Measuring the quality of e‐learning     

David B. Hay  Caroline Kehoe  Marc E. Miquel  Stylianos Hatzipanagos  Ian M. Kinchin  Steve F. Keevil  Simon Lygo‐Baker 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1037-1056

This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology.  相似文献   

Novice use of qualitative versus quantitative problem solving in electrostatics     

Claude McMillan  Marc Swadener 《科学教学研究杂志》1991,28(8):661-670

Problem-solving behavior of six novice subjects attempting to solve an electrostatics problem in second-semester calculus-based college physics was observed and recorded. Five of the subjects were characterized as “A” or “B” students and one subject as a “D” student in introductory college physics. Although the A or B subjects were able to arrive at a “correct” solution to the problem, they exhibited major misconceptions about the problem situation as well as minimal qualitative understanding of the problem situation. The A or B subjects were successful in identifying, either from memory or written notes, equations relevant to electrostatics, whereas the D subject was not. The implication of this study is that current instruction in introductory calculus-based college physics and the students' previous science learnings place a premium on acquisition of correct quantitative solutions at the expense of qualitative understanding of physics problem situations.  相似文献   

The Art of Reading in a Knowledge Society: Commentary on the Special Issue on Models of Multiple Text Comprehension     

Marc Stadtler 《教育心理学家》2017,52(3):225-231

This special issue presents an outstanding overview of theoretical models of multiple text comprehension. The goal of this commentary is to synthesize insights from the four models and identify recurring themes. In so doing, I outline skills needed by the proficient reader emphasizing the importance of adaptivity. I conclude with an outlook on potentials of and barriers to promoting the skills of multiple document comprehension in a sustainable way.  相似文献   

Discriminant Validity of the Parent and Child Scales of the Parenting Stress Index     

Marc Bigras  Peter J. LaFreniere  Jean E. Dumas 《Early education and development》1996,7(2):167-178

The aim of the present study was to further validate the Parental Stress Index (PSI; Abidin, 1990) which claims to measure distinct sources of stress related to the parent and the child. Two hundred and forty five mothers completed the French version of the PSI and other questionnaires including the DAS (Spanier, 1976), the CBCL (Achenbach & Edelbrock, 1981) and the BDI (Beck, et al., 1961). A subsample of 218 mothers and their preschoolers were also directly observed during a problem solving task in the laboratory. In general, regression analyses indicated that both parent and child scales contributed significantly and independently to the prediction of marital adjustment, depression, the child's problems as reported by the mother and behaviors observed in the laboratory. As expected, the parent's scale when entered first explained most of the variance for factors related to the mother, such as marital adjustment (29%) and depression (45%), and the child's scale obtained no significant results when entered last. Moreover, the child's scale contributed over and above the parent's scale in predicting the child's difficulties (12%) as reported by the mother, and accounted for all the variance when entered first (31%). Intriguingly, results showed that the child scale significantly predicted mother and child behavior in the laboratory situation, but the parent scale contributed to the explained variance only when entered first. In general, these results suggest that the two main factors of the PSI represent valid and relatively independent sources of information. Considering clinical and research applications, the PSI may be particularly useful in assessing combinations of stressors, which appear to be specifically harmful for the parent-child relationship.  相似文献   

Differential development of 24-h retention capacities for two components of T-maze escape learning by infant mice     

Z. Michael Nagy  Marc R. Pagano  Denise Gable 《Learning & behavior》1976,4(1):25-29

At 9 or 11 days of age, separate groups of Swiss-Webster mice received 12, 24, or 40 training trials to the goal opposite their first-trial choice in a shock-escape T-maze task. All groups were retested to the same goal for 25 trials 24 h following training, while maturation controls without prior exposure were trained to the goal opposite their first choice. All groups demonstrated increased escape proficiency during original training on two separate escape components: reaching the choice point and making the correct turn at the choice point. During retention testing, all groups at both ages exhibited better escape performance in terms of reaching the choice point than their maturation controls. However, when escape was measured in terms of choice, none of the groups trained at 9 days of age differed significantly from maturation controls when retested at 10 days of age. In contrast, retention of correct choice point turn varied directly with number of original training trials for mice trained at 11 days of age.  相似文献   

Prolog programming techniques     

Paul Brna  Alan Bundy  Tony Dodd  Marc Eisenstadt  Chee Kit Looi  Helen Pain  Dave Robertson  Barbara Smith  Maarten van Someren 《Instructional Science》1991,20(2-3):111-133

In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language.  相似文献   

Racial identity and academic attainment among African American adolescents   总被引：2，自引：0，他引：2  

Chavous TM  Bernat DH  Schmeelk-Cone K  Caldwell CH  Kohn-Wood L  Zimmerman MA 《Child development》2003,74(4):1076-1090

In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development.  相似文献   

Prevalence of father-child rough-and-tumble play and physical aggression in preschool children     

Daniel Paquette  René Carbonneau  Diane Dubeau  Marc Bigras  Richard E. Tremblay 《European Journal of Psychology of Education - EJPE》2003,18(2):171-189

Three samples of francophone subjects from Quebec (Canada) are used to establish the prevalence of parent-child RTP according to different personal, social and family variables, and to verify if children who engage in more RTP with their father exhibit less physical aggression towards other children and are more competitive without resorting to aggression. Our results showed that 24 to 43% of fathers engaged in RTP with their children on a daily basis, and only 4 to 16% of fathers never do. Moreover, personal characteristics such as the age and sex of the participants seemed to have a greater influence on the frequency of parent-child RTP than variables related for example to work, socio-economic conditions, or the living environment. The hypothesis that children who engage in more RTP with their fathers display less physical aggression towards their peers is invalidated here. We have concluded that it is important that not only RTP frequency, but also and especially indicators of RTP quality be used. Future observational studies of father-child RTP are required in order to do so. Finally, certain preliminary results support the hypothesis that father-child RTP fosters the development of the competition skills in children without using aggression.  相似文献   

Book review: Michael Shattock 2003, Managing Successful Universities, Buckingham: The Society for Research into Higher Education and Open University Press. xi + 201pp. (Pb.) £19.99 (Hb.) £60.00 (Pb.) 0 335 20961 O. (Hb.) 0 335 2096 29     

Marc Cutright 《Higher Education》2006,52(4):753-756

  相似文献   

Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students at Risk of Academic Failure     

Christina Cipriano  Tia N. Barnes  Susan E. Rivers  Marc Brackett 《Journal of Education for Students Placed at Risk》2019,24(1):1-19

The present paper examines if developmental pathways for students at risk for academic failure can be improved through social and emotional learning (SEL). Specifically, we test this hypothesis by accounting for shifts in student engagement, a highly studied and malleable construct often inclusive of SEL interventions, as the pathway by which to impact student achievement outcomes. Using longitudinal data from a randomized control trial, we identified students at risk for school failure (n?=?318) within a larger sample of fifth graders (N?=?1,352). Multigroup path model revealed that participation in RULER significantly impacted the relationship between student engagement and conduct behaviors for at risk students: students who experienced RULER demonstrated increased engagement a year later (at sixth grade) and improved conduct the following year (in seventh grade). The potential for and limitations of SEL programs on developmental trajectories for students at risk for school failure are discussed.  相似文献