Time pressure in scenario-based online construction safety quizzes and its effect on students’ performance     

Martin Jaeger  Desmond Adair 《European Journal of Engineering Education》2017,42(3):241-251

Online quizzes have been shown to be effective learning and assessment approaches. However, if scenario-based online construction safety quizzes do not include time pressure similar to real-world situations, they reflect situations too ideally. The purpose of this paper is to compare engineering students’ performance when carrying out an online construction safety quiz with time pressure versus an online construction safety quiz without time pressure. Two versions of an online construction safety quiz are developed and administered to randomly assigned engineering students based on a quasi-experimental post-test design. The findings contribute to scenario-based learning and assessment of construction safety in four ways. First, the results confirm earlier findings that ‘intrinsic stress’ does not seem to impair students’ performance. Second, students who carry out the online construction safety quiz with time pressure are less likely to ‘learn by trial and error'. Third, students exposed to time pressure appreciate that they become better prepared for real life. Finally, preparing students to work under time pressure is an important industry requirement. The results of this study should encourage engineering educators to explore and implement ways to include time pressure in scenario-based online quizzes and learning.  相似文献   

试析团队式教学在电子设计类课程中的运用     

齐聪慧  先永利  郭奕 《教育教学论坛》2020,(17):265-266

电子设计类课程是一门综合性、应用层次的课程。这类课程要求学生结合硬件并编写程序实现对各种硬件的智能控制,最后实现具有实际应用价值的电子作品。一个学生完成作品难度很大,通常需要多人协作;而传统的"教师讲、学生练"的教学模式是不能够满足培养学生综合能力这一最终教学目标要求的,团队任务式教学是一种行之有效的教学模式。  相似文献   

The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students     

Elizabeth Acosta-Gonzaga 《Assessment & Evaluation in Higher Education》2018,43(5):710-726

This study explores student attitudes to the use of substantive on-line assessments that require mathematical answers. Since there is limited guidance available for their use in a university setting, our goal is to learn what are the important aspects in student acceptance of e-assessments that support learning of mathematical subjects in higher education. To that end we analyse the effects of a variety of attitudinal factors towards such assessments amongst a cross-section of first year students in an English university, using a detailed questionnaire. These students were all previously exposed to on-line assessments containing substantial mathematical work, including testing of and feedback on the algebraic structure of their answers, based on identifiable misconceptions underlying these answers. Since students received highly tailored feedback, the expectation was that the usefulness of this feedback would be the key driver in their usage of educational technology. The results indeed suggest that students find on-line feedback more enjoyable and useful than conventional feedback, but enjoyment and attitude are the two most important factors.  相似文献   

The rise of the video-recorder teacher: the sociomaterial construction of an educational actor     

Carlo Perrotta  Laura Czerniewicz  Helen Beetham 《British Journal of Sociology of Education》2016,37(8):1251-1267

This paper draws on actor-network theory and on the sociology of cultural consumption to examine the phenomenon of corporate Massive Open Online Courses. Through an analysis of texts available in the public domain, the paper argues that over a short period (between 2012 and 2013) digitisation technology became associated with the emergence of a hybrid ‘actor’: the digital video-recorder teacher. A parallel is drawn between the ‘interactive affordances’ of digital instruction and the playback and cataloguing options that have contributed to shifts in television viewing habits. The digital video-recorder teacher is described as an artefact in the service of a postmodern project of self-improvement through cultural consumption, which recruits digitisation to meet a growing demand for ‘upgrades to the self’. In the conclusion, the paper explores how the study of digital education could benefit from an interface between sociomaterial studies and the sociology of culture.  相似文献   

基于远程教育的网络课程的设计策略研究     

朱鹏 《现代教育技术》2007,17(12):59-62

网络课程设计是网络课程建设的关键所在。该文首先分析了网络课程的现状,并藉此提出了网络课程设计的原则,并以这些原则为指导提出了网络课程设计的范例。该范例体现了网络远程教育的特点,为网络远程教育工作者提供了一个可供借鉴的网络课程设计的模型。  相似文献   

市售冷鲜肉的品质与安全的系统性调研——基于农贸市场、大型超市和电商平台3种主要销售渠道（英文）     

Dong-wen HU  Chen-xing LIU  Hong-bo ZHAO  Da-xi REN  Xiao-dong ZHENG  Wei CHEN 《Journal of Zhejiang University. Science. B》2019,(1):95-104

目的:近年来,食品安全事件层出不穷。食品安全已成为公众关注的热点问题。快速发展的电商平台吸引了越来越多的中国消费者在线上购买食品。但网购得到的食品的品质参差不齐,而且鲜有研究或报道。因此,本课题旨在对农贸市场、大型超市和电商平台售卖的冷鲜肉的品质与安全进行系统性的调研。方法:从浙江省杭州市6大主城区的大型农贸市场和大型超市分别采得57和33个冷鲜肉样;从各大电商平台采得53个冷鲜肉样,共计143个肉样。测定各样品的肉色、pH值、挥发性盐基氮值、钙、铁、锌、镁、铜、磷、铅、砷、汞、镉、铬元素含量、四环素类(四环素、土霉素、金霉素)、磺胺类(总量)、β-受体激动剂类(克伦特罗、莱克多巴胺、沙丁胺醇)兽药残留等指标。结论:购自农贸市场、大型超市、电商平台3种不同销售渠道的所有冷鲜肉的重金属残留和兽药残留量均符合国家标准。购自电商平台的冷鲜肉比购自农贸市场和大型超市的肉新鲜一些。主成分分析结果表明,购自电商平台的猪肉个体间差异明显。建议尽快建立有效的电商平台冷鲜肉监管体系。  相似文献   

基于Multisim的电力电子仿真实验教学   总被引：1，自引：0，他引：1  

周海波 《长江工程职业技术学院学报》2008,25(2):68-70

介绍了Multisim软件的特点和仿真功能,并以正弦波脉宽调制逆变电路为例,利用该软件对电力电子技术课程实验的辅助教学进行了探讨。  相似文献   

对电子货币含义的再认识     

樊玉红 《哈尔滨学院学报》2002,23(6):98-99

本文分析了电子货币与实体货币，电子货币与电子现金，电子货币与电子钱包的关系，进一步澄清了电子货币的含义。  相似文献   

基于局域网的网上作业提交环境设计     

李清波  胡山泉 《湘南学院学报》2007,28(2):94-97

介绍了在Windows2000 Server环境下,利用脚本语言设计的基于局域网的网上作业提交系统,该系统简单易行,改变了过去传统的学生递交作业、老师批改作业的方式,让学生递交作业更加灵活,同时减轻老师繁重的工作量.  相似文献   

在线反思性交互的激励式评估     

熊秋娥  项国雄 《现代教育技术》2004,14(6):17-19,31

交互是在线学习的关键要素。教育中的同(异)步交互工具可拓展教学交互的广度与深度,而科学有效的评估能促进交互。本文在比较多种异步交互评估方法后,以建构主义学习理论为基础,引用 Simmons 的反思性思维评价量规,详尽地描述了反思性交互的激励式评估在案例中的实施过程。  相似文献