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11.
Jelle de Boer Piet A. M. Kommers Bert de Brock Jos Tolboom 《Education and Information Technologies》2016,21(5):1135-1151
Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled environment, 115 students watched a number of instructional videos about the technical equipment needed in a course on digital photography. Every second student was instructed about other possible viewing behaviours. A pre-post-retention test was carried out to calculate learning effects. The differences with respect to the learning effects of students who received an awareness instruction on an alternative viewing strategy were not significantly different. The differences as observed in our earlier experiment however could not be reproduced. Students with a broad viewing repertoire showed higher learning effects than students with a narrow repertoire. Furthermore, students with a strategic viewing approach also showed higher learning effects. Certain conditions have to be met: the technical and didactical quality of the video must be good, the integration in a learning task must be apparent, students must be aware of their viewing behaviour, and teachers must be aware of their students’ viewing behaviour in order to enrich the viewing repertoire of students when they have at least some basic knowledge e.g. after several lessons on the topics at hand. In future research, this study should be replicated using more complex video episodes than the instruction videos we used in our experiments that were only on the factual knowledge level of the taxonomy of Bloom. Moreover, replication of this study with a larger sample size could yield a significant improvement in learning effects. This is plausible because students need an amount of prior knowledge beyond a certain threshold value in order to be able to expand their knowledge network in their long term memory. Finally, additional media player functionality, facilitating effective student learning from video, can be described based on the results of this study. 相似文献
12.
当科学与宗教在古希腊神示所狭路相逢,它们的关系比学者们原先预想的要融洽得多. 举世闻名的阿波罗神殿,座落在希腊德尔斐风景如画的山区,是古希腊最重要的宗教场所,因为法力无边的德尔斐神示所就在这座神殿里.在重男轻女的古希腊异乎寻常的是,Pythia必须是女性,而且职位的继承与家族的显赫无关. 相似文献
13.
Reading and Writing - Although research on cognitive correlates of spelling has been conducted, these studies generally do not distinguish between different types of targets that need to be... 相似文献
14.
Anke de Boer Sip Jan Pijl Alexander Minnaert 《International Journal of Disability, Development & Education》2012,59(4):379-392
The trend towards inclusive education has led to an increase of studies focusing on peer attitudes. This review study presents an overview of studies describing attitudes of students, variables relating to students’ attitudes, and the relationship between students’ attitudes and the social participation of peers with disabilities. Based on a literature search we selected 20 studies that were conducted in seven different countries. Outcomes were described in terms of negative, neutral or positive according to three attitude components (cognitive, affective and behavioural). The results show that students generally hold neutral attitudes towards peers with disabilities. Several variables were found relating to their attitudes (i.e., gender, age, experience with and knowledge about disabilities, parental influence). Moreover, the results indicate that attitudes of peers relate to the social participation of students with disabilities. Implications of the findings are discussed in terms of promoting positive attitudes of peers. 相似文献
15.
Visual attention span (VAS) predicts reading performance over and above phonological skills. Given the growing number of studies that include VAS, it is surprising that indications of the stability of VAS performance and its relation with reading over time have not yet been reported. The current study addressed these important issues. Participants were 180 third graders, 131 of whom were reassessed in Grade 4. Results indicated that VAS (whole report for letters) accounts for variance in reading over and above phoneme awareness and rapid automatized naming. VAS performance was highly stable over time, and VAS and reading were related both concurrently and longitudinally. However, controlling for autoregressive effects, the effects of Grade 3 VAS on Grade 4 reading, and vice versa, were not significant. These findings encourage including VAS in future studies but indicate that there is as of yet little evidence for VAS being causally related to reading performance. 相似文献
16.
