The relationship between sources of self-efficacy in classroom environments and the strength of computer self-efficacy beliefs

Motivation and success in computer-science courses are influenced by the strength of students’ self-efficacy (SE) beliefs in their learning abilities. Students with weak SE may struggle to be successful in a computer-science course. This study investigated the factors that enhance or impede the computer self-efficacy (CSE) of computer-science students. Data collection involved a survey of 524 undergraduate computer-science students from 10 Thai universities. The survey measured four items of CSE, 13 items pertaining to the classroom learning environment (CLE), and 14 items related to information sources of SE. Results revealed that perceptions of a CLE with autonomy, meaningfulness, and involvement were positively associated with strong CSE. In addition, perceptions of social persuasions such as meaningful and encouraging feedback or judgment from influential people demonstrated a statistically positive relationship with CSE. Perceptions of vicarious experiences whereby students determine and compare their own abilities with observational experiences of role models also demonstrated a statistically positive relationship with CSE. Perceived physiological and affective states such as anxiety and stress demonstrated a negative influence CSE. Implications for practice relate to students’ perceptions of autonomous learning, the value of positive feedback, students’ input into learning content and activities, role models for students and observation of how peers perform tasks better or worse.     

Enhancing classroom management through proactive rules and procedures

This article presents an overview of classroom rule establishment and implementation within a proactive management strategy. Characteristics of classroom rules such as wording and means of presentation are included, and the intended nature and function of rules is discussed. It was concluded that rules do not work in isolation and therefore should be used in conjunction with an overall classroom management plan. Suggesitions for future research and practice are provided.     

Assessing student exposure to and use of computer technologies through an examination of course syllabi

A syllabus analysis instrument was developed to assist program evaluators, administrators and faculty in the identification of skills that students use as they complete their college coursework. While this instrument can be tailored for use with a variety of learning domains, we used it to assess students' use of and exposure to computer technology skills. The reliability and validity of the instrument was examined through an analysis of 88 syllabi from courses within the teacher education program and the core curriculum at a private Midwest US university. Results indicate that the instrument has good inter‐rater reliability and ratings by and interviews with faculty and students provide evidence of construct validity. The use and limitations of the instrument in educational program evaluation are discussed.     

Enhancing the wellbeing of the elderly: Social use of digital technologies in aged care

ABSTRACT

As developed countries struggle to find suitable living arrangements for their ageing populations, many elderly citizens are becoming increasingly marginalized and isolated. In similar circumstances, younger people would use digital technologies to stay occupied and connected, but few elderly citizens have this capability. Our research investigates the ways that the social wellbeing of elderly citizens, wherever they reside, can be enhanced by their use of information and communications technologies (ICT), particularly digital technologies. A 2-year action research study of the social use of ICT by residents in aged-care facilities was conducted in order to determine how developing digital capabilities could enhance their wellbeing. Research interventions included the establishment of computer kiosks in aged-care facilities and weekly classes for developing ICT skills. As their digital capability improved, many of the elderly residents were observed to engage in meaningful computer-based activities of their own choosing. A set of themes among these activities was identified: connection, self-worth/esteem and personal development, productivity, occupation, self-sufficiency, being in control, and enjoyment. Our results are consistent with recently reported domains of social wellbeing among recipients of community-based aged-care services: (a) social participation and involvement, (b) occupation, (c) control over daily life and (d) dignity.     

Enhancing the quality of community learning experiences

An Experiential Learning Questionnaire was designed using a critical incidents technique, open-ended questions and rating scales based on propositions derived from Social Learning Theory. Administered to 218 students in eight Experience-Based Career Education programs in five states, the questionnaire sought to determine the characteristics of both good and poor learning experiences in the community. The study found factors which discriminated between good and poor learning experiences and between young men and women.Research for this study was sponsored by the Education and Work Program of the Northwest Regional Educational Laboratory (NWREL) under a grant from the National Institute of Education (NIE). The ideas and opinions in this paper do not necessarily reflect the position of NWREL nor NIE and no official endorsement should be inferred.This article is based on a presentation at the 1978 SFEE/NCPSIP annual convention.Readers interested in receiving a copy of the instrument used in thist study may obtain it by writing to the authors at NWREL, Education and Work Program, 710 S. W. Second Avenue, Portland, OR 97204.     

Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference

Recent research underscores the importance of the skills, beliefs and behaviors that support student achievement in the classroom and beyond. This set of intrapersonal and interpersonal assets (e.g. perseverance, grit, social skills, efficacy beliefs and mind-sets) are often referred to as noncognitive factors, as they are not measured directly by traditional academic assessments. Outdoor adventure education (OAE) is well positioned to deliver these desired outcomes—boosting self-confidence, self-efficacy and social skills while developing leadership and communication competencies. Therefore, the primary aim of this study was to better understand the form, function and delivery of an effective OAE program/school partnership targeting factors that support student success. Findings explain how shared OAE experiences among adolescent girls attending the same school contribute to greater social connectedness, self-efficacy in leadership competencies, and a recalibrated sense of self and personal potential.     

药物化学课堂教学研究初探

通过教学实践,认为从加强药物结构和命名的学习、讲述重点药物的发现史和生活实例、对药物化学中的专业术语采用双语教学、注重记忆方法在教学中的应用、运用现代化教学手段等五个方面入手,可以提高药物化学课堂教学质量,获得好的教学效果.     

An analysis of teacher-defined activities with mobile technologies: predecessor and successor tool use in the classroom

In this paper, different perspectives on the role of the teacher in a classroom equipped with personal digital assistants (PDAs) are presented. We report on four classroom studies conducted in two countries, Norway and the USA. The overall aim is to understand the use of new tools in different contexts. The key question that we explore concerns the teachers’ pedagogical use of the new tool and why certain tools are adopted and others are not. In one case, the activities simulated the affordances and constraints of the tools used prior to the PDA. In the other case, the activities harnessed the affordances and constraints offered by the successor tool, the PDA. We raise the question as to why these tools were used in two different ways. We analyse our findings in terms of sociocultural theory and concepts of human–computer interaction. Finally, we summarize our results and discuss some educational implications.     

Enhancing student learning of research methods through the use of undergraduate teaching assistants

By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants, over two semesters. Results indicate that having undergraduate teaching assistants in the classroom can result in higher student performance. Students in the sections with undergraduate teaching assistants earned higher grades, were more likely to pass the course with a C or higher and performed better on half of the student learning outcomes than students in the sections without an undergraduate teaching assistant. Based on the overwhelmingly positive results on student learning, we would recommend the active use of undergraduate teaching assistants in the classroom, but especially for courses that students find challenging.     

Teacher self-efficacy as a long-term predictor of instructional quality in the classroom

In this longitudinal study, we examined teachers’ self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality. Teachers’ optimism, engagement, and strain were assessed to gain information about the construct validity of the scales on self-efficacy and mastery goal orientation. We analyzed the self-report data of 203 German in-service teachers who participated in all of three time points of assessment (the years 2001, 2008, and 2011). Confirmatory factor analyses supported the assumed three-dimensionality of instructional quality. Teacher self-efficacy was found to be relatively stable and to be a long-term predictor of instructional quality as indicated by the results of latent variable modeling. Moreover, instructional quality is predicted by mastery goal orientation, which in turn is regressed on self-efficacy. As supported also by bias-corrected bootstrapping, mastery goal orientation partially mediated the relationship between classroom climate and self-efficacy. Results and an outlook for future research are discussed.     

Enhancing classroom teaching through Interactive Radio in South African primary schools: An evaluation of the OLSET programme

Abstract

This article provides a summative evaluation of the development and implementation of the Open Learning Systems Education Trust's (OLSET's) “English in Action” programme from 1992 to the end of 2009. It describes the programme's development from a uni-modal distance education model focused on enhancing learner involvement and learner gains to a multi-modal model focused on enhancing teacher and learner involvement, teacher and learner gains, school, classroom and teacher support and in-service teacher training. It also describes the expansion of schools, teachers and learners involved in the programme over a 17 year period. Reasons for the wide-spread support of the programme by teachers, principals and educational officials in South Africa are identified, and constraints and limitations highlighted. Conclusions are then drawn on the value of the programme's model relative to the resurgence of international interest in the potential of using radio as a basis for teacher support in developing countries.     

积极心理学对课堂教学的影响

本文以积极心理学为切入点,结合自身多年的教学工作经验,重点探讨了积极心理学在课堂教学中的应用和积极心理学视角下提高课堂教学质量的途径,旨在有效提高高职院校的课堂教学质量,满足社会对人才的需求。