Using a concept mapping strategy to improve the motivation of EFL students in Google Hangouts Peer-Tutoring Sessions with native speakers     

Ting-Chia Hsu 《Interactive Learning Environments》2019,27(2):272-285

This study examines four elements of learner motivation, attention, relevance, confidence, and satisfaction, in an EFL speaking course that uses the computer mediated communication (CMC) tool Google Hangouts. The study found that a preparatory concept mapping task before the CMC sessions improved students’ perceived attention, relevance, confidence, and satisfaction. However, follow-up reflective worksheets had no effect on perceived attention, relevance, confidence, or satisfaction. Instructors should use concept mapping in a pre-task to support learners engaged in CMC-based speaking activities with native and non-native speakers. When the students used concept mapping to prepare for the CMC-based speaking activities, they exhibited higher confidence in their oral practice activities with a native speaker.  相似文献   

Socio-scientific reasoning and environmental literacy in a field-based ecology class     

Andrew T. Kinslow  Troy D. Sadler  Hai T. Nguyen 《Environmental Education Research》2019,25(3):388-410

The complex environmental challenges humanity faces require citizens who are scientifically and environmentally literate. Many environmental education programs are situated in the field where students are immersed in their learning. These field-based activities are engaging but may lack opportunities for students to develop critical thinking and reasoning skills necessary to be environmentally literate. We suggest a socio-scientific issue (SSI) based teaching approach can increase epistemic engagement and lead to student gains in scientific and environmental literacy. This study describes how we modified an existing field-based ecology course, framing the learning around a local environmental socio-scientific issue. We used a convergent parallel mixed-methods approach to examine the changes in socio-scientific reasoning (SSR) over time for high school students in this course as a measure of scientific and environmental literacy. Results indicate that a focused SSI field-based environmental education curriculum can support development of socio-scientific reasoning and environmental literacy competencies among high school students.  相似文献   

Strengthening internal quality assurance as a lever for enhancing student learning experiences and academic success: lessons from Namibia     

Ngepathimo Kadhila  Nangula Iipumbu 《Quality in Higher Education》2019,25(1):4-20

Higher education plays an important role in the social, economic and political development of any given nation. In the Namibian context, quality assurance systems have been put in place at both national and institutional levels through the establishment of national quality assurance agencies and units responsible for quality in institutions. A critical literature analysis of quality assurance systems in higher education shows that although they claim to strike a balance between improvement and accountability, external quality assurance mechanisms tend to have an accountability and compliance focus and to promote managerialisation and bureaucratisation of academia. This article argues that internal quality assurance systems, built on a strong quality culture, tend to be more effective in enhancing the quality of student learning experience and academic success than externally driven quality assurance. Thus, to promote genuine quality, more energy must be invested in external quality assurance capacitating and strengthening internal quality assurance systems.  相似文献   

Integration of the practice of mindfulness within action learning as an added component within a post graduate leadership programme: an account of practice     

Chandana Sanyal 《Action Learning: Research and Practice》2019,16(2):159-165

This account of practice provides a practical example of the use of mindfulness practice within action learning which was a component of a bespoke UK Business School post-graduate leadership development programme commissioned by an English NHS Mental Health Trust aimed at improving the leadership capacity of mid-level managers through work-based learning. The article discusses background and context of the programme followed by how application of mindfulness exercises was integrated within the action learning process to encourage participants to be ‘in the moment’ as an added component of their leadership development. The aim of the paper is to share examples of practice applied within action learning. Finally, the paper asserts that the application of mindfulness exercises helped to enhance the action learning process by creating a calm, focused space for individual and collective reflections, enhancing the quality of engagement and enabling action learning members to take a more pragmatic approach to addressing the work issues raised within the action learning sets.  相似文献   

如何指导高职学生学习商务英语视听说   总被引：1，自引：0，他引：1  

周蕾 《读与写:教育教学刊》2011,(5):61-62,4

商务英语视听说课融视、听、说于一体,注重英语听说技能在常见商务活动中的实际应用,提供真实的商务环境,通过英语获取商务知识,提高技能。本文分析了商务英语视听说课程以及高职学生在学习目的、兴趣、词汇、听力和口语等方面的学习现状,重点探讨了指导高职学生学习商务英语视听说,掌握商务英语知识,提高商务英语交际能力的有效方法。  相似文献   

A focus on time-lapse ethnography: learning to teach     

Alaster Scott Douglas 《Ethnography and Education》2019,14(2):192-205

This article makes the claim that developing ethnographic work through follow-up interviews can add to our understanding of researched phenomena and explores how using concepts from Bourdieu and theories on the social construction of time strengthen the research design and add a stronger longitudinal diachronic element to data analysis. Extending an ethnographic study of learning to teach by interviewing respondents nine years after the study and after the completion of their teacher education course is shown to develop insights around the initial research findings by focusing on the temporal aspects of data. Adopting this methodological approach can develop small-scale qualitative work and contribute to an accumulation of research findings to avoid simply revisiting familiar research ground.  相似文献   

Ethnographical mapping of thick places – teaching and learning practices in teacher training schools     

Mikael Jonasson 《Ethnography and Education》2019,14(1):16-33

The aim of this study is to use an ethnographic method in order to map where understandings of teaching and learning practices (TaLP) are being discussed in three schools. The questions posed are: what are the relations between thick places, meaning, affect, and TaLP? This study uses an ethnographic method outside the classroom and in between different activities as a starting point for understanding TaLP and where many students at the same school produce thick places of affect and meaning. The main conclusion from this study is that matters of where, what, and who are shaping TaLP. Another important conclusion from this study is that training schools offer new conditions for teacher students, but also offer new opportunities for ethnographic studies that aim at understanding these school environments with a range of new questions.  相似文献   

Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis     

《Educational Research Review》2019

It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief, the results only provide evidence for partial mediation. Furthermore, three separate meta-analyses were performed to investigate the role of possible moderators of the relations between: (1) SRL interventions and achievement, (2) SRL interventions and SRL activity, and (3) SRL activity and achievement. Although SRL interventions were effective in improving SRL activity and achievement, most of the study, measurement, and intervention moderators did not explain significant variance of the investigated effect sizes. Other factors, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. Practical, theoretical and methodological implications are provided.  相似文献   

Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators     

《Educational Research Review》2019

Project-based learning is generally considered an alternative to traditional, teacher-led instruction. However, there is a noticeable lack of meta-analyses with regard to determining its overall effects on students' academic achievement, and what study features may moderate the impacts of project-based learning. This study thus performed a meta-analysis to synthesize existing research that compared the effects of project-based learning and those of traditional instruction on student academic achievement. Forty-six effect sizes (comparisons) extracted from 30 eligible journal articles published from 1998 to 2017 were analyzed, representing 12,585 students from 189 schools in nine countries. The results showed that the overall mean weighted effect size (d₊) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement compared with traditional instruction. In addition, the mean effect size was affected by subject area, school location, hours of instruction, and information technology support, but not by educational stage and small group size.  相似文献   

一类非线性时滞系统的自适应动态面控制     

王圣宇  吉梗  朱琼瑶  李玲玲  王赛 《台州学院学报》2011,33(3):7-13

针对一类严格反馈非线性时滞系统,提出了一种自适应神经网络动态面控制方案。通过引入一阶滤波器,避免了传统反演设计中的＂计算膨胀＂问题。通过构造恰当的Lyapunov-Krasovskii函数,对未知时滞项进行了补偿。此外,基于Lyapunov稳定性理论,证明了闭环系统所有信号半全局一致最终有界。最后,仿真实例表明了所提控制方案的有效性。  相似文献