Facilitating learning with web conferencing recommendations based on learners’ experiences     

Sarah Cornelius  Carole Gordon 《Education and Information Technologies》2013,18(2):275-285

This paper reports some of the findings from a study undertaken to obtain an insight into the experiences of learners engaging with web conferencing. A small group of work-based adult learners with substantial experience of learning in a virtual classroom provided accounts of and reflections on their experiences using a blog and group interview. Qualitative analysis of data led to findings which support some existing best practice guidelines for facilitators and also provide additional insight into issues that impact on learners’ experiences. This paper presents recommendations for facilitators and explores some of the issues raised by learners which are not commonly addressed in other guidelines, including the effective use of breakout rooms, the management of minimalist learners and the need to respect learners’ privacy. A facilitation approach which allows learners to develop autonomy and exert control in the virtual classroom and which acknowledges diversity of learning preferences is suggested. Whilst the recommendations made may not be appropriate in all learning contexts, they are presented as a starting point to help other facilitators review and develop their own practice.  相似文献   

Space–time coordination dynamics in basketball: Part 1. Intra- and inter-couplings among player dyads     

Jérôme Bourbousson  Carole Sève  Tim McGarry 《Journal of sports sciences》2013,31(3):339-347

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Assessing Advanced Writing with AAC&U's VALUE Rubric: A Four‐Institution Collaboration          下载免费PDF全文

Christine M. Bachen  Megan K. France  Carole L. Huston  Laura J. Massa  Michele A. Starkey  Carol Ann Gittens  Gail Gradowski  McKenzie Sweeney 《Assessment Update》2018,30(2):5-11

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Effects of student-generated drawing and imagination on science text reading in a computer-based learning environment     

Cheng  Li  Beal  Carole R. 《Educational technology research and development : ETR & D》2020,68(1):225-247

Educational technology research and development - The purpose of this study was to examine the effects of student-generated drawing and imagination on learning recall, learning transfer, and...  相似文献   

Challenging the Science Curriculum Paradigm: Teaching Primary Children Atomic-Molecular Theory     

Haeusler  Carole  Donovan  Jennifer 《Research in Science Education》2020,50(1):23-52

Research in Science Education - Solutions to global issues demand the involvement of scientists, yet concern exists about retention rates in science as students pass through school into University....  相似文献   

A pilot study of early childhood mental health consultation for children with behavioral problems in preschool   总被引：2，自引：0，他引：2  

Carole Upshur  Melodie Wenz-Gross  George Reed 《Early childhood research quarterly》2009

This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed.  相似文献   

The effect of unilateral arm swing motion on lower extremity running mechanics associated with injury risk     

Cristine Agresta  Christian R. Ward  W. Geoffrey Wright  Carole A. Tucker 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(2):206-215

Many field sports involve equipment that restricts one or both arms from moving while running. Arm swing during running has been examined from a biomechanical and physiologic perspective but not from an injury perspective. Moreover, only bilateral arm swing suppression has been studied with respect to running. The purpose of this study was to determine the influence of running with one arm restrained on lower extremity mechanics associated with running or sport-related injury. Fifteen healthy participants ran at a self-selected speed with typical arm swing, with one arm restrained and with both arms restrained. Lower extremity kinematics and spatiotemporal measures were analysed for all arm swing conditions. Running with one arm restrained resulted in increased frontal plane knee and hip angles, decreased foot strike angle, and decreased centre of mass vertical displacement compared to typical arm swing or bilateral arm swing restriction. Stride length was decreased and step frequency increased when running with one or both arms restrained. Unilateral arm swing restriction induces changes in lower extremity kinematics that are not similar to running with bilateral arm swing restriction or typical arm swing motion. Running with one arm restrained increases frontal plane mechanics associated with risk of knee injury.  相似文献   

An Evaluative Review of Approaches to Behaviour Problems in the Secondary School     

Carole M. Ogilvy 《教育心理学》1994,14(2):195-206

The traditional approach to behaviour problems in secondary schools has been reactive and largely negative. The introduction in recent years of a systems perspective was due to general dissatisfaction with the effectiveness of the traditional problem‐focused model and to a recognition of the benefits that preventive practices might bring. The reports of whole‐school innovations, which are available, are encouraging. However, to date only certain types of systems interventions have been thoroughly evaluated and there is a need for more empirical data. This review also considers the practical implications for educational psychologists in introducing new approaches to secondary schools.  相似文献   

Predictors of Handwriting in Adolescents and Adults with Down Syndrome     

Eloïse Moy  Carole Tardif  Raphaele Tsao 《International Journal of Disability, Development & Education》2017,64(2):169-181

Handwriting is a skill that is constantly used in schools and in the workplace – two environments that are targeted in French legislation passed in 2005 on the integration of people with disabilities. The aim of the present study was to determine the predictive factors for handwriting speed and quality in adolescents and adults with Down syndrome (DS), looking at chronological and developmental age, pen grasp and perceptual-motor processing, which are known to contribute to both the speed and quality of handwriting. Results yielded by simple linear and curvilinear analyses revealed that handwriting speed and quality are related to chronological age, developmental age and perceptual-motor processing. Moreover, multiple linear regressions showed that handwriting quality can be predicted by fine motor coordination. We discuss the influence of different factors on handwriting acquisition in individuals with DS, and the implications in terms of intervention programmes.  相似文献   

What can ‘social practice’ theory and ‘socio-cultural’ theory contribute to our understanding of the processes of module design?     

Carole Binns 《Journal of Further & Higher Education》2015,39(5):758-775

This article discusses the data obtained from an online survey of academic staff who are involved in module design and who are employed within one university. The survey was used as a baselining tool to explore the nature of current module design practice within the survey sample. Do academics consistently employ the pragmatic approaches recommended by educational developers and theorists or is module and curriculum development a more informally constructed process? By comparing the initial findings of this project with survey and interview data produced by evidence-based projects, this article suggests that module design practice is not set in stone and that we need a deeper analysis of the process of module and curriculum design in terms of social practice and socio-cultural theory in order to gain a deeper understanding of it.  相似文献