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Piret Luik Reelika Suviste Marina Lepp Tauno Palts Eno Tõnisson Merilin Säde Kaspar Papli 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):153-165
Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language programming course “About Programming” was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7-factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest-rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies. 相似文献
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Wendi Beamish Fiona Bryer 《International Journal of Disability, Development & Education》1999,46(2):261-278
This paper reports initial findings of a research project in Queensland, Australia that did not adopt recommended practices from listings established in other countries for early childhood intervention services. Instead, a contextual and participatory process served to determine a relevant listing of program quality indicators for a large, early intervention service conducted by the state Department of Education (Stage 1). Thirty-one indicators of program quality were identified for this particular service. To validate these indicators and to gather additional information about their implementation, a statewide survey was conducted (Stage 2). For each of the 31 indicators, parents and staff from within this service were asked to (a) indicate their level of acceptance, (b) report on current use, and (c) comment on barriers to implementation. Results provide strong support for the indicator listing and reveal high level of indicator acceptance accompanied by a lower level of indicator implementation. Lack of time and lack of staff were identified as the primary barriers to implementation across all indicators. The validated indicator listing for Early Special Education (Qld) services is provided. 相似文献
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论区域图书馆区位设置与规划 总被引:1,自引:0,他引:1
从空间角度看,区域图书馆区位设置与规划跟图书馆功能发挥密切相关,能有效提高区域层面图书馆整体服务效率.文章所指区位不仅仅指区域地理位置、区域经济等要素,同时指图书馆读者和文献资源等要素的位置和空间范围,是系统观指导下图书馆各要素在区域的综合集成.个体图书馆区位设置.指以服务人口等确定图书馆规模和位置,合理设置内部空间结构.区域图书馆整体规划,指客观分析区域区位,系统规划区域内图书馆的设置数量、不同规模和类型图书馆的组合结构等.我国图书馆的现代化发展中,技术对图书馆区位设置的影响日益显现,国家宏观调控和区域图书馆自主探索有机结合,尤其是东莞等沿海区域图书馆区位设置与规划取得了宝贵的经验. 相似文献
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A number of authors have investigated the impact of early childhood education and care programs on the development of children. Often they have focused on the effects on children from socio-economically disadvantaged families. To assess the effects of various preschool programs on cognitive development, recent key studies were reviewed. In addition, the extent to which these programs could establish equal educational opportunities for children from different social backgrounds was evaluated. Program start, intensity, and duration were considered. The findings indicate that the vast majority of recent early education and care programs had considerable positive short-term effects and somewhat smaller long-term effects on cognitive development and that in relative terms children from socio-economically disadvantaged families made as much or slightly more progress than their more advantaged peers. Despite this, early childhood education and care cannot compensate completely for developmental deficits due to unfavorable learning conditions in disadvantaged milieus. Implications for research and policy are discussed. 相似文献
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Jill N. Reic Jerry W. Cleland Stephanie R. Stilson J. Clifford Kaspar Deborah L. Holmes 《Psychology in the schools》1993,30(1):50-52
Many studies examine the development of infants born at risk for medical and developmental problems during the early years of life, but far fewer follow these children into their school years. This project compared high-risk vs. low-risk children in their performance on the WPPSI at pre- and postkindergarten levels. In general, both groups of children demonstrated increases in performance; however, their patterns of performance were different. The high-risk children showed increases predominantly in the Performance areas of the test, whereas the low-risk children demonstrated increases predominantly in the Verbal areas. 相似文献