A System of Student Feedback: Considerations of Academic Staff Taken into Account     

Hulpiau  Veerle  Masschelein  Evelien  Van Der Stockt  Luc  Verhesschen  Piet  Waeytens  Kim 《Tertiary Education and Management》2007,13(1):35-45

As a consequence of the suspension of a system of yearly evaluations of individual courses with student questionnaires, the University of Leuven organised a broad consultation of the academic community focussing on what they expect from a system based on student feedback. The study revealed that this community attaches great importance to a clear definition of the goals of student feedback, improvement and accountability, and a logical translation of these goals into a concrete approach. The study also confirmed the need of academic staff for a concrete response to the importance they give to quality improvement and enhancement besides accountability.

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Self-regulated learning and the role of ePortfolios in business studies     

Lucía Morales  Amparo Soler-Domínguez  Valentina Tarkovska 《Education and Information Technologies》2016,21(6):1733-1751

Students’ work in ePortfolios was assessed through a case study supported by observation techniques and eQuestionnaires to gather data from a sample of eighty students over a period of 4 years (20 students per academic year). The main purpose of the study was to explore whether ePortfolios can be used efficiently to support the learning process of postgraduate business students taking a course where finance modules were a major component. The use, role and learning value of integrating ePortfolios into the learning process in a higher education institution was analysed over the period of study. The empirical findings suggest that ePortfolios could be used to facilitate and enhance students’ self-regulated learning. Additionally, the role of the instructor was found to be fundamental during early stages of the learning process to guide and coach students on how to use the tool. This role diminished as students became familiar with the course requirements. Overall, students judged the ePortfolio as being positive to their education, noting a significant improvement in their learning experience when compared to a traditional learning approach. The evidence suggests that ePortfolios could be used to support technical and complex modules in a controlled environment. At the same time, ePortfolios were found to be flexible enough to give students creative space by helping them to integrate their own ideas and views through their learning process. Students were also able to offer their instructors feedback on their learning achievements.  相似文献   

Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process?     

Rodríguez-Málaga  Lucía  Rodríguez  Celestino  Fidalgo  Raquel 《Reading and writing》2021,34(7):1769-1790

Reading and Writing - The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th...  相似文献   

Worldwide variation in the performance of children and adolescents: An analysis of 109 studies of the 20-m shuttle run test in 37 countries     

Tim Olds  Grant Tomkinson  Luc Léger  Georges Cazorla 《Journal of sports sciences》2013,31(10):1025-1038

Abstract

This study is a meta-analysis of 109 reports of the performance of children and adolescents on the 20-m shuttle run test (20-mSRT). The studies were performed in 37 countries and included data on 418,026 children, tested between 1981 and 2003. Results were expressed as running speed (km · h^?1) at the final completed stage of the 20-mSRT. Raw data were combined with pseudodata using Monte Carlo simulation. The 20-mSRT performances were expressed as z-scores relative to all children of the same age and sex from all countries. An overall “performance index” was derived for each country as the average of the age- and sex-specific z-scores for all children from that country. Factorial analysis of variance was used to compare scores among countries and regions, and between boys and girls of the same age. There was wide and significant (P < 0.0001) global variability in the performance of children. The best performing children were from the Northern European countries Estonia, Iceland, Lithuania, and Finland (0.6 – 0.9 standard deviations above the global average). The worst performing children were from Singapore, Brazil, USA, Italy, Portugal, and Greece (0.4 – 0.9 standard deviations below the global average). There is evidence that performance was negatively related to being overweight, as well as to a country's average temperature.  相似文献   

Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning,motivation and problem behavior     

Maarten Vansteenkiste  Eline Sierens  Luc Goossens  Bart Soenens  Filip Dochy  Athanasios Mouratidis  Nathalie Aelterman  Leen Haerens  Wim Beyers 《Learning and Instruction》2012,22(6):431-439

Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high autonomy support – clear expectations, low autonomy support – vague expectations, high autonomy support, and clear expectations. The teaching configuration characterized by perceived autonomy support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher autonomy support and teacher structure.  相似文献   

Part and whole practice: chunking and online control in the acquisition of a serial motor task     

Hansen S  Tremblay L  Elliott D 《Research quarterly for exercise and sport》2005,76(1):60-66

