Cutting the Distance in Distance Education: Reflections on the Use of E-Technologies in a New Zealand Social Work Program     

Nicky Stanley-Clarke  Awhina English  Polly Yeung 《Journal of Teaching in Social Work》2018,38(2):137-150

ABSTRACT

The development of new e-technologies and an increased focus on developing distance social work education programs has created the impetus for social work educators to consider the tools they can employ in delivering distance courses. This article reflects on an action learning research project involving the development of an online toolbox of e-technologies to support social work educators in the delivery of distance courses. It highlights the opportunities and challenges when considering the integration of e-technologies as part of social work education.  相似文献   

Orientations to Enrolment of Part-time Students: A classification system based upon students' perceived lifelong learning needs     

David Kember  Richard Armour  Winnie Jenkins  Doris Y. P. Leung  Natalia Li  Kwok Chi Ng 《高等教育研究与发展》2001,20(3):265-280

This article develops a classification system for the orientations to enrolment of part-time students based upon their practical lifelong learning needs. Orientation to enrolment is seen as a complex construct embodying all the reasons, purposes, expectations and motivations that cause students to pick a particular course and elect to study by the part-time mode. Virtually all of the interviewed students had a vocational orientation so some previously used categorisation schemes were not suitable. Instead seven categories relating to lifelong learning needs provided a scheme which covered the cases and related well to explanations given by interviewees for enrolling in the courses. These were re-training or further development for those who need to make a career shift; education for professionals who need to undertake continuing professional development through their careers; an opportunity for a tertiary education for those who did not previously have the chance; an education at the tertiary level for those who did not do sufficiently well at school to qualify for direct entry to university; an alternative to mainstream education; education for adults; and learning for pleasure throughout the lifetime.  相似文献   

A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts     

Yeung  Kam Leung  Carpenter  Shana K.  Corral  Daniel 《Educational Psychology Review》2021,33(4):1583-1630

Educational Psychology Review - Rapid advances in technology during the last few decades have provided a multitude of new options for teaching and learning. Although technology is being widely...  相似文献   

A retrospective study of a hybrid document-context based retrieval model     

H.C. Wu  Robert W.P. Luk  K.F. Wong  K.L. Kwok 《Information processing & management》2007

This paper describes our novel retrieval model that is based on contexts of query terms in documents (i.e., document contexts). Our model is novel because it explicitly takes into account of the document contexts instead of implicitly using the document contexts to find query expansion terms. Our model is based on simulating a user making relevance decisions, and it is a hybrid of various existing effective models and techniques. It estimates the relevance decision preference of a document context as the log-odds and uses smoothing techniques as found in language models to solve the problem of zero probabilities. It combines these estimated preferences of document contexts using different types of aggregation operators that comply with different relevance decision principles (e.g., aggregate relevance principle). Our model is evaluated using retrospective experiments (i.e., with full relevance information), because such experiments can (a) reveal the potential of our model, (b) isolate the problems of the model from those of the parameter estimation, (c) provide information about the major factors affecting the retrieval effectiveness of the model, and (d) show that whether the model obeys the probability ranking principle. Our model is promising as its mean average precision is 60–80% in our experiments using different TREC ad hoc English collections and the NTCIR-5 ad hoc Chinese collection. Our experiments showed that (a) the operators that are consistent with aggregate relevance principle were effective in combining the estimated preferences, and (b) that estimating probabilities using the contexts in the relevant documents can produce better retrieval effectiveness than using the entire relevant documents.  相似文献   

P2P searching trends: 2002–2004     

Sai Ho Kwok 《Information processing & management》2006

This paper presents the trends of searching queries by users from peer-to-peer (P2P) networks over an 18-month period from July 2002 to January 2004. Four data sets of search queries collected from Gnutella were studied to describe the searching trends. Major findings include (1) the percentage of duplicate queries ranging from 34% to 68% of total queries; (2) an increase in non-English queries; (3) an approximately half of searching queries specified for video or audio file types; (4) the stop word “the” accounting for one-third of total stop words; (5) the shift of queries from audio to video; and (6) P2P users demanding for timely entertainment and porn materials. Based on the findings, it is worthwhile for P2P developers to consider (1) system design that allows effective searching using multiple languages; and (2) techniques that eliminate stop words for faster searching.  相似文献   

