The product life-cycle of online courses and student engagement     

Scott J. Warren  Heather Ann Robinson 《The American journal of distance education》2018,32(3):161-176

ABSTRACT

With increased online course offerings at most higher education institutions, it is important to have a way to determine whether the courses continue to have value to students or outlived their usefulness. Courses are the central means of knowledge delivery for each institution and may be viewed through the lens of the product life-cycle, which is a common way for for-profit corporations to ensure they are aware of when it is time to make adjustments or completely overhaul what they provide to consumers. We leverage this concept to develop a conceptual mode of the life-span and cycle of curricular products; especially, those delivered online, which may have a shorter shelf life than in-classroom courses. To that end, we map a single course that has spanned nearly 20 years and shifted from face-to-face delivery, to a blended mode with learning technologies support, and then into a fully online format. This piece depicts the course life-cycle, which emerged from multi-strategy research analysis of that course. Understanding that online courses have a life-cycle can help department and university managers plan for the investment in the improvement of each as it comes to the end of its useful lifespan. This can ensure high-quality learning and a sustainable portfolio of programs and courses with which students are engaged.  相似文献   

Cloze procedure and comprehension: an exploratory study across three languages     

Hans U. Grundin  Brother Leonard  Judith Langer  Robert Pehrsson  H. Alan Robinson  Takahiko Sakamoto 《Journal of Research in Reading》1981,4(2):104-122

This cross-cultural study of cloze procedure and comprehension involved samples of 10- to 11-year-old schoolchildren in Canada, Japan, Sweden and the United States. The aim of the study was to explore the nature of what might be called‘cloze comprehension’in relation to overall or‘global comprehension’of a passage; in particular to establish (a) whether cloze procedure measures the same facets of comprehension regardless of what language is being read; and (b) to what extent cloze procedure, in different linguistic areas, measures‘global comprehension', or comprehension of the general ideas contained in a passage, as distinct from literal comprehension. The results of the study indicate that cloze procedure is a valid and reliable measure of certain aspects of reading comprehension in all the linguistic and cultural areas sampled. Furthermore, comprehension as measured by cloze procedure seems to be a necessary, albeit not sufficient, condition for overall or global understanding of the meaning of a passage. The study also shows that the ability measured by cloze procedure is more generalized (i.e., less text specific) than the ability measured by our global comprehension task. One implication of this seems to be that the higher-order skills necessary for global understanding do not always develop automatically once children have mastered the skills necessary for literal comprehension of simple texts. On the contrary, the higher-order skills may have to be taught systematically at an appropriate stage in the children's reading development.  相似文献   

Exploring the impact of correctional facility tours on the perceptions of undergraduate criminal justice students     

Melissa J. Stacer  Ryan C. Eagleson  Monica Solinas-Saunders 《Journal of Criminal Justice Education》2017,28(4):492-513

Students’ negative perceptions of inmates are a challenging aspect of teaching criminal justice. Scholars suggest exposing students to the criminal justice system may provide a realistic approach to understanding offenders. Prison tours have become a viable solution for instructors who want to create such exposure, but contrasting perspectives on the impact of prison tours on students’ learning are present in research. Drawing upon theories of experiential learning, we designed a pre-/post-survey to address the following exploratory questions: (1) What perceptions do criminal justice students hold regarding corrections, inmates, and correctional officers? (2) Do these perceptions change after going on a tour of a correctional facility? Data were collected from a convenience sample of 123 students attending courses at two Midwestern universities. Findings add to the body of literature on prison tours as a component of criminal justice education and further our understanding of the complexity of student learning.  相似文献   

Relating aspects of motivation to facets of mathematical competence varying in cognitive demand     

Melissa C. Gilbert 《The Journal of educational research》2016,109(6):647-657

The author investigated the relationship between aspects of student motivation and performance on mathematical tasks varying in cognitive demand relevant to meeting the expectations of the Common Core State Standards for Mathematics (CCSS-M). A sample of 479 primarily Latino middle school students completed established survey measures of motivation and a constructed response assessment of two facets of mathematical competence. The assessment measured students' progress toward performing a procedure and demonstrating understanding by providing a written critique of a peer's work, a more cognitively demanding facet. As predicted, higher interest and efficacy in mathematics, lower performance-avoidance goals, and fewer experiences of negative emotions related to performance levels for both facets, while utility and mastery-approach goals (i.e., focusing on understanding mathematics) related only to the more cognitively demanding facet. Implications of these findings for preparing students to be successful mathematical learners, especially in the many states implementing the CCSS-M, are discussed.  相似文献   

Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program     

Stevens  Sally  Andrade  Rosi  Page  Melissa 《Journal of Science Education and Technology》2016,25(6):947-960

Journal of Science Education and Technology - Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative...  相似文献   

The Graduate Course in Pedagogy: Survey of Instructors of College Pedagogy in the United States and Canada     

Jennifer Meta Robinson  Valerie Dean O'Loughlin  Katherine D. Kearns  Catherine Sherwood-Laughlin 《College Teaching》2019,67(2):109-119

Although numerous universities offer graduate students opportunities to develop their teaching, few studies probe the credit-bearing graduate course in college teaching. A survey of 105 instructors of graduate pedagogy courses in the US and Canada explored their preparation, professional appointments, students, and assignments. Results showed diverse institutional units offer college pedagogy courses, which are taught by instructors with substantial preparation, most frequently to multidisciplinary groups from diverse majors. Many instructors assign teaching statements, though specifics differ. Comparison to the authors' earlier case study reveals an emerging, recognizable, and international course type that coheres in structure, timing, and at least one key assignment. The ubiquity of college pedagogy courses recommends substantial institutional investment, scholarly analysis, and professorial discussion to align them with the contemporary goals and standards of graduate education.  相似文献   

Use of print journals in an intracampus exchange program: implications for service and electronic journal subscriptions     

Blecic DD  Robinson AE 《Bulletin of the Medical Library Association》2000,88(1):75-77

  相似文献   

Head Start Teachers Across a Decade: Beliefs,Characteristics, and Time Spent on Academics     

Melissa Clucas Walter  Christine N. Lippard 《Early Childhood Education Journal》2017,45(5):693-702

We examined changes in teachers’ beliefs regarding developmentally appropriate practice (DAP) in 2000, 2003, 2006, and 2009 using data from the Head Start Family and Child Experience Survey. In addition, we examined how teacher education, credentials, and professional experience relate to beliefs about DAP and explored how these relationships differ by cohort. We also explored teachers’ reports of time spent in math and literacy focused activities. Findings indicate that after 2003, developmentally appropriate beliefs decreased significantly, while developmentally inappropriate beliefs increased. Results also showed significant increases in the frequency of literacy activity across the decade, while the frequency of math activity was more consistent. Despite these changes, teachers with more education consistently held the most appropriate beliefs. These findings indicate that teacher education may buffer against influences of pushed down curricula and increased accountability. This study also illustrates that policies at the national level have the potential to impact children’s day-to-day classroom experiences.  相似文献   

Assessing the Assessor: A Response to Fulcher and Bashkov's “Do We Practice What We Preach? The Accountability of an Assessment Office”          下载免费PDF全文

Christine Robinson  John G. M. Frederick  Elise Demeter 《Assessment Update》2017,29(6):3-14

  相似文献   

Outdoor adventure risk management: Curriculum design principles from industry and educational experts   总被引：1，自引：2，他引：1  

Nevin Harper  David W. Robinson 《Journal of Adventure Education & Outdoor Learning》2005,5(2):145-158

Leaders working in the outdoor adventure field are faced with making critical decisions that keep students, clients, or customers safe from the perils of risk-related activities while enabling them to benefit from these experiences. The knowledge and competency necessary to analyze and manage risk is integral to those providing outdoor adventure programs. A review of related literature suggested the need for further research and the potential standardization of training for outdoor adventure leaders. In order to address the issue of outdoor adventure risk management curriculum design specifically, this inquiry has (a) incorporated expert outdoor adventure industry and educational risk management perspectives, (b) synthesized findings with related literature and researcher perspective, and (c) described five key principles for related curriculum design and delivery. This qualitative analysis involved interviewing industry-leading outdoor adventure program directors and postsecondary outdoor adventure faculty in the province of British Columbia, Canada. Although developed through a risk management lens, the principles may be generalized to other aspects of outdoor adventure curriculum design.  相似文献