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1.
Bart Rienties Dirk Tempelaar Bas Giesbers Mien Segers Wim Gijselaers 《Interactive Learning Environments》2013,21(5):631-648
A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online Problem Based Learning environment. Given the complexity of CMC, we expected that autonomous learners would be more willing to contribute to cognitive discourse. In time, we expected that control-oriented learners would develop a preferential attachment to contribute to discourse from autonomous learners. Data were gathered from 37 autonomous and 39 control-oriented learners who posted 1669 messages. Using a dynamic multi-method approach of content analysis of cognitive and social discourse, social network analysis, and measures of academic motivation, we find some preliminary evidence that motivational orientation influences communication and social interaction patterns amongst learners. From the beginning, most control-oriented learners develop a preference to connect to and communicate with autonomous learners, although a separate team-analysis indicates that group dynamics also influence how learners develop connections with other learners in time. Our findings further the understanding of differences found in distance learning courses about participation and drop-out. 相似文献
2.
Karin Ploegh Harm H. Tillema Mien S.R. Segers 《Studies in Educational Evaluation》2009,35(2-3):102-109
With the increasing popularity of peer assessment as an assessment tool, questions may arise about its measurement quality. Among such questions, the extent peer assessment practices adhere to standards of measurement. It has been claimed that new forms of assessment, require new criteria to judge their validity and reliability, since they aim for specific goals and address different aspects of learning. But although new criteria have been formulated, little is known about how they are deployed and operate in actual peer assessment practices. This study intends to explicate the quality criteria relevant to the context of peer assessment. We conducted a survey in vocational education on peer assessment quality criteria applied in classrooms. Fifty-six teachers using peer assessment rated several quality criteria as relevant to their teaching practice. The findings suggest that peer assessment practices entail many of the quality criteria recognized in measurement and evaluation, although in an embedded way: the generic quality criteria are tuned or adapted to the peer assessment setting. The findings also show that peer assessment is very much in the hands of the teacher, who organizes and orchestrates the appraisal process in which students receive clear guidelines to appraise one another's work. Our results indicate that quality criteria hardly differ from the function peer assessment serves in classrooms, either within a summative or formative evaluation context. By gaining insight on the specific criteria of peer assessment and their precise purposes, we believe it becomes possible to help teachers improve its measurement quality. 相似文献
3.
Does Self-directedness in Learning and Careers Predict the Employability of Low-Qualified Employees?
Isabel Raemdonck Harm Tillema Andries de Grip Martin Valcke Mien Segers 《Vocations and Learning》2012,5(2):137-151
Employability has become a key element in sustaining successful vocational careers. The role of self-directedness is considered
paramount in maintaining one’s employability. However, it also requires certain competences on part of employees to invest
in learning and career development. This study examines the influence of self-directedness in learning and career of low-qualified
employees on their employability. In a follow-up study of 284 low-qualified employees, we find that higher levels of self-directedness
in learning and career of employees corresponds with higher chance to be promoted to higher-level job positions (vertical
job mobility). However, no relationship was found between different formats of self-directedness and job retention or horizontal
job mobility of lower qualified personnel. 相似文献
4.
According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training programs considered as adult and continuing education which enhance social inclusion for vulnerable adults and their life environment. The results indicate that after following the training programs as part of continuing learning, the participants show a significant increase in activation and internalisation as well as participation and connection (as processes of social inclusion). Moreover, non-parametric correlation analysis and logistical regression analysis shows that the training design feature transfer possibilities is significantly related to the increase of almost all social inclusion variables. Besides this direct surroundings and learning contents and activities only significantly relates to the increase of social inclusion variables of activation and internalisation and care to the social inclusion variables of participation and connection. 相似文献
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我国东部植物与日本植物的关系 总被引：3，自引：0，他引：3
郑勉 《中国科学院研究生院学报》1984,22(1):1-5
(1) Many plants in eastern China are conspecific with those in Japan,for example, Cercidiphyllum japonicum, Magnolia sieboldii, Lindera praecox, Kirengeshoma palmata, Platycrater arguta, Oxalis obtriangulata, Orixa japonica, Ilex porpurea, Acer nikoe-
nse, Meliosma myriantha, Eurya japonica, Styrax obassia, Comanthosphace japonica, Rabdo-
sia longituba, Mitchella undulata, Croomia japonica, Cypripedium japonicum, Galeola septen-
trionalis etc. Especially, Peltoboykinia tellimoides and Petrosavia sakuraii were formerly considered
as being confined to Japan and Yoania japonica as distributed only in N. India and Japan, but
the specimens of these species have recently been collected from Jiulong-shan in Zhejiang
Province.
