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Peggy A. Ertmer Donald A. Stepich Cindy S. York Ann Stickman Xuemei Wu Stacey Zurek Yuksel Goktas 《Performance Improvement Quarterly》2008,21(1):17-42
This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill‐structured instructional design problem. Seven experienced designers used a think‐aloud procedure to articulate their problem‐solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed. 相似文献
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Yuksel Hacioglu Yunus Ziya Arslan Nurkan Yagiz 《Journal of The Franklin Institute》2011,348(8):1886-1902
The control problem of the cooperative motion of a two-link dual arm robot during handling and transportation of an object was studied in this paper. Since these types of robots are frequently preferred for hazardous applications such as transportation of radioactive materials and disposal of explosives, a robust non-chattering sliding mode controller (SMC) improved by a multiple-input multiple-output (MIMO) fuzzy logic unit was applied to the robot to track the desired trajectory with high accuracy and transport the load safely. In order to assess the performance of the proposed MIMO fuzzy sliding mode controller (MIMO-FSMC) in presence of parameter variations and external disturbances, a sudden load variation and noise were introduced to the robot system. If compared with classical SMC, tracking errors with smaller magnitudes and faster convergence to zero were obtained by using the proposed MIMO-FSMC. Numerical results suggest that this type of control method may safely be used for cooperative motion control of dual arm robots in load handling and transport applications in hazardous environments with high accuracy. 相似文献
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This study proposes a model for determining preservice teachers’ intentions to use information and communication technology (ICT) in future lessons. Data were collected from 21 preservice teachers via interview in the first stage of the study and from 2904 preservice teachers from 16 different universities via a designed scale in the second stage of the study. Data were analyzed through structural equation modeling. A model capable of explaining 85% of variance in preservice teachers’ intentions to use ICT in their future lessons was developed. Perceived usefulness (PU) was seen to have the highest influence on their intentions, while facilitating conditions, social influence, and anxiety had a low direct effect. In addition, these factors were found to have a high indirect influence on intention through other factors such as PU, perceived ease-of-use, and efficacy.
Abbreviations: ICT: information and communication technology; M: mean; SD: standard deviation; SEM: structural equation modeling 相似文献
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This study investigated teacher educators’, prospective teachers’, and K-12 teachers’ opinions about the effectiveness of
ICT related courses and the ways to improve the courses in Turkey’s pre-service teacher education programs. The researchers
used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were
collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from
6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants
felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be
more beneficial in practice. 相似文献
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Fatma Burcu Topu İlknur Reisoğlu Turkan Karakus Yılmaz Yuksel Göktaş 《Education and Information Technologies》2018,23(4):1621-1637
The purpose of this study was to examine the correlation of different variables with information retention in guided 3D virtual learning environments by employing three experimental designs. In each experiments, different participants were included in the same population and different variables were considered. Information retention test, flow, presence, engagement scales were used as data collection tools. Namely measures of flow, presence and engagement were examined to see their correlation with retention in experiment 1, 2 and 3. As a result, not the total score of flow but focused attention, enjoyment and skill dimensions has a weak but significant correlation with information retention, while the challenge has a moderate and significant negative correlation. In the second experiment, retention had a significant, low-level relationship with teaching presence and cognitive presence, but it did not have a similar relationship with social presence. In the third experiment, information retention significantly correlated with affective and cognitive engagement, but not with behavioral engagement. Although the three studies’ participants were from the same population, It was seen that the differences in the level of relationship between information retention and the variables studied in each study. Nevertheless, it was found that the levels of flow, presence and engagement of students are important for information retention in a guided 3D virtual learning environment. The study is thought to guide researchers to design 3D virtual learning environments for different purposes, considering these variables. 相似文献
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