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101.
102.
Colin Conrad Qi Deng Isabelle Caron Oksana Shkurska Paulette Skerrett Binod Sundararajan 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):534-557
Practitioner notes
What is already known about this topic- University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
- The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
- Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.
- Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
- Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
- Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.
- We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
- We offer insights into student experience concerning online learning environments during an abrupt transition.
- We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.
103.
This paper reports on an investigation into central features of institutional schooling that, collectively, constitute the ‘symbolic architecture’ of education. In particular, this paper provides an analysis of the practices associated with school uniform, badges and mottoes, drawn from a sample of over 500 schools in the state of Queensland, Australia. The analysis reveals a large degree of uniformity in the meaning content of these school icons, derived from a common core of educational values established during the formative decades of universal school but resting on older heraldic principles. The authors contend that the propagation of these values within the iconic discourse of schooling constitute a significant ideological practice that focuses a pupil's consciousness towards social norms and further reifies the institutional character of education. These processes are not ‐straightforward but are often contested in instances where pupils recreate mottoes in ways which mock the values that are consecrated in the formal symbols of schooling. 相似文献
104.
This paper contributes a theoretical framework informed by historical, philosophical and ethnographic studies of science practice to argue that data should be considered to be actively produced, rather than passively collected. We further argue that traditional school science laboratory investigations misconstrue the nature of data and overly constrain student agency in their production. We use our “Data Production” framework to analyze activity of and interviews with high school students who created data using sensors and software in a ninth-grade integrated science class. To understand the opportunities for students to develop act with and perceive agency in data production, we analyze in detail the case of one student as she came to use unfamiliar technologies to produce data for her own personally relevant purposes. We find that her purposes for producing data emerged as she worked, and that resistances to her purposes were opportunities to act with and perceive her own agency, and to see data in new ways. We discuss implications for designing science learning experiences in which students act as agents in producing and using data. 相似文献
105.
106.
Colin Foster 《Teaching Statistics》2012,34(1):41-43
This article advocates biased spinners as an engaging context for statistics students. Calculating the probability of a biased spinner landing on a particular side makes valuable connections between probability and other areas of mathematics. 相似文献
107.
Michael D. Steele Kimberly Cervello Rogers 《Journal of Mathematics Teacher Education》2012,15(2):159-180
Teachers of mathematics orchestrate opportunities for interactions between learners and subject matter. Therefore, mathematics
teachers need rich, multidimensional content knowledge for teaching mathematics, which incorporates knowledge of the subject
matter, students, and teaching. Studying this mathematical knowledge for teaching (MKT) necessitates more than a unidirectional
assessment. In this study, the mathematical knowledge for teaching reasoning and proving of two secondary mathematics teachers
was investigated through classroom observations and clinical assessments. Results indicate that using MKT as a frame for examining
classroom practice, in addition to assessing the MKT a teacher possesses in a clinical setting, provides an in-depth and innovative
method for investigating MKT. The comparison of the two cases also identifies student positioning as a key mediating factor
between MKT and opportunities to learn. Implications for using MKT as a lens for examining practice in teacher education are
discussed. 相似文献
108.
Colin Latchem 《Distance Education》2014,35(3):400-409
Just as genes propagate themselves in the gene pool by leaping from body to body, so memes (ideas, behaviours, and actions) transmit cultural ideas or practices from one mind to another through writing, speech, or other imitable phenomena. This paper considers the memes that influence the evolution of open and distance education. If the transmission is strong and a sufficient number of policy-makers, managers, or practitioners in various contexts are capable of faithful imitation, the meme pool will evolve to exploit these memes to the full. If the propagation is weak, this may give rise to little or no imitation of the necessary philosophical stances, service orientations, and operational capacities. 相似文献
109.
Social support research contends that supportive interactions provide a buffer wherein individuals are protected from increased risk due to negative affect. The present study investigated the relationships between social support and college students' stress, depression, and alcohol use. A total of 54 students completed questionnaires in exchange for extra course credit. Results demonstrated that stress and depression were correlated with one another and that social support was negatively correlated with each of these outcomes. Depression, but not stress, was correlated with increased drinking behavior. Overall, social support was negatively correlated with alcohol consumption; however, depression moderated the effect of social support such that support and alcohol consumption were negatively correlated for participants with higher depression whereas support and alcohol consumption were positively correlated for individuals with lower depression. These findings partially confirm existing theories of alcohol use that hypothesize differences between self-medicating drinkers and social, sensation-seeking drinkers. 相似文献
110.
Joseph McBride Colin McArthur Alan Lovell Jim Hillier Joel E. Siegel Arnold Gassan 《Communication Booknotes Quarterly》2013,44(7):8-10
The American Film Institute Guide to College Courses in Film and Television (Washington, D.C.: Acropolis. Books, 1973—$5.95, paper) Joseph McBride, Orson Welles (192 pp.) Colin McArthur, Underworld USA (176 pp.) Alan Lovell and Jim Hillier, Studies in Documentary (176 pp.) Joel E. Siegel, Val Lewton: the Reality of Terror (176 pp.) Arnold Gassan's A Chronology of Photography (Light Impressions, Box 3012, Rochester, N.Y. 14614, 1972—$10.50/ 7.95) 相似文献