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31.
Olaf Zawacki-Richter 《Distance Education》2019,40(4):438-453
ABSTRACTOn the occasion of the 40th anniversary of the journal Distance Education (DE), this study explores the position of this journal in a network of open and distance education, educational technology and learning design publications. A citation network analysis was undertaken to explore the scholarly communication network of distance education, using articles published in DE from 1980 onwards (n = 656), alongside references cited in those articles (n = 16,729), as well as articles (n = 6003) and associated references (n = 164,444) published in 22 leading journals indexed in the Web of Science between 2014 and 2019. A distinction is made between a narrower (intra-DE) and a wider (inter-journal) distance education network. The study reveals DE’s relationship to the wider educational technology community over time and identifies the most prolific journals and authors in this network. 相似文献
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This article maps out trends in distance education research and scholarship from 35 years of publications in the Distance Education journal. Titles and abstracts of 515 full papers were analyzed using the text-mining tool LeximancerTM to identify and describe themes in distance education research covered by these publications in the journal over the period 1980–2014. Analysis of titles and abstracts over 5-year periods reveals the following broad emerging themes over the seven time periods: professionalization and institutional consolidation (1980–1984), instructional design and educational technology (1985–1989), quality assurance in distance education (1990–1994), student support and early stages of online learning (1995–1999), the emergence of the virtual university (2000–2004), collaborative learning and online interaction patterns (2005–2009), and interactive learning, MOOCs and OERs (2010–2014). The place of these themes within waves of alternating institutional and individual research is discussed. 相似文献
33.
To support prospective teachers’ professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed different learning conditions. Programme structure and student characteristics were conceived as antecedents of perceived learning conditions; burnout dimensions and student satisfaction were hypothesised to be consequences of both the distal and more proximal variables. Data were collected at four time points from N = 3,892 students enrolled in teacher education at 13 universities. Structural equation modelling revealed favourable effects of autonomy support, competence support, and social relatedness on the core burnout dimensions and satisfaction. Effects of programme structure on these outcomes were small and mediated by autonomy support and difficulty of demands. Study self-efficacy emerged as a broad personal resource. Implications for teacher education are discussed. 相似文献
34.
Joakim Caspersen Jens‐Christian Smeby Per Olaf Aamodt 《European Journal of Education》2017,52(1):20-30
The growing interest for measurement of learning outcomes relates to long lines of development in higher education, the request for accountability, intensified through international reforms and movements such as the development and implementation of qualifications frameworks. In this article, we discuss relevant literature on different approaches to measurement and how learning outcomes are measured, what kinds of learning outcomes are measured, and why learning outcomes are measured. Three dimensions are used to structure the literature: Whether the approaches emphasise generic or disciplinary skills and competence, self‐assessment or more objective test based measures (including grades), and how the issue of the contribution from the education program or institution (the value‐added) are discussed. It is pointed out that large scales initiatives that compare institutions and even nations seem to fall short because of the implicit and explicit differences in context, whilst small‐scale approaches suffer from a lack of relevance outside local contexts. In addition, competence (actual level of performance) is often confused with learning (gain and development) in many approaches, laying the ground for false assumptions about institutional process‐quality in higher education. 相似文献
35.
The multiplicity of publisher business models and the restrictions of digital rights management systems greatly hamper pharmaceutical companies in the prosecution of their work. We explore the variety of ‘pharma’ needs and the reasons for them. Much progress has been made but more needs to be done. The libraries seek only to satisfy their customer needs while complying with owners' rights. 相似文献
36.
Olaf Uhden Ricardo Karam Maurício Pietrocola Gesche Pospiech 《Science & Education》2012,21(4):485-506
Many findings from research as well as reports from teachers describe students’ problem solving strategies as manipulation
of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude
towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which
hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical
aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual
relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research,
a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable
basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It
is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We
demonstrate its applicability for analysing physical-mathematical reasoning processes with an example. 相似文献
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38.
Performance indicators and performance‐based funding are becoming integral components of higher education (HE) policy around the globe. We explore some of the implications of this type of policy on Norwegian HE. We believe the case will be of significant interest to policy‐makers, stakeholders and academics alike, not least because our empirical analysis indicates that competition for students is relatively stable and not particularly aggressive across groups of higher education institutions (HEIs) and over time. Despite this fact, a few HEIs have improved their share of applications, while others have fallen behind in the competition for students. The paper is based on a unique data set drawn from the Norwegian Universities and Colleges Admission Service during the period 2003–2009. 相似文献
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Claudia?StandfestEmail author Olaf?K?ller Annette?Scheunpflug Manfred?Wei? 《Zeitschrift für Erziehungswissenschaft》2004,7(3):359-379
In diesem Beitrag wird das konzeptionelle Profil von evangelischen und katholischen Schulen beschrieben und es werden diese
Schulen mit solchen in ?ffentlicher Tr?gerschaft hinsichtlich ausgew?hlter Bildungs- und Sozialisationsertr?ge verglichen.
Anhand der in PISA 2000-E aufgenommenen Schulen in kirchlichter Tr?gerschaft untersuchen wir, inwieweit sich das konzeptionelle
Profil dieser Schulen in schulischen Effekten zeigt. Dabei werden Rekrutierungseffekte erfasst, was einen Blick auf die Effizienz
der Schulen erm?glicht. Anders als bisher vor dem Hintergrund der Schuleffizienzforschung angenommen, gelingt es diesen Schulen,
ihren konzeptionellen Anspruch zumindest in Teilbereichen (Kompetenzvermittlung, Schulklima) umzusetzen. Keine Effekte zeigen
sich hinsichtlich der Lernmotivation und des sozialen Lernens. 相似文献