共查询到20条相似文献,搜索用时 15 毫秒
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Anatomy curricula are becoming increasingly populated with blended learning resources, which utilize the increasing availability of educational technology. The educational literature postulates that the use of technology can support students in achieving greater learning outcomes by increasing engagement. This study attempts to investigate the dimensions of student engagement with technology-enhanced learning (TEL) resources as part of a medical program’s anatomy curriculum using exploratory factor analysis. A 25-item five-point Likert-based survey was administered to 192 first-year medical students, with three emergent factors discerned: satisfaction, goal setting and planning, and physical interaction. The three factors closely aligned with the existing literature and therefore additional nonparametric analysis was conducted that explored the levels of engagement across three custom-made anatomy TEL resources, including: (1) anatomy drawing screencasts; (2) an eBook; and (3) a massive open online course (MOOC). Usage data indicated that the most popular resource to be accessed across the cohort was the anatomy drawing screencasts via YouTube, with the MOOC being used least. Moreover, some evidence suggests that those students who utilized the MOOC were more engaged. Generally, however, no correlations were observed between the levels of engagement and TEL resource usage or assessment outcomes. The results from this study provide a clear insight into how students engage with TEL resources, but do not reveal any relationship between levels of engagement, usage, and assessment outcomes. 相似文献
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《Parenting, science and practice》2013,13(4):379-408
Objective. This goal of this study was to examine predictors of fathers' sensitivity and engagement with their young infants. Design. Predictors of the quality of father engagement during play and sensitivity during caregiving were explored in 73 middle-class families with a 6-month-old infant. Data were gathered through observation, self-report, and interviews. Results. Factors representing the exosystem (e.g., income and work characteristics) and microsystem (e.g., family and individual characteristics) were found to predict fathers' sensitivity during caregiving and engagement during play. Compared with father - infant play in the dyad, when mothers were present all types of interaction except social play decreased in frequency. Correlational and regression analyses supported the view that fathers were more sensitive and/or engaged with their infants when they did not suffer from job stress, possessed positive coping skills, held more child-centered beliefs, wanted to be like their own fathers, had wives who were more engaged when they played with their infants, and had male infants. Fathers were more affectionate toward their infants when they were in more harmonious marriages and the infants were temperamentally easy. Conclusions. These findings confirm the position that fathering behavior is best understood within an ecological, multilevel framework and that emotional energy is a reasonable explanatory construct underlying fathers' sensitivity and engagement. 相似文献
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Global engagement programming across higher education continues to expand as institutional leaders and practitioners strive to meet global citizenship and civic engagement outcomes. This article presents case study research on a global service-learning partnership, the “Christian University” (CU) Wheelchair Project, which has involved students in a three-semester course sequence that includes research under faculty guidance at a Kenyan school serving 300 children with disabilities. The coauthors participated with the CU students to address the following research questions: (a) What are the characteristics of a Christian Global Service-Learning project that involved partnerships? and (b) What are the observed expectations and impacts of this partnership in the local setting? The case study offers an example of a global service-learning partnership that is grounded in institutional and community input throughout the project's conception and implementation, as well as during assessment of the program. Analysis of the data revealed three components of this program as an effective model of a global service-learning partnership: (a) shared representation throughout the program, (b) valuing both student and community outcomes, and (c) additional perceived community benefits. Corbett and Fikkert's (2012) relief-rehabilitation-development and Fraser's (2009) parity of participation frameworks were used to illustrate why it is necessary to intentionally develop partnerships where the local community can genuinely participate. Drawing from the related literature, the authors argue that global service-learning with partnership programs have the potential to move Christian higher education beyond simply service to transformative and sustained community collaboration in which social justice can be effectively enacted. 相似文献
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《南宁职业技术学院学报》2020,(1):36-40
依据国家职业分类大典(2015版)对制冷与空调技术专业相关职业进行梳理分析,对职业工种主要工作任务进行归纳提炼,按照工作难易复杂程度进行技能等级排序,根据技能等级层次对接构建中高职衔接课程体系,是实现中高衔接技能分阶对接课程体系构建策略,破解中高职衔接难点和短板课程体系衔接的一种新的思路。 相似文献
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Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n?=?38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System? (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2?×?2?×?(2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured attitudes toward science. Students in the drama treatment group had significantly higher learning gains (F?=?160.2, p?<?0.001) than students in the non-drama control group with students in grade four reporting significantly greater learning outcomes (F?=?14.3, p?<?0.001) than grade five. There was a significantly statistical decrease in student attitudes toward science (F?=?7.5, p?<?0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment students when used as an active extension to the pre-existing inquiry-based science curriculum. 相似文献
