“Whatever Happened to the Social Dimension?” Aspects of Learning in a Distance-based Teacher Training Programme     

Anders D. Olofsson  J. Ola Lindberg 《Education and Information Technologies》2006,11(1):7-20

In this article we discuss distance-based teacher trainees' understandings of learning and education in a computerised learning environment. Educational research today often stresses the importance of a social dimension in learning and education and computerised learning environments are said to create and fulfil the social dimension in on-campus education as well as in distance education. This social dimension of learning and education is investigated, in a Swedish distance-based teacher training programme supported by ICT, through semi-structured interviews with 19 teacher trainees. The study shows that there is a complex relationship between the use of the computerised learning environment and the physical meetings in the programme. One conclusion is that, even though theories emphasise the social dimension of learning through participation, teacher trainees view participation with others as important primarily in relation to social aspects of well-being and not in relation to learning. The use of ICT for creating a community of learners through participation seems to individualise the students' learning rather than bringing them together in their learning.  相似文献   

Introduction     

Lindberg DA 《Bulletin of the Medical Library Association》1995,83(1):27-28

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Hepatic enzyme decline after pediatric blunt trauma: a tool for timing child abuse?     

Baxter AL  Lindberg DM  Burke BL  Shults J  Holmes JF 《Child abuse & neglect》2008,32(9):838-845

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Quantitative evaluation of persuasive appeals using comparative meta-analysis     

Jacob Hornik  Chezy Ofir  Matti Rachamim 《The Communication Review》2016,19(3):192-222

Message appeals are a key component of communication campaigns and an important source of campaign influence. However, research on them is heavily fragmented and it is difficult to generalize findings from the many diverse field studies. Based on a large and unique data set using quantitative and qualitative meta-analyses, this research provides measures of the relative impact of each type of appeal, as well as the major differences among them, and identifies the moderating variables that lead to a better understanding of each. This investigation is based on persuasion research, which provides a framework for understanding the unique characteristics of these advertising appeals. It highlights empirical gaps in the academic literature and acts as a conceptual guide for our research hypotheses. Results reveal weaker effect sizes than those previously reported in the literature and show important differences among appeals that lead to a “hierarchy of appeals.” Specifically, emotional appeals, led by sex and humor, appear to be more effective than fear and rational appeals. The study finds new theoretical and empirical generalizations; some results are counterintuitive and differ from findings generated from single appeal studies. Findings are of theoretical and practical importance.  相似文献   

Virtues of Mentors and Mentees in the Finnish Model of Teachers’ Peer-group Mentoring     

Matti Pennanen  Hannu L. T. Heikkinen  Päivi Tynjälä 《Scandinavian Journal of Educational Research》2020,64(3):355-371

ABSTRACT

This study investigated participants’ conceptions of the ideal mentor and mentee in the Finnish model of peer-group mentoring (PGM). Existing mentoring research emphasises dyadic practices, yet there is a lack of investigation of participants’ roles in group mentoring. The main concepts of this inquiry were dispositions (habitus) and virtues drawing on the theory of practice architectures and Aristotelian virtue philosophy. Methodologically, the study can be identified as philosophical-empirical inquiry that utilises a narrative and hermeneutical approach to analyse qualitative data from 30 respondents. As its central finding, the study identified a set of core characteristics that describe the virtues and vices of a mentor and mentee based on the participants’ views. Overall, these characteristics reflected ideas of relatings (peerness, equality), proactive and reactive participation, and presence in the group. Characteristics focused on the social aspect of dispositions in peer-group mentoring.  相似文献   

A more equitable account of the note-taking functions in learning from lecture and from text     

Kenneth A. Kiewra  Nelson F. Dubois  Maribeth Christensen  Sung-Il Kim  Nancy Lindberg 《Instructional Science》1989,18(3):217-232

