Use, updating and integration of ICT in higher education: Linking purpose, people and pedagogy     

Bj?rn Stensaker  Peter Maassen  Monika Borgan  Mette Oftebro  Berit Karseth 《Higher Education》2007,54(3):417-433

In this article the use, updating and integration of Information and Communication Technology (ICT) for teaching and learning purposes is discussed. Based on an empirical study using interviews and document analysis of the implementation of ICT in five Norwegian universities and colleges, the article analyse a number of factors that are of importance for the implementation of ICT in higher education. The analysis discloses that Norwegian higher education institutions often have adequate economic resources and a rather well developed technical infrastructure and support structure related to the use of ICT. However, attempts to link ICT initiatives to organisational development issues and to human resource management have not been very successful. In the conclusion it is argued that pedagogical issues and organisational and human development aspects must be better linked if ICT is to play a more effective role in teaching and learning in Norwegian higher education.  相似文献   

Updated generic search filters for finding studies of adverse drug effects in Ovid medline and Embase may retrieve up to 90% of relevant studies     

Su Golder PhD  Kelly Farrah MLIS  Monika Mierzwinski-Urban MLIS  Beth Barker BSc  Anna Rama 《Health information and libraries journal》2023,40(2):190-200

Background

The most current objectively derived search filters for adverse drug effects are 15 years old and other strategies have not been developed and tested empirically.

Objective

To develop and validate search filters to retrieve evidence on adverse drug effects from Ovid medline and Ovid Embase.

Methods

We identified systematic reviews of adverse drug effects in Epistemonikos. From these reviews, we collated their included studies which we then randomly divided into three tests and one validation set of records. We constructed a search strategy to maximise relative recall using word frequency analysis with test set one. This search strategy was then refined using test sets two and three and validated on the final set of records.

Results

Of 107 systematic reviews which met our inclusion criteria, 1948 unique included studies were available from medline and 1980 from Embase. Generic adverse drug effects searches in medline and Embase achieved 90% and 89% relative recall, respectively. When specific adverse effects terms were added recall was improved.

Conclusion

We have derived and validated search filters that retrieve around 90% of records with adverse drug effects data in medline and Embase. The addition of specific adverse effects terms is required to achieve higher recall.  相似文献   

Computer-based learning of spelling skills in children with and without dyslexia     

Kast M  Baschera GM  Gross M  Jäncke L  Meyer M 《Annals of dyslexia》2011,61(2):177-200

Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition, children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal learning environment.  相似文献   

Enrolment of newcomers in expert cultures: an analysis of epistemic practices in a legal education introductory course     

Karen Jensen  Monika Nerland  Cecilie Enqvist-Jensen 《Higher Education》2015,70(5):867-880

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Predicting and explaining students’ stress with the Demand–Control Model: does neuroticism also matter?     

Laura I. Schmidt  Monika Sieverding  Fabian Scheiter  Julia Obergfell 《教育心理学》2015,35(4):449-465

University students often report high stress levels, and studies even suggest a recent increase. However, there is a lack of theoretically based research on the structural conditions that influence students’ perceived stress. The current study compared the effects of Karasek’s demand–control dimensions with the influence of neuroticism to address environmental and individual characteristics related to stress. Two points of measurement were included: T1 in the middle of the term and T2 during the examination period. Participants were 146 psychology students at two German universities (M_age = 22.6 years). We applied an adapted version of Karasek’s Job Content Questionnaire, a self-developed stress scale, and the 21-item Big-Five-Inventory. At T1, both neuroticism and demands significantly predicted stress (total adjusted R² = .40), although relative weights analyses indicated that the contribution of demands was more pronounced (relative importance: 63%). Longitudinally, controlling for stress at T1, the demand–control dimensions explained additional variance in the increased stress level at T2, whereas neuroticism did not contribute additionally (R² = .52). Results indicate that self-reports on stress among university students are not only a reflection of underlying negative affectivity. We conclude that perceived stress can be explained by structural conditions rather than personality, providing opportunities to reduce stress among students.  相似文献   

INTELLECTUAL VERSUS WISDOM-RELATED KNOWLEDGE: THE CASE FOR A DIFFERENT KIND OF LEARNING IN THE LATER YEARS OF LIFE     

Monika Ardelt 《Educational gerontology》2013,39(8):771-789

Lifelong learning and continued education are essential for older people who want to stay involved in a rapidly changing world. However, in the later years of life, it may be even more important to acquire the timeless and universal knowledge of wisdom. Whereas intellectual knowledge enables elderly people to stay involved in worldly affairs, wisdom-related knowledge helps them to prepare for the physical and social decline of old age and ultimately their own death. Moreover, while intellectual knowledge tends to decrease with advancing age, the relationship between wisdom and aging is potentially positive, provided that cognitive deterioration does not become pathological. By illustrating the difference between intellectual and wisdom-related knowledge in the areas of goals, approach, range, acquisition, effects on the knower, and relation to aging, it is argued that wisdom rather than intellectual knowledge is crucial for aging well.  相似文献   

A pragmatic critical appraisal instrument for search filters: introducing the CADTH CAI     

Greg Bak  Monika Mierzwinski‐Urban  Hayley Fitzsimmons  Andra Morrison  Michelle Maden‐Jenkins 《Health information and libraries journal》2009,26(3):211-219

Objective: To identify or develop a critical appraisal instrument (CAI) to aid in the selection of search filters for use in systematic review searching. The CAI is to be used by experienced searchers without specialized training in statistics or search filter design. Methods: Through extensive searching and consultation, one candidate instrument was identified. Through expert consultation and several rounds of testing, the instrument was extensively revised to become the Canadian Agency for Drugs and Technologies in Health (CADTH) CAI. Results: The CADTH CAI consists of ten questions and can be applied by experienced searchers with a moderate knowledge of search filter methodology. Conclusion: The CADTH CAI provides experienced searchers with a means of selecting the search filter that is most methodologically sound.  相似文献   

Learning to Read Foreign Languages: Some New Experimental Evidence     

Monika Nehr  Astrid Riehl 《Journal of Research in Reading》1984,7(1):3-14

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The development of search filters for adverse effects of medical devices in medline and embase     

Su Golder  Kelly Farrah  Monika Mierzwinski‐Urban  Kath Wright  Yoon Kong Loke 《Health information and libraries journal》2019,36(3):244-263

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Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers     

Hilde Wågsås Afdal  Monika Nerland 《Scandinavian Journal of Educational Research》2014,58(3):281-299

This article examines relations to knowledge among novice teachers educated in a research-based program in Finland and a general professional program in Norway. The curricula of the 2 programs differ in distinct ways with regard to selection and organization of knowledge. We ask whether such differences also play out in the relations to knowledge of the 2 groups of teachers. Bernstein's concepts of knowledge discourses, classification, and framing are employed to analyze in-depth interviews with 12 teachers. The analysis revealed many similarities on the surface, but a closer examination of the teachers' use of professional language revealed significant differences. The Finnish teachers used more specialized language to frame their conceptions, and their knowledge relations reflected a stronger classification and framing than those of the Norwegian teachers. We discuss how these differences may be related to their educational programs, and the possible implications for the teachers' professional identities.  相似文献