Digital equity in cultural context: exploring the influence of Confucian heritage culture on Hong Kong families     

Allan H. K. Yuen  Jae Hyung Park  Lu Chen  Miaoting Cheng 《Educational technology research and development : ETR & D》2017,65(2):481-501

Our study examines digital equity in a cultural context. Many studies have used classic analytical variables such as socioeconomic status and gender to investigate the problem of unequal access to, and more recently differences in the use of, information and communication technology (ICT). The few studies that have explored cultural variables have usually focused on theory or considered culture as a background dimension. Our study’s central thesis is that cultural context plays a crucial role in shaping parents’ ICT-related child-rearing practices. In a case study of 22 Chinese students who share the Confucian heritage of Hong Kong, we demonstrate the importance of cultural dimensions of students’ ICT use, and examine how cultural values are associated with digital equity. Our findings reveal that Confucian values influence aspects of family/social relationships, in particular whether students receive adequate and appropriate ICT resources and use ICT effectively, which are essential aspects of digital equity.  相似文献   

Effects of different types of instructor comments in online discussions     

Kyungbin Kwon  Su Jin Park  Suhkyung Shin  Chae Young Chang 《Distance Education》2019,40(2):226-242

The current study examined the effects of different types of instructor comments on student engagement in an online discussion. In particular, this study examined three comment types: (1) praise-oriented comments, agreeing with students’ initial messages and recapping their ideas, (2) elaboration-encouraging comments, requesting elaboration on the initial messages, and (3) perspective-widening comments, suggesting different or thought-provoking opinions responding to the initial messages. Seventeen graduate students enrolled in an online course were recruited. A content analysis was employed to evaluate the levels of knowledge construction. Interactivity was measured by the number of posts and idea units. The findings revealed that perspective-widening comments facilitated students’ evaluation on the peer postings and brought up diverse perspectives, contributing to knowledge construction. While elaboration-encouraging comments led to high interactivity among students, praise-oriented comments had no significant effect on the frequency of interactivity.  相似文献   

Lessons for co-innovation in agricultural innovation systems: a multiple case study analysis and a conceptual model     

Simon J. Fielke  Neels Botha  Janet Reid  David Gray  Paula Blackett  Nicola Park 《The Journal of Agricultural Education and Extension》2018,24(1):9-27

Purpose: This paper highlights important lessons for co-innovation drawn from three ex-post case study innovation projects implemented within three sub-sectors of the primary industry sector in New Zealand.

Design/methodology/approach: The characteristics that fostered co-innovation in each innovation project case study were identified from semi-structured interviews conducted with key stakeholders in each project, iterative discussions to confirm the findings and secondary document analysis. Common themes from the three cases are examined in relation to innovation system structure and function analysis and agricultural innovation system (AIS) literature. This study builds on the literature attempting to overcome methodological challenges in the applied AIS research space.

Findings: The findings have implications for co-innovation in practice; that there needs to be network-level capability and legitimacy, an understanding of priorities between actors, and adequate resources, to ensure proposed outcomes are likely to be attained.

Practical implications: Practically, project leaders need to ensure they embed an appropriate mix of actors in the research program and they also need to create and encourage room for open and honest dialogue between these actors to develop a shared vision of the future.

Theoretical implications: A conceptual model is developed to highlight and simplify lessons that can inform future projects involving co-innovation approaches to create value in the primary industries and AIS more generally. This model is unique to the applied AIS research space and provides new insights on enhancing the potential value of a co-innovation approach.

Originality/value: The paper adds to current scholarly debates and provides insight to key actions stakeholders need to take to foster co-innovation processes for successful outcomes in extension.  相似文献   

Parent and School Partnerships in Supporting Literacy and Numeracy   总被引：1，自引：0，他引：1  

Elizabeth Warren  Janelle Young 《Asia-Pacific Journal of Teacher Education》2002,30(3):217-228

This study examined home literacy and numeracy practices. It also focused on the roles of home and school in fostering Year 3 children's literacy and numeracy development in Australian schools. A parent survey of 95 parents from four schools, and focus interviews of parents, teachers and a school administrator within one school, provided the data for this study. Results showed that parents helped their children with literacy and numeracy at home. Most of this assistance is given with reading, some with writing and some with routine mathematics. Both parents and school personnel held the children's learning interests at heart and advocated for the formation of parent/school partnerships. Yet the discourses relating to school and home roles for assisting children's literacy and numeracy development provided contrasting views. Implications for school personnel are drawn from the results of this study.  相似文献   

Imagery, Action, and Young Children's Spatial Orientation: It's Not Being There That Counts, It's What One Has in Mind   总被引：2，自引：0，他引：2  

John J. Rieser  Anne E. Garing  Michael F. Young 《Child development》1994,65(5):1262-1278