Previous research investigating the encoding, encoding-plus-storage, and extermal-storage functions of note taking has failed to equate processing opportunities among the groups. The present studies did so by having the encoding group take notes on two occasions without review, the encoding-plus-storage group take notes one time and review notes the next, and the external-storage group twice review a set of borrowed notes. Three forms of note taking were used: conventional, and note taking on skeletal and matrix frameworks. In both Experiment 1, involving lecture learning, and Experiment 2, involving text learning, an advantage was found for the encoding-plus-storage function on tests involving factual-recall and recognition performance but not on tests measuring higher-order performance. With respect to note-taking forms, no advantage existed for any form when information was acquired from lecture. When text material was used there was some advantage for conventional notes and a clear advantage for not taking notes at all, but instead twice reading the material. These findings were explained relative to observed note-taking behaviors, the opportunity for review, and the processing demands proposed by the combination of reading and note taking, particularly when notes must be classified into an existing framework.  相似文献   

New perspectives on the pedagogy of programming in a developing country context     

Mikko Apiola  Matti Tedre 《Computer Science Education》2013,23(3):285-313

Programming education is a widely researched and intensely discussed topic. The literature proposes a broad variety of pedagogical viewpoints, practical approaches, learning theories, motivational vehicles, and other elements of the learning situation. However, little effort has been put on understanding cultural and contextual differences in pedagogy of programming. Pedagogical literature shows that educational design should account for differences in the ways of learning and teaching between industrialized and developing countries. However, the nature and implications of those differences are hitherto unclear. Using group interviews and quantitative surveys, we identified several crucial elements for contextualizing programming education. Our results reveal that students are facing many similar challenges to students in the west: they often lack deep level learning skills and problem-solving skills, which are required for learning computer programming, and, secondly, that from the students’ viewpoint the standard learning environment does not offer enough support for gaining the requisite development. With inadequate support students may resort to surface learning and may adopt extrinsic sources of motivation. Learning is also hindered by many contextually unique factors, such as unfamiliar pedagogical approaches, language problems, and cultural differences. Our analysis suggests that challenges can be minimized by increasing the number of practical exercises, by carefully selecting between guided and minimally guided environments, by rigorously monitoring student progress, and by providing students timely help, repetitive exercises, clear guidelines, and emotional support.  相似文献   

‘One certainly expected a great deal more from the savages’: the anthropology days in St. Louis, 1904, and their aftermath     

Matti Gøksyr 《国际体育史杂志》2013,30(2):297-306

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Niels Bukh. En politisk-ideologisk biografi     

Hans Bonde  Matti Goksøyr 《Sportwissenschaft》2003,33(2):218-219

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The impact of reading material’s lexical accessibility on text fading effects in children’s reading performance     

Telse Nagler  Jan Lonnemann  Janosch Linkersdörfer  Marcus Hasselhorn  Sven Lindberg 《Reading and writing》2014,27(5):841-853

The acceleration phenomenon (AP) is defined by improvements in reading speed and reading comprehension, induced by an artificial text fading procedure corresponding to the previously determined fastest individual reading rate. Recent results, however, indicated that fading that is slower than the self-paced reading rate can produce comparable reading enhancements. As reading performance can be strongly influenced by the reading material, this study aimed at investigating to which extent reading enhancements induced by text fading depend on the reading material’s characteristics. We confronted 39 German third graders with a previously utilized text fading procedure, which was slower than their self-paced reading rate. Included text varied regarding to the lexical accessibility (LA), representing how well information can be accessed from the mental lexicon. Children’s reading rates increased statistically significant due to text fading for all LA levels. However, reading comprehension was sensitive to the text material’s characteristics: Reading comprehension enhancements were observable for easily accessible reading material, but not for material with intermediate or difficult levels of LA. Material that was difficult to retrieve from the mental lexicon even resulted in reduced reading comprehension in the fading condition. Possible influences on immediate lexical access, the impact of working memory capacity and implications for future AP research are discussed.  相似文献