Metacognition research and theory: Analysis and implications for instructional design   总被引：1，自引：0，他引：1  

Mohamed E. Osman  Michael J. Hannafin 《Educational technology research and development : ETR & D》1992,40(2):83-99

Metacognition, a construct with strong empirical and theoretical foundations, is integral to successful learning. Research on metacognition has provided convincing evidence supporting its importance in the instruction and learning processes. In this article, research on several aspects of metacognition are briefly reviewed and analyzed, examples of metacognitive strategies are provided, and implications for instructional design are described.  相似文献   

Comparative education and sociological thought in the Arab region,with special reference to the work of ALECSO     

Abdel Moneim Mohamed Osman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(4):483-495

This paper examines the work done in the field of comparative education in the Arab region and analyses its conceptual and theoretical assumptions. It also analyses the work done by the Arab League Educational, Cultural and Scientific Organisation (ALESCO). The author argues that there is very little influence from sociology on the comparative education research carried on in the Arab region, though there is some influence from the functionalist school. There is heavy reliance on the economics of education, especially in the work of those utilising the concept of human capital. Most of the research carried out is practice-oriented research, aiming at policy formation and the provision of factual data for policy-makers, and mainly concerned with the internal working of educational systems in the Arab region.

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Zusammenfassung Dieser Artikel untersucht die auf dem Gebiet der vergleichenden Erziehungswissenschaft in der arabischen Region geleistete Arbeit und analysiert ihre konzeptuellen und theoretischen Voraussetzungen. Außerdem werden die Tätigkeiten der Educational, Cultural and Scientific Organisation der arabischen Liga (ALECSO) analysiert. Es wird festgestellt, daß die Soziologie sehr wenig Einfluß auf die vergleichende erziehungswissenschaftliche Forschung in der arabischen Region ausgeübt hat; nur die funktionalistische Schule hat sich bis zu einem gewissen Grade ausgewirkt. Starker Nachdruck liegt auf der Bildungsökonomie, vor allem in der Arbeit von Wissenschaftlern, die das Konzept menschliches Kapital benutzen. Überwiegend ist die betriebene Forschung praxis-orientiert. Ihr Ziel ist, zur Erarbeitung einer Bildungspolitik beizutragen und den Bildungspolitikern faktisches Material zu liefern. Daher befaßt sie sich hauptsächlich mit dem internen Erziehungswesen der betreffenden Länder in der arabischen Region.

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Résumé Cet article examine le travail effectué dans le domaine de l'éducation comparée dans les Etats arabes et analyse ses présomptions conceptuelles et théoriques ainsi que le travail de l'Organisation Arabe pour l'Education, la Culture et la Science (ALECSO). L'auteur soutient que la sociologie n'exerce qu'une influence très restreinte sur la recherche concernant l'éducation comparée menée dans les Etats arabes, quoique l'on y constate une certaine influence de l'école fonctionnelle. On place une grande confiance dans l'économie de l'éducation, surtout dans le travail de ceux qui utilisent le concept de capital humain. La majeure partie de la recherche est orientée vers la pratique, visant à l'élaboration d'une politique d'action, à la fourniture de données factuelles aux décisionnaires, et elle s'intéresse surtout au travail interne des systèmes d'éducation dans les Etats arabes.

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Toward Educational Requirements Model for Mobile Learning Development and Adoption in Higher Education     

Mohamed Sarrab  Hafedh Al-Shihi  Bader Al-Manthari  Hadj Bourdoucen 《TechTrends》2018,62(6):635-646

Mobile learning (M-learning) is a learning paradigm that utilizes the advantages of mobility and wireless technologies in the learning and education process. It can be characterized by the ability to support and provide strong interaction between learners and instructors, offering high levels of learning motivation, collaboration, and flexibility to the learning activities. Despite the increased popularity of M-learning, there is no complete and well-defined set of educational requirements for M-learning in higher education which considers both instructional design and M-learning design. Therefore, this paper proposes a new educational requirements model for M-learning development and adoption in higher education. This set of requirements has been built from a literature study with focus on standards for learning and mobile application software quality and guidelines. This work presents the results of applying the proposed set of educational requirements on three different M-learning systems. Instructional designers and educational software developers may find the requirements useful in the development of M-learning systems. The effort described is part of an Omani-funded research project investigating the development, adoption and dissemination of M-learning in Oman.  相似文献   

Model reference control of LPV systems     

Ali Abdullah  Mohamed Zribi 《Journal of The Franklin Institute》2009,346(9):777-871