Young children typically fail when asked to judge how objects would look if they moved or changed shape, and this has been taken to mean that they lack the competencies for dynamic imagery. We used a different approach to study young children's imagination and found evidence of much earlier competence. Across 6 experiments, people were asked to imagine familiar surroundings and anticipate their spatial orientation from different observation points there. In the first 2 experiments, children (2 1/2-9-year-olds) and their parents sat at home and were asked to call to mind knowledge of their (child's) classroom relative to the perspective at their (child's) seat at (pre)school. After this, subjects were asked to judge the perspective at the teacher's seat in each of 2 conditions. In the Locomotion Condition they were asked to imagine walking from their seat to the teacher's seat while physically walking a path that resembled the actual one in the remote classroom. In the Imagination-only Condition the instructions were the same but they were not accompanied with physical walking. Children 3 1/2 years of age and older, like the adults, were accurate and rapid in the Locomotion Condition. In the Imagination-only Condition the children almost never judged perspective correctly; the adults responded accurately but slowly. These findings were replicated and extended across 4 additional experiments designed to clarify the operating principles that link perceiving, imagining, and acting.  相似文献   

Comparative Methodology and Postmodern Relativism     

Robert Young 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):497-505

The author addresses the problems of conducting comparative studies in education if one adopts a viewpoint of postmodern relativism. While acknowledging the value of postmodernist thought in opening up a new understanding of the educational process, he finds that postmodernism raises difficulties when one attempts to deal with the differences and interactions between cultures. He rejects the extremes of both relativism and universalism and argues that comparative studies should be based on a balance between the two.  相似文献   

Exploring the communication preferences of MOOC learners and the value of preference-based groups: Is grouping enough?     

Qing Zhang  Kyle L. Peck  Adelina Hristova  Kathryn W. Jablokow  Vicki Hoffman  Eunsung Park  Rebecca Yvonne Bayeck 《Educational technology research and development : ETR & D》2016,64(4):809-837

  相似文献   

Instructional conditions for using dynamic visual displays: a review   总被引：2，自引：0，他引：2  

Ok-Choon Park  Reginald Hopkins 《Instructional Science》1992,21(6):427-449

A review of research related to the learning effect of dynamic versus static visual displays in media-based instruction is presented. The analysis reveals that the dynamic visual display (DVD) is generally more effective than the static visual display (SVD). However, the research findings do not consistently support the superior effect of DVDs. These conflicting findings seem to be related to the different theoretical rationales and methodological approaches used in various studies and suggest that the use of DVDs should be determined selectively. From the literature review and theoretical discussions about instructional functions of DVDs, we propose six instructional conditions under which DVDs can be effectively used. The conditions are for: (a) demonstrating sequential actions in a procedural task; (b) simulating causal models of complex system behaviors; (c) explicitly representing invisible system functions and behaviors; (d) illustrating a task which is difficult to describe verbally; (e) providing a visual analogy for an abstract and symbolic concept, and (f) obtaining attention focused on specific tasks or presentation displays. Finally, several important considerations for the design and presentation of DVDs are discussed.  相似文献   

Effects of discussion representation: comparisons between social and cognitive diagrams     

Kyungbin Kwon  Su Jin Park 《Instructional Science》2017,45(4):469-491

An online discussion facilitates students’ higher order thinking in online classes, especially when adopted with the instructor’s guidance. The current experimental study examined the effects of two different discussion representation tools (social and cognitive diagrams) on students’ discussion behaviors. The social diagram emphasized interactivity of participants by illustrating who posted messages and who replied. The cognitive diagram described how discussion topic evolved by summarizing main topics discussed. Thirteen graduate students enrolled in an online graduate course participated in the study. While analyzing five instructional cases, students were asked to discuss each case in a group that the instructor assigned randomly. For each case, one group was provided with the social diagram whereas the other with the cognitive diagram. Major findings revealed both tools facilitated online discussion activities as the instructor intended: the social diagram turned out to promote socially desirable responses while the cognitive diagram produced more cognitively desirable responses. Further studies on how the two types of discussion diagrams can be integrated in online discussions will be needed.  相似文献   

Predicting pre-service teachers’ intention of implementing peer assessment for low-achieving students     

Su?Yon?Yim  Young?Hoan?ChoEmail author 《Asia Pacific Education Review》2016,17(1):63-72

Despite the benefits of peer assessment, many teachers are not willing to implement it, particularly for low-achieving students. This study used the theory of planned behaviour to predict pre-service teachers’ intention to use peer assessment for low-achieving students. A total of 229 pre-service teachers in Singapore participated in the survey which consists of eight factors about peer assessment in writing: belief of knowledge source, belief of ability, belief of constructivist assessment, attitude, subjective norm, perceived behaviour control, behavioural intention, and intention for low-achieving students. Structural equation modelling was used to test hypothesized relationships of the eight factors. This study found that pre-service teachers’ beliefs about knowledge source and constructivist assessment significantly influenced their attitude towards peer assessment of writing. In addition, the attitude and perceived behaviour control were significant factors in shaping the intention of peer assessment. Lastly, pre-service teachers’ intention of implementing peer assessment for low-achieving students was influenced by both the intention of peer assessment and the belief of ability.  相似文献