e-Learning: The student experience   总被引：1，自引：0，他引：1  

Jennifer Gilbert  Susan Morton  Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(4):560-573

  相似文献   

Editorial     

Nicholas Beattie  Colin Brock 《Compare》1993,23(3):203-204

  相似文献   

Courseware     

Dee Brock 《Innovative Higher Education》1978,3(1):62-64

  相似文献   

Exploring three White American teachers’ dispositional stances towards learning about racial,cultural, and linguistic diversity     

Cynthia H. Brock  Julie L. Pennington 《Pedagogies: An International Journal》2014,9(4):322-342

This study, situated in the United States, is set in a context where large and growing numbers of children from non-dominant backgrounds populate American public schools while the vast majority of teachers teaching in US schools are White, monolingual women who may not have the requisite expertise to teach children from non-dominant backgrounds. This work focuses on the learning of three White teachers enrolled in a literacy course designed to foster teachers’ understandings of racial, linguistic, and cultural diversity. Results revealed that the three focus teachers, all members of a small online Book Club within the focus course, assumed different dispositional stances towards learning about diversity. Moreover, their overall dispositional stances shaped the ways they positioned themselves as learners in the course as well as what they learned in the course.  相似文献   

The application of the microgenetic method to studies of learning in science education: characteristics of published studies,methodological issues and recommendations for future research     

Richard Brock  Keith S. Taber 《Studies in Science Education》2017,53(1):45-73

This paper examines the role of the microgenetic method in science education. The microgenetic method is a technique for exploring the progression of learning in detail through repeated, high-frequency observations of a learner’s ‘performance’ in some activity. Existing microgenetic studies in science education are analysed. This leads to an examination of five significant methodological issues in microgenetic research. Firstly, qualitative and/or quantitative approaches to data collection and analysis within the microgenetic approach are considered and a case is made for the appropriateness of qualitative microgenetic research. Secondly, it is argued that researchers may define static intervals, periods within which (for methodological purposes) change is assumed not to occur, when reporting microgenetic studies. Thirdly, researchers should consider providing justifications for their choice of sampling rate with reference to the rate of change of the phenomenon they are studying. Fourthly, the difficulty of distinguishing conceptual change from the existence of multiple understandings is highlighted. Finally, the nature of sequences of repeated measures in microgenetic studies is considered. It is argued that different methodological approaches are suitable for microgenetic studies of different phenomena and a list of guidelines for the use of the microgenetic method in small-scale, qualitatively analysed studies in science education is proposed.  相似文献