排序方式： 共有60条查询结果，搜索用时 31 毫秒
1.
Yves Blieck Ilse Ooghe Chang Zhu Koen Depryck Katrien Struyven Bram Pynoo 《Studies in Continuing Education》2019,41(1):36-60
Quality models for online and blended learning (OBL) have mainly been developed in higher education. The literature indicates that these models are often conceptualised from the providers’ perspective. What is important for the quality of OBL from the students’ perspective has recently received increased attention in the literature. Consensus among stakeholders about students’ quality needs is useful to support dialogue between professionals to strategically adopt OBL and to ensure that the needs of students are met. This study aims to validate a quality instrument for OBL, taking a set of 74 quality indicators and analysing them in terms of seven success factors (credibility, accessibility, transparency, flexibility, interactivity, personalisation, productivity). The Delphi method was selected as most suited. Participants from adult education were asked to indicate on a 7-point Likert scale to what extent the indicators add to OBL quality to meet students’ needs. After four Delphi rounds, the participants agreed on definitions of success factors and 30 indicators. The results are useful for institutions, ministries of education and external quality assessment agencies to assess the quality of OBL and can support institutions to implement improvement actions to ensure that the needs of students are met. 相似文献
2.
Koen Luwel Joke Torbeyns Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2003,18(4):425-447
In the research literature several positions concerning the role played by metacognition in adaptive strategy choice can be
distinguished. While many authors adhere so-called metacognitive models of strategy choice and strategy change, others have
questioned the extent to which metacognitive factors are associated with strategy choice and task performance and have proposed
alternative theoretical frameworks wherein strategy choices are described in terms of associative models. In the present article
we report data coming from a larger research project on the development of children’s numerosity judgement strategies and
skills. The experimental task involved judging numerosities of colored blocks presented in a rectangular grid. Participants
were 59 second grade and 50 sixth grade children, whose strategic performance data — obtained by means of a systematic analysis
of their response-time patterns — were compared with interview data collected at the end of the experiment. The major result
of this comparison is that not only the children from the oldest age group, but also the children from the youngest age group
showed clear evidence of metacognitive awareness and understanding of different aspects of their strategic performance. 相似文献
3.
Abstract In soccer, critical match events like goal attempts can be preceded by periods of instability in the balance between the two teams' behaviours. Therefore, we determined periods of high variability in the distance between the teams' centroid positions longitudinally and laterally in an international-standard soccer match and evaluated corresponding match events. Position data were collected with AMISCO Pro?. Inter-team distance variability was calculated over a 3-s moving window. Out of the 242 match periods that exceeded the variability criterion, 51 were dead-ball situations. Match events identified through longitudinal inter-team distance primarily related to defending players moving forward-backward after a longitudinal pass. Match events identified through lateral inter-team distance mainly corresponded with defending players moving laterally following sideways passing. One of two goals and two of fourteen goal-attempts were preceded by a period of high variability. Together, periods of highly variable inter-team distance were associated with collective defensive actions and team reorganisation in dead-ball moments rather than goals or goal attempts. Inter-team dynamics quantified (mutual) reorganisation of the teams and marked teams' collective defensive ability to respond to attacking explorations. 相似文献
4.
Sekeris Elke Empsen Michaël Verschaffel Lieven Luwel Koen 《European Journal of Psychology of Education - EJPE》2021,36(3):845-864
European Journal of Psychology of Education - The transition from informal to formal mathematics is an important episode in children’s mathematical development. The current study investigated... 相似文献
5.
Koen Van der Bracht Fanny D’hondt Mieke Van Houtte Bart Van de Putte Peter A. J. Stevens 《牛津教育评论》2016,42(2):129-145
Public concerns over the possible effects of school segregation on immigrant and ethnic majority religiosity have been on the rise over the last few years. In this paper we focus on (1) the association between ethnic school composition and religious salience, (2) intergenerational differences in religious salience and (3) the role of ethnic school composition for intergenerational differences in religious salience. We perform analyses on religious salience, one five-point Likert scale item measuring religious salience among 3,612 16-year-old pupils in Belgian secondary schools. National origin was used as a proxy for ethnicity. Ethnic minority pupils in schools with a higher share of ethnic minorities tend to be more religious. This relation holds for Muslim as well as other religious and ethnic minorities. Ethnic school composition also moderates the relationship between migrant generation and religious salience: second generation migrants tend to be more religious in ethnic minority dominated schools. For ethnic Belgians the association is moderated by their religious affiliation: Catholics tend to be more religious, while non-affiliated ethnic Belgians are less religious in schools with a higher share of ethnic minority pupils. 相似文献
6.
