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Tonia A. Dousay Natasha P. Trujillo 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):876-887
Existing research highlights conflicting results attempting to capture gender preferences with respect to unimodal versus multimodal designs in online learning. As online learning continues to expand, more research examining the role of gender in multimedia design holds considerable potential. However, the presence of multimedia in online learning contexts presents a more complex problem when taking into consideration the concept of learner interest. The current study sought to investigate gender differences in situational interest (SI) with respect to three different but related designs of an online, multimedia learning environment for continuing, professional education in emergency medical services. The content in these designs was identical, but applied different combinations of the redundancy and modality multimedia principles. A two-way analysis of variance was used to examine the types of SI by gender and type of multimedia design. While no significant difference or interaction effect was identified between gender and triggered SI, an interaction effect was observed for females and the different multimedia designs. Specifically, females reported a higher maintained SI when animation, narration and text were effectively combined. The findings of this study provide insight into best practices for instructional and media designers developing multimedia learning environments as well as future research implications. 相似文献
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Constructing explanations is an essential skill for all science learners. The goal of this project was to model the key components of expert explanation of molecular and cellular mechanisms. As such, we asked: What is an appropriate model of the components of explanation used by biology experts to explain molecular and cellular mechanisms? Do explanations made by experts from different biology subdisciplines at a university support the validity of this model? Guided by the modeling framework of R. S. Justi and J. K. Gilbert, the validity of an initial model was tested by asking seven biologists to explain a molecular mechanism of their choice. Data were collected from interviews, artifacts, and drawings, and then subjected to thematic analysis. We found that biologists explained the specific activities and organization of entities of the mechanism. In addition, they contextualized explanations according to their biological and social significance; integrated explanations with methods, instruments, and measurements; and used analogies and narrated stories. The derived methods, analogies, context, and how themes informed the development of our final MACH model of mechanistic explanations. Future research will test the potential of the MACH model as a guiding framework for instruction to enhance the quality of student explanations. 相似文献
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Henry Bradford María–Andrea Trujillo 《Journal of Higher Education Policy & Management》2017,39(4):435-452
We analyse the internationalisation process in business schools as a response to the globalisation phenomena and argue that environmental pressures, isomorphic forces, the pool of internal resources and the alignment of the process with the institution’s general strategic plan are the main determinants of a successful internationalisation process. These determinants, two external and two internal, find support in different theoretical frameworks such as contingency, isomorphism, resource-based view and strategic management theories. We use these theoretical approaches to discuss four propositions that explain the implementation of an appropriate internationalisation process for a business school. This paper contributes to the literature concerned with the internationalisation processes in higher education institutions highlighting the main factors that should be taken into account by school deans, university provosts, university boards and educational policymakers in guiding internationalisation process at institutional and national/sector levels. 相似文献
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Erica Rosenfeld Halverson Damiana Gibbons Shelby Copeland Alon Andrews Belen Hernando Llorens Michelle B. Bass 《Learning, Media and Technology》2014,39(3):386-403
In this article, we explore how youth audiences evaluate the quality of youth-produced films. Our interest stems from a dearth of ways to measure the quality of what youth produce in artistic production processes. As a result, making art in formal learning settings devolves into either romanticized creativity or instrumental work to improve skills in core content areas. We conducted focus groups with 38 youth participants where they viewed four different films produced by the same youth media arts organization that works with young people to produce short-form, autobiographical documentaries. We found that youth focused their evaluations on identifying the films' genre and content and on assessing how well the filmmakers' creative decisions fit with identifications of genre and content. Evaluations were mediated by audiences' expectations and seemed to inform judgments of quality and creativity. We hope that our work can inform the design of formal learning spaces where young people are producing narrative art. 相似文献
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Recommender systems play an important role in reducing the negative impact of information overload on those websites where users have the possibility of voting for their preferences on items. The most normal technique for dealing with the recommendation mechanism is to use collaborative filtering, in which it is essential to discover the most similar users to whom you desire to make recommendations. The hypothesis of this paper is that the results obtained by applying traditional similarities measures can be improved by taking contextual information, drawn from the entire body of users, and using it to calculate the singularity which exists, for each item, in the votes cast by each pair of users that you wish to compare. As such, the greater the measure of singularity result between the votes cast by two given users, the greater the impact this will have on the similarity. The results, tested on the Movielens, Netflix and FilmAffinity databases, corroborate the excellent behaviour of the singularity measure proposed. 相似文献
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This essay examines how police officers socially construct a sense of organizational drama when they label, valorize, and narrate their work experience. This social construction of organizational drama is illustrated with data collected from a four month observational study of a small police force, fictitiously named the “Valley View Police Department.” 相似文献
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Information and communication technologies (ICT) have brought about renewed spaces for the societies of today, full of possibility and transformation. Bordering on the infinite, these spaces have generated new activities and behaviors. This technological scenario is now commonplace, an everyday reality that has taken root in our lives with remarkable speed. Now would therefore be an appropriate time to open up a line of inquiry into how this is shaping educational practice and how it is affecting our cognitive structures. We have chosen to conduct a review of relevant literature that will enable us to adopt a critical analysis to our subject: education and, above all, the learner, seen from the perspective of neuroscience and social analysis. However, the principal aim of this paper is to lay bare the disparities between research findings and current educational practices that use ICT. 相似文献
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Jennifer Brundidge R. Kelly Garrett Hernando Rojas Homero Gil de Zúñiga 《Mass Communication and Society》2014,17(4):464-486
Observations of the contemporary news media environment often revolve around the topics of ideological polarization and blurred boundaries between mass and interpersonal communication. This study explores these topics through a focus on the association between ideologically oriented online news use, commenting on online news, and political participation. We hypothesize that both ideological online news use generally and proattitudinal online news use are positively related to political participation and that online news commenting creates “differential gains” by augmenting these relationships. Yet we also hypothesize that counterattitudinal online news use is negatively related to political participation and that online news commenting creates “differential losses” by exacerbating this relationship. Analyses of two independently collected and nationally representative surveys found that frequent ideological online news use, proattitudinal online news use, and commenting are all positively related to political participation. We found no evidence for differential gains as a result of online commenting but only for differential losses—counterattitudinal online news use interacts with commenting to create a negative relationship with political participation. 相似文献
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Carolyn M. Tucker Rose A. Zayco Keith C. Herman Wendy M. Reinke Mark Trujillo Kirsten Carraway Cory Wallack Phyllis D. Ivery 《Psychology in the schools》2002,39(4):477-488
A causal model for understanding the complex interplay between student‐reported teacher behaviors, student self‐systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self‐system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self‐system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. © 2002 Wiley Periodicals, Inc. 相似文献