Approaches to studying and perceptions of academic quality in a short web-based course   总被引：1，自引：0，他引：1  

John T. E. Richardson 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):433-442

Both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI) were administered to students who were taking an introductory web‐based course in computing. The constituent structure of both questionnaires was preserved in this distinctive context, and the students’ scores on the individual scales of the CEQ and the RASI shared over 80% of their variance. Students’ perceptions of academic quality were positively associated with their adoption of desirable approaches to studying and negatively associated with their adoption of undesirable approaches. Students’ academic attainment was positively associated with their perceptions of academic quality and their adoption of a strategic approach to studying and negatively associated with their adoption of a surface approach to studying.  相似文献   

Approaches to studying and perceptions of academic quality in distance education   总被引：1，自引：0，他引：1  

Clive J. Lawless  John T.E. Richardson 《Higher Education》2002,44(2):257-282

The Course ExperienceQuestionnaire (CEQ) and a short form of theApproaches to Studying Inventory (ASI) wereadapted for use in distance education and wereadministered to students taking six differentcourses with the Open University. Theconstituent structure of the CEQ was preservedin this distinctive context, and a second-orderfactor analysis confirmed its status as ameasure of perceived academic quality. Thestudents' scores on the individual scales ofthe CEQ and the ASI shared almost half of theirrespective variance. It is concluded thatapproaches to studying in distance educationare strongly associated with students'perceptions of the academic quality of theircourses.  相似文献   

Share advanced courses with other schools via interactive cable television     

Rhonda S. Robinson  Keith M. Collins  Peter C. West 《TechTrends》1985,30(2):17-17

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《教育技术的含义》译文     

彭绍东  刘嘉  蒋玲玲  刘光义  王斌  王焱华 《现代教育技术》2005,15(3):70-78

教育技术是通过创造、使用、管理适当的技术性的过程和资源,以促进学习和改善绩效的研究与符合道德规范的实践。这是美国教育传播与技术协会(AECT)2004年在《教育技术的含义》文献中提出的关于教育技术概念的新定义。该文献包括背景、定义、定义的元素、与教育技术概念的关系、与绩效技术概念的关系、定义背后的假设、目的和受众、历史上的早期定义、结论、参考文献十个部分。  相似文献   

Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition     

Joyce E. King  Thais M. Council  Janice B. Fournillier  Valora Richardson  Chike Akua  Natasha McClendon 《International journal of qualitative studies in education》2019,32(2):188-209

Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education.  相似文献   

The development of children at familial risk for dyslexia: Birth to early school age     

Lyytinen H  Aro M  Eklund K  Erskine J  Guttorm T  Laakso ML  Leppänen PH  Lyytinen P  Poikkeus AM  Torppa M 《Annals of dyslexia》2004,54(2):184-220

Children at risk for familial dyslexia (n = 107) and their controls (n = 93) have been followed from birth to school entry in the Jyvaskyla Longitudinal study of Dyslexia (JLD) on developmental factors linked to reading and dyslexia. At the point of school entry, the majority of the at-risk children displayed decoding ability that fell at least 1 SD below the mean of the control group. Measures of speech processing were the earliest indices to show both group differences in infancy and also significant predictive associations with reading acquisition. A number of measures of language, including phonological and morphological skill collected repeatedly from age three, revealed group differences and predictive correlations. Both the group differences and the predictive associations to later language and reading ability strengthened as a function of increasing age. The predictions, however, tend to be stronger and the spectrum of significant correlations wider in the at-risk group. These results are crucial to early identification and intervention of dyslexia in at-risk children.  相似文献   

Student Learning in Higher Education     

John T.E. Richardson 《教育心理学》1983,3(3-4):305-331

There has been relatively little systematic experimental investigation of individual differences in student learning. The findings of mainstream laboratory‐based research are of limited value, though they are generally consistent with the results of surveys of student performance. Nevertheless, it has been possible to demonstrate qualitative and commensurable variation among individual students in both the outcome of learning and the process of learning, and in both formal experimental tasks and in normal academic studies. There has been limited success in attempts to manipulate cognitive processing by varying the anticipated form of assessment or by inducing variations in motivational factors. However, there are radical effects of matching the instructional procedures to the subjects’ cognitive approaches. More recent research has demonstrated considerable variation within individual subjects across different learning situations. Current discussion concerns the consistency, variability, and flexibility of individual learners, the identification of causal relationships, the validity of introspective reports and the adequacy of traditional research methodology.  相似文献   

Motives,attitudes and approaches to studying in distance education   总被引：1，自引：0，他引：1  

John T. E. Richardson 《Higher Education》2007,54(3):385-416

This study investigated the relationships between demographic characteristics, motives and attitudes to studying, self-reported study behaviour and measures of outcome. Students taking courses by distance learning received a postal survey containing a short form of the Motivated Strategies and Learning Questionnaire (MSLQ) and the Revised Approaches to Studying Inventory (RASI). Path analysis was used to assess the causal relationships among 395 students’ age, gender and prior qualifications, their scores on the MSLQ and the RASI and their marks. Evidence was obtained for the causal efficacy of most of the paths among the main components. In particular, the causal link between variations in students’ motives and attitudes and variations in their study behaviour is bidirectional.  相似文献   

‘These religions are no good – they’re nothing but idol worship’: mis/representation of religion in Religious Education at school in Malawi and Ghana     

Yonah Matemba  Richardson Addai-Mununkum 《British Journal of Religious Education》2019,41(2):155-173

This article draws data from two complementary studies in sub-Saharan Africa to highlight the problem of religious misrepresentation in (multi-faith) Religious Education (RE) at school in Malawi and Ghana. Employing Michael Apples’ conception of selective tradition, the article is critical of the confrontational disputation inherent in the RE in the two countries. The misrepresentation is analysed under themes related to classroom discourse and the nature of religion. It argues that RE could actually be counter-productive and thus end up misrepresenting religions instead of promoting them. Unless there is a radical shift in the areas identified, the subject will continue to present a distorted picture of religion and thus fail in its civic responsibility as a curriculum area that is perhaps best placed to inculcate pro-social values towards citizenship in a world of religious diversity.  相似文献   

Review: The Emergence of a Tradition: Technical Writing in the English Renaissance, 1475-1 640.     

Malcolm Richardson 《Technical Communication Quarterly》1997,6(3):335-338

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