Enhancing instructor credibility and immediacy in online multimedia designs     

Ramlatchan  Miguel  Watson  Ginger S. 《Educational technology research and development : ETR & D》2020,68(1):511-528

Educational technology research and development - The design of multimedia elements used in video for online courses can increase student perceptions of their instructor’s credibility and...  相似文献   

A single-display groupware collaborative language laboratory     

Juan Felipe Calderón  Miguel Nussbaum  Ignacio Carmach  Juan Jaime Díaz  Marco Villalta 《Interactive Learning Environments》2016,24(4):758-783

Language learning tools have evolved to take into consideration new teaching models of collaboration and communication. While second language acquisition tasks have been taken online, the traditional language laboratory has remained unchanged. By continuing to follow its original configuration based on individual work, the language laboratory fails to take advantage of the potential provided by collaborative learning. We propose the use of a language laboratory based on single-display groupware (SDG) for learning vocabulary, grammar, pronunciation, and listening comprehension. By adopting SDG, the language laboratory benefits from the advantages of small group collaborative learning. In this paper, we first describe the design and pedagogical merit of the SDG collaborative language laboratory. We then share the results of a quasi-experimental pre–post comparison study, and use an observation guideline to analyze whether the conditions for collaborative learning have been fulfilled. Based on the results of this study, we conclude that developing pronunciation skills can be more effective when using a collaborative language laboratory versus an individual language laboratory. In addition to this, it can also be concluded that collaborative learning is most effective when accompanied by adequate instructional design.  相似文献   

Aspectos cualitativos de la evaluación del prácticum: evaluación del programa y de los estudiantes     

Miguel A. Zabalza Beraza 《欧洲师范教育杂志》1996,19(3):293-302

The paper gives the results of several years of experience in organizing and assessing practical experience programmes in teacher education and training. It deals with two main questions referring to practical experience: a. how does it contribute to training? How much of the planned profile of future teachers can be achieved through practical experience?, and b. how should the practicum be organized to be considered effective? Not any school experience is appropriate to train teachers. Specific organizational and managing conditions are needed in order to let practicum become a “strong‐training‐effective‐experience”.  相似文献   

Using action research to enhance learning on end-use energy demand: lessons from reflective practice     

Saska Petrova  Miguel Torres Garcia  Stefan Bouzarovski 《Environmental Education Research》2017,23(6):812-831

This paper responds to the need for a greater integration of energy and environment themes in the higher education curriculum. We explore the practical implications of empowering students towards the implementation of individual action research projects focused on investigating and addressing insufficient or wasteful energy consumption among households and businesses. The paper scrutinizes a series of teaching and assessment activities within this domain, undertaken during 6 consecutive academic years – between 2008 and 2013 – within a third-level undergraduate course unit at the University of Birmingham in the United Kingdom. Using questionnaire surveys, assessed projects and interviews with the students, we have found evidence to suggest that the action research projects contributed to the emergence of constructive alignment in the entire teaching process, while opening the space for informal action learning ‘sets’ leading to the generation of new problem-solving skills useful in the job market.  相似文献   

由3-氨基-2-卤代-2-烯亚胺制备3-卤代喹啉     

PedroJ.Campos  谭成权  MiguelA.Rodriguez  ElenaAón 《大连大学学报》1996,(4)

紫外光照射3-氨基-2-卤代-2-烯亚胺生成3-卤代喹啉,该反应对氯代衍生物是定量反应(>95％),溴代和碘代喹啉可以较高产率从反应粗产物中容易地分离出来,由于这一反应温和、简便、干净和快速,我们预期这一反应过程将被广泛应用。  相似文献   

Exploring affiliation network models as a collaborative filtering mechanism in e-learning     

Daniel Rodríguez  Miguel Ángel Sicilia  Salvador Sánchez-Alonso  Leonardo Lezcano  Elena García-Barriocanal 《Interactive Learning Environments》2013,21(4):317-331

