Die systemischen Vaskulitiden     

Rudolf Johannes Puchner 《Wiener klinische Wochenschrift Education》2016,11(1-4):43-62

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Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation   总被引：1，自引：0，他引：1  

Sang H. Song  John M. Keller 《Educational technology research and development : ETR & D》2001,49(2):5-22

The purpose of this study was to examine the effects of a prototype of motivationally-adaptive computer-assisted instruction (CAI). The foundation for motivational theory and design was provided by the ARCS model (an acronym formed from attention, relevance, confidence, and satisfaction). This model provides a definition of motivation, a motivational design process, and recommendations for motivational strategies. Three treatment conditions were considered: (a) motivationally adaptive CAI, (b) motivationally saturated CAI, and (c) motivationally minimized CAI. Dependent variables were effectiveness, perceived motivation (both overall motivation and each of A, R, C, & S components), efficiency, and continuing motivation. The motivationally adaptive CAI showed higher effectiveness, overall motivation, and attention than the other two CAI types. For efficiency, both motivationally adaptive CAI and motivationally minimized CAI were higher than motivationally saturated CAI. For continuing motivation, there were no significant differences among the three CAI types, but a significant correlation was found between overall motivation and continuing motivation across the three CAI types. This study supports the conclusion that CAI can be designed to be motivationally adaptive to respond to changes in learner motivation that may occur over time. It also illustrates that the ARCS model can be useful and effective in support of designing for these dynamic aspects of motivation.  相似文献   

Children's written accounts of televised and printed stories   总被引：1，自引：0，他引：1  

Johannes W. J. Beentjes  Tom H. A. van der Voort 《Educational technology research and development : ETR & D》1991,39(3):15-26

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Competencies in Geriatric Nursing: Empirical Evidence from a Computer-Based Large-Scale Assessment Calibration Study     

Roman Kaspar  Ottmar Döring  Eveline Wittmann  Johannes Hartig  Ulrike Weyland  Annette Nauerth  Michaela Möllers  Simone Rechenbach  Julia Simon  Iberé Worofka 《Vocations and Learning》2016,9(2):185-206

Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into procedures that would meet large-scale assessment (LSA) standards in VET. To empirically test a proposed structural model for client-directed nursing competence and to estimate psychometric properties of a newly developed video- and computer-based test (CBT) to inform subsequent LSA in nursing VET, 402 final-year nursing students from 24 German schools responded to a 77 item CBT. Multi-dimensional IRT modeling was employed to test the subdomain structure and estimate students’ competencies in geriatric nursing. The standardized CBT measures nursing students’ client-directed care competence with acceptable precision (WLE?=?0.76) and does so across the whole range of observed proficiency levels. Structural validity was supported by substantive contributions of test items from all proposed process-oriented subdomains, practice field scenarios, as well as items with and without reference to emotional demands. However, it was not possible to empirically separate the diagnostic, practical or communicative subdomains, probably reflecting parallel, recursive and hierarchical care processes in complex care situations. On average, students in our sample attained 45 % of the maximum test score so it is a demanding assessment of nursing competence. An extensively piloted, valid and reliable CBT is suggested to assess nursing students’ client-directed care competencies at the end of the third year of the VET program.  相似文献   

Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte     

Charlotte Kramer  Johannes König  Gabriele Kaiser  Rudy Ligtvoet  Sigrid Blömeke 《Zeitschrift für Erziehungswissenschaft》2017,20(1):137-164

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Detecting Instruction Effects—Deciding Between Covariance Analytical and Change-Score Approach     

Köhler  Carmen  Hartig  Johannes  Naumann  Alexander 《Educational Psychology Review》2021,33(3):1191-1211

Educational Psychology Review - The article focuses on estimating effects in nonrandomized studies with two outcome measurement occasions and one predictor variable. Given such a design, the...  相似文献   

Der Pragmatismus als Philosophie von PISA?     

Johannes Bellmann 《Zeitschrift für Erziehungswissenschaft》2007,10(3):421-438

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Social, ethical and technical issues in informatics—An integrated approach     

Johannes Magenheim  Carsten Schulte 《Education and Information Technologies》2006,11(3-4):319-339

This paper outlines a didactic approach for computer science courses based on the concept of socio-technical Informatics Systems, demonstrating the linkage between computational issues and their manifold social contexts as well as their close relation to social and ethical issues. The analysis of the product–process relationship of software development as a major element of the construction of Informatics Systems leads to the identification of important criteria for designing computer science courses. The selection of application areas as context types, of educational lenses, of methods and of media enables an integrated teaching approach. This kind of integrated approach offers an holistic approach to technical and societal aspects of an Informatics System in computer science education.  相似文献   

Developing the High School's Guidance Network to Cater for Students with Special Needs     

Johannes F. Everts 《International Journal of Disability, Development & Education》1987,34(2):107-115

A sample of guidance coordinators in New Zealand secondary schools were surveyed to ascertain the operation of guidance networks in catering for students with special needs. Information was obtained on the composition and role function of the network, changes over time, satisfactions and dissatisfactions. Findings indicate that the current emphasis on mainstreaming is aided by the presence of a strong guidance network which collaborates closely in decision‐making and program oversight. The guidance counsellor's role is one of crucial facilitator of management processes, as well as counselling specialist. Effectiveness of functioning is further enhanced by flexibility in role function, close integration with school staff, and clarity of professional goal. Data from this survey need to be corroborated by independent comments from service consumers.  相似文献   

Professionalisierung und Schulentwicklung     

Johannes Bastian  Arno Combe  Sabine Reh 《Zeitschrift für Erziehungswissenschaft》2002,5(3):417-435

In diesem Beitrag wird dargestellt, dass in Schulentwicklungsprozessen Potentiale für eine weitere Professionalisierung des Lehrerberufs liegen. Schulentwicklung generiert einen bestimmten Handlungstyp im Sinne einer Disposition für die kooperative L?sung unvorhersehbare Problem-und Krisenlagen auf der Ebene der einzelnen Schule. Die Autoren beschreiben auf der Grundlage mehrerer von ihnen durchgeführter hermeneutischfallrekonstruktiv vorgehender Begleitforschungsprojekte zur Schulentwicklung, welche Ver?nderungen sich in Schulentwicklungs-als Unterrichtsentwicklungsprozessen für die T?tigkeit der Lehrerinnen und Lehrer ergeben, um zukunftsoffen mit Unsicherheit umgehen zu k?nnen: 1. Es findet mehr Arbeit in sogenannten Praxisgemeinschaften und Entwicklungsgruppen statt. Dieses ist eine Verst?rkung der Kommunikation über Unterricht und Lernprozesse. 2. Die prozessorientierte ziel-und inhaltsbezogene Differenzierung und Variation von Unterrichtsformen wird gesteigert. 3. Schülerrückmeldungen über eigenes Lernen und den Unterricht werden in diesen integriert. Hier bilden sich neue Kompetenzen zur Diagnose heterogener Lernst?nde und zur Differenzierung von Lernformen und Lernwegen heraus, und es kommt dabei zu einer Ausdifferenzierung von Funktionsbereichen in der Lehrert?tigkeit.  相似文献