Innovation in PhD completion: the hardy shall succeed (and be happy!)   总被引：1，自引：0，他引：1  

Hugh Kearns  Maria Gardiner  Kelly Marshall 《高等教育研究与发展》2008,27(1):77-89

What is it that makes a PhD such a difficult process, and prevents candidates from completing on time? In this paper, we propose that self‐sabotaging behaviours, including overcommitting, procrastination and perfectionism, have a role to play. At Flinders University, we have developed a program in which we work with PhD students to help to reduce these behaviours and give them the strategies and attitudes they need to successfully (and happily!) complete their thesis. The program utilises cognitive–behavioural coaching, an evidence‐based strategy that we claim leads to significant and long‐term behavioural change. An evaluation of the program indicates that it is very successful, improving students’ ability to manage their time, set specific times for writing, and show work to their supervisor regularly, and that these behaviours were associated with lower levels of stress and improved ability to complete.  相似文献   

An online adaptive learning environment for critical‐thinking‐infused English literacy instruction     

Ya‐Ting Carolyn Yang  Jeffrey Hugh Gamble  Yu‐Wan Hung  Tzu‐Yun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):723-747

Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT‐infused adaptive English literacy instruction using a Moodle system. A one‐group pretest–posttest design was employed to evaluate the effect of the treatment on students' acquisition of CT skills (CTS) and English literacy. A total of 83 students enrolled in two sections of a general studies course at a large university in Taiwan participated in the semester‐long experiment. Adaptive learning was achieved through the use of an online Moodle system for (1) online grouping (based on pretest English literacy scores), (2) delivery of specifically designed adaptive learning materials for each group and (3) provision of individualised feedback. CT‐infused language activities based on social constructivist principles were designed for each level of adaptive instruction, whereas direct instruction for fostering CTS was provided in class and practiced or reflected upon in groups. Empirical results demonstrate that CT‐enhanced adaptive English literacy instruction simultaneously improved students' CTS and English literacy and that students' online discussions developed towards higher levels of interaction. This paper illustrates an effective blended learning model for adaptive instruction and offers recommendations for designing CT‐infused language learning activities that can successfully foster both CT and English literacy outcomes.  相似文献   

WHAT IS INTERIORITY AND WHY MIGHT IT BE IMPORTANT FOR HUMAN PERFORMANCE TECHNOLOGY?     

Hugh Leonard 《Performance Improvement》2014,53(3):22-30

Considerations of the inner world of workers and organizations might not fall within the provenance of human performance technology (HPT) practitioners. However, when it comes to being creative, workers need fertile imaginations driven from within. When it comes to productivity, mostly inner energies drive collaboration. When it comes to results, leaders must nurture workers toward wholeness for effective decisions and wisdom‐driven action. For these reasons, HPT practitioners need to know how to engage with the interiority factor.  相似文献   

Museum Studies Programs Are Not Prepared for the Ph.D     

Hugh H. Genoways 《Curator: The Museum Journal》1996,39(1):6-11

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Purpose is Dead,Long Live Purpose!     

Desmond  Hugh 《Science & Education》2022,31(2):551-554

Science & Education -  相似文献