(2) Though the genera Cunninghamia, Glyptostrobus, Metasequoia, Liriodendron,
Sassafras, Liquidambar etc. existing now in eastern or central parts of China are extinct from
Japan, the fossils of leaves, fruits or seeds of Cunninghamia protokonishii, Glyptostrobus
europaeus, Metasequoia glyptostroboides, Liriodendron honshuense etc. have been discovered
from Japanese Tertiary Strata, which seems to indicate that the floristic relationship be-
tween Japan and eastern China was closer in ancient time than it is now.
(3) The fact that some species in Japan have close relatives in Nepal, Sikkim or Bhu-
tan may suggest that the western edge of the Sino-Japanese Floristic Region extends probablyto the Himalayan corridor. 相似文献
7.
The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated. 相似文献
8.
Quincy Elvira Simon Beausaert Mien Segers Jeroen Imants Ben Dankbaar 《Learning Environments Research》2016,19(1):17-41
Development of professional expertise is the process of continually transforming the repertoire of knowledge, skills and attitudes necessary to solve domain-specific problems which begins in late secondary education and continues during higher education and throughout professional life. One educational goal is to train students to think more like experts and approach the mastery of a subject as an expert would. Helping students to develop professional expertise and evaluating whether classrooms are conducive to the development of expertise is difficult and time-consuming. At present, there is no instrument that measures all the core classroom factors that influence specifically the development of professional expertise. This paper describes the development and validation of an instrument that measures the extent to which educators create a Supportive Learning Environment for Expertise Development, the SLEED-Q. A sample of 586 secondary school students (14–18 years-old) was used for validation. Both exploratory and confirmatory factor analyses were carried out. Examination of the fit indices indicated that the model seemed to fit the data well, with the goodness-of-fit coefficients being in recommended ranges. The SLEED-Q, consisting of seven factors with 30 items, the SLEED-Q has potential as an instrument for examining how conducive learning environments are to development of professional expertise in secondary school settings. The implications of the results and potential paths for future research are considered. 相似文献
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10.
Jos A. R. Arts Wim H. Gijselaers Mien S. R. Segers 《European Journal of Psychology of Education - EJPE》2006,21(1):71-90
Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used
for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these
curricula in terms of expertise outcomes are not always conclusive. Based on the instructional implications resulted from
research in the field of expertise development in general and in PBL curricula more specifically, we constructed and implemented
a refined PBL design. With this redesign, we aimed for a more advanced level of (a) knowledge acquisition and use, (b) reasoning
directionality, (c) diagnostic and problem solving accuracy.
The aim of the present research was to compare the outcomes of a ‘traditional’ and a ‘refined’ PBL learning environment. For
that purpose we measured the effects of the redesign on the students’ expertise profile. An experiment was conducted in a
second year course on International Marketing. In the study 75 students participated. Using a multidimensional coding scheme,
constructed on the basis of results of expertise research, we analysed students’ problem-solving performance. The results
of this analysis indicate hat the experimental students outperformed the control students in various aspects of expertise
when analyzing the problem: The experimental group demonstrated a more extensive use of domain-specific concepts and inferences,
more inductive reasoning, and both diagnoses and solutions of higher quality. 相似文献