Computer-aided Hypermedia for Learning and Self Studies     

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   

Cross-cultural comparison of American and Finnish college students' exercise behavior using transtheoretical model constructs     

Cardinal BJ  Tuominen KJ  Rintala P 《Research quarterly for exercise and sport》2004,75(1):92-101

Although the benefits of exercise are well documented, an international problem of physical inactivity exists. More research, especially theory based, has been recommended. One promising approach for studying exercise behavior is that proposed in the Transtheoretical Model (TTM) of behavior change. This model, however, has received minimal cross-cultural attention and, relative to the current study, measurement instruments have only recently been translated into the Finnish language. The purpose of this study was to assess American and Finnish college students' exercise behaviors on the basis of TTM. Participants were American (n = 169) and Finnish (n = 168) college students who completed language-specific measures of exercise behavior, stage of change, processes of change, decisional balance, self-efficacy, and temptation. The only cultural difference observed was that the American participants rated themselves higher on barrier self-efficacy relative to the Finnish participants. Regardless of nationality orgender, participants classified by their stage of change differed on all the core constructs assessed. These results generally support the utility of TTM for understanding American and Finnish college students' exercise behavior.  相似文献   

Students' perfectionistic profiles: Stability,change, and associations with achievement goal orientations     

Jenny Sthlberg  Heta Tuominen  Antti‐Tuomas Pulkka  Markku Niemivirta 《Psychology in the schools》2021,58(1):162-184

In this study, we examined what kind of perfectionistic profiles (i.e., different patterns of perfectionistic strivings and concerns) can be identified among general upper‐secondary school students, how stable those profiles are over the school year, and how they are connected with students' motivation (i.e., achievement goal orientations). Four distinct profiles were identified. Students with high strivings and low concerns had their focus mainly on mastery, while students with an opposite profile emphasized performance‐avoidance and work‐avoidance orientations. Students with high strivings and concerns favored both performance‐ and mastery‐related goals, whereas students characterized by low strivings and low concerns did not display a dominant tendency toward any orientation. Perfectionistic profiles were relatively stable over time, with the majority of students reporting similar tendencies across the measurements, and with no extreme changes observed. Some indications of more students displaying less adaptive perfectionistic tendencies by the end of the school year were nevertheless found. Our findings demonstrate not only stability in perfectionistic tendencies, but also their motivational relevance in the academic context where students' goals and performance concerns play an important role.  相似文献   

Meaningful learning with mobile devices: pre-service class teachers’ experiences of mobile learning in the outdoors     

Tomi Kärki  Heli Keinänen  Anu Tuominen  Marianna Hoikkala  Eila Matikainen  Hanna Maijala 《Technology, Pedagogy and Education》2018,27(2):251-263

The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers’ (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students’ ratings for different attributes were analysed quantitatively. The authors conclude that, based on this analysis, it is possible to create meaningful learning experiences using ActionTrack. All the measured attributes of meaningful learning obtained positive values. In the mobile learning events of this study, three attributes arose as the essential features: mobile learning in the outdoors was primarily considered collaborative, active and contextual.  相似文献