A four-component aiming movement was used to examine the relative effectiveness of part and whole practice. Following a pretest, participants were assigned to one of three practice groups. Participants in a "Whole" group practiced the four components together as a unit. A "No Overlap" group practiced the first two and last two components of the task, alternating every fifth trial. An "Overlap" group practiced the transition between the second and third components on every trial by alternating practice of the first three and last three components every five trials. Participants in all groups improved significantly from pretest to immediate posttest and maintained their performance over a 24-hr delay. Contrary to the "chunking hypothesis," participants in the No Overlap group improved as much as those in the other two groups. Kinematic data indicated that participants in all three groups learned to use response-produced feedback earlier in the individual movement trajectories. Moreover, participants appeared to acquire a general ability to make transitions between movement components rather than specific transitions. The results suggest that segmented or segmented "overlap" practice regimes may benefit learning movement sequences of short duration.  相似文献   

Too Odd (Not) to Be True? A Reply to Olsson   总被引：1，自引：0，他引：1  

Bovens  Luc; Fitelson  Branden; Hartmann  Stephan; Snyder  Josh 《The British journal for the philosophy of science》2002,53(4):539-563

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Sodium bicarbonate ingestion does not alter the slow component of oxygen uptake kinetics in professional cyclists   总被引：3，自引：0，他引：3  

Santalla A  Pérez M  Montilla M  Vicente L  Davison R  Earnest C  Lucía A 《Journal of sports sciences》2003,21(1):39-47

We examined the effects of pre-exercise sodium bicarbonate (NaHCO3) ingestion on the slow component of oxygen uptake (VO2) kinetics in seven professional road cyclists during intense exercise. One hour after ingesting either a placebo or NaHCO3 (0.3 g x kg body mass(-1)), each cyclist (age, 25 +/- 2 years; VO2max, 74.7 +/- 5.9 ml x kg(-1) x min(-1); mean +/- s) performed two bouts of 6 min duration at an intensity of 90% VO2max interspersed by 8 min of active recovery. Gas exchange and blood data (pH, blood lactate concentration and [HCO3-]) were collected during the tests. In both bouts, the slow component of VO2 was defined as the difference between end-exercise VO2 and the VO2 at the end of the third minute. No significant difference was found in the slow component of VO2 between conditions in the first (NaHCO3, 210 +/- 69 ml; placebo, 239 +/- 105 ml) or second trial (NaHCO3, 123 +/- 88 ml; placebo, 197 +/- 101 ml). In conclusion, pre-exercise NaHCO3 ingestion did not significantly attenuate the VO2 slow component of professional road cyclists during high-intensity exercise.  相似文献   

Transactional Links Between Teacher–Child Relationship Quality and Perceived Versus Sociometric Popularity: A Three‐Wave Longitudinal Study     

Steven De Laet  Sarah Doumen  Eleonora Vervoort  Hilde Colpin  Karla Van Leeuwen  Luc Goossens  Karine Verschueren 《Child development》2014,85(4):1647-1662

This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher–child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (M_age.wave1 = 9.26 years). Autoregressive cross‐lagged modeling was applied. Results stress the importance of peer relationships in shaping teacher–child relationships and vice versa. Higher sociometric popularity predicted more teacher–child support, which in turn predicted higher sociometric popularity, beyond changes in children's prosocial behavior. Higher perceived popularity predicted more teacher–child conflict (driven by children's aggressive behavior), which, in turn and in itself, predicted higher perceived popularity. The influence of the “invisible hand” of both teachers and peers in classrooms has been made visible.  相似文献   

The possibilities of exploring nontraditional datasets with young children     

Lucía Zapata-Cardona 《Teaching Statistics》2023,45(Z1):S22-S29

Today's world is characterized by the extensive production of data in different scenarios that everyday citizens need to understand for their informed participation in society. With the increase in the availability of data in a society defined by the industrious production of data, the educational system needs to think of possibilities to bring young children closer to the world of data science. This paper presents a nontraditional data exploration experience with an 8-year-old participant helped by a data visualization tool. A task-based interview was conducted while the participant explored a carbon dioxide emission dataset. This paper studied how the participant interrogates the data, draws inferences and exhibits dispositions. At the end, some reflections are presented when introducing the exploration of nontraditional data in teaching.  相似文献