Unifying different theories of learning: theoretical framework and empirical evidence   总被引：1，自引：1，他引：0  

Huy Phuong Phan 《教育心理学》2008,28(3):325-340

The main aim of this research study was to test out a conceptual model encompassing the theoretical frameworks of achievement goals, study processing strategies, effort, and reflective thinking practice. In particular, it was postulated that the causal influences of achievement goals on academic performance are direct and indirect through study strategies, effort, and reflective thinking. Furthermore, the effects of study strategies on academic performance are hypothesised to be direct and indirect through reflective thinking practice. Participants were 298 (182 females, 116 males) university students. Likert‐response questionnaires were used and data were analysed by means of latent variables approaches. The results provided moderate support for the hypothesised conceptual model. Achievement goals had no direct effects on academic performance, whereas study strategies and reflective thinking directly influenced performance. Mastery goals directly influenced deep processing and effort, whereas performance avoidance and work avoidance influenced surface processing and effort. A one‐way MANOVA indicated, with the exception of understanding, no statistical significance between males and females in the variables. This evidence is theoretically significant as it highlights the mediating mechanism of study strategies and reflective thinking and, more importantly, amalgamates different theoretical frameworks within one study.  相似文献   

Synergizing geriatric research and education in an allied health profession with an older adult community advisory board: development and process outcomes     

An Thi Nguyen  Sharon Burnside  Kristin Junge  Emily Kling Somerville  Marian Keglovits 《Educational gerontology》2020,46(8):486-496

ABSTRACT

Community advisory boards (CABs) have been used to improve research outcomes involving specific communities and populations, including older adults. There is potential to synergize the use of CABs to encompass both research activities and the education of healthcare professionals to help meet increasing demands for a geriatric healthcare workforce in aging populations worldwide. We describe the development and process outcomes of a CAB that synergizes geriatric research and education of students in an allied health profession (occupational therapy). Implementation costs from June 2017–June 2019 were recorded. In-depth interviews were conducted with CAB participants, who were community-dwelling older adults living in St. Louis, Missouri, United States. Interview data were analyzed using a constant comparison method based on a grounded theory approach. Themes were derived regarding barriers, facilitators, and benefits of CAB participation for older adults. Fourteen older adults (aged 65 and over) were initially recruited. The total direct cost of CAB implementation was 4050 United States Dollars over two years. Barriers to CAB participation for older adults included unexpected schedule conflicts due to illness and lack of understanding of the research process, while facilitators included accessible meeting spaces, staff support, flexible participation options, and financial support (e.g., transportation). Perceived benefits of CAB participation included gains in social capital, more positive views of research, and social connectedness. Key lessons learned are described and can be used to inform a novel approach to developing and implementing CABs to improve outcomes of geriatric research and education.  相似文献   

Predicting relevance based on assessor disagreement: analysis and practical applications for search evaluation     

Thomas Demeester  Robin Aly  Djoerd Hiemstra  Dong Nguyen  Chris Develder 《Information Retrieval》2016,19(3):284-312

Evaluation of search engines relies on assessments of search results for selected test queries, from which we would ideally like to draw conclusions in terms of relevance of the results for general (e.g., future, unknown) users. In practice however, most evaluation scenarios only allow us to conclusively determine the relevance towards the particular assessor that provided the judgments. A factor that cannot be ignored when extending conclusions made from assessors towards users, is the possible disagreement on relevance, assuming that a single gold truth label does not exist. This paper presents and analyzes the predicted relevance model (PRM), which allows predicting a particular result’s relevance for a random user, based on an observed assessment and knowledge on the average disagreement between assessors. With the PRM, existing evaluation metrics designed to measure binary assessor relevance, can be transformed into more robust and effectively graded measures that evaluate relevance towards a random user. It also leads to a principled way of quantifying multiple graded or categorical relevance levels for use as gains in established graded relevance measures, such as normalized discounted cumulative gain, which nowadays often use heuristic and data-independent gain values. Given a set of test topics with graded relevance judgments, the PRM allows evaluating systems on different scenarios, such as their capability of retrieving top results, or how well they are able to filter out non-relevant ones. Its use in actual evaluation scenarios is illustrated on several information retrieval test collections.  相似文献   

Reconstructing ‘Education’ through mindful attention: Positioning the mind at the center of curriculum and pedagogy     

Cuong Nguyen 《Educational Philosophy and Theory》2019,51(5):535-536

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Connections between learning and teaching: EFL teachers’ reflective practice     

Chinh Duc Nguyen 《Pedagogies: An International Journal》2017,12(3):237-255

This study explores six Vietnamese, English as a Foreign Language (EFL) teachers’ reflections on their experiences of English language learning during the early 1980s to the late 1990s. Data collected in narrative interviews with the participating teachers revealed a wide range of issues that arose during their EFL learning, central to which was the prevalence of grammar-focused practices in all EFL classes. From their perspectives as EFL teachers today, the participants see their learning experience as a way of learning to teach. In particular, they pinpoint the negative aspects of language teaching at that time in the hope that their teaching practice today will not repeat the same mistakes. However, they also reflect on positive aspects, especially their influential teachers, to inform their teaching. Based on the findings, the study suggests that language teachers’ experience of language learning should be considered part of reflective teaching as well as of teachers’ trajectories of learning to teach.  相似文献   

