Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?          下载免费PDF全文

Heather Lea Harvey  Sanjai Parahoo  Mohammad Santally 《Higher Education Quarterly》2017,71(2):141-158

The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups, followed by online surveys of 834 undergraduate students from the University of Mauritius enrolled in an online course. Using factor analysis and structural equation modelling, the study found no significant differences based on gender for millennials, but identified three significant antecedents of student satisfaction for both males and females: university reputation; physical facilities; and instructor empathy.  相似文献   

Lecturers on teaching within the ‘supercomplexity’ of Higher Education     

Susan J. Lea  Lynne Callaghan 《Higher Education》2008,55(2):171-187

While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement of learning for students.

Susan J. LeaEmail:

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Space Scale: Models in the History of Science and Students Mental Models     

Josef Feigenberg  Lea Valentina Lavrik  Vladimir Shunyakov 《Science & Education》2002,11(4):377-392

This paper deals with the problem of relating distance and scale by way of alternative models of perception taken from the history of science.The intuitive patterns of modern school children in evaluating the Solar System are then compared with those in the history of science. Immediate experience and intuition by children often contradict scientific understanding. The children in this study, for example, do not see the rays of the Sun as being parallel and ignore the curvature of the Earth. The authors argue that children's understanding of the rays of the Sun as not being parallel as well as their ignoring the curvature of the Earth is due to the limitation resulting from the students' `actual activity zone', and not to their insufficient knowledge. This study makes specific suggestions to broaden the scientifically based `actual activity zone' of students. We suggest that laboratory work based on historical experiments using elementary geometry – as, for example, the determination of the radiusof the Earth by Eratosthenes – promotes a scientific understanding of astronomicalmeasurements....The scale of space and time, which we customarily observe on Earth, and which is part of time, we become aware of the vastness of our universe, we are awed and humbled. But if astronomers spent all their time speculating about the immensity of the cosmos and the prodigious interval of time necessary for the evolution of the stars, their accomplishments would be few. The primary concerns of the astronomer when studying the cosmos are physical and mathematical interpretations of observations, predictions of future observations, and the development and refinement of his instruments for such interpretation and prediction. To help him in the conceptualization of his problem, astronomer may, consciously or unconsciously, visualize a small model representing the cosmic system under investigation. Using this method, we can arrive at an understanding of the relative dimensions of the system and an understanding of the time intervals involved.Shklovskii I.S. and Carl Sagan (1966)Intelligent Life in the Universe  相似文献   

Teacher capacity for and beliefs about data-driven decision making: A literature review of international research     

Amanda Datnow  Lea Hubbard 《Journal of Educational Change》2016,17(1):7-28

Data-driven decision making continues to be a growing educational reform initiative across the globe. The effective use of data requires that teachers develop the knowledge and skills to analyze and use data to improve instruction. The purpose of this article is to examine teachers’ capacity for and beliefs about data use. These issues are examined through a review of research in the past decade. We find that teachers’ beliefs about and capacity for data use are often not connected within the literature or in practice, but we argue they are the heart of the connection between data and instructional change. Teachers’ capacity to use data and their beliefs about data use are shaped within their professional communities, in training sessions, and in their interactions with coaches, consultants, and principals. However, efforts to develop teachers’ capacity for data use often fall short of their goals. Correspondingly, teachers have varied beliefs about data use, and some feel they lack the ability to use data to inform instruction. In order to be more successful, capacity building should directly address teachers’ beliefs, and data use must be decoupled from external accountability demands and involve a variety of information on student learning.  相似文献   

Discovery learning     

Sir Alec Clegg 《Education 3-13》2013,41(1)

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Writing for children: A social engagement?     

Gillian Avery  Alec Lea  Joan G Robinson  Roy Brown 《Children‘s Literature in Education》1971,2(3):17-30

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Examining the Enactment of Web GIS on Students' Geospatial Thinking and Reasoning and Tectonics Understandings     

Alec M. Bodzin  Qiong Fu  Denise Bressler  Farah L. Vallera 《学校用计算机》2015,32(1):63-81

Geospatially enabled learning technologies may enhance Earth science learning by placing emphasis on geographic space, visualization, scale, representation, and geospatial thinking and reasoning (GTR) skills. This study examined if and how a series of Web geographic information system investigations that the researchers developed improved urban middle-school learners’ GTR skills and their understanding of tectonics concepts. Paired-sample t tests for analyses of tectonics content knowledge and GTR achievement measures revealed statistically significant gains from pretest to posttest (p <.001) with large effect sizes. The findings provide support that GTR related to tectonics can be learned with appropriately designed learning activities using Web-based geographic information systems.  相似文献   

Book reviews     

J. Bruce Francis  Michalina Vaughan  Colin Flood Page  Sally Tomlinson  R. A. Becher  Margaret C. Ives  John Urry  K. G. Collier  Meir Zadok  Charles Carter  Jürgen Schramm  Jean Barry  Graeme C. Moodie  Donald Bligh  R. A. King  D. G. Mulcahy  Peter Scott  F. R. Charmer  T. R. Bone  John A. Hughes  Roger Greenhough  Alec M. Ross  John Wakeford  Joyce Skinner  Duncan B. Nimmo  Cedric Cullingford  L. R. B. Elton 《Higher Education》1979,8(6):709-744

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Sex in the Heartland     

Amanda Lea Miracle 《Journal of American culture (Malden, Mass. : 2003)》2005,28(4):450-451

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Glamour of Dunhuang Fascinates French Viewers     

Lea Wu Wu Gang 《中外文化交流(英文版)》2009,(3):20-23

Dunhuang Grotto Temple is the world＇s largest extant treasure house of grotto art. Exquisite mural paintings and painted sculptures from ancient China are well preserved in hundreds of temple caves. In 1900 a local young Taoist monk named Wang Yuantu accidentally discovered, from grotto walls, sutra collection caves that had bean sealed for years. In those caves are kept numerous volumes of writings, silk paintings and painted banners. This accidental discavery unveiled the mysterious history of Dunhuang that dates back to more than one thousand years.  相似文献