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Manolis Wallace Kostas Karpouzis Mary Stefanou Ilias Maglogiannis Stefanos Kollias 《Education and Information Technologies》2004,9(3):271-289
The new educational approaches, as far as teaching of history in secondary education is concerned, are characterized by a shift away from sterile memorization and towards a critical approach of historical facts and phenomena; the aim is to contribute to both the development of students' historical concept and conscience and the promotion of critical thought. These teaching goals are pursued by promoting initiative of the students through self study assignments in the form of projects; students can be greatly supported in such tasks by computer-based applications, which can offer access to vast amounts of historical texts and data to be used next to the main scholar textbook and be analyzed by students. Still, existing applications seem to be quite inadequate for this purpose, as they require that the student be already informed on a matter, before the initiation of a quest for data. In this paper, we describe an intelligent information system that is designed to facilitate browsing of educational material and historical sources, thus allowing students to efficiently retrieve information on topics that are not yet known to them and expand in this way their historical knowledge. This can help in fulfilling the aforementioned teaching goals. Our system relies on the notion of the Electronic Road. 相似文献
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Proponents of performance assessments purport that they allow more options for student choice and autonomy and, therefore,
are more motivating and more preferred by students. This study explored the role of stakes and the student’s familiarity with
the format in these examination preferences. A survey of 148 college students suggested that: their familiarity with open-ended
assessments led students to prefer them without reference to stakes; they tended to prefer closed assessments when the stakes
are low but open formats when the stakes are high; and their goal orientation had no relationship with these decisions. In
the end, students seemed to be rather pragmatic and protective of their grades regardless of their goal orientations, which
is only natural. The students’ goal orientations appear, then, to be desiderata for both them and their instructors, but a
graded environment stifles their full operation. 相似文献
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L.F. Hood S.E. Stefanou J.B. Lord B.L. Zoumas J. Hernandez‐Serrano 《Journal of Food Science Education》2002,1(1):10-17
ABSTRACT: Food product development courses at The Pennsylvania State University and Saint Joseph's University were combined into a single course with a common faculty, syllabus, and web‐based course management system. Industry specialists made weekly presentations on critical aspects of the product development and marketing process, via compressed video conferencing and the Web, to students at both locations. Cross‐institutional interdisciplinary student teams completed a comprehensive plan for developing, evaluating, and launching a new product. Assessment of student learning revealed an enhanced understanding of all aspects of the product innovation, development, and marketing processes. The net result is a model learning system transcending disciplines, place, and time. 相似文献
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This study describes the effects on student motivation and cognitive learning strategies of an approach involving an undergraduate learner-centered community of learners approach to instruction. Six learning communities were created using the following objectives: integrated courses, active and collaborative learning, and opportunities for learning through information technology and library resources. Instructors attended ten workshops designed to assist them in developing the learning communities according to the objectives of the program. Results indicate significant changes in motivation and cognitive strategy use by the end of participation in the learning community. Within the motivation subscales, students in the learning communities reported significantly higher levels of intrinsic and extrinsic motivation, more internal control of their learning, and self-efficacy, along with significantly lower levels of test anxiety and task value. Within the learning strategies subscales, students reported increases in their use of rehearsal strategies, organization strategies, critical thinking, time management, and the use of peer learning and help-seeking behaviors. 相似文献
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College student notes were analysed with respect to the amount of words copied directly, omitted and added to the teacher’s
overheads or PowerPoint slides in order to understand the effect of teacher scaffolds on student generative learning during
initial encoding. Scores on quizzes taken at the end of classes from which notes were collected were analysed with respect
to the content of student notes and teacher scaffolds. Statistically significant results were found when comparing how much
students copied, added and omitted, whether teachers used PowerPoint presentations or overheads, and with respect to the amount
of information teachers presented visually. Significant effects also were found on performance quiz items with respect to
the amount of information that teachers provided. 相似文献
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