The influence of prior knowledge and viewing repertoire on learning from video     

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   

Building Communities of Peace: The South African Experience     

Ashraf Kagee  Anthony V. Naidoo  Sherine Van Wyk 《International journal for the advancement of counseling》2003,25(4):225-233

While political conflicts in many countries have resulted in large-scale destruction and loss of life, South Africa has been successful in avoiding a violent conflict following the demise of apartheid. The Truth and Reconciliation Commission (TRC) has been seen as an important mechanism contributing to South Africa's successful management of its political challenges. Yet, the legacy of apartheid continues beyond the work of the TRC, and several social problems such as poverty, unemployment, crime, and substance abuse continue to affect many South African communities. Psychology is uniquely poised to assist in addressing these social problems and in contributing to the development of a community of peace. Academic psychology departments have responded by implementing an undergraduate programme aimed at training professional counsellors to respond to community needs in post-apartheid South Africa. This paper surveys the present political landscape in South Africa, examines the work of the TRC as a psychological change catalyst and peace building mechanism, and calls attention to the role of psychology in contributing to national development.  相似文献   

On-line Learning at Universities in Developing Countries: From Leap-frogging to Antelope-jumping—Specific Needs and Solutions     

Sylvia van de Bunt-Kokhuis 《Higher Education in Europe》2001,26(2):241-246

Virtual universities, or at least the on-line delivery of tertiary-level courses, offer tremendous possibilities to the developing countries of the South to raise their educational levels. Countries that lack a sound higher education infrastructure can thereby tap the resources of the more developed countries. They can also use the resources of the information and communication technologies to transmit educational offerings to isolated areas and/or areas in which local higher education possibilities are not available. But there are problems. The telecommunications networks, which are almost always owned and headquartered in the developed countries of the North, charge exorbitant rates for their services. Courses and courseware designed in developed countries are frequently not suitable, from a cultural point of view, for use in the developing countries in the South. These should be designed locally, and local teachers need to be retrained to work in a virtual teaching environment. Despite problems, virtual learning offers a chance for the developing world to surge ahead.  相似文献   

发展极理论与梯度开发理论在桂北经济建设中的运用     

李光德 《内蒙古师范大学学报(哲学社会科学版)》2001,30(4):35-37

笔者从发展极理论和梯度开发理论出发，论证了桂北经济的发展是综合运用发展极与梯度开发理论并实现两者高度结合的结果，为发展桂北经济而提出了“旅游立市、工业强市、商贸富市、科教兴市、外向带动”战略方针正是发展极理论与梯度开发理论在实际中的应用，在运用中必须把握极理论与梯度开发理论的政策要点。  相似文献   

A two‐component growth mindset intervention for young people with SEND     

Eloise de Carvalho  Yvonne Skipper 《Journal of Research in Special Educational Needs》2020,20(3):195-205

Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities (SEND), a group who are more likely to endorse a fixed mindset, experience lower academic self‐concept and academic resilience, and be at risk of negative stereotyped attitudes. This quasi‐experimental study implemented a 10‐week PSHE programme as well as dedicated lessons with adapted classroom practices, for example, task framing and feedback, to promote the growth mindset message to young people with SEND (N = 18). Analyses of pre‐ to post‐intervention measures demonstrated moderate evidence for the intervention having increased students’ endorsement of the growth mindset, as well as anecdotal evidence for increased academic self‐concept, academic resilience and positive attitudes to disability. However, these effects were not sustained in follow‐up measures conducted 7 weeks post‐intervention. The intervention did not improve students’ academic performance. Although preliminary, findings demonstrate the viability of growth mindset interventions for children and young people with SEND, but suggest that interventions should be maintained for longer‐lasting effects.  相似文献   

Educating women about HIV/AIDS: some international comparisons     

Donna Bulman  Diana Coben  Nguyen Van Anh 《Compare》2004,34(2):141-159

This paper describes current trends in the HIV/AIDS epidemic. It looks at issues and strategies involved in educating women about HIV/AIDS in the context of the global pandemic, focusing particularly on Canada and Vietnam. These strategies are essential steps in preventing the spread of HIV and in caring for those who have already developed AIDS. The strategies identified include the formulation of public policy within Canada, Vietnam, and the UK which would strive to eliminate inequality and discrimination, while at the same time positioning HIV/AIDS education within a gender‐sensitive perspective. Other educational strategies include teaching women how to practise negotiated safety while understanding the power dynamics within which safer sex must occur, being sensitive to local cultures and moving away from individualistic programmes towards programmes that focus on structural inequalities.  相似文献   

Factors affecting student success at the National Open University of Venezuela     

Katia Siqueira de Freitas  Patrick Lynch 《Distance Education》1986,7(2):191-200

This study analyzed the effect of selected variables on attrition in the Introductory Course of the National Open University of Venezuela. The findings suggested that noninstitutional variables accounted for the largest proportion of variance of student completion. Counseling and course redesign may enhance students’ motivation to persist successfully.  相似文献   

Eye-Movement Control in RAN and Reading     

Victor Kuperman  Julie A. Van Dyke  Regina Henry 《Scientific Studies of Reading》2016,20(2):173-188

The present study examined the visual scanning hypothesis, which suggests that fluent oculomotor control is an important component underlying the predictive relationship between Rapid Automatized Naming (RAN) tasks and reading ability. Our approach was to isolate components of saccadic planning, articulation, and lexical retrieval in 3 modified RAN tasks. We analyzed 2 samples of undergraduate readers (ages 17–27). We evaluated the incremental contributions of these components and found that saccadic planning to nonlinguistic stimuli alone explained roughly one third of the variance that conventional RAN tasks explained in eye movements registered during text reading for comprehension. We conclude that the well-established predictive role of RAN for reading performance is in part due to the individual ability to coordinate rapid sequential eye movements to visual nonlinguistic stimuli.  相似文献   

Integrating assessment tasks in a problem‐based learning environment   总被引：1，自引：0，他引：1  

David Gijbels  Gerard van de Watering  Filip Dochy 《Assessment & Evaluation in Higher Education》2005,30(1):73-86

The purpose of this study was to get more insight in the effects of written assessment tasks integrated in a problem‐based learning environment. Both the influence on students' performances and students' perceptions were investigated. Students' final exam results were used to find out whether students who make the assessment tasks do better than students who do not. Answers from questionnaires and semi‐structured interviews were used to discover the most important concerns in students' and teachers' perceptions of the assessment tasks. The results indicate that making the assessment tasks had positive influence on the students' overall performance. From the questionnaires and interviews it appears that both the students and the teachers see the benefits of the assessment tasks. It is concluded that small steps in the change of the assessment system can result in relatively big changes in students' learning and results.  相似文献   

Key actions of successful summer research mentors     

D. Raj Raman  Brandi N. Geisinger  Mari R. Kemis  Arlene de la Mora 《Higher Education》2016,72(3):363-379

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