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1.
Fátima Viteri Geraldine Clarebout Marion Crauwels 《Environmental Education Research》2014,20(2):228-247
This study examined recall (Rcl) differences of high, average and low achieving fifth-grade elementary students (72) for an environmental education video with supporting pedagogical materials. In addition, it assessed the motivational level of all students. Recall assessment was carried out one-week and twenty-weeks after intervention. Main findings suggest comparative Rcl results for all achievers and high motivation for the designed video and pedagogical materials. Implications for future research and for an integrative materials’ design approach are presented. 相似文献
2.
Jan Elen Geraldine Clarebout Rebecca Léonard Joost Lowyck 《Teaching in Higher Education》2013,18(1):105-117
This contribution explores the relationship between teacher-centred and student-centred learning environments from a student's perspective. Three different views with respect to this relationship can be retrieved. The balance view suggests that the more teacher-centred a learning environment is, the less student-centred it is and vice versa. The transactional view stresses the continuous renegotiation of teacher- and student-roles. The independent view argues that teacher- and student-centredness are independent features of learning environments. Results from three survey studies of higher education students’ conceptions of quality education are discussed. While the practice-oriented literature regularly seems to adopt a balance view, factor analyses did not reveal evidence for the balance view in any of these studies. In students’ minds student-centredness and teacher-centredness seem to be mutually reinforcing features of high quality education. From a curricular point of view, and especially with regard to teacher training, the results warrant to argue for the development of so-called powerful learning environments rather than for the transition from teacher-centred towards student-centred learning environments. 相似文献
3.
Griet Lust Mieke Vandewaetere Jan Elen Geraldine Clarebout 《Learning Environments Research》2014,17(3):319-337
Given the rising popularity of content management systems (CMSs) in higher education, we investigated how students use the available CMS tools, as well as whether the moment of using a CMS tool affects students’ learning. This temporal dimension has been neglected in current research on CMS use. More insight into students’ tool-use is particularly important from an instructional design perspective because research has repeatedly revealed that a learning environments’ effectiveness depends heavily on students’ adaptive tool-use. Data were collected by logging the frequency and the time students (158) use the available tools within a CMS. Repeated-measures analyses revealed that students’ tool-use changed throughout the course, a dynamism that was different for each tool and was related to course-specific deadlines. Significant temporal student differences were found for some types of tools. Furthermore, students’ course performance was significantly impacted by the moment students used the course material outlines and the discussion board. In line with expectations, effects were different dependent on the tool. Hence, by examining students’ tool-use from a temporal perspective, this study highlighted that the timing of use matters. Furthermore, this timing depends on tool functionality. Consequently, the results have interesting implications for designing CMSs and they suggest implications for releasing some type of CMS tools at specific moments in the learning process. 相似文献
4.
Mieke Vandewaetere Sylke Vandercruysse Geraldine Clarebout 《Educational technology research and development : ETR & D》2012,60(2):307-324
Research on computer-based adaptive learning environments has shown exemplary growth. Although the mechanisms of effective
adaptive instruction are unraveled systematically, little is known about the relative effect of learners’ perceptions of adaptivity
in adaptive learning environments. As previous research has demonstrated that the learners’ view towards a learning environment
strongly influences their learning outcomes and learning process, it can be discussed whether program-defined adaptivity is
not only effective because of the underlying learner models, but also because the adaptivity is perceived and experienced
as such by the learners. In this study, we apply the cognitive mediational paradigm and hypothesize that perceptions of adaptivity
mediate the relation between adaptive instruction and learners’ motivations and learning outcomes. The results do not fully
support the claim of the cognitive mediational paradigm. Both adaptivity and perceptions were related to motivation, but learners’
perceptions did not act as a mediating variable. 相似文献
5.
