Exploring students’ expectations of learning analytics: A person-centered approach     

Viberg  Olga  Engström  Linda  Saqr  Mohammed  Hrastinski  Stefan 《Education and Information Technologies》2022,27(6):8561-8581

Education and Information Technologies - In order to successfully implement learning analytics (LA), we need a better understanding of student expectations of such services. Yet, there is still a...  相似文献   

A longitudinal analysis of the reciprocal relationship between academic procrastination,study satisfaction,and dropout intentions in higher education     

Scheunemann  Anne  Schnettler  Theresa  Bobe  Julia  Fries  Stefan  Grunschel  Carola 《European Journal of Psychology of Education - EJPE》2022,37(4):1141-1164

Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.

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A Comparison of Different Psychometric Approaches to Modeling Testlet Structures: An Example with C‐Tests     

Ulrich Schroeders  Alexander Robitzsch  Stefan Schipolowski 《Journal of Educational Measurement》2014,51(4):400-418

C‐tests are a specific variant of cloze tests that are considered time‐efficient, valid indicators of general language proficiency. They are commonly analyzed with models of item response theory assuming local item independence. In this article we estimated local interdependencies for 12 C‐tests and compared the changes in item difficulties, reliability estimates, and person parameter estimates for different modeling approaches: (a) Rasch, (b) testlet, (c) partial credit, and (d) copula models. The results are complemented with findings of a simulation study in which sample size, number of testlets, and strength of residual correlations between items were systematically manipulated. Results are discussed with regard to the pivotal question whether residual dependencies between items are an artifact or part of the construct.  相似文献   

Active Learning and Teaching through Digital Technology and Live Performance: ‘Choreographic Thinking’ as Art Practice in the Tertiary Sector     

Jennifer R. A. Nikolai  Gregory Bennett  Stefan Marks  Geoff Gilson 《The International Journal of Art & Design Education》2019,38(1):137-152

This article is an interdisciplinary reflective response to an intensive studio learning and teaching experience involving artists, academics and postgraduate students. The authors of this article teach, research and practise in coding, digital design, dance, and virtual and live performance. As lecturers and students we reflect upon and propose future approaches to art practice in tertiary education informed by live performance, performance capture and studio‐based responses to digital and virtual platforms. We reflect on an innovative contribution to the field of research–teaching nexus as informed by digital and virtual data capture identifying the key element of immediacy in live performance and choreographic improvisation with systems. We reflect on practice‐based inquiry via the Choreographic Coding Lab (CCL) model – a dialogical negotiation between capture technology and interdisciplinary artists in industry and academia. How can we encourage potential studio inquiry as an adapted model in tertiary learning and teaching? Our interdisciplinary voices, presented as authors’ reflections, provide suggestions for future studio‐based, active learning contexts.  相似文献   

Challenges of engagement with health services in Sweden’s schools: listening to the views of school nurses and students with recurrent pain     

Per-Åke Rosvall  Stefan Nilsson 《Pastoral Care in Education》2016,34(1):3-12

This article reports on the views of school nurses (n = 25) and students with recurrent pain (n = 24) in Sweden with regard to school-based pedagogic practices. A number of common categories with implications for pedagogic practice were identified by analysing qualitative interviews with these groups, using the coding techniques of grounded theory. The results indicate that a failure to develop trust made it difficult for some students to initiate contact with a school nurse and that some students perceive the issue of recurrent pain being of relevance to all young people, deserving coverage in the curriculum. We thus conclude that it is important to integrate personal, social and health education in the ordinary spaces of teaching and learning in order to complement and bolster the conventionally organised school health services in Sweden. However, this might be difficult to achieve because many of the school nurses emphasised that health and education were commonly treated on parallel tracks in their schools, under the management of different authorities.  相似文献   

Training peer-feedback skills on geometric construction tasks: role of domain knowledge and peer-feedback levels     

Maryam Alqassab  Jan-Willem Strijbos  Stefan Ufer 《European Journal of Psychology of Education - EJPE》2018,33(1):11-30

Peer feedback is widely used to train assessment skills and to support collaborative learning of various learning tasks, but research on peer feedback in the domain of mathematics is limited. Although domain knowledge seems to be a prerequisite for peer-feedback provision, it only recently received attention in the peer-feedback literature. In this study, preservice mathematics teachers (N = 43) were involved in a peer-feedback training in which they evaluated geometric construction tasks and were (a) trained to provide peer feedback on different levels (i.e. task, process and self-regulation) and (b) scaffolded with worked examples, feedback provision prompts and evaluation rubrics during the training. A quasi-experimental mixed design was implemented with domain knowledge as the between-subject factor and measurement occasion as the within-subject factor. Students’ peer-feedback provision skills and their beliefs about peer-feedback provision were measured before and after the training. Students with high and medium domain knowledge provided more peer feedback at the self-regulation level, whereas those low in domain knowledge provided more peer feedback at the task-level after the training. Students’ beliefs about peer-feedback provision became less positive after the training, regardless of the level of their domain knowledge.  相似文献   

Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia     

Stefan Samuelsson  Richard Olson  Sally Wadsworth  Robin Corley  John C. DeFries  Erik Willcutt  Jacqueline Hulslander  Brian Byrne 《Reading and writing》2007,20(1-2):51-75

Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia, consistent with the relatively lower amount of shared book reading and letter-based activities with parents, and lack of emphasis on print knowledge in Scandinavian preschools. The patterns of correlations between all preschool environment measures and prereading skills within the samples were remarkably similar, as were the patterns of genetic, shared environment, and non-shared environment estimates: in all samples, genetic influence was substantial and shared environment influence was relatively weak for phonological awareness, rapid naming, and verbal memory; genetic influence was weak, and shared environment influence was relatively strong for vocabulary and print knowledge. In contrast, for reading and spelling assessed at the end of kindergarten in the Australian and U.S. samples, there was some preliminary evidence for country differences in the magnitude of genetic and environmental influences. We argue that the apparently higher genetic and lower shared environment influence in the Australian sample was related to a greater emphasis on formal reading instruction, resulting in more advanced reading and spelling skills at the end of kindergarten, and thus there was greater opportunity to observe genetic influences on response to systematic reading instruction among the Australian twins.  相似文献   

Conflicting values and their impact on learning     

Stefan Fries  Sebastian Schmid  Franziska Dietz  Manfred Hofer 《European Journal of Psychology of Education - EJPE》2005,20(3):259-273

Based on Inglehart’s (1997) idea that the importance of modern values is challenged by a growing importance of postmodern values in postindustrialised sociaties, we analyse the consequences of students’ attempts to integrate (modern) achievement values and (postmodern) well-being values. Since opportunities for value integration are limited, students should frequently experience conflicts, whether to work for school or to engage in free time activities. In a questionnaire study, students (n=184) showed mostly high scores in both, achievement and well-being values. Value conflict — measured by a specific conflict formula — was related to the frequency of action conflicts as well as to the reported difficulty to decide which action to pursue. Values predicted the students’ school-related decisions. Furthermore, students with high achievement values reported better performance in school-related tasks than students with high well-being values. Finally, values were systematically related to time investment and grades.  相似文献   

Die ?H als Selbstverwaltungsk?rper     

Stefan Huber 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(4):110-119

Der VfGH hat eine Bestimmung des HSG über die Wahlgemeinschaft für die Hochschülerinnen- und Hochschülerschaftswahlen als zu unbestimmt aufgehoben. Weitere angefochtene Bestimmungen hat er in Fortführung seiner bisherigen Rspr zu Wahlen zu Organen von Selbstverwaltungsk?rperschaften best?tigt. Insbesondere betont er, dass ein direktes Wahlrecht nicht geboten ist. Auch der unterschiedliche Erfolgswert einzelner Stimmen für die Zusammensetzung der Bundesvertretung ist nicht unsachlich. Das Erk des VfGH ist konsequent im Lichte seiner früheren Jud. Die verfassungsrechtlichen Grenzen für die Einrichtung von Selbstverwaltungsk?rperschaften bleiben auch nach diesem Urteil unscharf, wobei mit dem VfGH unterstrichen werden kann, dass der Spielraum des Gesetzgebers sehr weit ist.  相似文献   

Failure analysis of a kind of low power connector     

ZHOU Yi-lin ZENG Ning XU Liang-jun JORGENS Stefan 《浙江大学学报(A卷英文版)》2007,8(3):384-392

A kind of low power connector used e.g. in household appliances was partly burned in routine experiment. The heat sources were four paralleled contacts constructed by springs (Sn/CuSn-alloy) in socket and a plug sheet (Ni/Steel) while mating. The contact interfaces were detected by scanning electronic microscope (SEM) and X-ray energy dispersive spectros- copy (XEDS), obvious wear tracks and various contaminants, including element Si, Al, Na, K, S, Cl, O, etc., were found. The contamination degrees on the four paralleled contacts were different, so that the ratio of average contact resistance on the four contacts was about 5:8:3:1. The maximum contact resistance on contacts of the plug sheet reached 28 ?. The main failure rea- sons were fretting and contamination between the contact interfaces. Fretting simulation showed that connection resistance of connectors was raised up, even to ohms level. When the current increased to 5 A, the socket housing was heated and decom- posed. By the thermal analysis, it was estimated that the connector would be burned under the lower current if the current was not evenly distributed on the four paralleled contacts caused by uneven contamination. Improvement methods for connector failure are also discussed.  相似文献