Voices from the Field: Perspectives of U.S. Kinesiology Chairs on Opportunities,Challenges, and the Role of Mentoring in the Chair Position     

Lynda B. Ransdell  Nhu Nguyen  Mary A. Hums  Megan Clark  Sarah B. Williams 《Quest (Human Kinetics)》2018,70(2):234-255

This study examined perspectives of U.S. collegiate kinesiology department chairs (n = 54/144; 37.5% response rate) relative to: (a) opportunities and most enjoyable aspects of being a department chair, (b) challenges and least enjoyable aspects of being a department chair, and (c) perspectives on mentoring. The majority of participants enjoyed their chair role (90%) and did not aspire to advance in administration (61%). Job-related opportunities included mentoring others, facilitating department success, and leading initiatives (e.g., curricula, policies, and finances). Job-related challenges included a lack of university support, personnel issues, and urgent requests for information. Many had a mentor for a long time (mean = 7.9 ± 7.6 years; range 1 to 28 years), and the majority (71%) did not consider their dean a mentor. Protégés appreciated their mentors’ experience, listening skills, and willingness to share information, advice, and empathy. Results from this study provide helpful information for serving as a kinesiology chair.  相似文献   

Innovations in creative education for tertiary sector in Australia: present and future challenges     

Hiep Duc Nguyen  Le Thi Mai  Duc Anh Do 《Educational Philosophy and Theory》2020,52(11):1149-1161

Abstract

Recent significant changes in technology such as Artificial Intelligence (AI) and big data analysis have a wide impact in many areas of human societies, not least in education. Advances in efficiency of new technologies, with impacts in renewable energy and transport affected by environmental concerns and climate change mitigation, demand a reassessment and adjustment of the industrial structure of the economy. Technological advances enhancing creativity and analytical skills mean people must learn and adapt to a fast-changing economic environment. This paper present some key changes in Australian educational areas in recent years that are important and relevant to the subject of education innovation and philosophy to achieve outcomes in training and sustainable economic development, as anticipated by the community and government. Education courses and curricula in many countries have been transformed by technological advance. It is the swift incorporation of new technologies that best prepares students for the dynamics of economic and social change. Even though technological responsiveness is not a new phenomenon, it is established that the teaching methods found to be most successful include complementary and supplemental courses producing multi-skilled and creative graduates. These courses are delivered with significant emphasis upon self-development skills and are less focused upon traditional content. A move toward horizontal focus and a student-centric balance is the current trend, displacing vertical over-specialisation of learning. Yet, the central role of educator is seen as still appropriate and necessary where the aim is to equip graduates with creative and adaptive skills.  相似文献   

Using texting to nudge urban public school students to and through college     

Ryan Yeung  Phuong Nguyen-Hoang 《Journal of Research on Technology in Education》2020,52(1):113-127

Abstract

This study investigates how a network of New York City public schools use texting to increase enrollment and persistence in college. Text messages include tips and reminders to fill out the Free Application for Federal Student Aid as well as college tips. Our multiple regression results suggest that although when the texting began did not appear to matter, the texting program increased enrollment and persistence in college. In addition, response rates were positively associated with enrollment and persistence. Finally, we find that the content of the messages themselves as well as individual characteristics affected response rates.  相似文献   

Inequalities and Agencies in Workplace Learning Experiences: International Student Perspectives     

Tony Wall  Ly Thi Tran  Sri Soejatminah 《Vocations and Learning》2017,10(2):141-156

National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical work, there is little evidence of the experiences of these students undertaking workplace learning opportunities as part of vocational education courses. This paper draws on a four-year study funded by the Australian Research Council that involved 105 in depth interviews with international students undertaking work integrated learning placements as part of vocational education courses in Australia. The results indicate that international students can experience different forms of discrimination and deskilling, and that these were legitimised by students in relation to their understanding of themselves as being an ‘international student’ (with fewer rights). However, the results also demonstrated the ways in which international students exercised their agency towards navigating or even disrupting these circumstances, which often included developing their social and cultural capital. This study, therefore, calls for more proactively inclusive induction and support practices that promote reciprocal understandings and navigational capacities for all involved in the provision of work integrated learning. This, it is argued, would not only expand and enrich the learning opportunities for international students, their tutors, employers, and employees involved in the provision of workplace learning opportunities, but it could also be a catalyst to promote greater mutual appreciation of diversity in the workplace.  相似文献   

Understanding students’ game experiences throughout the developmental process of the number navigation game     

Bui  Phuong  Rodríguez-Aflecht  Gabriela  Brezovszky  Boglárka  Hannula-Sormunen  Minna M.  Laato  Samuli  Lehtinen  Erno 《Educational technology research and development : ETR & D》2020,68(5):2395-2421

Educational technology research and development - Serious games for learning have received increased attention in recent years. However, empirical studies on students’ gaming experiences...  相似文献