Differential learning outcomes in an instructional simulation: Exploring the relationship between designated role and perceived learning outcome

One set of instructional strategies which has not been examined vis‐a‐vis learning outcome is instructional simulations. The present study is an exploratory study designed to examine the possible relationship between designated roles and learning outcome. It was designed to explore the possibility that if differential learning outcomes existed they might be related to the designated role of the learner in the interactive simulation. The study found that students cast in the roles of managers in the SIMCORP SIMULATION reported different perceptions about learning than did students cast in the roles of workers.     

Personality structure,instructional outcomes,and instructional preferences

Four instructional treatments differing in structure and student responsibility were used with 60 abstractthinking and 60 concrete-thinking students. As predicted, abstract students preferred those treatments with less structure and more responsibility; however, abstract and concrete students showed similar achievement levels as a result, of each treatment. The differentiated outcomes hypothesis is offered to account for the findings.

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Résumé Quatre méthodes de traitement pédagogique de structure et de responsabilité des étudiants ont été employées avec 60 étudiants pensant abstraitement et 60 étudiants pensant de manière concrète. Ainsi que prévu, les étudiants pensant abstraitement préféraient les méthodes ayant moins de structure et plus de responsabilité. Les deux catégories d'étudiants ont toutefois obtenu des niveaux d'accomplissement pareils avec chaque méthode de traitement. L'hypothèse des aboutissements différenciés est offerte comme explication des conclusions.

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This study was based in part on the doctoral dissertation of the junior author. The authors would like to thank the students and staff of the County College of Morris, Morristown, N.J., for their cooperation.     

图像融合质量主客观评价相关性分析

建立图像融合质量评价标准对于在不同的应用场景中选择适当的融合算法,以及对现有融合算法的改进和研究新的融合算法都是至关重要的。本文在分析目前广泛使用的图像融合质量主客观评价方法的基础上,对图像融合质量进行了主客观评价并对主客观评价结果进行了相关性分析,发现结合了人类视觉特性的客观评价方法与主观分析结果较为一致,充分说明了建立新型的、结合主观因素与客观因素的图像融合评价准则的必要性。     

Faculty research involvement and instructional outcomes

Faculty members in the natural-mathematical sciences (N=93) and in the social-behavioral sciences (N=90) were rated on research involvement by department heads and on teaching outcomes by students. Differences in teaching outcomes for members of the two disciplines confirmed several common stereotypes. Those heavily involved in research appeared to establish higher academic standards for students than did the relatively uninvolved, but the two faculty groups generally did not differ on student progress ratings. However, for four of ten criterion measures, a significant interaction occurred. Student ratings were positively related to the degree of research involvement for faculty members in natural-mathematical sciences but negatively related to research involvement on the part of social-behavioral scientists.     

语用行为的主观意图与客观效果

本文讨论语用意图与语用效果之间的关系。针对人们头脑中存在的模糊认识，作者从语用行为的习惯性分类(言语表达、言语接受和言语交际)入手，分别对三类不同的语用意图、语用效果加以辨析。在此基础上，着重探讨语用意图和语用效果的产生、评价之间的关系。     

Course ratings as measures of instructional effectiveness

This study assesses the validity of instructor ratings as measures of instructional effectiveness. Multiple regression analysis was used to assess the relationship between ratings of classroom practices, instructor characteristics and student commitment to the course and an overall rating of the instructor. Sixty-four percent of the variance in instructor ratings could be explained by variance in students' ratings for eleven course-related items. It was concluded that variance in instructor ratings reflected variance in classroom and instructional practices.     

试论影响普通话水平测试的主客观因素

影响普通话水平测试的主客观因素有测试标准、试题难易度、测试信度和应试人的复杂状况。正误界定标准有遗漏是由于研究方法不科学造成的，研究的不深入使得目前的评分标准的不统一和不确定。试题难易度不均是不可避免的，有关部门应研究并制定出各类试题的难易系数值。测试员的测试信度直接影响到测试成绩的高低。应试人的心理素养、临场应变能力等复杂状况也影响到测试成绩。     

Investigating relationships between features of learning designs and student learning outcomes

This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face classes combined with online learning. The main focus of the study was to examine possible relationships between features of online learning designs and student learning outcomes. Data-collection strategies included expert reviews of the learning designs, student surveys of perceptions of the web environment and their own learning outcomes, and a SOLO (structure of observed learning outcomes) analysis of assessment evidence of student learning outcomes. The findings of this correlational study indicate mild relationships between features of learning design and student perceptions of their learning outcomes. Both the provision of learning resources and the engagement of students in online communication relate to aspects of learning (acquisition of knowledge and skills, and enhancement of learning motivation). Also, the relationship was stronger when eLearning strategies were more extensively used. However, no relationship was found between learning design and the student performance in assessment tasks, possibly because of the limited assessment data that was examined.     

