Co-streaming classes: a follow-up study in improving the user experience to better reach users     

Hayes BE  Handler LJ  Main LR 《Medical reference services quarterly》2011,30(4):349-356

Co-streaming classes have enabled library staff to extend open classes to distance education students and other users. Student evaluations showed that the model could be improved. Two areas required attention: audio problems experienced by online participants and staff teaching methods. Staff tested equipment and adjusted software configuration to improve user experience. Staff training increased familiarity with specialized teaching techniques and troubleshooting procedures. Technology testing and staff training were completed, and best practices were developed and applied. Class evaluations indicate improvements in classroom experience. Future plans include expanding co-streaming to more classes and on-going data collection, evaluation, and improvement of classes.  相似文献   

Ambivalence and the politics of knowledge: The struggle for change in German higher education     

Hans N. Weiler 《Higher Education》2005,49(1-2):177-195

This article argues (a) that universities are profoundly ambivalent institutions; (b) that this ambivalence explains a great deal about their behavior that would otherwise remain inexplicable; (c) that one of the most striking manifestations of this ambivalence can be found in universities’ attitudes towards change; and (d) that this ambivalence has its roots in a fundamental tension in modern society about the university’s purposes. There is good reason to believe that this set of observations holds true for universities everywhere, albeit to different degrees and in different ways. As a case in point, this article focuses on the process of change (and non-change) in German higher education over the past ten years.  相似文献   

Betsey Holsbery's school: place,gender, and memory     

Kathleen Weiler 《Gender and education》2014,26(5):524-538

Historical memory is constantly being reframed though images and objects presented as capturing the past. In the USA, the nineteenth-century country or one-room school has come to symbolize an authentic American experience and seen as evidence of the lost pure and simpler time. Central to the work of the rural school was the teacher, and in the nineteenth century, this was almost always the woman teacher. This article explores the work of one woman teacher, Betsey Holsbery, and the ways in which memorials to her help construct a picture of an idyllic and unchanging past in one rural town while ignoring the profound cultural and demographic changes the town underwent.  相似文献   

Preparing for Work in Canadian Academic Libraries: The Library Student Perspective     

Mark Weiler  Sarah Guay  Scott Cowan 《New Review of Academic Librarianship》2013,19(3):275-277

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Bridging Cognitive Science and Real Classrooms: A Video Methodology for Experimental Research     

Kreshnik Nasi Begolli  Lindsey Engle Richland 《Journal of Experimental Education》2013,81(4):671-689

We describe a new approach to the use of video-based technology for conducting controlled experiments in classroom contexts. Specifically, we describe a process for editing video recordings of live classroom lessons to create multiple versions, such that only one aspect of the lesson is systematically varied. Other aspects of the instruction are all held constant, including audio, curricular content, student participation, and other notoriously hard-to-control details of the interactional context that impact learning (e.g., gestures, affect). These edited lesson versions can be randomly assigned to students by condition within classrooms to meet a high standard for random assignment. This technology provides opportunities for deriving causal data on the efficacy of teaching practices through stimuli approximating a typical everyday classroom context.  相似文献   

Bringing the social into pedagogy: unsafe learning in an uncertain world     

Brenda Leibowitz  Vivienne Bozalek  Ronelle Carolissen  Lindsey Nicholls  Poul Rohleder  Leslie Swartz 《Teaching in Higher Education》2013,18(2):123-133

The paper describes a collaborative curriculum development project implemented over 3 years at 2 universities in the Western Cape Province of South Africa. The project involved a short module in which students in their fourth year of study interacted and learnt collaboratively across the boundaries of institution, discipline, race and social class, about the concepts of community, self and identity. The pedagogic approach adopted is described, as well as the responses of the students, and a brief reflection on some of the learning outcomes attained. The paper considers the learning processes which the curriculum development team experienced, and suggests that in order to facilitate learning for an ‘uncertain world’, the curriculum designers, too, need to engage in learning processes in which they make themselves vulnerable, mirroring some of the learning processes they expect the students to undergo.  相似文献   

Who's the winner? Children's math learning in competitive and collaborative scenarios     

Lesenia R. Fish  Lindsey Hildebrand  Nadia Chernyak  Sara Cordes 《Child development》2023,94(5):1239-1258

