The actual use of embedded support devices in self‐study materials by students in a distance education setting     

M.M.A. Valcke  R.L. Martens  P.H.A.G. Poelmans  M.M. Daal 《Distance Education》1993,14(1):55-84

At the Dutch Open university much time is invested in the didactical elaboration of written study materials by the embedding of a large set of ‘embedded support devices’ (objectives, advance organisers, questions, tests, etc.). Is this high investment in the design of written study materials for use in the distance education setting worth the effort? To answer this question, we focused in this research on the actual use of these embedded support devices (ESD) by Open university students. After elaborating a theoretical model that was helpful to derive hypothetical functions and effects of a large set of ESD, quantitative and qualitative hypotheses were put forward in relation to the actual use of a subset of ESD that was implemented in a law course. The research set‐up was based on an in‐depth analysis of responses to structured interviews. Analysis of the results indicate that students make large use of ESD; nearly all ESD are used by more than 60% of the students. Furthermore, students make deep level use of the ESD. Moreover, interrelations could be detected between general student characteristics and deep level use of ESD. Women seem to be more likely to use planning ESD, orientating ESD and processing ESD at a deep level. Students with higher prior education levels seem to use ESD at deep level to a greater extent. Students with less prior knowledge of governmental law and students using study guidance use testing ESD more at a deep level.

No interrelations were detected between cognitive student characteristics and the use of ESD.

To get a better view of the ‘type’ of students using ESD, the interrelations between general student characteristics have been analysed. Especially higher educated (and intrinsic motivated) female students with a lot of study experience and less prior knowledge make deep level use of ESD. When linking the use of ESD to study success, it could be stated that students using ESD at a deep level are not only more likely to have a higher score on the examination, they also need fewer examination attempts. Comparing theoretical and spontaneously mentioned functions and effects of ESD revealed that students indicate functions that are not theoretically expected. Students seem to ascribe their own functions and effects to ESD.

The main conclusion of this research is that the high investment in the design of written study materials is worth the effort; but that it is important to take account of student characteristics when implementing ESD in course materials. It can, for instance, be argued it is desirable to incorporate into the materials ‘training’ about the use of the ESD. Moreover, these results link up with the growing tendency to develop more flexible Ou‐courses that are adaptable to individual student needs. The latter implies that the production of written versions of the study materials is to be redirected towards the development of automated interactive learning environments.  相似文献   

Megabits     

Andrew Stein  Con Nikakis  John Bentley  Rob Jovanovic 《TechTrends》2001,45(2):27-27

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Integrating assessment, learning and instruction: Assessment of domain-specific and domaintranscending prior knowledge and progress     

Filip J.R.C. Dochy  George Moerkerke  Rob Martens 《Studies in Educational Evaluation》1996,22(4):309-339

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The Design of Competency-Based Performance Assessment in E-Learning     

Dominique M. A. Sluijsmans  Frans J. Prins  Rob L. Martens 《Learning Environments Research》2006,9(1):45-66

This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid and reliable assessments in such environments, leaving many questions to educational developers and teachers. As a solution to this problem, a systematic approach to designing performance assessments in e-learning contexts is presented, partly based on the 4C/ID model. This model enables the construction of realistic whole tasks instead of advocating education that is restricted to more isolated skills. A new assessment procedure also implies an alternative view of instructional design, learning and assessment. The requirements for the learning environment are addressed. Examples from a virtual seminar are presented to illustrate the design approach. The article concludes with the identification of possible pitfalls related to the approach and gives directions for future research.  相似文献   

Television,Space, Education: rethinking relations between schools and media     

Rob Morgan 《Discourse: Studies in the Cultural Politics of Education》1995,16(1):39-57

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Effects of Web-based Support for the Construction of Competence Maps     

Angela Stoof  Rob L. Martens  Jeroen J. G. van Merriënboer 《Instructional Science》2006,34(3):189-211

Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and an information bank. Each supportive aid was expected to improve perceived process and product quality as well as learning. In a full factorial experiment, 266 educational science students constructed a competence map, whether or not supported by different combinations of the three supportive aids. The availability of the construction kit and the phenomenarium had positive effects on perceived process quality and learning. Furthermore, if there was no phenomenarium with example materials, the absence of the construction kit greatly diminished experienced support (i.e., one aspect of process quality); if a phenomenarium was present, the availability of the construction kit had relatively little effect on perceived support. In general, this study indicates that well-designed Web-based support helps to construct competence maps. in final form: 2 February 2006  相似文献   

Letter from the Editor-in-Chief     

Rob Kling 《The Information Society》1998,14(1):1-2

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Promoting Life-Career Development in the Student Athlete: How Can Career Centers Help?     

Matthew P. Martens  Felissa K. Lee 《Journal of Career Development》1998,25(2):123-134

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Evaluating the quality of e-learning at the degree level in the student experience of blended learning     

Paul Ginns  Rob A. Ellis 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):652-663

This paper reports on the development of a scale for determining the quality of the student e-learning experience at the degree level when the student learning context is predominately a campus-based experience. Rapid developments in the use of information and communication technologies (ICT) in higher education require methods for evaluating the contribution of such tools to student learning, especially when they are complementing a face-to-face experience. We examine the psychometric functioning of a proposed e-learning scale in relation to a well-validated degree-level teaching evaluation instrument, the Student Course Experience Questionnaire. The e-learning scale has suitable reliability and validity in the present sample of undergraduate students for quality assurance activities around ICT.  相似文献   

Productive pedagogies: A redefined methodology for analysing quality teacher practice   总被引：1，自引：0，他引：1  

Martin Mills  Merrilyn Goos  Amanda Keddie  Eileen Honan  Donna Pendergast  Rob Gilbert  Kim Nichols  Peter Renshaw  Tony Wright 《The Australian Educational Researcher》2009,36(3):67-87

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