Technology integration for young children during COVID-19: Towards future online teaching     

Xinyun Hu  Ming Ming Chiu  Wai Man Vivienne Leung  Nicola Yelland 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(4):1513-1537

  相似文献   

Indexing response to intervention: a longitudinal study of reading risk from kindergarten through third grade     

Simmons DC  Coyne MD  Kwok OM  McDonagh S  Ham BA  Kame'enui EJ 《Journal of learning disabilities》2008,41(2):158-173

In this study, response to intervention and stability of reading performance of 41 kindergarten children identified as at risk of reading difficulty were evaluated from kindergarten through third grade. All students were assessed in the fall of each academic year to evaluate need for intervention, and students who fell below the 30th percentile on criterion measures received small-group supplemental intervention. Measures included a combination of commercial normative referenced measures and specific skill and construct measures to assess growth or change in reading risk status relative to 30th percentile benchmarks. Results indicated that consistent with the findings of prior research involving students with comparable entry-level performance, the majority of children identified as at risk in the beginning of kindergarten responded early and positively to intervention. On average, absolute performance levels at the end of kindergarten positioned students for trajectories of later reading performance that exceeded the 50th percentile on the majority of measures. Moreover, changes in risk status that occurred early were generally sustained over time. Only oral reading fluency performance failed to exceed the 30th percentile for the majority of students.  相似文献   

The Development of Diploma in Education Student Teachers’ Mathematics Pedagogical Content Knowledge     

Suat Khoh Lim-Teo  Kwee Gek Chua  Wai Kwong Cheang  Joseph K. Yeo 《International Journal of Science and Mathematics Education》2007,5(2):237-261

Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It is the objective of mathematics methodology courses in teacher preparation programmes to begin the development of MPCK in their pre-service teachers. As part of a research study on the development of MPCK in primary school beginning teachers, a 16-item instrument was developed to measure some aspects of the MPCK for teaching mathematics at primary level. The instrument was administered to the 2003 Intake of the Diploma in Education student teachers at the National Institute of Education, Singapore just at the beginning of their programme. As they completed their methodology course in February 2005, the instrument was administered again. This paper will discuss the findings concerning their performance in these two tests, with reference to the overall performance as well as topic-specific and MPCK construct-specific performance. The findings indicate that student teachers at the beginning of their programmes are generally quite weak in their mathematics pedagogical content knowledge, as might be expected. There was significant improvement in some aspects of their MPCK on completion of their mathematics pedagogy course.  相似文献   

Beyond competition: a comparative review of conceptual approaches to international student mobility     

William Yat Wai Lo 《Globalisation, Societies & Education》2019,17(3):261-273

The existing literature offers an instrumentalist approach that focuses on how economic rationality underlies international student mobility (ISM). In response to these instrumentalist accounts, a critical approach emerges and reemphasises the importance of humanity and human rights in ISM and the process of internationalisation of higher education. However, this paper argues that these critical perspectives are insufficient to address the non-instrumental values of ISM. To address this argument, the paper uses the capability approach to reframe the meanings of ISM, thereby broadening the conceptual approaches to this aspect of internationalisation of higher education. Specifically, the paper suggests that international mobility is a way to promote individual freedom. On the conceptual basis of the capability approach, the paper identifies three interrelated orientations for future research on the impact of mobility on international students.  相似文献   

Endogenous peer effects: Fact or fiction?     

Ryan Yeung  Phuong Nguyen-Hoang 《The Journal of educational research》2016,109(1):37-49

The authors examine endogenous peer effects, which occur when a student's behavior or outcome is a function of the behavior or outcome of his or her peer group. Endogenous peer effects have important implications for educational policies such as busing, school choice and tracking. In this study, the authors quantitatively review the literature on endogenous peer effects through the use of meta-analytic methods. They find a significant and positive endogenous peer effect. It appears to be a genuine empirical effect but is dependent on the measure of educational outcomes, the peer group, publication status, and publication year.  相似文献