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Charging to the End: Course Activities for Semester‐Long Student Engagement in an Undergraduate Product Development Capstone Course 下载免费PDF全文
Setting instructional goals to drive student engagement in the classroom is essential, as research has shown that improved student engagement in a course will affect student success, as well as the development of key personal and professional skills. Student engagement is a multifaceted concept with multiple perspectives. In focusing on the behavioral perspective of student engagement, various effective teaching practices can be implemented to encourage engagement in a diverse study body. Utilizing validated tools, such as the Natl. Survey of Student Engagement (NSSE) Engagement Themes and Indicators, can ease the development of classroom approaches to student engagement with convenience and flexibility. Semester‐long student engagement in a food science undergraduate product development capstone course was encouraged through instructional approaches styled around the NSSE Engagement Themes and Indicators. The variety of instructional approaches utilized in the capstone food science course are described in detail and discussed in relation to the NSSE Engagement Themes and Indicators with which they align. 相似文献
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The purpose of this research was to better understand the variety of student and faculty global learning and development programs by member institutions of the Council for Christian Colleges & Universities (CCCU), and what motivated the creation of these types of programs. Although various forms of global engagement programming were examined, the scope of the study primarily focused on mutually beneficial long-term programs that had been designed to reduce poverty, alleviate social problems, and promote other forms of social progress. Data were collected over a seven-month period in 2014 from interviews with 19 faculty and global learning and development leaders who represented 13 CCCU member institutions. The findings documented a wide variety of CCCU-sponsored global programs and partnerships, the motives and faith foundations for these global initiatives, and various levels of institutional support for global programming. 相似文献
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In this article, we conceptualize youth oppression as a social justice issue using SJE frameworks including Adams’ levels of oppression, Bell's defining features of oppression, Hardiman et. al.'s matrix of oppression, Young's Five Faces, and Love's internalized oppression. We examine youth as a social identity group, and youth oppression as a mechanism through which the roles of dominant and subordinate are installed on all humans, and through which we are socialized to participate in the maintenance and perpetuation of other forms of oppression.This conceptualization of youth oppression is rooted in examination of discourses that create childhood as a subordinate social status in relation to adults, and parallels with certain discourses of colonialism. Examination of parallels between discourses that create childhood and some of the discourses of colonialism illuminate youth oppression as a technology of colonialism. Colonialism, a complex oppressive system operating on multiple levels, maintains unequal, hierarchical relationships. Examining colonialism provides a lens through which to view the broader systemic and global connections that formulate oppression. The relationships within which youth oppression occurs often obscures these systemic, multi-level global connections.We propose youth oppression as a generative theme in social justice praxis. Implications include transforming how we conceptualize, contextualize, and strategize SJE praxis, and changing how we think about the oppression of humans and possibilities for liberation. 相似文献
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Tsivitanidou Olia E. Georgiou Yiannis Ioannou Andri 《Journal of Science Education and Technology》2021,30(6):841-861
Journal of Science Education and Technology - The integration of immersive virtual reality (VR) in authentic science classrooms can result in a totally new learning experience for the students.... 相似文献
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Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
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Claire Howell MajorEmail: |
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《Teaching and Teacher Education》2002,18(3):273-288
This article focuses on an inservice education experience conducted in a constructivist perspective. The experience was aimed at fostering elementary, middle and high school teachers’ professional development regarding student motivation. Thirty-six teachers from these school levels reflected on their professional experience and practical knowledge in groups conducted and supervised by university researchers. In group work, the participants analyzed and discussed materials and situations from their professional experience, re-elaborated in the light of a constructivist framework. At the end of the intervention, they showed an increased ability and interest in reflecting with colleagues and researchers on their students’ motivational problems, and collaborative planning of educational interventions. The results of the intervention are presented and the possibility of carrying out similar education experiences in the Italian school system is discussed. 相似文献
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Miguel A. Muñoz-García Guillermo P. Moreda Natalia Hernández-Sánchez Vanesa Valiño 《Journal of Science Education and Technology》2013,22(5):729-734
Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as “laboratory monitors.” A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area 相似文献