Students' insights on the use of video lectures in online classes     

Norma I. Scagnoli  Jinhee Choo  Jing Tian 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):399-414

Video lectures (VL), considered an effective means for delivering course content and infusing teaching presence in the virtual environment, have become very popular in education. The purpose of this study was to investigate online student experiences with VL focusing on their opinion of usefulness of VL, their satisfaction with them and their perception of learning derived from them. Our findings show that students' satisfaction with VL has a strong relationship with positive overall learning experience and perception of impact of video on learning. Furthermore, VL can enhance a feeling of engagement with content because of learners' control of the media and instructors' presence. The findings also alert us on the importance of careful planning and balanced integration of VL with other course materials. This provides important information on the effectiveness of video-lectures in college teaching and learning and implications for practice in online course design.  相似文献   

Inconsistencies in regulation: the continuing story of Early Childhood Services     

Norma Raynes  Diana Robbins 《International Journal of Early Years Education》1996,4(3):31-48

The inconsistencies of regulation and inspection in UK early childhood services are examined. The rationale and regulatory requirements for daycare put forward by the Department of Health are compared with those currently operating within the Department for Education and Employment for schools and nursery education. The policy frameworks within the two departments are based on different assumptions about practice and lead to major inconsistencies of delivery. A more coherent policy is needed to resolve these inconsistencies.  相似文献   

Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics     

Norma Presmeg 《Educational Studies in Mathematics》2006,61(1-2):163-182

For more than 14 years, the National Council of Teachers of Mathematics (1989, 2000) has advocated that teachers of mathematics facilitate that students make connections of various kinds, in their learning of mathematics. Semiotic theories, including those of Peirce and those of Saussure and Lacan (each for different purposes), provide useful lenses for examining ways that teachers may facilitate the making of connections, for instance between home and school mathematics, or between mathematics and other school subjects, or between different branches of mathematics. This paper describes a nested chaining model that takes into account the need for interpretation and meaning making at each step in the sequences involved in connections. A nested model has the capacity to allow for webs of signification and meaning that take into account the complexity of the processes in ways that linear semiotic chains cannot. Examples are taken from research projects with graduate students, with pre-service teachers, and with practicing teachers.  相似文献   

The development and piloting of a training web site for health and safety enforcement officers     

Norma Ford  & Gai Murphy 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):65-76

This paper evaluates the development and piloting of a training web site for Local Authority (LA) based health and safety enforcement officers and reviews the technique of knowledge elicitation as a means of informing training content. The research was part of a project funded by the Health and Safety Executive (HSE) to investigate the application of emerging technologies for enforcement officer training. A web site was developed to provide work-based training in the field of accident investigation, using a group knowledge elicitation technique. Evaluation of eight key aspects of the training was carried out to determine the acceptability and utility of the web site for health and safety inspector training. The majority of the respondents believed that the training was realistic and that the embedded discussion facility had the potential to improve consistency of enforcement. Whilst many of the participants reported that this exercise was their first exposure to the Internet and some experienced minor difficulties using the technology, most found training via the Internet easy to use, an enjoyable experience and one they would like to repeat.  相似文献   

Guest Editorial Semiotic Perspectives on Learning Mathematics and Communicating Mathematically     

Adalira SÁEnz–Ludlow  Norma Presmeg 《Educational Studies in Mathematics》2006,61(1-2):1-10

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Computerised Formal Assessment: A Pilot Study of Interactive Computer Examination of Undergraduates at the University of Luton     

Norma Pritchett  Stan Zakrzewski 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(2):152-153

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Visualisation and mathematical giftedness   总被引：1，自引：0，他引：1  

Norma C. Presmeg 《Educational Studies in Mathematics》1986,17(3):297-311

Recent research findings are described which uncover the fact that visualisers are seriously under-represented amongst high mathematical achievers at senior high school level. Possible reasons for this phenomenon are discussed, and kinds of imagery which overcome some of the limitations of visual processing in mathematics are described.  相似文献   

Developing student understanding of assessment standards: a nested hierarchy of approaches     

Norma Grindle  John Dallat 《Teaching in Higher Education》2013,18(2):205-218

Following recent moves at government level apparently aimed at reversing the recent integration of nursing into higher education, the authors consider this latest hurdle for nurse education within the historical context of the developing nursing curriculum. This paper traces a pattern (and some future indicators) from the various obstacles and constraints which have inhibited the progress of nursing in its troubled search for full professional status.  相似文献   

THE CONFIDENCE TO TEACH ENGLISH LANGUAGE LEARNERS: EXPLORING COURSEWORK'S ROLE IN DEVELOPING PRESERVICE TEACHERS' EFFICACY     

Margarita Jimenez-Silva  Kate Olson  Norma Jimenez Hernandez 《The Teacher Educator》2013,48(1):9-28

As our schools become increasingly diverse and the effects of immigration can be felt across the nation, some states have mandated that preservice teachers take endorsement courses that focus on teaching English Language Learners (ELLs) with the purpose of ensuring that teachers are able to meet ELLs' social and academic needs. A significant factor in improving instructional practices for ELLs is preservice teachers' confidence in their ability to teach ELLs successfully. What remains to be seen, however, is how best to organize and implement endorsement courses so that they have a positive effect on teachers' confidence to use their new knowledge to teach in effective ways. In this study, we discuss how endorsement curricula can build teachers' self-efficacy for teaching ELLs by not just covering the required content, but by being conscientious in how the curricula are organized and delivered. By providing teachers with the foundational knowledge through the use of meaningful and engaging pedagogical practices, preservice teachers' efficacy and beliefs about instructing ELLs will increase. This, in turn, will provide them with the confidence to teach those who may be very different culturally and linguistically from themselves.  相似文献   

Undergraduate Engineering Students’ Beliefs,Coping Strategies,and Academic Performance: An Evaluation of Theoretical Models     

Pei-Hsuan Hsieh  Jeremy R. Sullivan  Daniel A. Sass  Norma S. Guerra 《Journal of Experimental Education》2013,81(2):196-218

Research has identified factors associated with academic success by evaluating relations among psychological and academic variables, although few studies have examined theoretical models to understand the complex links. This study used structural equation modeling to investigate whether the relation between test anxiety and final course grades was mediated by personal control, self-efficacy, goal orientation, coping strategies, and self-regulation. Participants were 297 undergraduate students taking an algebra course designed for engineering students. Results indicated that the proposed theoretical model was supported by the data, although a modified model produced a better fit. Other competing models were also tested. Collectively, analyses revealed that the psychological variables played important roles in predicting students’ grades, as all the structural coefficients and R ² statistics were statistically and practically significant. Findings suggest value in the development and testing of additional models that contribute to the expansion of intervention programs to enhance academic outcomes among students.  相似文献