Games are frequently used to promote math learning, yet the competitive and collaborative contexts introduced by games may exacerbate gender differences. In this study, 1st and 2nd grade children in the U.S. (ages 5–8; N = 274; 70% White, 15% Asian, 2% Black, 1% Native American, 14% mixed or other race; 17% Hispanic) played either a competitive, collaborative, or solo game to learn about a challenging novel math concept: proportion. Overall, both social contexts boosted perseverance and task attitudes. However, analyses revealed the competitive condition yielded gender differences in attention to proportion in the presence of competing cues, with older boys underperforming in the competition condition. Potential explanations for these findings, as well as implications for classroom math learning, are discussed.  相似文献   

Stability of psychometric questionnaires     

Alan M. Nevill  Andrew M. Lane  Lindsey J. Kilgour  Neal Bowes  Gregory P. Whyte 《Journal of sports sciences》2013,31(4):273-278

In 1999, Wilson and Batterham proposed a new approach to assessing the test–retest stability of psychometric questionnaires. They recommended assessing the proportion of agreement – that is, the proportion of participants that record the same response to an item – using a test–retest design. They went on to use a bootstrapping technique to estimate the uncertainty of the proportion of agreement. The aims of this short communication are (1) to demonstrate that the sampling distribution of the proportion of agreement is well known (the binomial distribution), making the technique of ‘bootstrapping’ redundant, and (2) to suggest a much simpler, more sensitive method of assessing the stability of a psychometric questionnaire, based on the test–retest differences (within-individuals) for each item. Adopting methods similar to Wilson and Batterham, 97 sport students completed the Social Physique Anxiety Scale on two occasions. Test–retest differences were calculated for each item. Our results show that the proportion of agreement ignores the nature of disagreement. Items 4 and 11 showed similar agreement (44.3% and 43.3% respectively), but 89 of the participants (91.8%) differed by just - 1 point when responding to item 4, indicating a relatively stable item. In contrast, only 78 of the participants (80.4%) recorded a difference within - 1 point when responding to item 11, suggesting quite contrasting stability for the two items. We recommend that, when assessing the stability of self-report questionnaires using a 5-point scale, most participants (90%) should record test–retest differences within a reference value of - 1.  相似文献   

Effects of 72-h of exercise abstinence on affect and body dissatisfaction in healthy female regular exercisers     

Ailsa Niven  Emily Rendell  Lindsey Chisholm 《Journal of sports sciences》2013,31(11):1235-1242

Abstract

In this study, we compared the effects of a 72-h exercise abstinence period and normal exercise on the affect and body dissatisfaction of 58 healthy women (mean age 26.1 years, s = 8.2) who exercised at least four times per week, and explored the relationship between the changes in affect and body dissatisfaction. Participants completed the UWIST-MACL and Body Dissatisfaction Scale to assess affect and body image, and were randomized to an abstinence or control group. Affect and body image for both groups were re-assessed following the 72-h abstinence period. Compared with the control group, the abstinence group had a significant decrease in hedonic tone and energetic arousal, and a significant increase in tense arousal and body dissatisfaction from pre-intervention to post-intervention. There were no significant relationships between the changes in body dissatisfaction and the components of affect. A 72-h exercise abstinence period resulted in increased affect disturbance and body dissatisfaction in regularly active women.  相似文献   

Influence of bicompartmental knee replacement on stand-to-sit movement     

Wang H  Frame J  Rolston L 《Research quarterly for exercise and sport》2012,83(2):136-142

Knee osteoarthritis often occurs in medial and patellofemoral compartments. A bicompartmental knee replacement system replaces these two affected knee compartments and keeps the lateral compartment and cruciate ligaments intact. It is yet to be determined whether limbs with bicompartmental knee systems can demonstrate frontal-plane knee mechanics and hamstring coactivation similar to healthy control limbs during daily activities requiring the weight-bearing knees to bend through a large range of motion (e.g., stand-to-sit). Three-dimensional knee mechanics and quadriceps and hamstring electromyographic data were collected from 8patients with a unilateral bicompartmental knee system and 10 healthy control participants. No differences in frontal-plane knee mechanics and hamstring coactivation were found among the surgical, contralateral, and control limbs during stand-to-sit (p > .05).  相似文献