On the use of extended TAM to assess students' acceptance and intent to use third‐generation learning management systems          下载免费PDF全文

Salvador Ros  Roberto Hernández  Agustín Caminero  Antonio Robles  Isabel Barbero  Araceli Maciá  Francisco Pablo Holgado 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1250-1271

Service‐oriented e‐learning platforms can be considered as a third generation of learning management systems (LMSs). As opposed to the previous generations, consisting of ad hoc solutions and traditional LMS, this new technology contemplates e‐learning systems as services that can be integrated into different learning scenarios. This paper shows that the flexibility of these systems allows building personal learning environments and proposes the use of an extended technology acceptance model (TAM) to assess the acceptance and intention to use a third generation of LMS. To fit and validate the service‐oriented e‐learning platforms acceptance model, structural equation modeling and path analysis have been implemented. The results point out that the intention to use this third‐generation LMS is determined by the gadgets and container design, both of which are structural elements of this technology. Finally, it is also shown that previous experience does not determine the use intention of this technology.  相似文献   

Some challenges for educational research in Latin America     

Pablo Latapí 《Prospects》1990,20(1):51-57

Founding director of the Centro de Estudios Educativos (Centre for Educational Studies) in Mexico City and of the Revista Latinoamericana de Estudios Educativos(Latin American Journal of Educational Studies). He was in charge of the National Programme of Educational Research of the National Council for Science and Technology. He now carries out research at the Regional Centre for Adult Education and Functional Literacy for Latin America. His recent publications include: La política de alfabetización de seis países latinoamericanos, Participatory Research: A New Research Paradigm?and Elementos para una propuesta orientada a elevar la calidad: La enseñanza tutorial.  相似文献   

Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies     

Yolanda Salinas-Alvarez  Alejandro Quiroga-Garza  Javier Humberto Martinez-Garza  Guillermo Jacobo-Baca  Pablo Patricio Zarate-Garza  Karla Valeria Rodríguez-Alanís  Santos Guzman-Lopez  Rodrigo Enrique Elizondo-Omaña 《Anatomical sciences education》2021,14(4):471-481

Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico.  相似文献   

Investigating the factors that diminish the barriers to university-industry collaboration   总被引：2，自引：0，他引：2  

Johan Bruneel  Pablo D’Este 《Research Policy》2010,39(7):858-868

Although the literature on university-industry links has begun to uncover the reasons for, and types of, collaboration between universities and businesses, it offers relatively little explanation of ways to reduce the barriers in these collaborations. This paper seeks to unpack the nature of the obstacles to collaborations between universities and industry, exploring influence of different mechanisms in lowering barriers related to the orientation of universities and to the transactions involved in working with university partners. Drawing on a large-scale survey and public records, this paper explores the effects of collaboration experience, breadth of interaction, and inter-organizational trust on lowering different types of barriers. The analysis shows that prior experience of collaborative research lowers orientation-related barriers and that greater levels of trust reduce both types of barriers studied. It also indicates that breadth of interaction diminishes the orientation-related, but increases transaction-related barriers. The paper explores the implications of these findings for policies aimed at facilitating university-industry collaboration.  相似文献   

Is possible an eccentric overload in a rotary inertia device? Comparison of force profile in a cylinder-shaped and a cone-shaped axis devices     

F. Javier Núñez  Carlos Galiano  Alejandro Muñoz-López  Pablo Floria 《Journal of sports sciences》2020,38(14):1624-1628

ABSTRACT

The aims of this study were to compare the force profile of using a horizontal cylinder-shaped axis or a vertical cone-shaped axis to provide resistance in rotary inertia devices, and to report the evolution of kinetic and kinematic variables in experienced athletes during a half-squat exercise. Twenty-two healthy active men participated in the assessment of time, peak velocity, peak force, time to reach the peak force, average force, impulse, and range of movement, during a half-squat incremental test performed on conical inertial device (CP) and on cylinder inertial device (YY). The analysis showed that YY during CON-ECC phased generates substantial higher peak_force, mean_force, impulse, time, and a lower peak_velocity, than CP. We never obtained eccentric overload for peak_force or mean_force. CP offers less resistance to accelerate-decelerate the movement with respect to YY, we need checking whether eccentric overload it is being produced, and the impulse was the only kinetic variable that was able to discriminate between the inertias and devices.  相似文献   

