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GÖRAN KARLSSON MIKAEL JANSSON MATZ LENELLS LENNART LUNDBERG RUNE KÖRNEFORS BENGT KJÖLLERSTROM 《European Journal of Engineering Education》1993,18(3):227-231
A complete coverage of the course content does not lead the student to explorative curiosity and to a scientific attitude to knowledge and learning. Interactive hypermedia use will lead to an epistemological quality raising since in that way students’ independence in planning, knowledge acquisition and problem solving might be facilitated and since at the same time tutorial supervision and guidance can be included. Hypermedia have possibilities to provide students with large quantities of information. With network interfacing learning can take place independent of time and place and individualized education will be possible. Combined with CMC (computer mediated communication) and educational software the student has a tool for life-long education within the classroom. At the Växjö University text, images and simulations have been integrated within a hypertext system: Hyperbook (for Macintosh). At the Royal Institute of Technology we develop this concept to use it with computer-based self-study material in mechanics, a project which started in autumn 1990 using HyperCard. At the University of Lund a development of hypertext material in the form of computer illustrated text for a thermodynamics textbook has just started. An example of limits of models will be demonstrated by a computer simulation of a linearized and a non-linearized pendulum. 相似文献
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In our study, we describe a situation where students take ownership of their learning and, on their own initiative, use digital tools actively in their learning activities. In our research we were interested in students who used weblogs and in the dynamic relationship between students and the weblogs they create. In particular, we were interested in how self-regulated learning was facilitated both by the technology that enables the creation of the weblogs, and in the content, or open writings, that are posted on the weblog.
The article begins with an introduction to weblogs. We then present the results of the analysis of the affordances of weblogs to facilitate self-regulated learning. We used a category system developed by experts from the universities of Aalborg, Amsterdam and Bergen to structure our study of the weblogs which we received from Bergen students. One of our most interesting findings was that students' reflection on both their own learning and access to other's reflections on their learning was a powerful tool to collectively develop a conceptual understanding of a topic. We could call this collective self-regulation. 相似文献
The article begins with an introduction to weblogs. We then present the results of the analysis of the affordances of weblogs to facilitate self-regulated learning. We used a category system developed by experts from the universities of Aalborg, Amsterdam and Bergen to structure our study of the weblogs which we received from Bergen students. One of our most interesting findings was that students' reflection on both their own learning and access to other's reflections on their learning was a powerful tool to collectively develop a conceptual understanding of a topic. We could call this collective self-regulation. 相似文献
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Third- and fourth-grade Norwegian children completed a battery of tasks that measured indicators of orthographic and phonological processing skill, leisure time reading, home literacy environment, and nonverbal intelligence. Using latent variable structural equation modeling, it was found that home literacy environment influenced leisure time reading, and that leisure time reading contributed to orthographic processing skill beyond the prediction provided by phonological processing skill. Home literacy environment influenced orthographic processing skill indirectly by its influence on leisure time reading. In addition, some children with poor phonological skill and good orthographic skill were found to score high on a leisure time reading measure. Even though Norwegian has much more regular orthography than English, these results are consistent with previous findings in the United States linking variance in orthographic processing skill to differences in leisure time reading. Thus, this study showed the robustness of orthographic skill independent of phonological processing even within the context of an orthographically regular language. 相似文献
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