This paper deals with the problem of model reference control for linear parameter varying (LPV) systems. The LPV systems under consideration depend on a set of parameters that are bounded and available online. The main contribution of this paper is to design an LPV model reference control scheme for LPV systems whose state-space matrices depend affinely on a set of time-varying parameters that are bounded and available online. The design problem is divided into two subproblems: the design of the coefficient matrices of the controller and the design of the gain of the state feedback controller for LPV systems. The singular value decomposition is used to obtain the coefficient matrices, while the linear matrix inequality methodology is used to obtain the parameter-dependent state feedback gain of the control scheme. A simple numerical example is used to illustrate the proposed design and a coupled-tank process example is used to demonstrate the usefulness and practicality of the proposed design. Simulation and experimental results indicate that the proposed scheme works well.  相似文献   

Effectiveness and time-course adaptation of resistance training vs. plyometric training in prepubertal soccer players     

Yassine Negra  Helmi Chaabene  Thomas Stggl  Mehrz Hammami  Mohamed Souhaiel Chelly  Youns Hachana 《运动与健康科学(英文)》2020,9(6):620-627

PurposeThis study aimed to assess the effectiveness and time course for improvements in explosive actions through resistance training (RT) vs. plyometric training (PT) in prepubertal soccer players.MethodsThirty-four male subjects were assigned to: a control group (n = 11); an RT group (5 regular soccer training sessions per week, n = 12); a PT group (3 soccer training sessions and 2 RT sessions per week, n = 11). The outcome measures included tests for the assessment of muscle strength (e.g., 1 repetition maximum half-squat test), jump ability (e.g., countermovement jump, squat jump, standing long jump, and multiple 5 bounds test), linear speed (e.g., 20 m sprint test), and change of direction (e.g., Illinois change of direction test).ResultsThe RTG showed an improvement in the half-squat (Δ = 13.2%; d = 1.3, p < 0.001) and countermovement jump (Δ = 9.4%; d = 2.4, p < 0.001) at Week 4, whereas improvements in the 20-m sprint (Δ = 4.2%; d = 1.1, p < 0.01); change of direction (CoD) (Δ = 3.8%; d = 2.1, p < 0.01); multiple 5 bounds (Δ = 5.1%; d = 1.5, p < 0.05); standing long jump (Δ = 7.2%; d = 1.2, p < 0.01); squat jump (Δ = 19.6%; d = 1.5, p < 0.01); were evident at Week 8. The PTG showed improvements in CoD (Δ = 2.1%; d = 1.3, p < 0.05); standing long jump (Δ = 9.3%; d = 1.1, p < 0.01); countermovement jump (Δ = 16.1%; d = 1.2, p < 0.01); and squat jump (Δ = 16.7%; d = 1.4, p < 0.01); at Week 8 whereas improvements in the 20-m sprint (Δ = 4.1%; d = 1.3, p < 0.01); and multiple 5 bounds (Δ = 7.4%; d = 2.4, p < 0.001); were evident only after Week. The RT and PT groups showed improvements in all sprint, CoD, and jump tests (p < 0.05) and in half-squat performance, for which improvement was only shown within the RTG (p < 0.001).ConclusionRT and PT conducted in combination with regular soccer training are safe and feasible interventions for prepubertal soccer players. In addition, these interventions were shown to be effective training tools to improve explosive actions with different time courses of improvements, which manifested earlier in the RTG than in the PTG. These outcomes may help coaches and fitness trainers set out clear and concise goals of training according to the specific time course of improvement difference between RT and PT on proxies of athletic performance of prepubertal soccer players.  相似文献   

Robust integral backstepping control for sensorless IPM synchronous motor controller     

Mohamed Assaad Hamida  Alain Glumineau  Jesus de Leon 《Journal of The Franklin Institute》2012,349(5):1734-1757

In this paper, a sensorless speed control for interior permanent magnet synchronous motors (IPMSM) is designed by combining a robust backstepping controller with integral actions and an adaptive interconnected observer. The IPMSM control design generally requires rotor position measurement. Then, to eliminate this sensor, an adaptive interconnected observer is designed to estimate the rotor position and the speed. Moreover, a robust nonlinear control based on the backstepping algorithm is designed where an integral action is introduced in order to improve the robust properties of the controller. The stability of the closed-loop system with the observer–controller scheme is analyzed and sufficient conditions are given to prove the practical stability. Simulation results are shown to illustrate the performance of the proposed scheme under parametric uncertainties and low speed. Furthermore, the proposed integral backstepping control is compared with the classical backstepping controller.  相似文献   