The online interaction of learners and tutors in activities with concrete objectives provides a valuable source of data that can be analyzed for different purposes. One of these purposes is the use of the information extracted from that interaction to aid tutors and learners in decision making about either the configuration of further learning activities or the filtering of learning resources. This article explores the use of an affiliation network model for such kind of purposes. Concretely, the use of techniques such as blockmodeling – a technique used to derive meaningful patterns of relationships in the network – and the analysis of m-slices – a technique helpful to study cohesion in relationships – are explored as tools to decide on the configuration of topics and/or learner groups. In particular, the results of the case study show that such techniques can be used to (i) filter participants for rearranging groups; (ii) rearrange topics of interest; and (iii) dynamically change the structure of a course. The techniques presented can be considered a case of collaborative filtering based on social network structure.  相似文献   

Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices     

E. Michael Nussbaum  Ordene V. Edwards 《学习科学杂志》2013,22(3):443-488

This article explores the concepts of critical questions (from D. N. Walton, 1996 Walton, D. N. 1996. Argument schemes for presumptive reasoning, Mahwah, NJ: Erlbaum.  [Google Scholar]) and integrative and refutational argument stratagems as an approach for teaching argumentation and critical thinking. A study was conducted for 6 months in 3 sections of a 7th-grade social studies classroom in which 30 students discussed and wrote about current events. One section served as a comparison group. Over time the experimental group made more arguments that integrated both sides of each issue. Collectively, the experimental group also successfully constructed salient critical questions, particularly in regard to weighing values and designing practical creative solutions. In-depth analysis of 1 student showed how conceptual structures and argument practices improved incrementally over time and how the appropriation of stratagems may have been facilitated by the dialectical nature of the intervention (e.g., using critical questions and stratagems successfully in discourse). The theoretical and practical importance of Walton's dialogue theory, and the critical question approach to argumentation, are discussed.  相似文献   

The research environment of universities     

Javier Vidal  Miguel Quintanilla 《Tertiary Education and Management》2013,19(3):183-189

Part‐time study is one of the foci of the widening participation agenda in the UK. The experiences of part‐time students, however, have received remarkably little attention from scholars, especially in a comparative context. This paper explores existing historical data going back over a decade to identify the main themes of part‐time experience at a number of UK higher education institutions and how it compares and contrasts with the full‐time experience. The surveys use the Student Satisfaction Approach. The main themes emerging from institutional survey data over time are the work/family/study balance, assessment and feedback, access to learning and catering resources, and students' financial situation. There is sometimes a question of identity, but unlike many studies of part‐time student experience, which focus on aspects of disadvantage, social, and cultural capital, the data for this paper indicate that many part‐time students have a sense of themselves as being ignored or at worst marginalised in contemporary higher education.  相似文献   

Topic Valence and Ambiguity in Parent-Emerging Adult Child Postdivorce Discussions     

Tara G. McManus  Jon F. Nussbaum 《Communication Studies》2013,64(2):195-217

Communication privacy management theory maintains permeability rules manifest as communication strategies used during conversation. Although postdivorce families tend to privilege openness, this conclusion is based on recalled reports and single discussions about negatively valenced topics. To determine whether ambiguity functions as a manifestation of permeability rules and its effects on relational satisfaction and psychological well-being, 39 parent-emerging adult child dyads discussed one negatively valenced and one positively valenced postdivorce topic. Results indicated parents were ambiguous while discussing negatively and positively valenced topics, and children were perceptive of parents' ambiguity during the conversations. No differences were found between parents' use and children's perceptions of parents' ambiguity. Further, children's relational satisfaction and psychological well-being were affected by ambiguity in both discussions.  相似文献   

Interactive effects of the probability of the cue and the probability of the outcome on the overestimation of null contingency     

Fernando Blanco  Helena Matute  Miguel A. Vadillo 《Learning & behavior》2013,41(4):333-340

Overestimations of null contingencies between a cue, C, and an outcome, O, are widely reported effects that can arise for multiple reasons. For instance, a high probability of the cue, P(C), and a high probability of the outcome, P(O), are conditions that promote such overestimations. In two experiments, participants were asked to judge the contingency between a cue and an outcome. Both P(C) and P(O) were given extreme values (high and low) in a factorial design, while maintaining the contingency between the two events at zero. While we were able to observe main effects of the probability of each event, our experiments showed that the cue- and outcome-density biases interacted such that a high probability of the two stimuli enhanced the overestimation beyond the effects observed when only one of the two events was frequent. This evidence can be used to better understand certain societal issues, such as belief in pseudoscience, that can be the result of overestimations of null contingencies in high-P(C) or high-P(O) situations.  相似文献