Myroslava Hladchenko Harry F. de Boer Don F. Westerheijden 《Journal of Higher Education Policy & Management》2016,38(2):111-125
The idea of the research university as a key institution for social and economic development in knowledge-intensive societies has been adopted by the Ukrainian government after the fall of the communist regime. Establishing research universities is a long journey during which many things might happen. To understand this journey better in the case of Ukrainian research universities, we applied an analytical framework derived from the concept of travel and translation of ideas. This concept analyses reform through three types of editing rules: the rules of context, logic and formulation. These editing rules have guided our analysis of data gathered from policy documents complemented by face-to-face interviews. We conclude that the idea as introduced came to little, as the turbulent political context precluded long-term planning and universities were faced with conflicting policies. 相似文献
17.
Teachers in higher education throughout the world are making use of course-management systems (CMS) to support their courses.
None of these teachers grew up with using a CMS; they must themselves learn how to use them effectively at the same time that
they are using them with their students. While institutions commonly provide some sort of introductory workshop for CMS use,
these workshops have limitations in terms of their transfer value into practice. In this paper we discuss an example of embedded
justin-time support within the CMS itself to help teachers learn how to use a CMS efficiently but also so that both they and
their students can take on new roles in the learning process.
A new form of computer-based support for teaching and learning has emerged since the late 1990s. It is a system of integrated
tools that makes use of both database and web functionalities in order to make a web environment available to support a course
or learning event. One name for such a system is a course-management system (CMS). Course-management systems are new tools
for teachers and thus teachers must learn how to use them in a technical sense as well as in a meaningful sense. By meaningful,
we mean not only to increase the efficiency of participating in a course but also to enrich and extend learning processes. 相似文献
18.
The authors focused on analyzing (a) peer acceptance and peer rejection of typically developing students, students with attention deficit hyperactivity disorder (ADHD), and students with autism spectrum disorder (ASD) in general secondary education; (b) attitudes of general secondary-aged students toward peers with ADHD and ASD; and (c) the relationship between peer acceptance/rejection and students' attitudes. A cross-sectional study was performed (n = 437 typically developing students, n = 28 students with ADHD/ASD; range = 12–15 years old). Students were asked to indicate with whom they prefer to hang out or preferably not want to hang out (peer acceptance and peer rejection). Attitudes were assessed using the Attitude Survey Toward Inclusive Education. Multilevel analysis showed significant differences between students with ADHD and ASD and typically developing peers on peer acceptance and higher on peer rejection. Second, typically developing peers showed neutral attitudes toward peers with ADHD or ASD. Third, the results showed that students' rejection and attitudes of peers significantly relate to each other. 相似文献
19.
At the Faculty of Educational Science and Technology, University of Twente, in The Netherlands, pioneer faculty members have been making innovative use of WWW-based course support sites since 1994. By 1996, seven instructors were active; by the first part of 1999 more than half the faculty were involved, and the rest will be joining soon (in a systematic plan, all the first-year courses in 1998, the second-year courses and many of the senior electives in 1999, etc). In addition we are working with other faculties, to support the same progression. How are we doing this? In this article, the TeleTOP method (http://teletop.edte.utwente.nl) will be described, showing clearly how it has developed based on an implementation model and the experience we had already acquired with innovative use of the WWW for our courses. The eight aspects of the TeleTOP method, including the pedagogical principles, the change strategies, the instructor-engagement strategies, and the technology, wi ll be described, and illustrated with examples from the courses that have now been redesigned. In particular, results after the first year in terms of usage, of instructional choices made by the instructors, of the diversity of instructional approaches that are supported, of the on-going formative evaluation, and of the adaptation of the TeleTOP method for another faculty with a different pedagogical culture will be given. The applicability of the TeleTOP method to other faculties and settings is discussed. 相似文献
20.
In this paper, I shall put forward a model which highlights key issues to be taken into account in an attempt to improve academic excellence by the means of human resources management and leadership. Practices at the University of Eastern Finland and elsewhere are used as examples. It is maintained that logical and coherent human resources policies and capable leadership can support and contribute to academic performance and excellence. A key issue is not to interfere too much with active academic work, but still give sufficient support and prerequisites for academic basic tasks. 相似文献