × 365 support （24 hours-7 days in a week-365 days in a year）. Information system for administration comprises electronic document management systems, students＇ records, and the results of their individual learning activities for the current, interim, and final assessment. The university management system empowers centralized management of its Moscow headquarters and branches, as well as regulation of teaching/learning process. Long-term development of education in Russia is directly dependent on large-scale introduction of e-learning tools, design and implementation of new methods of organization of educational process on its base, creating and using an appropriate electronic teaching and learning practices, and new approaches to the management of the education system and educational institutions. 相似文献
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It is very important to understand the differences and relationships between implicit learning and explicit learning no matter from the theoretical perspective or practical perspective. It would make the English teaching in China more feasible and effective if these two kinds of learning patterns could be combined appropriately. Seen from the theoretical perspective, the logical explanation to different achievements made by implicit learners and explicit learners gives a significant inspiration for English teaching. Seen from the practical perspective, even a little child can master the mother tongue quickly while an adult seems to find it more difficult to be proficient of another language. In this paper, the author makes a tentative study on the influence of implicit and explicit learning in English teaching. This is a meaningful topic whether for the teaching material editors, English teachers or to the learners themselves. 相似文献
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Darra Pace Diane Schwartz 《美中教育评论》2008,5(12):20-26
The inclusion of students with disabilities at the university is a relatively new occurrence in the field of special education. Although legislation in the United States has supported the acceptance of students with disabilities at the post-secondary level, it has only provided minimal support with the emphasis on the learner rather than the curriculum. Now we are looking for multiple ways for students to access learning and demonstrate mastery. Universal Design for Learning （UDL） is currently seen as a means to reconceptionalize curriculum. This study examines the experience of four professors and their effort to use a Classroom Performance System （CPS） as part of reformatting their courses using UDL. The Center for Applied Special Technology, CAST （2001） states that the goal of Universal Design for Learning is to develop teaching methods that enable all students with diverse learning needs, including those with disabilities and cultural differences, to have equal access to classroom curriculum. This paradigm shift echoes the move in special education from a deficit model to a minority rights model put forward by Hahn （1989）, and which is the basis of inclusive educational philosophy. Together inclusion and UDL create learning environments that strive to serve all students. This research describes the implementation of clickers as part of the CPS program in college courses in a special education teacher preparation program. The case study demonstrates how technology can provide access for all learners with positive outcomes such as increased participation and application of knowledge. It also illustrates some of the difficulties in making this pedagogical paradigm shift particularly in the use of technology, and the value of overcoming the existing barriers in place. 相似文献
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With the development of modern open and distance education, which is characterized by Web-based instruction, Web-based assessment, and Web-based research. Web-based learning support services are considered as the most essential inputs for digital immigrants, which offer ground for them to produce considerable outputs so as to achieve better learning outcomes. This paper examines the current situation of digital immigrants in Yunnan Open University （YNOU）, with significance of finding out specific problems so as to provide effective learning support services to solve the problems in the process of open and distance learning. Open and distance education is the instruction under digital technology by using computer as a key means of media. A digital immigrant is an individual who was born before the existence of digital technology and adopted it to some extent later in life. For considering the outreach location of Yunnan, digital immigrants are at their suitable ages of studying. Some of them cannot understand the value of digital technology completely, and some fail to implement modern technology into their daily lives. Drawing on such findings, Web-based learning support services in YNOU for digital immigrants are significantly worth studying, because they are definitely related with successful learning outcomes in order to achieve the new vision of YNOU, a newly-built open and distance university in the year of 2012. ＂Learning is ‘open＇ to everyone, study occurs by anyone, anytime, and anywhere＂ by making education accessible to all. Additionally, it is appealed for enhancing sustainable development of modern open and distance learning on the new research agenda. 相似文献
20.
Erlane K. Ghani Jamaliah Said Noraini Mohd Nasir 《美中教育评论》2008,5(5):17-26
This study attempts to identify the factors perceived to be important in choosing an Institution of Higher Learning （IHL） for distance learning. One thousand five hundred questionnaires were distributed to the first year students in the social sciences distance learning programs and 980 valid responses were received of Malaysian public university. The results show that the top three factors influencing their preferred institution are qualification recognition IHL, future career advancement, and personal satisfaction. The results of this study provide insights to the IHL, employers and academics on the nature and relative importance of the factors perceived important for adult learners in the selection of their preferred IHL. 相似文献