Promises of Interactivity: Aligning Learner Perceptions and Expectations With Strategies for Flexible and Online Learning     

Rod Sims 《Distance Education》2003,24(1):87-103

The discourse of flexible and online learning echoes with terms such as communication, collaboration, engagement and interactivity. Of these, interactivity is frequently used to refer to an inherent quality of the medium and learning environment, with an underlying assumption that the interactive characteristics of communication with other learners or content objects is beneficial to the learning process. However, interactivity as a concept has received comparatively little research attention. To provide further insights into the dynamics of interactivity, this study reports on an investigation to ascertain the different ways people perceive interactivity, and the extent to which that interactivity adds value to the learning process. Based on a qualitative analysis of responses from 68 participants, it was found that participants indeed had specific expectations of interactivity that were not only consistent with theoretical frameworks of learning but also provided insights for the design of online collaborative learning environments.  相似文献   

Measurements of drag and lift on tennis balls in flight     

Rod Cross  Crawford Lindsey 《Sports Engineering》2014,17(2):89-96

Measurements are presented of drag and lift on new tennis balls in flight. Two video cameras were used to measure the velocity and height of the balls at two positions separated horizontally by 6.4 m. The balls were fired from a ball launcher at speeds between 15 and 30 m/s and with topspin or backspin at rates up to 2,500 rpm. Significant shot-to-shot variations were found in both the drag and lift coefficients. The average drag coefficient was 0.507 ± 0.024, independent of ball speed or spin, and lower than the value usually observed in wind tunnel experiments. The lift coefficient increased with ball spin, on average, but significant lift was observed even at very low spin. The latter effect can be attributed to a side force arising from asymmetries in the ball surface, analogous to the side force responsible for the erratic path of a knuckleball in baseball.  相似文献   

职业教育与高等教育:问题、关注点和发展前景   总被引：1，自引：0，他引：1  

Rupert Maclean 《职业技术教育》2007,(18):76-79

从历史的角度来说，职业教育和高等教育源自截然不同的教育传统，大学一般生产系统的科学知识，而职业教育则提供某一特定职业的培训。随着时间的推移，这两者之间的关系也受到了社会经济发展过程的影响。在世界范围内，一个国家之内的精英高等教育机构、大众化高等教育机构、多科技术学院以及不同层次的职业教育机构间形成了复杂的关系。即使在都是以资本主义经济为主体的德国和英国等欧盟国家，也采用了不同的高等教育和职业教育实施方法。  相似文献   

An assessment of international college student adjustment     

Peggy G. Kaczmarek  Glenn Matlock  Rod Merta  Michael H. Ames  Meredith Ross 《International journal for the advancement of counseling》1994,17(4):241-247

International students have realistic expectations about their adjustment to college, however, they seem to experience a more difficult transition than U.S. students. Scores on the Student Adaptation to College Questionnaire for international and U.S. students are compared. The results indicated that international students scored significantly lower on the social and the institutional attachment and goal commitment subscales. The Student Adaptation to College Questionnaire may have applications in targeting international student needs.  相似文献   

Communication on a problem solving task in cooperative learning groups     

Ms Jo Sadler  Dr Rod Fawns 《Research in Science Education》1992,22(1):417-419

Summary There is some evidence from this study that reflectivity within cooperative learning groups develops over time. Preliminary observations suggest that Slavin's third and fourth levels of skills, those of reflection and reasoning and reconception and reformulation and Kempa and Ayob's higher levels of explanation and insight appear more advanced in groups strategically managed by teachers for such outcomes. Later analyses will permit more detailed accounts of the relationships between the teacher's management strategies, and reflection within groups of different gender composition. Specializations: science teacher education. Specializations: studies in twentieth century science education in Australia, teacher education.  相似文献   

Practicalizing piaget at the asep guidelines conference 1970     

Dr Rod Fawns 《Research in Science Education》1990,20(1):75-84

‘To understand is to invent’ (Piaget, 1968). This paper examines the attempt of Les Dale, the Assistant Director of the Australian Science Education Project, to apply Piagetian theory to describing a theory of instruction for the Project. The historiographical method consists in examining and comparing instances of curriculum invention in science education in Australia starting with contemporary and retrospective accounts of the key figures (Fawns 1988a). This paper is a case record (Stenhouse, 1978) which synthesises public and personal material in the files collected by the author. It has been subjected to review by Dale and others including those to whom it was presented at A.S.E.R.A. It accompanies an earlier paper (Fawns, 1989) which assessed the social context of the Debate at the Guidelines Conference 20 years on. Specializations: studies in twentieth century science education in Australia, teacher education.  相似文献   

