完善机制 建设学习型学生工作队伍

几年来,北京农学院以全面贯彻中央16号文件为契机,针对新形势下学生工作的新情况、新特点,围绕建设一支政治坚定、品德高尚、业务精湛、作风优良的学生工作队伍的目标,在建设学习型学生工作队伍上进行了有益探索。     

Reducing student procrastination in a personalized system of instruction course

This study examined the effects of three pacing procedures on student withdrawal rate, rate of progress, final examination performance, and attitude in a personalized system of instruction course. Undergraduate students (N = 100) who were enrolled in an introductory speech communication course were randomly assigned to either a reward, penalty, or control condition. Those students in the penalty group proceeded through the course at a more rapid pace than students in the control group. There were no significant differences in student withdrawal rate, final examination performance, and attitude. Final examination performance was not affected by the interaction between pacing procedures and student perception of locus of control. The benefits of reducing student procrastination, and appropriate means of doing so, are discussed in light of these results.     

Validation of a model of personalised learning

This article focuses on a Personalised Learning model which has 19 scales that were used to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and their associations with academic efficacy, academic achievement and student well-being. The data came from an average of 2700 students during each year of a 3-year study in six schools in provincial Victoria. A previously reported instrument was developed to measure students’ and teachers’ perceptions of the above factors affecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context and with the total number of items kept to a minimum. Only scales that were more sensitive to PLPs were used in order to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement and student well-being. The emergent model demonstrates that addressing personalisation of learning and well-being depends on a combination of factors rather than “just getting one factor right”. This implies that there is a need for a coherent and collaborative approach for addressing the needs of students of low socioeconomic status.     

Effects of graduate teaching assistant attire on student learning,misbehaviors, and ratings of instruction

This study examined the influence of teaching assistant attire in the university classroom. Significant relationships were found between instructor attire and student cognitive learning, affective learning, and ratings of instruction. Analysis of variance indicated significant differences in these variables by levels of teaching assistant dress. Significant negative relationship was found between instructor attire and student likelihood of misbehavior. Analysis of variance revealed that student misbehaviors were less likely for teaching assistants with high professional dress.     

Expectancy violation and student rating of instruction

This study examined whether violations that are incongruent with student expectations are significantly different than congruent violations of expectancy in relation to student ratings of instruction. Analysis using the Scheffe' post ANOVA test revealed that college students having high expectations/high experiences evaluated teachers more favorably than students with low expectations/high experiences, low expectations/low experiences and high expectations/low experiences. Reasons why these findings did not coincide with the expectancy violation model are offered.     

Improving student achievement

A cognitive processing capacity model of teaching and studying improved immediate posttest and delayed posttest performances of low-ability students, while it reduced performance differences between the low- and high-ability students. A skeletal study outline and a restudy and retest provision also made positive contributions to performance.     

构建以学生自主学习为中心的学习支持服务系统

构建以学生自主学习为中心的远程开放教育学习支持服务系统,要着力抓好硬件设施、教学资源、师资队伍、教学管理等方面的建设,并协调好其关系以形成运行机制.重庆广播电视大学对此作了有效的实践探索.     

Ontology-based concept map for planning a personalised learning path

Developing personalised web-based learning systems has been an important research issue in e-learning because no fixed learning pathway will be appropriate for all learners. However, most current web-based learning platforms with personalised curriculum sequencing tend to emphasise the learner preferences and interests in relation to personalised learning services but fail to consider the difficulty level of course materials, learning order of prior and posterior knowledge and learner abilities while constructing a personalised learning path. As a result, these ignored factors thus easily lead to the generation of poor quality learning paths. Generally, learners could generate cognitive overload or fall into cognitive disorientation owing to inappropriate curriculum sequencing during learning processes, thus, reducing the learning effect. With the advancement of artificial intelligence technologies, ontology technologies enable a linguistic infrastructure to represent conceptual relationships between course materials. Ontology can be served as a structured knowledge representation scheme, capable of assisting the construction of a personalised learning path. This study thus proposes a novel genetic-based curriculum sequencing scheme based on a generated ontology-based concept map, which can be automatically constructed by the pretest results of numerous learners, to plan appropriate learning paths for individual learners. The experimental results indicated that the proposed approach could create high-quality learning paths for individual learners. The proposed approach thus can help learners to learn more effectively and to likely reduce learners' cognitive overloads during learning processes.     

