Some instructional strategies for improved learning from distance teaching materials     

P.W. Marland  R.E. Store 《Distance Education》1982,3(1):72-106

In distance teaching we are usually concerned with indirect methods of interacting with learners, using for the most part, the written word. Quality of learning in distance education ought therefore to be closely related to the quality of textual materials provided to students. In this paper we examine some ways of facilitating learning at a distance. We begin by noting the current dearth of models for teaching through text and make a plea for diversity and experimentation in this area. Some traditional instructional strategies (including advance organizers, overviews, pretests, objectives and inserted questions) from the dominant approach to distance teaching are examined along with devices in typoraphy and graphics. Guidelines for their use are developed, based on research, everyday rationality, and from an embryonic conceptualization of distance learning.  相似文献   

An Investigation of Software Scaffolds Supporting Modeling Practices   总被引：1，自引：0，他引：1  

Eric B. Fretz  Hsin-Kai Wu  BaoHui Zhang  Elizabeth A. Davis  Joseph S. Krajcik  Elliot Soloway 《Research in Science Education》2002,32(4):567-589

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Inquiry‐based science in the middle grades: Assessment of learning in urban systemic reform     

Ronald W. Marx  Phyllis C. Blumenfeld  Joseph S. Krajcik  Barry Fishman  Elliot Soloway  Robert Geier  Revital Tali Tal 《科学教学研究杂志》2004,41(10):1063-1080

Science education standards established by American Association for the Advancement of Science (AAAS) and the National Research Council (NRC) urge less emphasis on memorizing scientific facts and more emphasis on students investigating the everyday world and developing deep understanding from their inquiries. These approaches to instruction challenge teachers and students, particularly urban students who often have additional challenges related to poverty. We report data on student learning spanning 3 years from a science education reform collaboration with the Detroit Public Schools. Data were collected from nearly 8,000 students who participated in inquiry‐based and technology‐infused curriculum units that were collaboratively developed by district personnel and staff from the University of Michigan as part of a larger, district‐wide systemic reform effort in science education. The results show statistically significant increases on curriculum‐based test scores for each year of participation. Moreover, the strength of the effects grew over the years, as evidenced by increasing effect size estimates across the years. The findings indicate that students who historically are low achievers in science can succeed in standards‐based, inquiry science when curriculum is carefully developed and aligned with professional development and district policies. Additional longitudinal research on the development of student understanding over multiple inquiry projects, the progress of teacher enactment over time, and the effect of changes in the policy and administrative environment would further contribute to the intellectual and practical tools necessary to implement meaningful standards‐based systemic reform in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1063–1080, 2004  相似文献   

Explaining Privacy Control on Instagram and Twitter: The Roles of Narcissism and Self-Esteem     

Yioryos Nardis  Elliot Panek 《Communication Research Reports》2019,36(1):24-34

A growing body of research examines the relationships between psychological traits and privacy behaviors on Social Networking Sites (SNSs) to understand why users control information about themselves. This study investigates how narcissism and self-esteem can explain tendencies to control privacy on two widely used platforms: Instagram and Twitter. Data from an online survey (n = 510) are analyzed using linear mixed models. The exhibitionism component of narcissism tends to be associated with less privacy control on SNSs, i.e., profiles that are publicly accessible. Conversely, the superiority component of narcissism and self-esteem are associated with more privacy control. Across platforms, as self-esteem increases, the likelihood of having public settings on Instagram is significantly lower than on Twitter. The findings are discussed in the context of the different affordances that the two platforms present users with. The results indicate that privacy behaviors may be tied to relatively stable personality traits, suggesting that even as technologies and social norms with regard to privacy change, behaviors that limit the number of people to which individuals disclose personal information may remain the same.  相似文献   

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals     

Maarten Vansteenkiste  Willy Lens  Andrew J. Elliot  Bart Soenens  Athanasios Mouratidis 《教育心理学家》2014,49(3):153-174

An important recent development in the achievement goal literature is to define achievement goals strictly as aims. In this overview, we argue that this restrictive definition of achievement goals paves the way for a systematic consideration of the autonomous and controlled reasons underlying individuals’ achievement goals, a distinction central to self-determination theory. To stimulate work in this area, we formulated five propositions, arguing that consideration of the “why” (i.e., type of reasons) in addition to the “what” (i.e., type of aims) of achievement goals (a) provides an account for the regulatory basis of achievement goals, (b) opens the door for other motivation theories to be linked to the achievement goal literature, (c) matters in terms of predicting outcomes, (d) allows for a richer account of contextual forces influencing motivation, and (e) sets the stage for an enriched hierarchical model of achievement motivation. In closing, we discuss various future research directions.  相似文献   

