Le Retour sur le Texte dans l’Activité Rédactionnelle Précoce     

Annie Piolat 《European Journal of Psychology of Education - EJPE》1988,3(4):449-459

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Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience?     

Elson Szeto  Annie Y. N. Cheng 《Interactive Learning Environments》2016,24(3):487-503

A synchronous blend of online learning and “face-to-face” teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were explored for enhancing learning. A qualitative approach was adopted using the case study method to examine the instructor and students’ pedagogic interactions in the social presence of a blended synchronous learning environment. This paper reports an exploration of the blended learning with an online group of students at a remote site attending a computer-aided engineering drawing course synchronously with a face-to-face group taught by an instructor in a laboratory. The process of interaction was visually and verbally mediated by videoconference as if in an online face-to-face learning community. The findings show that the online and face-to-face groups had different social presence experiences in which interaction emerged. Emotional adaptation and practice is needed for the students and the instructor in such a complex environment. Based on the interaction patterns, a framework of interactions in the blended synchronous learning environment is conceptualised to inform course development and instructional design. Implications for further study are also discussed.  相似文献   

Some multiplicative structures in elementary education: a view from relational paradigm     

Polotskaia  Elena  Savard  Annie 《Educational Studies in Mathematics》2021,106(3):447-469

Educational Studies in Mathematics - The multiplicative reasoning that students should develop in elementary school is a key area of research in contemporary mathematics education. Researchers...  相似文献   

Creating a Role for Embedded Librarians Within an Active Learning Environment     

Dawn E. Hackman  Marcia J. Francis  Erika Johnson  Annie Nickum  Kelly Thormodson 《Medical reference services quarterly》2017,36(4):334-347

In 2013, the librarians at a small academic health sciences library reevaluated their mission, vision, and strategic plan to expand their roles. The school was transitioning to a new pedagogical culture and a new building designed to emphasize interprofessional education and active learning methodologies. Subsequent efforts to implement the new strategic plan resulted in the librarians joining curriculum committees and other institutional initiatives, such as an Active Learning Task Force, and participating in faculty development workshops. This participation has increased visibility and led to new roles and opportunities for librarians.  相似文献   

Dynamic motivated processing of emotional trajectories in public service announcements     

Justin Robert Keene  Annie Lang 《Communication monographs》2016,83(4):468-485

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Achievement Profiles of Students in High School Vocational Training Programs     

Annie Dubeau  Isabelle Plante  Mariane Frenay 《Vocations and Learning》2017,10(1):101-120

Vocational training (VT) allows young people to receive specialized training in a short period and enter the labor market with a qualification. However, VT is often seen as an unglamorous educational route, despite the fact that there are few admission requirements and that it prepares students for jobs with good conditions. Furthermore, the characteristics of VT students have been poorly documented empirically. To fill this gap, this study first examined the achievement profiles of 368 VT students based on three criteria: academic performance, academic persistence, and behavioral engagement. A two-step classification provided four groups: three profiles of students who persisted and successfully completed their training program and a fourth profile of students who withdrew from their program. The motivational and individual characteristics of the students from each profile were then examined based on six variables: motivation (self-efficacy and task value [importance, interest, cost, and perceived utility value of the training program]), gender, and age. The results showed that the profiles differed based on all the characteristics examined except student gender. Overall, the data contribute to better understanding the characteristics of VT students, which may guide teaching practices to better ensure the success of these students.  相似文献   

Book reviews     

T. Neville Postlethwaite  Lise Vislie  Maurice Saliba  A. J. Cropley  Pedro T. Orata  G. J. Warnock  James Lynch  Arthur Hearnden  G. de Landsheere  I. D. Zverev  Godfrey N. Brown  Yung H. Park  Annie Vinokur  Richard J. Shavelson  Jindra Kulich  Walter Hahn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(1):139-166

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Integrated and Predictive Systems for Preventive Conservation     

Matteo Calabrese  Nicoletta Odisio  Lorenzo Appolonia  Andrea Bernagozzi  Jean Marc Christille  Annie Glarey 《文物保护研究》2018,63(5):43-50

ABSTRACT

Forecasting the dynamics of alteration in materials, in particular the timescale of degradation, is relevant to preventive conservation, and great deal of effort has gone into developing new models for the kinetics of physical and chemical phenomena affecting materials. Creating monitoring systems able to assess the evolution of degradation processes that inform intervention programs is necessary to ensure the protection of historical and artistic heritage. The Research Unit for Integrated and Predictive Systems (SIP) is presented: it develops new tools and algorithms to study the alteration of materials using non-invasive techniques and passive monitoring, as well as new mathematical models to predict how the surfaces of materials degrade with time. The paper focuses on the Arch of Augustus and presents initial results from two virtual sensors used to ‘monitor’ environmental conditions outdoors. These systems do not need a permanent, invasive network of sensors in situ. They rely instead on local infrastructure for measuring air quality, and adopt smart information fusion algorithms to predict the environment around the cultural heritage site. Virtual sensors can provide an effective control system that highlights specific conditions linked to specific forms of alteration.  相似文献   

Ally,Advocate, Activist: Semester-long civic engagement in the basic communication course     

Meridith I. Styer  Lindsey B. Anderson  Annie Laurie Nichols 《Communication Teacher》2018,32(4):231-235

Courses: Basic communication course.

Objectives: Using the Ally, Advocate, Activist framework in a basic communication course will help students apply course concepts to their lives and communities. This framework helps students practice civic engagement while mastering the skills that are typically tested for assessment purposes in the basic communication course.  相似文献   

Passage independence within standardized reading comprehension tests     

Annie Roy-Charland  Gabrielle Colangelo  Victoria Foglia  Leïla Reguigui 《Reading and writing》2017,30(7):1431-1446

In tests used to measure reading comprehension, validity is important in obtaining accurate results. Unfortunately, studies have shown that people can correctly answer some questions of these tests without reading the related passage. These findings bring forth the need to address whether this phenomenon is observed in multiple-choice only tests or in those that employ open-ended questions. Three common standardized reading comprehension tests were examined: the WIAT-III, the CAAT, and the Nelson–Denny. The WIAT-III is composed of open-ended questions, while the other two tests utilize multiple-choice questions. All participants were instructed to answer the questions to the best of their ability, without access to the related passage. The results revealed that participants correctly answered the questions at a significantly higher rate than by chance for the multiple-choice, which supports the independency issue. For the open-ended questions, participants still answered with 18% accuracy, without the passages.  相似文献