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Alenoush Saroyan 《Instructional Science》1992,21(6):451-472
A clear case has been made in the literature regarding the role of the learner in formative evaluation of instructional materials. In contrast, research on the role of the expert has been limited. This paper describes formative evaluation by instructional designers and subject matter experts, highlighting their task interpretation, their focus on text features, and their strategies. Content analysis of protocols based on think-aloud data suggest that instructional designers take on the role of a generalist, use a comparative method of review, and appear to be directed by the heuristics of the Instructional Systems Design Model. In contrast, subject matter experts approach the task as a specialist, use a sequential method of review, and seem to be directed by the domain knowledge. These differences lead to the identification of different problems and the generation of different revision recommendations. The implications of findings are discussed. 相似文献
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Many factors contribute to the way a lecture is conceptualized and delivered. These include one's philosophy and beliefs about teaching, knowledge of pedagogical principles, availability of resources, and the realities surrounding the instructional situation. In this paper three types of lecturing styles are described and their differences are highlighted in the context of current conceptions of teaching and pedagogical principles. The three lectures are subsequently characterized as content-driven, context-driven, and pedagogy-driven. Evaluation data suggest that the more pedagogically oriented the lecture, the higher it is rated by students. 相似文献
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Engida Gebre Alenoush Saroyan Robert Bracewell 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):83-96
This study examined dimensions of student engagement in technology rich classrooms and the relationship of this engagement to professors' conceptions of effective teaching. We collected questionnaire data from 332 students and analysed the data in relation to the finding of another study (Authors, forthcoming) involving 13 professors' course‐specific conceptions of effective teaching. Principal component analysis with varimax rotation revealed four dimensions of student engagement: cognitive and applied engagement, social engagement, reflective engagement and goal clarity. Subsequent multivariate and univariate analyses of variance showed that the extent of students' cognitive and applied engagement and social engagement is related significantly to professors' conceptions of effective teaching. The study has implication on design and assessment of technology‐rich learning environments and on faculty development programs involving technology use in their teaching. 相似文献
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The paper introduces a framework concerning conceptions of teaching and learning of advanced graduate students and the trajectory
of change in their conceptions following a formal course on course design and teaching. Students were enrolled in six sections
of this graduate course, two offered in a 6-week format and 4 in a 13-week format. The courses were taught by three different
instructors. Data were obtained from 88 doctoral students before and after the course using four questions pertaining to the
meaning of effective teaching, effective learning, role of the teacher, and role of the learner. Using an open coding procedure,
four conceptions were identified. These were transmitting knowledge, preparing context/managing instruction, promoting course
learning, and promoting life-long learning. The generalized linear model procedure was used to conduct within and between
group pre and post course comparisons. Overall, there was a significant change in response frequency ratios in all four categories
across all courses, indicating a decrease in the responses in the first two categories and an increase in the frequency of
responses in the last two categories. No significant differences were attributed to course type or instructor. 相似文献
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Forty eight sets of recommendations identified by their authors as practical heuristics for the evaluation and revision of instructional materials were reviewed and consolidated. These guidelines were extracted from professional journals, book chapters and independent publications. Initially, all items were compiled, and then sorted into three categories according to their specific focus: content (subject matter), design, and presentation. In a second sort, identical items were eliminated and semantically equivalent items were grouped together. Three independent judges performed the same tasks for reliability. The outcome is a comprehensive list of 67 items, representing all of the reviewed guidelines. This instrument could be a successful aid in identifying deficiencies of instructional materials in the areas of content, design and presentation. 相似文献
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