Integrating games as a means to develop e-learning: Insights from a psychological perspective     

Melody M. Terras  Elizabeth A. Boyle 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1049-1059

Although the Education sector has pioneered the use of technology, the pace of technological change has outstripped the slower processes of theoretical development and critical reflection, so the field is highly fragmented and lacks a comprehensive evidence base to support future development. In this paper, we consider how the insights offered by games and a psychological perspective can address the current challenges. Both games and e-learning specialists are facing similar challenges and would therefore benefit from adopting a more integrated approach in the future. We demonstrate how this integration can best be achieved by viewing the challenges through a psychological lens which informs theory, research and practice in user-centred design, supports the development of more widely applicable theories of learning and pedagogy, recognises of the complexity of the contexts in which learning occurs and offers an established evidence-based framework to aid integration at the theoretical level. This emphasises the continued importance of classic concepts such as transfer, cognitive load and the increasing blurred boundaries between formal and informal learning, but also in terms of methodology and as a catalyst for future debate and discussion.  相似文献   

Faculty reflect on course planning   总被引：2，自引：2，他引：2  

Joan S. Stark  Malcolm A. Lowther  Michael P. Ryan  Michele Genthon 《Research in higher education》1988,29(3):219-240

Faculty members' beliefs about educational purpose and the nature of their academic fields strongly influence how they plan introductory courses. Interviews with 89 faculty members teaching in diverse colleges and representing eight fields also identified faculty attention to student preparation, available textbooks, and locally important factors, but little attention to alternative instructional strategies during course planning. Based on the findings, the authors have developed a tentative general model of course design and related questions to guide future study.  相似文献   

Embodied experiences: Critical insights from Dewey for contemporary education     

Malcolm Thorburn 《Educational research; a review for teachers and all concerned with progress in education》2020,62(1):35-45

ABSTRACT

Background: Reflecting increased cross-disciplinary interest in the significance of the body in education, this paper considers that a greater appreciation of John Dewey’s conceptualisations of experience and habit would benefit contemporary theory- and practice-related concerns.

Sources of evidence and main argument: The paper draws upon pragmatist-informed epistemological insights into the nature of experience and the habitual body from John Dewey. In doing so, the paper highlights how embodied experiences could become more central to realising a diverse range of educational goals. These include contexts where students appreciate that embodied learning practices can play a reconstructive part in shaping their identity, as well as the culture and school environments they share with others.

Conclusion: The paper concludes by exemplifying and critiquing some conceptual possibilities which recognise the benefits of intensifying bodily experiences and cultivating related habits in everyday contemporary schooling.  相似文献   

Independent inquiry and the undergraduate dissertation: perceptions and experiences of final‐year social science students     

Malcolm Todd  Sue Clegg 《Assessment & Evaluation in Higher Education》2004,29(3):335-355

This article reports on findings from a research project that investigated the experiences and perceptions of final‐year social science undergraduates enrolled on a dissertation module in a post‐1992 UK university. The dissertation was designed to provide students with the opportunity to function autonomously and determine the content and focus of a major part of their study and assessment. Using data from interviews and questionnaires, the article explores the students’ lived experience of the dissertation as a form of independent learning and assessment, the challenges they encountered, and their perceptions of peer and tutor support. While students valued the autonomy, authenticity, and ownership they felt in relation to their dissertation, they also experienced considerable ­challenges, particularly in relation to ‘time’.  相似文献   

Thorns on My Tongue     

Malcolm Reed 《Changing English: An International Journal of English Teaching》2012,19(2):133-153

How might we bear witness to the fluidity and fragility of identity work that takes place during classroom discussion? How do teachers and pupils play with the personal politics of positioning during our everyday interactions? The piece that follows is written as a story almost entirely in everyday dialogue. It takes a methodological turn towards narrative imagining in order to develop an approach that explores the performance of projected, received and contested identity positions during an English lesson. A brief discussion of some of the issues raised and of what informed the process of writing serves as an epilogue to the story.  相似文献   

Teacher preferences for various positive reinforcements     

Jeffrey L. Derevensky  Malcolm I. Rose 《Psychology in the schools》1978,15(4):565-570

The present study investigated the relationship between applied behavioral training and reinforcement preferences of classroom teachers. Data obtained from the Positive Reinforcement Observation Schedule (PROS), a paired comparison task, indicated minimal differential reinforcement preferences for classroom teachers with no training, limited training, or extensive training in applied behavioral analysis. The results are discussed with reference to the educational implications of existing behavioral training programs and class-room practice.  相似文献   

Self-esteem in a public school     

Malcolm L. Meltzer  Bernard I. Levy 《Psychology in the schools》1970,7(1):14-20

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The Fossil Mammal Collections of The American Museum of Natural History     

Thomas D. Nicholson  Bobb Schaeffer  Theodore Galusha  Malcolm C. Mckenna  Morris F. Skinner  Beryl E. Taylor  Richard H. Tedford 《Curator: The Museum Journal》1975,18(1):16-38

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Positivity bias in higher education research     

Malcolm Tight 《Higher Education Quarterly》2023,77(2):201-214

Many forms of bias have been identified in higher education research, and in educational and social research in general. This article identifies a further form of bias, positivity bias, and places it in this broader context. Positivity bias is the tendency, in some forms of published higher education research, to only or chiefly report examples of initiatives or innovations that worked and received positive evaluations. Empirical evidence of positivity bias, in the form of an analysis of a sample of published articles from selected higher education journals, is presented and discussed. Suggestions as to the causes of positivity bias and how it might be handled are presented.  相似文献   

Performance support in internet time the state of the practice     

Gloria Gery  Stan Malcolm  Janet Cichelli  Hal Christensen  Barry Raybould  Marc J. Rosenberg  Gary J. Dickelman 《Performance Improvement》2000,39(6):7-17

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