In this paper, an explanatory program understander that can analyse student solutions for programming assignments is described. The approach uses a number of reverse engineering techniques and is grounded on a cognitive model of procedural programming knowledge. It will be shown that, through the use of reverse engineering techniques, a lot of feedback (e.g. on errors) can be generated without having to use any prior knowledge on what the program is supposed to do. When such information is available, problem-specific feedback can also be generated. Furthermore, the use of the cognitive programming concepts allows one to specify the errors in an understandable way using exactly the same words and concepts as human programmers. This opens interesting possibilities for other uses of the proposed program understanding technique described in this article. 相似文献
7.
Koen Luwel Lieven Verschaffel Patrick Onghena Erik De Corte 《European Journal of Psychology of Education - EJPE》2001,16(2):233-255
A previous study (Luwel, Verschaffel, Onghena, & De Corte, 2000) revealed that 2nd and 6th graders use at least 3 different kinds of strategies for determining different numerosities of blocks presented in square grids: (a) an addition strategy by means of which (groups of) blocks are counted (and added), (b) a subtraction strategy in which the number of empty squares is subtracted from the total number of blocks in the grid (i.e. the anchor), and (c) an estimation strategy, whereby the number of blocks is determined in a quick but imprecise way. Although 6th as well as 2nd graders used the clever subtraction strategy, the majority of 2nd graders had serious trouble with the correct determination of the anchor, resulting in huge numerosity judgement errors. Since this finding seriously complicated the testing of a number of hypotheses in that study, we replicated the above study but presented the children information about the grid size. This manipulation led to a substantial increase in the proportion of appropriate subtraction strategy users and made it possible to investigate the effect of several subject and task variables on the frequency, accuracy, and adaptiveness with which the different strategies were applied. Results are discussed in terms of the conceptual framework of Lemaire and Siegler (1995) regarding strategic change. 相似文献
8.
Spatial scientometrics: Towards a cumulative research program 总被引：1，自引：0，他引：1
We propose a research program to analyse spatial aspects of the science system. First, we provide a review of scientometric studies that already explicitly take the spatial dimension into account. The review includes studies on (i) the spatial distribution of research and citations, (ii) the existence of spatial biases in collaboration, citations and mobility, and (iii) the citation impact of national versus international collaborations. Then, we address a number of methodological issues in dealing with space in scientometrics. Finally, to integrate spatial and non-spatial approaches, we propose an analytical framework based on the concept of proximity. A proximity approach allows for combining hypotheses from different theoretical perspectives into a single framework. 相似文献
9.
Sigrid B. H. Olthof Wouter G. P. Frencken Koen A. P. M. Lemmink 《Journal of sports sciences》2018,36(14):1557-1563
Small-sided games (SSGs) are used in training sessions to prepare for full-sized matches. For the same number of players, smaller pitch sizes result in decreased physical performance and shorter interpersonal distances. A relative pitch area derived from the full-sized match results in larger pitch sizes and this may increase the fit between SSGs and full-sized matches. This study aimed to investigate SSGs with a traditional small pitch and a match-derived relative pitch area in youth elite soccer players. Four age categories (under-13, under-15, under-17 and under-19) played 4 vs. 4 plus goalkeepers on a small (40x30m, 120m2 relative pitch area) and large pitch (68x47m, 320m2 relative pitch area). The number of games per age category ranged 15–30. Positional data (LPM-system) were collected to determine physical (total distance covered, high intensity distance and number of sprints) and team tactical (inter-team distance, LPW-ratio, surface area, stretch indices, goalkeeper-defender distance) performance measures and tactical variability. On a large pitch, physical performance significantly increased, inter-team and intra-team distances were significantly larger and tactical variability of intra-team distance measures significantly increased. The match-derived relative pitch area is an important training manipulation and leads to changes in physical and tactical performance 4 vs. 4 plus goalkeepers. 相似文献
10.
Veerle Germeijs Koen Luyckx Guy Notelaers Luc Goossens Karine Verschueren 《Contemporary educational psychology》2012
This study identified decision-making profiles of students who make a choice of a major in higher education. These profiles were examined in a sample of Belgian students at the end of Grade 12, when the educational system expects that these adolescents choose a specific major. Using latent class cluster analysis on adolescents’ scores for coping with career decisional tasks (i.e., orientation, exploration, decisional status, and commitment), four clusters were identified. As expected, these profiles paralleled Marcia’s (1966) identity statuses (i.e., the achievement, moratorium, foreclosure, and diffusion status). Results provided support for the external validity of the identified clusters through differential associations with several person variables (i.e., career decision-making self-efficacy, career choice anxiety, and decision-making style) and with academic functioning in higher education (i.e., commitment, academic and social adjustment). Implications for current educational research and research on career decision-making are discussed. 相似文献