The thing was done in the library: Animating an early eighteenth-century murder mystery     

Jen Rajchel 《College & Undergraduate Libraries》2016,23(2):193-203

In this article we explore Who Killed Sarah Stout? A Participatory Exhibit as a case study exploring how a multimodal approach to publishing special collections may facilitate dynamic engagement with historical evidence. Stout's murder in 1699 remains unsolved; framing the exhibit as a murder mystery, we consider several key goals: promoting critical engagement and use of primary source collections, advancing curricular and cocurricular learning, developing multimodal exhibitionary practices, creating learning opportunities through hybrid exhibitions, leveraging technology to generate new knowledge, and gaming as a mode of scholarly inquiry. The findings proved almost as interesting as the case itself.  相似文献   

The ‘campus imaginary’: online students’ experience of the masters dissertation at a distance     

Jen Ross  Philippa Sheail 《Teaching in Higher Education》2017,22(7):839-854

Higher education research has overlooked online distance Masters students’ experiences of independent research, and this is an important gap at a time when increasing numbers of taught postgraduate programmes are delivered online. This article discusses findings from interviews with eighteen graduates from four online Masters programmes. It introduces a key theme from the research: the concept of the ‘campus imaginary’, which emerged during analysis as a way of accounting for interviewees’ tendencies to attribute challenging experiences to being at a distance from their supervisors, peers and the university campus. Common issues for Masters students, such as unexpected obstacles, difficult supervisory relationships, lack of time, and feelings of isolation were interpreted by students as features of the online dissertation process. We argue that the over-privileging of the campus and the face-to-face experience affects students’ campus imaginaries, but that imaginaries also leave space for more productive ways of engaging with online students at the independent research stage.  相似文献   

Word-to-text integration in English as a second language reading comprehension     

Mulder  Evelien  van de Ven  Marco  Segers  Eliane  Krepel  Alexander  de Bree  Elise H.  de Jong  Peter F.  Verhoeven  Ludo 《Reading and writing》2021,34(4):1049-1087

Reading and Writing - We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n?=?441) learning English as a second language...  相似文献   

Combinatorial tasks and outcome listing: Examining productive listing among undergraduate students     

Elise Lockwood  Bryan R. Gibson 《Educational Studies in Mathematics》2016,91(2):247-270

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A performance support tool for novice reading facilitators     

Brenda Bannan‐Ritland  Emily Egerton  Jen Page  Michael Behrmann 《Performance Improvement》2000,39(6):47-54

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The Effects of Concreteness on Mathematical Manipulative Choice     

Megan Foulkes  Francesco Sella  Theresa Elise Wege  Camilla Gilmore 《Mind, Brain, and Education》2023,17(3):185-196

There is mixed evidence as to whether concrete manipulatives (e.g., toy animals) are better than abstract manipulatives (e.g., counters) for teaching mathematical concepts to children. Concreteness is defined as the amount of extraneous information a manipulative provides, and in this study we aimed to unpick which dimensions of concreteness influence manipulative choice. Researchers, teachers, and parents completed a comparative judgment task comparing images of manipulatives varying in different dimensions of concreteness, selecting which they would choose to teach arithmetic to children. The findings indicated homogeneous, 3-dimensional manipulatives were the most preferred across all groups to teach arithmetic to children, regardless of more extraneous features. This contradicts research recommendations to minimize the use of concrete manipulatives due to their distractive qualities. Instead, it suggests that some concrete features may be preferred in more naturalistic contexts. More research is required to investigate how different dimensions of concreteness influence learning outcomes for children both in artificial research contexts and in practice.  相似文献