Causes and consequences of student evaluation of instruction

Student evaluation of course quality was examined as an intervening variable in a path model with seven input variables and the following two output variables: (1) whether students would recommend the course to others, and (2) students' plans to take more courses in the discipline. Student evaluation of the lecturer was the most powerful input variable for the intervening variable course rating. Class format, defined as lecture or lecture with small groups, did not affect course ratingper se but did relate to students' attitudes toward taking more courses in the discipline. Lecturer and textbook evaluation had significant independent effects on whether the student would recommend the course to others. The major implication for university departments is that quality of instruction in introductory courses has impact on future enrollment plans.     

A two-dimensional analysis of student ratings of instruction

Student ratings of instruction were analyzed in terms of two global factors. One factor, which includes items on advanced planning, presentation clarity, and increased student knowledge, was named pedagogical skill. The other factor taps information about class discussion, grading, and the availability of help and was named rapport. Ratings on the skill factor did not covary with class size or the leniency of the instructor's grading but did correlate with a reasonable external criterion of student learning. Ratings of rapport correlated inversely with class size and directly with average class grade and showed only a weak relationship to the external criterion of student learning. The skill factor showed more interclass stability than the rapport factor. Previous research studies which have examined the reliability and validity of instructional ratings and their relationship to student grades and class size have reported inconsistent findings. These inconsistencies appear to result from an inappropriate unidimensional analysis of ratings which should be examined in terms of two of more separate attitude dimensions.     

Do grades contaminate student evaluations of instruction?

The correlation between grades and student satisfaction has been interpreted as providing support for belief in a grading leniency bias hypothesis. That is, easy graders are assumed to receive better evaluations than hard gradersbecause they are easy graders. Howard and Maxwell have demonstrated that the relationship between grades and satisfaction might be viewed as an expected result of important causal relationships of other variables (student motivation and progress in the course) with satisfaction and grades, rather than simply evidence of contamination due to grading leniency. Eighty-three students in a research methodology course provided data at two points in a semester. Cross-lagged panel correlation analysis was employed to ascertain the direction of casuality in the relationship between student satisfaction and grades. The findings replicate the Howard and Maxwell path analytic results in finding no evidence that a grades-influencing-satisfaction interpretation is more likely than its opposite, namely, a satisfaction-causing-grades one. The weak relationship between grades and student satisfaction, and the study's inability to find evidence to impugn a satisfaction-causing-grades interpretation of that relationship, renders the grade contamination objection to student evaluations even less poignant.     

学生的主体性在物理教学中的体现

我们所构建的教学体系能否让全体学生都在主动学习中生动活泼地、全面地发展,是每位教师必须认真思考和努力探索解决的主要问题.以下就此谈谈自己的认识.     

Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction

The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test.     

Comparison of online and classroom-based student evaluations of instruction

In recent years, colleges have been moving from traditional, classroom‐based student evaluations of instruction to online evaluations. Because of the importance of these evaluations in decisions regarding retention, promotion and tenure, instructors are justifiably concerned about how this trend might affect their ratings. We recruited faculty members who were teaching two or more sections of the same course in a single semester and assigned at least one section to receive online evaluations and the other section(s) to receive classroom evaluations. We hypothesised that the online evaluations would yield a lower response rate than the classroom administration. We also predicted that there would be no significant differences in the overall ratings, the number of written comments, and the valence (positive/neutral/negative) of students’ comments. A total of 32 instructors participated in the study over two semesters, providing evaluation data from 2057 students. As expected, online evaluations had a significantly lower response rate than classroom evaluations. Additionally, there were no differences in the mean ratings, the percentage of students who provided written comments or the proportion of comments in the three valence categories. Thus, even with the lower response rate for online evaluations, the two administration formats seemed to produce comparable data.