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Abstract This paper reports the results of a study of student perceptions of learning via audioconferencing in university‐level courses delivered at a distance. Field observations, interviews, and a focus group were used to triangulate and deepen knowledge obtained from an initial mail survey. The results of the investigation revealed that the audioteleconferences were being used under two quite different instructional designs, which were associated with significant differences in students' perceptions of the opportunity to engage in critical thinking skills, creation of a community of inquiry, and the value of various components of the distance education system. The study documents students' perceptions and outlines ways in which these sessions can be designed to induce maximum learning opportunities. 相似文献
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Randy G. Litchfield 《Religious education (Chicago, Ill.)》2013,108(2):162-165
Reflecting from the Philippine experience, this article explores an emerging picture that characterizes contemporary Bible reading attitudes of college students. Six new attitude factor definitions are developed following the development of the Bible Reading (BR) attitude scale for college students constructed by this author in a separate study. Through empirical procedures, the pre-tested scale produced six new attitude factor definitions that displaced the nine original pre-test attitude sub-factors. Their Bible reading attitudes are described in terms of motivation, reading preference, and acquaintance. This research provides practitioners with useful attitudinal dimensions for youth formation particularly in biblical formation and religious education. 相似文献
87.
This paper examines the relationship between star power and box office revenues using box office data from nine countries
and a continuous measure of star power based on the number of visits to a star’s web page on IMDB, the most popular web site
for movie-related information. The degree of star power is computed for the top star, top three stars, and the director for
the films in our sample. The results indicate that replacing an average star with a top star would increase revenues by an
average of 16,618,570, while replacing three average stars with three top stars would increase revenues by an average of16,618,570, while replacing three average stars with three top stars would increase revenues by an average of
64,410,381. 相似文献
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This study explores how activities developed by science experts in partnership with middle school teachers were employed and
interpreted. The goals of this partnership were to (a) help the science teacher meet earth science content standards in new
ways, (b) expose students to ‘real world’ experiences outside their school setting, and (c) positively impact teacher practice
by providing a program to be used as a catalyst for future learning. Over 300 sixth graders mostly underrepresented science
students attended activities at an aquarium serving an urban West Coast urban context. Science teachers, non-science teachers,
scientists, and volunteers were all engaged in pre-trip instruction, professional development opportunities, and follow-up
activities as this partnership effort explored ways to enhance local literacy initiatives across the curriculum. Results suggest
that teacher beliefs about informal education impacted their view and participation in the program and the level of submersion
of teachers in collaboration strongly affects the ability to serve underrepresented students on informal excursions. Implications
for teacher education and outreach are discussed. 相似文献
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Kelly Riedinger Gili Marbach-Ad J. Randy McGinnis Emily Hestness Rebecca Pease 《Journal of Science Education and Technology》2011,20(1):51-64
We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education
majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students’
attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage
students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal
science education. The informal science education course features included informal science educator guest speakers, a live
animal demonstration and a virtual field trip. We compared data from a treatment course (n = 72) and a comparison course (n = 26). Data collection included: researchers’ observations, instructors’ reflections, and teacher candidates’ feedback. Teacher
candidate feedback involved interviews and results on a reliable and valid Attitudes and Beliefs about the Nature of and the Teaching of Science instrument. We used complementary methods to analyze the data collected. A key finding of the study was that while benefits
were found in both types of courses, the difference in results underscores the need of identifying the primary purpose for
innovation as a vital component of consideration. 相似文献