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Suhonen Jarkko Sutinen Erkki 《Educational technology research and development : ETR & D》2022,70(5):1551-1573
Educational technology research and development - A critical aspect of designing and running online study programs is the identification of factors and elements that could potentially threaten the... 相似文献
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David Fontana Eira Williams Allen Simon Lionel Ward 《Assessment & Evaluation in Higher Education》1986,11(2):105-116
This study investigates higher education students’ own attributions of success using free responses, exploring in particular the relative importance of ability and effort‐related attributions on the one hand and luck‐related attributions on the other. A sample of 150 first year polytechnic degree course students from both Arts and Science faculties was investigated. A rank order of 12 categories was established: study habits, lecture‐content, lecturer, social, interest, motivation, ability, domestic security, peers, luck, financial security, health. Among study habits a rank order of 7 categories was also established: reading skills, examination technique, time, note‐taking skills, organisation of work, revision, place. Knowledge of, and practice in, study habits, is clearly important, and other implications are the need for further awareness of the lecturer‐student relationship and more research into the consistency of student attributions across faculties beyond the first year. 相似文献
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Jarkko Suhonen M. Ruth de Villiers Erkki Sutinen 《Educational technology research and development : ETR & D》2012,60(2):287-305
Formative development method (FODEM) is a multithreaded design approach that was originated to support the design and development
of various types of educational technology innovations, such as learning tools, and online study programmes. The threaded
and agile structure of the approach provides flexibility to the design process. Intensive stakeholder feedback is a vital
aspect of FODEM. As a formative method that emphasizes research-orientation and evaluation through the entire development
process, this article proposes that FODEM is fundamentally also a research and development method. FODEM provides tools to
conceptualize the development process via its distinguishing feature, namely a dynamic thread structure. FODEM can be used
to manage, analyse and visualise the overall design process at different stages. FODEM can also be used to create different
conceptulisations of a design process in order to identify successes and failures. 相似文献
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Eira Wyn Patterson 《Education 3-13》2018,46(3):264-276
Collaborative group work has the potential for providing rich opportunities for children to learn through talk with peers; however, in practice, little effective engagement in learning is observed within authentic learning contexts. Exploratory talk is associated with high levels of cognitive challenge within collaborative group work. Detailed observations of collaborative interactions which took place during activities in authentic learning contexts in Reception and Year 3 classes were analysed to identify exploratory talk episodes and to gain insights into the factors contributing to their development. This study makes a theoretical contribution to understanding the nature of exploratory talk in the early years and provides insights into the form that scaffolding of exploratory talk can take in authentic learning contexts. 相似文献
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Mari A. Nislin Nina K. Sajaniemi Margaret Sims Eira Suhonen Enrique F. Maldonado Montero Ari Hirvonen 《欧洲特需教育杂志》2016,31(1):27-43
The aim of this study was to investigate the relationship between early childhood professionals’ (ECPs) stress regulation (using salivary cortisol and alpha-amylase [AA] measurements), work engagement and the quality of their pedagogical work in integrated special day-care groups. Participants were 89 ECPs from 21 integrated special day-care groups located in Helsinki, Finland. The special educational needs of children (who were between 3 and 6 years of age) in these groups varied from language disorders and self-regulation difficulties to severe disabilities. Data was collected by using work engagement surveys, salivary cortisol and AA measurements and observational assessments of pedagogical work. This study is novel, in that it combines approaches from different disciplines to investigate work-related well-being among ECPs. Our findings demonstrate the close relationship between ECPs’ stress regulation and the quality of pedagogical work in teams. Whilst ECPs’ high work engagement was associated with better-quality pedagogical work, we did not find any associations between different biomarkers and work engagement. Our study highlights the importance of teamwork, not only as fundamental to high-quality early childhood special education, but also in supporting the well-being of ECE professionals. The findings can be applied in future studies and can be used to inform intervention aiming to enhance working conditions in day-care centres. 相似文献
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The Sámi are an indigenous people of the Arctic, and through a resolution of the United Nations, Norway is bound to take care
of the Sámi culture and language. Since 1987 the Sámi have had their own curriculum, but they have no mathematics syllabus.
In this paper we summarize the legal acts that take care of the Sámi culture within the Norwegian educational system, and
then discuss three examples of Sámi mathematics, which can be part of a possible Sámi mathematics syllabus. First, a unit
of measurement is presented, second, a unique way of treating the ratios 2:1 and 1:2 is described, and finally the use of
some Sámi versus Norwegian geometry terms are exposed. The three examples are situated in relation to the Yup’ik Eskimo Mathematics
in a Cultural Context (MCC), as described by Lipka, Webster, and Yanez (2005) and their contribution in this special issue of Interchange. 相似文献
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