Youth in a global world: attitudes towards globalization and global citizenship among university students in Hong Kong     

Wing Hong Chui  Elliot W.Y. Leung 《Asia Pacific Journal of Education》2014,34(1):107-124

Despite the wealth of theoretical literature on globalization and global citizenship, empirical studies on the topic are lacking, especially in the context of pedagogical needs in relation to global citizenship education. In order to address this gap, a study was conducted in Hong Kong to investigate the attitudes of university students towards various dimensions of globalization and global citizenship. The initial results indicate that Hong Kong university students are generally quite aware of globalization's impact on the economy and personal consumption choices and that while there is considerable apathy towards international affairs, there is also a great interest in cross-cultural service learning opportunities that is not being met by the available programmes. Moreover, this study finds almost no association between age, gender, and religion and any of the measured dependent variables on attitudes towards globalization and global citizenship, the only exception being the factor of past intercultural experiences, where a significant difference in measured attitudes was found between respondents who had and respondents who had not participated in such experiences before. Explanations of the findings and the implications of findings for policy and future research are discussed.  相似文献   

The Australian and American higher education: Key issues of the first decade of the 21st Century     

David T. Gamage  Elliot Mininberg 《Higher Education》2003,45(2):183-202

Higher education is critical to the social andeconomic futures of all nations and it is moreso in the case of developed nations. TheAmerican and Australian systems of highereducation originated on the basis of the17th and 19th Century British models,respectively. Later, the Americans developedtheir own unique system, with the introductionof several innovative features, becoming themost diverse, dynamic and dominant system ofthe modern world. The Australian system, whichdeveloped itself maintaining a closerelationship with the British system until the1980s, has now transformed into a unifiednational system, consisting of multi-campus,larger universities with a big push for theexpansion of the private sector, moving towardsthe American model. However, it is observedthat there are more similarities thandifferences in the problems and issuesconfronted by the two systems. Both nationshave made higher education a means of nationaldevelopment and minimisation of socialinequality. This paper addresses some of thekey issues, such as, higher education costs tostudents, technology and instructionaldelivery, faculty roles and rewards and currenttrends that are likely to dominate thesesystems during the first decade of the21st Century.  相似文献   

Learning from distance‐teaching materials: a study of students’ mediating responses     

Percy Marland  William Patching  Ian Putt  Ron Store 《Distance Education》1984,5(2):215-236

It has been suggested that improvements in the quality of distance‐teaching materials could be effected if the mental responses that mediate study of and learning from such materials were known. This project aimed at identifying the types and origins of students’ convert mediating responses to distance‐teaching materials during study sessions. Three one‐half hour study sessions were videotaped for each of four student volunteers in a room set up on the campus. Immediately following each study session stimulated‐recall interviews were conducted, the data from these being audiotaped and then transcribed for further analysis. Interview protocols revealed that approaches to study were influenced by a set of interdependent factors, which, when combined with a set of study strategies, resulted in two broad classes of study orientation. Twenty different types of mental processes were identified, seven of which were used more frequently than the others. Furthermore, textual features which activated mental processes were identified using the stimulated‐recall technique, and promising suggestions for textual design were gleaned from the data. Areas for further research were also identified.  相似文献   

WHAT ARTISTICALLY CRAFTED RESEARCH CAN HELP US UNDERSTAND ABOUT SCHOOLS     

Elliot W. Eisner 《Educational theory》1995,45(1):1-6

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Effects of Response Format on Difficulty of SAT-Mathematics Items: It's Not the Strategy     

Irvin R. Katz  Randy Elliot Bennett  Aliza E. Berger 《Journal of Educational Measurement》2000,37(1):39-57

Problem-solving strategy is frequently cited as mediating the effects of response format (multiple-choice, constructed response) on item difficulty, yet there are few direct investigations of examinee solution procedures. Fifty-five high school students solved parallel constructed response and multiple-choice items that differed only in the presence of response options. Student performance was videotaped to assess solution strategies. Strategies were categorized as "traditional"–those associated with constructed response problem solving (e.g., writing and solving algebraic equations)–or "nontraditional"–those associated with multiple-choice problem solving (e.g., estimating a potential solution). Surprisingly, participants sometimes adopted nontraditional strategies to solve constructed response items. Furthermore, differences in difficulty between response formats did not correspond to differences in strategy choice: some items showed a format effect on strategy but no effect on difficulty; other items showed the reverse. We interpret these results in light of the relative comprehension challenges posed by the two groups of items.  相似文献