Faculty and instructional designers on building successful collaborative relationships

Employing phenomenological techniques this qualitative study investigates perceptions of collaborative relationships between instructional designers and faculty at an R1 university. While past research has considered the growing involvement of instructional designers in course development, and knowledge and skills expected from an instructional designer, little attention has been paid to what constitutes an effective collaboration and how it can be developed from the perspectives of both instructional designers and faculty. Based on semi-structured interviews of faculty and instructional designers, the following four thematic categories were uncovered: (1) reasons for collaborative efforts; (2) structure of collaborative relationships; (3) supports of and barriers to collaboration; and (4) essential competencies and strategies for instructional designers and faculty in a collaborative partnership. Our findings support the existing research on the importance of collaboration between instructional designers and faculty, and spotlights instructional designers in the higher education setting. They also outline key elements of an effective relationship, including understanding the role of an instructional designer, trust and rapport building (and its components), administrative support and faculty buy-in. Suggestions are made for to how overcome potential barriers to ensure an effective and collaborative partnership. Implications and future directions for research and training programs are discussed.

     

多属性决策的主客观结合特征向量方法

研究了结合主观和客观信息的模糊多属性决策问题,其中主客观信息分别由属性权重的两两比较矩阵和决策矩阵组成.提出一种结合主观和客观信息的特征向量决策方法,给出了2种求解基于主客观特征向量法的模糊多属性决策方法.这种方法通过求解2个线性目标规划模型得到最优属性权重,然后,通过对决策信息进行简单的加权集结,得到所有方案的排序结果.最后,通过一个算例说明了该方法的实用性和有效性.结果表明,该方法要比其他主客观结合多属性决策方法简单.     

Examining relationships among elementary schools' contexts,leadership, instructional practices,and added-year outcomes: a regression discontinuity approach

This study proposes and tests a multilevel structural model of school context, composition, and school leadership on school instructional practices and outcomes in elementary schools in a western state in the United States. We focus on direct and indirect relationships implied in our proposed model using an “added year of schooling” in reading and math as our primary school-level outcomes. Added-year effects, which result from a regression discontinuity design, represent a relatively new approach for describing how school factors influence outcomes. Our results suggest that, net of context and composition factors, improvement-focused school leadership directly affected subsequent school instructional practices and, in turn, instructional practices affected added-year outcomes. We discuss the findings in terms of their theoretical and practical implications for conducting further educational effectiveness research.     

论廉政动力的源泉、主体和实现

廉政建设是一项内容广泛、深刻的社会活动，这项活动必须以社会动力为后盾。对廉政建设的社会动力应当从廉政的动力源泉、廉政的动力主体、廉政的动力实现等方面进行多角度探讨和实践。     

Exploring the potential of a computer tool for instructional developers

Information and communication technology tools currently permeate almost every professional domain. Those geared toward the field of instructional development have emerged in recent years. This article explores the potential for linking the domains of computer support and instructional development.This article reports on the design and evaluation of CASCADE (Computer Assisted Curriculum Analysis, Design and Evaluation), a computer system that supports instructional developers during formative evaluation efforts. Five prototypes of CASCADE were created and evaluated on the basis of their validity (reflection of state-of-the-art knowledge and internal consistency); practicality (ability to meet the needs, wishes and contextual constraints of the target group); and effectiveness (improved user task performance).The results of this study suggest that the use of CASCADE could: (a) improve the consistency of formative evaluation plans and activities; (b) motivate developers by elevating their confidence in using formative evaluation activities; (c) save time; and (d) help to provide justifications for decisions made.     

Ecological correlates of children's subjective school outcomes

The study used path analytic techniques to examine relations between children's subjective school outcomes and measures of their family and school learning environments. Included in the sample were 250 twelve-year-old Australian children, 120 girls and 130 boys, and their parents. A home interview schedule was used to assess parents' aspirational, instrumental, and expressive orientations in relation to education while children's perceptions of the regulative, instructional, innovative, and interpersonal contexts of their schools were obtained. The findings indicated that when a refined measure is used, children's perceptions of their school environment have moderate to strong links with school-related outcomes even when family influences are assessed by detailed social—psychological process variables. For future research, however, the study suggests that parallel measures of children's perceptions of their family and school environments should be developed for a more complete understanding of the ecological correlates of children's characteristics.     

Academic calendar change impact on enrollment patterns and instructional outcomes

A study of 10 universities in two states was completed to determine the impact of a change from the quarter to the semester calendar on enrollment patterns and instructional outcomes. A decrease in average student credit hour load and an increase in the percentage of students withdrawing from courses were observed after institutions changed to the semester calendar system.Presented at the 23rd Annual Forum of the Association for Institutional Research, Toronto, May 1983.