Influences of the learning environment of a Regional University Campus on its international graduates     

Bronwyn Ellis  Janet Sawyer  Rod Gill  John Medlin  Digby Wilson 《The Australian Educational Researcher》2005,32(2):65-85

Staff and students at small regional campuses often consider them to be a learning environment with many advantages. Students can benefit from the opportunities for enhanced access to staff provided by factors such as small classes and a compact campus. International students from non-English-speaking backgrounds are one group for whom these factors can be particularly helpful in their adjustment to a new society as well as in their continuing study program. This belief is tested in the study described in this paper. Factors identified by international students as influencing their learning at a small campus situated a considerable distance from the state capital indicate strengths to be built on and celebrated and areas that call for the development of strategies to improve the quality of that learning environment. Former international student graduates were surveyed concerning their perceptions of their regional Australian university experience and the professional preparation it provided. Other Australian higher education institutions, particularly those with regional campuses, can make use of the insights gained through the study: as well as having implications for the provision of a quality learning experience and environment for all students, not only international students, they also have a bearing on international marketing strategies.  相似文献   

Using Movies to Illustrate Ethical Dilemmas in Undergraduate Criminal Justice Classes     

Nathan W. Pino  Rod K. Brunson  Eric A. Stewart 《Journal of Criminal Justice Education》2013,24(2):194-202

Ethics education in criminal justice programs has increased in popularity, but instructors sometimes struggle to teach ethics in such a way that students retain what they have learned and apply ethical principles in the criminal justice field upon graduation. The current research highlights that there are several benefits of presenting ethical dilemmas to students through popular movies such as Mississippi Burning and Road to Perdition. Compared to the control group (Section A) that was taught in a traditional lecture format, students who were required to identify ethical dilemmas in movies (Section B) were more likely to understand the complexities of such situations, to rate unethical behavior properly, and to see how ethical principles could be applied to their everyday lives.  相似文献   

Academic Performance,Age, Gender,and Ethnicity in Online Courses Delivered by Two-Year Colleges     

Bruce Jost  Carolyn Rude-Parkins  Rod P. Githens 《Community College Journal of Research & Practice》2013,37(9):656-669

This study investigated the effects the demographic variables age, gender, and ethnicity and their interactions had on academic performance in online courses delivered by public two-year colleges in Kentucky. The study controlled for previous academic performance measured by cumulative grade point average (GPA). The study used a random sample (N = 320) of all students who had enrolled in at least one online course delivered by the institutions of the Kentucky Community and Technical College System in the spring 2008 semester. A linear hierarchical multiple regression acting as ANCOVA served as the main analysis, with the order entry as follows: cumulative GPA; independent variables (age, gender, ethnicity); interaction vectors; and product vectors. Final course grade served as the dependent variable. The results of the analysis indicated that only cumulative GPA was a significant predictor, explaining approximately 40% of the variance of the final grade. Although differences in final grades were present among the variables age and ethnicity, these differences disappeared when controlling for cumulative GPA. Significance of the results and recommendations for future research are discussed.  相似文献   

The Influence of Response Distortion in Assessing Self-Perceptions of Physical Ability and Attitude Toward Physical Activity     

Rod K. Dishman 《Research quarterly for exercise and sport》2013,84(2):286-298

Abstract

Response distortion is an acknowledged concomitant variable in psychometric research. Although the influence of response bias on the Estimation scale of the Physical Estimation and Attraction Scales (PEAS) has previously been considered for adolescent males, experimental evidence concerning the sensitivity of the adult versions of both the Attraction and Estimation scales to “faking” has not been provided. To determine this sensitivity, adult versions of the PEAS were administered to male and female undergraduates (N = 122). Subjects were randomly assigned to one of three groups and received either “fake bad,” “fake good,” or standard instructional sets. Results generally supported the view that the total score on each of the Attraction and Estimation scales is relatively insensitive to attempts to “fake good.” However, attempts to “fake bad” consistently resulted in a significant decrease (p < .01) in both Attraction and Estimation scores as compared to a standard control group. These findings suggest the need for a criterion to detect suspected “fake bad” Attraction and Estimation responses and possibly a “fake good” Attraction response. Statistical procedures for determining test bias indicated that specific PEAS items discriminated between the experimental and control groups, and these items were incorporated into embedded scales for the detection of a distorted PEAS response. Evidence for the predictive validity of these “fake bad” and “fake good” scales was provided.  相似文献