Are interpersonal relationships necessary for developing trust in online group projects?     

Christine E. Wade  Bruce A. Cameron  Kari Morgan  Karen C. Williams 《Distance Education》2011,32(3):383-396

Trust between group members has been suggested as an important part of small group work in online classrooms. Developing interpersonal relationships with group members may promote a sense of trust among them; however, research shows mixed results. The current study explored how students’ perceptions of the importance of interpersonal relationships in online groups affected their perceptions of trust and experiences within the group. Students enrolled in online classes that incorporated a group project were surveyed about their experiences with online group projects. Participants did not find interpersonal relationships as necessary in trust development. However, student gender and type (i.e., distance versus on-campus) were important factors in determining the type of experiences students had within their online groups. Males reported more negative experiences than females, and distance education students desired relationships with group members more than on-campus students.  相似文献   

Professional development of teachers—A prerequisite for AfL to be successfully implemented in the classroom     

Kari Smith 《Studies in Educational Evaluation》2011,37(1):55-61

A prerequisite for AfL to be successfully implemented in the classroom is the teachers’ assessment practice. In many contexts, including the Norwegian, AfL has not been successfully dealt with during initial teacher education, and there is a need for qualified teachers to engage in professional development in AfL.This article first discusses different perspectives of professional development, not all of which lead to change of attitudes and beliefs resulting in changed practice. Difficulties in implementing AfL beyond the individual teacher and reach the full teaching staff is presented through experiences from a Norwegian research and development project. The next project to be briefly discussed focuses on engaging teachers in developing their own criteria for good classroom assessment.Finally the paper proposes that a major obstacle to teachers’ professional development in AfL is the competence of teacher educators in AfL. Do those who are to guide and support professional development in schools hold the essential knowledge and competence themselves?The conclusive argument is that for AfL to be common assessment practice in schools there is a need for development processes at various levels of the education system.  相似文献   

Literacy profiles of at‐risk young adults enrolled in career and technical education     

Daryl F. Mellard  Kari L. Woods  Jae Hoon Lee 《Journal of Research in Reading》2016,39(1):88-108

A latent profile analysis of 323 economically and academically at‐risk adolescent and young adult learners yielded two classes: an average literacy class (92%) and a low literacy class (8%). The class profiles significantly differed in their word reading and math skills, and in their processing speeds and self‐reported learning disabilities. The class profiles did not significantly differ in their language comprehension and cognitive processing/working memory abilities. These findings suggest targeted instructional interventions to overcome deficits, leading to overall improvements in literacy and numeracy among this important population.  相似文献   

Redefining the Region Served by a University—The Baltic Sea Region Revisited     

Kari Hypponen 《Higher Education in Europe》2000,25(1):57-62

This article outlines the co-operation links of the University of Turku in Finland. Currently it has bilateral agreements with thirty-nine overseas universities plus links with a number of nongovernmental organizations devoted to higher education. The University of Turku is reevaluating these links so as, in the future, to stress those with its immediate international (Baltic) neighbours. It is in the process of contributing to the establishment of a formal Baltic Sea Region University Network and participation in European Union-sponsored Northern Dimension-sponsored projects. The university links parallel and intersect those also established internationally by the city of Turku. International strategies have become a major part of the total activity of the University of Turku.  相似文献   

A framework for intentionally fostering student learning     

Kari Taylor  Carolyn Haynes 《About Campus》2008,13(5):2-11

Recognizing the mismatch between a philosophy of holistic development and evaluation focused on external, quantitative criteria led Miami University's Honors and Scholars Program to revise its curriculum in accordance with student development theory.  相似文献   

Pedagogical Simulation of Sampling Distributions and the Central Limit Theorem     

Reidar Hagtvedt  Gregory Todd Jones  Kari Jones 《Teaching Statistics》2007,29(3):94-97

Students often find the fact that a sample statistic is a random variable very hard to grasp. Even more mysterious is why a sample mean should become ever more Normal as the sample size increases. This simulation tool is meant to illustrate the process, thereby giving students some intuitive grasp of the relationship between a parent population and the distribution of a sample mean.  相似文献   