David Corradi Jan Elen Geraldine Clarebout 《Journal of Science Education and Technology》2012,21(6):780-795
Theories on learning with Multiple External Representations (MER) claim that low prior knowledge learners in science have difficulties using MER, which are seen as necessary to achieve a conceptual understanding. In two experiments, we analyze the mechanisms underlying the learning of chemistry with MER. Our first experiment focuses on how MER can support learning. We found no difference in learning gains of conceptual understanding, regardless of the format (whether MER were provided or not). It is concluded that chemical MER on themself cannot be seen as learning aids. The second experiment compares three types of instructional aids (prompts, prompts with an answer, and note-taking) to determine which types of aids enhance learning with MER. Contrary to the findings of Seufert (Learn Instr 13:227?C237, 2003), path-analysis suggests that the lowest prior knowledge group benefits the most from instructional aids such as prompts and note-taking. These aids guide learners?? attention towards one specific representational format (symbols), while other formats (submicroscopic representations) receive less attention. 相似文献
6.
David M. J. Corradi Jan Elen Beno Schraepen Geraldine Clarebout 《International Journal of Science Education》2013,35(5):715-734
When learning with abstract and scientific multiple external representations (MERs), low prior knowledge learners are said to have difficulties in using these MERs to achieve conceptual understanding. Yet little is known about what these limitations precisely entail. In order to understand this, we presented 101 learners with low prior knowledge of abstract scientific MERs to see (a) how many, and what kind of ideas (propositions) learners remembered from these MERs and (b) what the impact of these ideas is on conceptual understanding of the content. Propositional analysis indicates that learners created flawed internal representations. The discussion analyses the potentials that the learners have in using abstract representations to increase their understanding of scientific information and possible effects of instruction. 相似文献
7.
Fátima Viteri Geraldine Clarebout Marion Crauwels 《Environmental Education Research》2013,19(5):577-599
While key conceptions and the status of environmental education (EE) have been reported at various international, regional, national and local levels, those in play in the schools of Quito (Ecuador) are still relatively unknown. Of particular interest to this study are private schools: they are considerable in number in Ecuador and elsewhere, yet remain largely underrepresented in national and local studies. Therefore, a survey with a focus on conceptions of EE was administered to teachers (74) and pupils (748) of the third-, fourth- and fifth-years (7–10?years old) of elementary education, in 22 private schools in Quito. Using Sauvé's categorization of conceptual currents in EE, findings suggest a strong conservationist theme among teachers whereas pupils approach EE from both conservationist and naturalist perspectives. In terms of the status of EE, implementation is still limited to classrooms and in teacher professional education and development. Consideration of diverse conceptual currents is strongly recommended in teacher professional development, and the strengthening of EE-related partnerships between schools, homes and communities. 相似文献
8.
9.
Geraldine Clarebout Jan Elen Rebecca Léonard Joost Lowyck 《Educational Research and Evaluation》2013,19(2):109-125
ABSTRACT This article addresses the labour market effects of two rather different forms of vocational education, full‐time education with practice periods that have no employment status versus dualized education with an emphasis on continuous on‐the‐job/in‐service training and employee status for the apprentice. Although most developed countries know both forms of vocational education, these usually have clearly different positions in a qualitative (standardization of curricula and degrees) and a quantitative (cohort shares) sense. The Netherlands present an interesting case, because in this country both systems coexist and contribute largely to the vocational training of each new generation. That provides a good opportunity for investigating differences in the labour market effects of these ‘treatments’ in vocational education. In this article, differences in labour market careers (i.e. the chances of getting promoted or getting unemployed) between graduates from full‐time vocational education and from the dual system are explored, using event history analysis. The results show that graduates from full‐time tracks have higher chances of getting promoted. However, the period of transition to the labour market is very unstable, involving job shifts and periods of unemployment. Graduates from the dual system on the other hand experience a more stable period of labour market entry. At the same time their careers often involve many dead‐end jobs, from which no promotion takes place. Moreover, they have difficulty in transfering their skills to other sectors than the sector for which they are trained. 相似文献
10.
Geraldine Clarebout Holger Horz Wolfgang Schnotz Jan Elen 《Educational technology research and development : ETR & D》2010,58(5):573-587
The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether
this is related to learners’ self-regulation skills and goal orientation. Sixty students were divided in a condition where
support was embedded and a condition where support was non-embedded. Results reveal that the embedded group used more and
spent more time on the use of support. Quality of use differed for one support device only, with quality being higher in the
non-embedded group. An interaction with self-regulation was found. High self-regulators use the support devices less optimal
when support is embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional
time spent on support influenced learning outcomes. 相似文献