排序方式： 共有8条查询结果，搜索用时 15 毫秒
1
1.
Schallert Stefanie Lavicza Zsolt Vandervieren Ellen 《International Journal of Science and Mathematics Education》2022,20(2):277-297
International Journal of Science and Mathematics Education - The effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based... 相似文献
2.
Effects of learner control,advisement, and prior knowledge on young students' learning in a hypertext environment 总被引：4，自引：0，他引：4
E. Christine Shin Diane L. Schallert Wilhelmina C. Savenye 《Educational technology research and development : ETR & D》1994,42(1):33-46
This study was an investigation of the effects of learner control and of advisement in a hypertext learning environment with
second-grade students who had different levels of prior knowledge about the content. Four treatment conditions crossing two
variables, learner control (free access representing network structuring of hypertext vs. limited access representing hierarchical
structuring of hypertext), and advisement (advisement vs. no-advisement), were established. From the quantitative and qualitative
data, results indicated that: (a) for low prior knowledge (PK) students, the limited-access condition was more effective than
the free-access condition, whereas high-PK students were able to function equally well in both conditions; (b) the free-access
group reported a higher positive attitude for advisement than for no advisement, but the limited-access group showed no such
difference in preference; (c) the low-PK group completed the lesson more quickly without advisement than with advisement,
whereas the high-PK group's completion times did not vary across advisement conditions; and (d) analysis of the path data
indicated that advisement was helpful in preventing disorientation in the free-access condition. 相似文献
3.
The changing higher educational landscape in Europe creates new learning infrastructures and transforms existing ones. Students
are thus provided with new possibilities and challenges. Through the case study of a newly developed common curriculum for
the social sciences of a public university in Austria, this article discusses the interacting social agents, elements, and
tools of a flexible and interactive technology-enhanced learning model. In doing so, the transnational, national, and local
infrastructural conditions and challenges are critically examined from a socio-technological perspective. Selected evaluation
and survey results highlight students’ learning practices, usage behavior, and suggestions to improve their learning situation.
The article concludes that student-centered learning models focusing on flexibility and interactivity can support the stable
implementation of a common curriculum and its technology-enhanced learning infrastructure for the social sciences at public
universities with high student numbers. 相似文献
4.
Our purpose was to illustrate the process by which caring relationships between students and their teacher educator developed in the context of preservice reading preparation that made use of online communication as one class activity. Describing the development of caring relationships between three students and their teacher, we showed that caring could not be considered a one-way characteristic of what teachers do and are, but rather that it depended on students’ reciprocal responses. Findings indicated that the trajectories of caring relationships developed differently, each influenced by differences in entering expectations, critical events, and a negotiation of what the relationship meant. 相似文献
5.
6.
Although studies on self-efficacy and attribution have independently contributed to the motivation literature, these two constructs have rarely been considered together in the domain of foreign language learning. Here, 500 undergraduates in Spanish, German, and French courses were asked to report whether test scores represented a successful or unsuccessful outcome and to provide attribution and self-efficacy ratings upon receiving their grades. Representing an innovation over previous studies, attributions were measured in two ways, using dimensions of attributions and asking about actual reasons for a real outcome. In regressions predicting achievement, self-efficacy was the strongest predictor, supplemented by ability attributions. Students who attributed failure to lack of effort had higher self-efficacy than students not making effort attributions. 相似文献
7.
8.
Jessica J. Summers Diane L. Schallert P. Muse Ritter 《Contemporary educational psychology》2003,28(4):510-523
This study addressed notions derived from a model by [Tesser et al., 1984] of self-concept and how it is influenced by social relationships. We were interested in whether the self-evaluation maintenance model (SEM) would allow us to investigate more directly the value component in expectancy–value models of achievement motivation. Using distinctions often made about different motivational orientations, we discovered a three-way interaction between level of mastery orientation (high or low), relevance of math (high or low), and target of rating (self or 7th grade friend) on students’ perception of ability in math. Thus, the SEM model was supported but only for students reporting a low mastery orientation. For them, those who reported math as highly relevant estimated their own ability as significantly higher than their friend’s, whereas those reporting math as less relevant showed no difference in estimates of ability between self or friend. For high mastery oriented students, no differences were found. 相似文献
1