Actividad y lenguaje. El diseño cultural como marco para un programa de enseñanza del inglés como lengua extranjera     

Amelia Alvarez  Pablo del Río 《Cultura y Educación》2013,25(7-8):99-125

La enseñanza de una lengua extranjera en el medio escolar se conceptualiza en este artículo desde una perspectiva histórico-cultural, planteando la necesidad de recurrir al diseño cultural de entornos y actividades en la LE a partir de las peculiaridades del entorno social de los niños y del centro escolar. El diseño cultural del proceso de enseñanza-aprendizaje propone vertebrar la programación en torno a ejes de subsistemas de actividades rectoras procedentes de la cultura que permitan al niño acceder a la lengua extranjera como un sistema global de sentidos y significados.  相似文献   

Critical analysis of the effects of the digital technologies on reading and learning / Análisis crítico sobre los efectos de las tecnologías digitales en la lectura y el aprendizaje     

Ladislao Salmerón  Pablo Delgado 《Cultura y Educación》2013,25(3):465-480

Abstract

In the digital age, the introduction of digital technologies (or information and communication technologies, ICT) in classrooms is a necessary, imperative reality. However, the educational results do not seem to match the expectations generated. For this reason, this revision seeks to make up for the scant attention paid to the possible harmful effects of the use of ICT based on research and educational practice. After providing a general overview of the impact of ICT on learning, we survey the results of studies that reveal potential negative consequences of their use inside and outside the school context. We analyse their impact on both academic performance and other more specific areas, such as reading comprehension, and we stress the negative effects on so-called ‘digital natives’. In short, what stands out is the importance of an evidence-based education practice which bears in mind the possible harmful effects of using ICT and bears in mind that its beneficial effects seem to rely on not only how much but also how they are used.  相似文献   

An assessment model for proof comprehension in undergraduate mathematics     

Juan Pablo Mejia-Ramos  Evan Fuller  Keith Weber  Kathryn Rhoads  Aron Samkoff 《Educational Studies in Mathematics》2012,79(1):3-18

Although proof comprehension is fundamental in advanced undergraduate mathematics courses, there has been limited research on what it means to understand a mathematical proof at this level and how such understanding can be assessed. In this paper, we address these issues by presenting a multidimensional model for assessing proof comprehension in undergraduate mathematics. Building on Yang and Lin’s (Educational Studies in Mathematics 67:59–76, 2008) model of reading comprehension of proofs in high school geometry, we contend that in undergraduate mathematics a proof is not only understood in terms of the meaning, logical status, and logical chaining of its statements but also in terms of the proof’s high-level ideas, its main components or modules, the methods it employs, and how it relates to specific examples. We illustrate how each of these types of understanding can be assessed in the context of a proof in number theory.  相似文献   

Perceived emotional intelligence as predictor of psychological adjustment in adolescents: a 1-year prospective study     

José M. Salguero  Raquel Palomera  Pablo Fernández-Berrocal 《European Journal of Psychology of Education - EJPE》2012,27(1):21-34

In recent years, emotional intelligence has appeared as a predictor of adults’ mental health, but little research has examined its involvement in adolescents’ psychological adjustment. In this paper, we analyzed the predictive validity of perceived emotional intelligence (attention to feelings, emotional clarity, and emotional repair) over psychological adjustment in an adolescent sample at two temporal stages with a 1-year interval. At Time 1, the results indicated that adolescents with high scores in attention to feelings and low scores in emotional clarity and repair display poorer psychological adjustment, concretely, higher levels of anxiety, depression, and social stress and lower levels of general mental health. At Time 2, attention to feelings and emotional repair significantly predicted adolescents’ psychological well-being, even when the effects of previous psychological adjustment were controlled for. The findings suggest that perceived emotional intelligence is a stable predictor of adolescent adjustment and may serve as a useful resource for preventive interventions.  相似文献   

Una aportación española al programa de la psicología histórico-cultural del desarrollo y la educación     

Amelia Alvarez  Pablo del Río 《Infancia y Aprendizaje》2013,36(51-52):5-14

  相似文献