Socio-cultural factors of teachers’ conceptions of knowledge: epistemic beliefs of Arab teachers     

Mohamed Taha Mohamed 《Teacher Development》2014,18(1):46-64

This research investigates aspects of epistemic beliefs of pre-service and in-service teachers in the United Arab Emirates, and how these beliefs might be related to factors such as teachers’ gender, location (where they live), and the subject they teach (humanities vs. science). A standardized Arabic version of the Epistemic Belief Inventory was administered to a group of 35 pre-service teachers and 52 in-service teachers. The results indicated that in-service teachers had more sophisticated beliefs than pre-service teachers on Certainty of Knowledge, Omniscient Authority, and Innate Ability dimensions. Also, male teachers were found to be less sophisticated than female teachers and teachers from rural areas tended to think in a simpler way than teachers from urban areas. Although there was no main effect of subject, it significantly modified the effects of gender and location. The data showed the multidimensional nature of epistemic beliefs, and were discussed in the context of Arab/Emirati culture.  相似文献   

Fractional-order global sliding mode controller for an uncertain quadrotor UAVs subjected to external disturbances     

Moussa Labbadi  Yassine Boukal  Mohamed Cherkaoui  Mohamed Djemai 《Journal of The Franklin Institute》2021,358(9):4822-4847

In the present paper, the problem of designing a global sliding mode control scheme based on fractional operators for tracking a quadrotor trajectory is investigated. The model of the quadrotor system is given with disturbances and uncertainties. To converge in short finite time of the sliding manifold, a classical quadratic Lyapunov function was used and also a global stabilization of the quadrotor system is ensured. The proposed controller can be ensured the robustness against external disturbances and model uncertainties. Some scenarios are illustrated in this paper. Finally, a comparative study to three other controllers is provided to show the validity and feasibility of the proposed method.  相似文献   

Preparing teachers for a mobile world,to improve access to education     

Mohamed Ally  Margarete Grimus  Martin Ebner 《Prospects》2014,44(1):43-59

Recent statistics on the use of mobile technology proclaim that the world is becoming mobile. People use their phones to socialize, to conduct business, to search for information, and more. For the first time in history, people around the world have the potential to learn from any location at their own convenience. But first, education systems must change, to facilitate mobile access to education. As this article describes, the most important change will be training teachers, both in pre-service programmes and through professional development, to use the technology to design and deliver education and to create bridges to informal learning. The article also describes some projects around the world that are helping to prepare teachers for the mobile world, and some pilot projects using the technology. Most such research, however, is limited to short-term studies focusing on learners’ satisfaction with mobile learning. Future studies must consider its long-term benefits and its impacts on performance and retention. As mobile technologies emerge, teachers have to keep up with the changes so that they can take advantage of the power of the technology to design and deliver education.  相似文献   

Multidimensional model to assess the readiness of Saudi Arabia to implement evidence based child maltreatment prevention programs at a large scale     

Maha A. Almuneef  Mohamed Qayad  Ismail K. Noor  Majid A. Al-Eissa  Fadia S. AlBuhairan  Sarah Inam  Christopher Mikton 《Child abuse & neglect》2014

There has been increased awareness of child maltreatment in Saudi Arabia recently. This study assessed the readiness for implementing large-scale evidence-based child maltreatment prevention programs in Saudi Arabia. Key informants, who were key decision makers and senior managers in the field of child maltreatment, were invited to participate in the study. A multidimensional tool, developed by WHO and collaborators from several middle and low income countries, was used to assess 10 dimensions of readiness. A group of experts also gave an objective assessment of the 10 dimensions and key informants’ and experts’ scores were compared. On a scale of 100, the key informants gave a readiness score of 43% for Saudi Arabia to implement large-scale, evidence-based CM prevention programs, and experts gave an overall readiness score of 40%. Both the key informants and experts agreed that 4 of the dimensions (attitudes toward child maltreatment prevention, institutional links and resources, material resources, and human and technical resources) had low readiness scores (<5) each and three dimensions (knowledge of child maltreatment prevention, scientific data on child maltreatment prevention, and will to address child maltreatment problem) had high readiness scores (≥5) each. There was significant disagreement between key informants and experts on the remaining 3 dimensions. Overall, Saudi Arabia has a moderate/fair readiness to implement large-scale child maltreatment prevention programs. Capacity building; strengthening of material resources; and improving institutional links, collaborations, and attitudes toward the child maltreatment problem are required to improve the country's readiness to implement such programs.  相似文献