Measuring the effectiveness of blended learning environment: A case study in Malaysia     

Cho Cho Wai  Ernest Lim Kok Seng 《Education and Information Technologies》2015,20(3):429-443

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Early manual communication and deaf children's achievement     

M Vernon  S D Koh 《American annals of the deaf》1970,115(5):527-536

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Fourth Way in action: teacher education in Singapore     

Oon Seng Tan 《Educational Research for Policy and Practice》2012,11(1):35-41

Policy makers are often looking for solutions to develop their educational systems in today’s highly competitive knowledge-based economy. Hargreaves and Shirley’s Fourth Way provides a useful approach in analysing policy trends, successes and pitfalls, based on an observation of practices and research evidences in the west, particularly, the USA and the UK. This article discusses and illustrates how teacher education in Singapore reflects the Fourth Way in action.  相似文献   

思想政治理论教学与培养大学生坚持党的领导意识   总被引：1，自引：0，他引：1  

冯森 《渭南师范学院学报》2009,24(3):72-74

培养和增强大学生坚持党的领导意识,造就合格的社会主义事业的建设者和接班人,是大学生思想政治教育的重要议题。思想政治理论课教学是对大学生进行思想政治教育的主阵地,通过教学培养大学生坚持党的领导意识,形成良好的政治素质,对大学生的健康成长和社会主义政治文明及现代化事业顺利发展极为必要。  相似文献   

A self-determination approach to understanding students' motivation in project work     

Woon Chia Liu  C.K. John Wang  Oon Seng Tan  Caroline Koh  Jessie Ee 《Learning and individual differences》2009,19(1):139-145

The use of project work (PW) or project-based learning has escalated in Singapore since its inception by the Ministry of Education in the year 2000. There is however little information on students' motivation, and their experience of PW over time. This study sought to identify homogeneous groups of students with distinct perceived locus of causality (PLOC) profiles using a cluster analytic approach, and to examine group differences in their perceived psychological needs, emotions, metacognition, and perceived skills learned in PW over time. Four distinct clusters of students were identified. The “high self-determined/low controlled” group was the most adaptive cluster, and the “low self-determined/high controlled” group was the least adaptive cluster. The study affirms that the self-determination theory (SDT) can provide important insights into the motivational processes in PW. It establishes that students' motivational regulations and their perceived needs satisfaction at the start of PW are related to their experience of and learning in PW.  相似文献   

Singapore's learning sciences lab: Seeking transformations in ICT-Enabled Pedagogy     

Abbas Johari  Chee-Kit Looi  David Hung  Jeanette Bopry  Thiam-Seng Koh 《Educational technology research and development : ETR & D》2004,52(4):91-99

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Psychometric quality of a student evaluation of teaching survey in higher education     

Pey-Tee Oon  Benson Spencer  Dr. Chester Chun Seng Kam 《Assessment & Evaluation in Higher Education》2017,42(5):788-800

Student evaluations of teaching (SET) are used globally by higher education institutions for performance assessment of academic staff and evaluation of course quality. Higher education institutions commonly develop their own SETs to measure variables deemed relevant to them. However, ‘home-grown’ SETs are rarely assessed psychometrically. One potential consequence of this limitation is that an invalidated instrument may not provide accurate information for the intended purposes. Moreover, in the absence of psychometric assessment, the students’ voices collected by the SETs often fail to provide insight relative to their intended purpose. The present study evaluates a ‘home-grown’ SET using a Rasch model and confirmatory factor analysis. Our results identified weaknesses in two areas: the rating categories and the number of items used to measure the intended constructs. Suggestions are provided to address these weaknesses. This work provides an additional tool set for critical analysis of SET that is generally applicable for a variety of institutions, including those in Asia.  相似文献   

Students’ conceptions of and approaches to knowledge building and its relationship to learning outcomes     

Pei-Shan Tsai  Ching Sing Chai  Huang-Yao Hong  Joyce Hwee Ling Koh 《Interactive Learning Environments》2017,25(6):749-761

The purpose of this study is to investigate the relationships among students’ conceptions of knowledge building, approaches to knowledge building, knowledge-building behaviors and learning outcomes. A total of 48 primary school students (from grades 3 and 4) who had experienced knowledge-building activities participated in the present study. After analyzing the students’ interview responses using the phenomenographic method, qualitatively different and hierarchically related conceptions and approaches were revealed. The results indicated that the students with fragmented conceptions tended to use surface approaches to knowledge building while those with cohesive conceptions tended to adopt deep approaches. The findings also indicate that the students with cohesive conceptions or deep approaches were more likely to have better learning outcomes than those with fragmented conceptions or surface approaches.  相似文献   

Formatively assessing teamwork in technology-enabled twenty-first century classrooms: exploratory findings of a teamwork awareness programme in Singapore     

Elizabeth Koh  Helen Hong  Jennifer Pei-Ling Tan 《Asia Pacific Journal of Education》2018,38(1):129-144

Teamwork, one of the core competencies for the twenty-first century learner, is a critical skill for work and learning. However, assessing teamwork is complex, in particular, developing a measure of teamwork that is domain-generic and applicable across a wide range of learners. This paper documents one such study that leverages technology to help provide a formative assessment of teamwork. It focuses on the self and peer ratings of a teamwork measure and a pedagogical method, which was trialled as a teamwork awareness programme in a mainstream Secondary School in Singapore. This teamwork awareness programme was incorporated into the school’s Interdisciplinary Project Work curriculum. Findings of students’ experiences of the programme are described. The teamwork competency dimension of “team emotional support” was rated highest amongst students. Also, students’ report gains in teamwork awareness, mixed engagement in reflective practices, and on the real-world relevancy of the programme. Discussions and implications of the findings follow.  相似文献   

略谈国际联机情报检索     

高举红  李霖 《雁北师范学院学报》2004,20(1):108-110

阐述了国际联机情报检索的作用和发展概况,及其检索功能与检索途径。  相似文献