Placing the Internet in information source horizons. A study of information seeking by Internet users in the context of self-development   总被引：1，自引：0，他引：1  

Reijo Savolainen  Jarkko Kari 《Library & information science research》2004,26(4):415-433

The ways in which people perceive the relative value of the Internet when seeking information for self-development purposes were investigated. The concept of information source horizon was introduced, and it is a construct that enables one to put various information sources and channels in an order of preference to meet the requirements of information seeking. The horizon is based on one's conceptions of the characteristics of information sources, particularly their accessibility and quality. The study draws on interviews with eighteen Internet users who positioned various information sources in three zones of relevance. In their information source horizons, human sources such as friends and colleagues were preferred, followed by print media such as newspapers and books: networked sources were ranked third among six source types. Networked sources were favored for easy accessibility and opportunities to save time. The issue of “facilitating everyday life” was emphasized in this context. Also currency, broad repertoire of networked information, and the potential of the Internet to complement other services were valued highly. Critical stands on the Internet were mainly affected by the negative experiences of encountering low quality material.  相似文献   

Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction,burnout, and the intention to quit     

Rune Høigaard  Rune Giske  Kari Sundsli 《欧洲师范教育杂志》2012,35(3):347-357

Teacher policy is high on national agendas and countries are seeking to improve schools. Demands on schools and teachers are more complex and it is expected that a larger number of teachers will enter the profession. Studies indicate that the period when teachers are newly qualified is a peak time for leaving the profession. The purpose of this study was to investigate work engagement and teacher efficacy and their relationship to job satisfaction, burnout and the intention to quit among newly qualified teachers. 750 questionnaires were distributed to teachers who had less than six years experience as a teacher after they had completed their teacher education from one university in southern Norway. 192 completed surveys were returned, a response rate of 25.6%. In line with the hypothesis, proposed work engagement and teacher efficacy are positively related to job satisfaction but negatively related to job burnout and the intention to quit. Practical implications of these findings are discussed.  相似文献   

Aging in community: home- and community-based services clients’ use of computers as a protective factor for social isolation and loneliness     

Kari M. Nilsen  Louis J. Medvene  Samuel Ofei-Dodoo  Rachel Smith  Anthony DiLollo  Annette Graham 《Educational gerontology》2013,39(10):648-661

ABSTRACT

Frail older adults are increasingly being cared for in the community via home- and community-based service (HCBS) programs rather than nursing homes. This policy change challenges psychologists, social workers, and all geriatric practitioners to identify risk and protective factors in order to implement community-based policies in ways which promote the well-being of frail older adults.

The present small-scale exploratory study focused on the risk factors of social isolation and loneliness, and the potential of computer use to act as a protective factor. Forty HCBS clients were interviewed about their social convoys, social isolation, and loneliness, and their use of computers. Family members made up the largest percentage of participants’ social convoys (48%). Forty-two percent of participants were found to be socially isolated or at high risk for social isolation. Twenty-five percent of participants used computers and these participants experienced significantly less loneliness and had significantly larger social convoys. All participants were shown a 2.5 -minute video demonstrating a computer programmed to accommodate older adults and 80% expressed interest in using such a program.

Future action research projects are suggested to replicate the study’s findings. Such projects could involve collaboration between gerontologists and local area agencies on aging and “service-enriched” affordable senior housing sites.  相似文献   

Group Projects: Student Perceptions of the Relationship Between Social Tasks and a Sense of Community in Online Group Work     

Bruce A. Cameron  Kari Morgan  Karen C. Williams  Kyle L. Kostelecky 《The American journal of distance education》2013,27(1):20-33

Abstract

This study explored the relationship between specific social tasks and student perceptions of a sense of community during online group work. A survey instrument was developed, piloted, and deployed to 125 students in six different online classes. Results revealed few significant relationships between each of the five social tasks examined and student perceptions of a sense of community during online group work; however, students reported that some social tasks were important. Students seemed to focus more on completing a task for a grade than seeing group projects as part of developing community to enhance learning. This might reflect a lack of understanding by the students of the importance of social tasks to successful group project completion.  相似文献