排序方式： 共有36条查询结果，搜索用时 31 毫秒
1.
Piret Luik Reelika Suviste Marina Lepp Tauno Palts Eno Tõnisson Merilin Säde Kaspar Papli 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):153-165
Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language programming course “About Programming” was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7-factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest-rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies. 相似文献
2.
3.
Roland Burger 《Higher Education》2017,74(2):301-320
The purpose of this study is to examine the effects of assessment method (essays vs. examinations) and instruction method (seminars vs. lectures) on student perceptions of the fairness of the assessment process. Department-specific combinations of these factors give a unique profile to the assessment process and to the way students interact with faculty. It is argued that the conditions thus created place students in some departments in a more advantageous position when it comes to meeting justice-related expectations. The variables of interest are procedural justice (PJ) and informational justice (IJ). For PJ, aspects regarding the amount of control students can exert on the grading process (PJ-C) are distinguished from aspects regarding the perceived validity of grading procedures (PJ-V). The sample consists of 1549 students from 48 departments of a German university. Analysis is done via multilevel mixed effects models. Models also check for cross-level interactions between effects of the academic environment and student socioeconomic status (SES). Results show that PJ-C and PJ-V are significantly affected by the assessment method. Higher proportions of essays relative to examinations in a department lead to higher ratings of PJ-C, while they decrease ratings of PJ-V. Ratings of IJ are higher as well if assessment is more essay-based, although this only affects low-SES students. Regarding the instruction method, a higher proportion of seminars was found to significantly increase PJ-C and IJ. Again, effects on IJ are moderated by parental SES. Policy implications for reducing feelings of injustice are discussed. 相似文献
4.
G A Gorry A M Burger R J Chaney K B Long C M Tausk 《Bulletin of the Medical Library Association》1988,76(3):256-267
During the past several years, Baylor College of Medicine has made a substantial commitment to the use of information technology in support of its corporate and academic programs. The concept of an Integrated Academic Information Management System (IAIMS) has proved central in our planning, and the IAIMS activities that we have undertaken with funding from the National Library of Medicine have proved to be important extensions of our technology development. Here we describe our Virtual Notebook system, a conceptual and technologic framework for task coordination and information management in biomedical work groups. When fully developed and deployed, the Virtual Notebook will improve the functioning of basic and clinical research groups in the college, and it currently serves as a model for the longer-term development of our entire information management environment. 相似文献
5.
Ulrike Burger 《Action Learning: Research and Practice》2013,10(3):264-275
This account of practice explores the concept of resistance in action learning. Resistance is conceptualized as an attempt of self-protection that is manifested in action learners' struggles with their sense of self-efficacy and their social Self. These struggles are an inherent part of the action learning process and may elicit defensive undercurrents that constrain learning. I contribute to debates on criticality in action learning by recognizing the centrality of resistance as a source of learning for participants and set advisors. The intended contribution of this paper is to illuminate the importance of engaging with these limiting processes which can spark a powerful learning experience that reverberates long after the action learning programme has finished. Furthermore, I reflect on the opportunities this alternative view on resistance may provide for us as action learning facilitators and discuss how we may incorporate these reflections in our practice. 相似文献
6.
7.
8.
A number of authors have investigated the impact of early childhood education and care programs on the development of children. Often they have focused on the effects on children from socio-economically disadvantaged families. To assess the effects of various preschool programs on cognitive development, recent key studies were reviewed. In addition, the extent to which these programs could establish equal educational opportunities for children from different social backgrounds was evaluated. Program start, intensity, and duration were considered. The findings indicate that the vast majority of recent early education and care programs had considerable positive short-term effects and somewhat smaller long-term effects on cognitive development and that in relative terms children from socio-economically disadvantaged families made as much or slightly more progress than their more advantaged peers. Despite this, early childhood education and care cannot compensate completely for developmental deficits due to unfavorable learning conditions in disadvantaged milieus. Implications for research and policy are discussed. 相似文献
9.
Jill N. Reic Jerry W. Cleland Stephanie R. Stilson J. Clifford Kaspar Deborah L. Holmes 《Psychology in the schools》1993,30(1):50-52
Many studies examine the development of infants born at risk for medical and developmental problems during the early years of life, but far fewer follow these children into their school years. This project compared high-risk vs. low-risk children in their performance on the WPPSI at pre- and postkindergarten levels. In general, both groups of children demonstrated increases in performance; however, their patterns of performance were different. The high-risk children showed increases predominantly in the Performance areas of the test, whereas the low-risk children demonstrated increases predominantly in the Verbal areas. 相似文献
10.
The results of previous cross-section studies suggest that childhood hearing impairment may lead to parental psychosocial stress. The present study investigated whether modifications in parental psychic state can be ascertained in connection with the child's treatment events and the child's hearing and speech status, in a prospective study design. Data were available on 116 fathers and mothers regarding the pre-cochlear implant examination or hearing aid fitting of their child. In the course of the child's treatment, parental quality of life improved from a low to a normal level. Among children who were at the stage of pre-examination for a cochlear implant, better hearing and speech capacity was linked to more severe impairment of the parental state. It is emphasized that the parents whose children showed comparatively good language development at the time of pre-examination for a cochlear implant were especially subjected to stress. 相似文献