TRAINING OLDER AND YOUNGER ADULTS TO USE SOFTWARE

Forty‐six subjects (22 young, 24 old) received three training sessions with software (Borland's “Sidekick"). Each session lasted a maximum of S h. The fourth session was a test. Subjects were randomly assigned to two learning environments, partnered or individual, and half were given a computer “jargon” sheet before training. All instructions were written, learning was self‐paced, and tasks were formulated according to discovery‐method guidelines. Attitudes toward computers were measured before Session 1 and on completion of Session 3. The results showed that older adults took twice as long as younger ones but achieved nearly equal performance levels, exceeding young adults in one condition but falling slightly below them in others. Older adults requested help two to three times as frequently. Session 3 attitude scores were positively correlated with the mark achieved on the final test, and changes in attitudes were related to training conditions.     

RECEPTIVITY TO PEER TEACHING AND PEER LEARNING ABOUT THE SAFE AND APPROPRIATE USE OF MEDICATIONS AMONG OLDER ADULTS

The purpose of this study was to assess receptivity to peer teaching and peer learning about the safe and appropriate use of medications among communitydwelling older adults. The sample was predominately White (88.5%), female (75.9%) older adults with an average age of 80.2 ( - 9.1) years. On average, the participants perceived their health status as good (2.8 - 0.6). In addition, participants reported using an average number of 4.4 ( - 3.3) prescribed medications. The majority (75%) of participants also reported no problems with their medications. With respect to receptivity to peer teaching and peer learning, the participants, on average, were neutral to peer teaching (6.0 - 2.4), but were somewhat receptive to peer learning (6.7 - 2.2). The number of prescribed medications that a participant reported taking and the age of a participant were identified as significant predictors of receptivity to peer teaching and accounted for 14.5% of the total variance ( F = 5.84, df = 2, p = 0.005). For receptivity to peer learning, the number of prescribed medications also was a significant predictor ( F = 7.50, df = 1, p = 0.008). This study provides the initial step to identifying community-dwelling older adults who would be receptive to peer teaching and peer learning about the safe and appropriate use of medications.     

PRESCRIBING AN EXERCISE PROGRAM AND MOTIVATING OLDER ADULTS TO COMPLY

There is strong experimental evidence to indicate that regular exercise can prevent disease, decrease the risk of falling, reduce physical disability, improve sleep, and enhance mood and general well being. Despite these benefits, approximately 50% of sedentary adults who start an exercise program stop within the first six months of involvement. To help older adults initiate and adhere to a regular exercise program, a seven step approach was developed. The seven steps include. (1) education, (2) exercise prescreening, (3) setting goals, (4) exposure to exercise, (5) role models, (6) verbal encouragement, and (7) verbal reinforcement and rewards. The seven steps provide a useful guide for how to implement an appropriate exercise program, and how to help these individuals stick to such a program once it is initiated.     

INTERNET USE AMONG YOUNG AND OLDER ADULTS: RELATION TO PSYCHOLOGICAL WELL-BEING

Past research found a negative impact of Internet use on psychological well-being of young adults. This finding conflicted with the emerging literature on Internet use among older adults, which usually suggested positive effects. The goals of the current research were a) to examine age differences in psychological well-being, b) to study the impact of Internet use on psychological well-being of young and older adults, and c) to explore group differences between older Internet users and nonusers of psychological well-being and personal characteristics. Three hundred and ninety-six young and older adults completed a survey on internet use and psychological well-being. Young and older adults were found to differ on dimensions of psychological well-being. In addition, older Internet users were more positive than non-users concerning psychological well-being and personal characteristics.     

TRAINING OLDER ADULTS TO USE THE COMPUTER: ISSUES RELATED TO THE WORKPLACE,ATTITUDES, AND TRAINING

The number of computer‐illiterate older adults in the workplace in expected to increase as the number in that age group grows, creating a need for computer training. Negative stereotypes of the incompetent older adult have not been supported by research. Older adults’ attitudes toward the computer do improve with positive experiences with the computer. Also, training studies show that older adults can learn how to use the computer, but need approximately twice as long to complete training as young adults. Factors that are important for computer training in this population are discussed.     

GOING BACK TO SCHOOL: PARTICIPATION MOTIVES AND EXPERIENCES OF OLDER ADULTS IN AN UNDERGRADUATE CLASSROOM

The purpose of this article is to expand knowledge concerning participation motives and difficulties faced by older adults returning to intergenerational college classrooms. This study examined reasons elders returned to college, reasons they stopped attending, difficulties they faced, positive aspects of returning to school, campus integration, and variations in these experiences by gender, employment status, educational attainment, and degree‐seeking behavior. The source of the data was a survey of students over the age of 60 from a small state college. Gender and employment status proved to be important sources of difference in respondents’ participation motives as well as their experiences in the classroom. Suggestions for administrators of these programs and for future research are explored.     

THE LEARNING AND RETENTION OF TEACHING SKILLS BY OLDER ADULTS: A TIME SERIES ANALYSIS

Comparative analysis of time series data (T1 = preprogram; T2 = postpro‐gram; T3 = 6‐month followup) collected for the first year class of an older adult teacher training program (N = 35; mean age = 69.1 years) documents that the elderly learn and retain materials learned at different rates. Variables such as age, sex, teaching experience, education, and race/ethnicity all potentially play a role in differentiating the learning process. Evaluation results further confirm that the initial acquisition of leadership skills by older adults is no guarantee that those skills will be maintained successfully over time. There may also be a false sense of confidence in some older learners that is gained simply by their having successfully completed an organized course of training. Study findings lead to recommendations emphasizing the importance of promoting resilient skills capacity in the teaching domain by older adults by means of a variety of skills‐preservation program techniques inlcuding the provision of educational seminars, “retooling” sessions, and reunion programs subsequent to the offering of the initial teacher training program.     

RECRUITING AND RETAINING AN ETHNICALLY DIVERSE SAMPLE OF OLDER ADULTS IN A LONGITUDINAL INTERVENTION STUDY

This paper describes strategies developed to recruit and retain an ethnically diverse sample in a longitudinal intervention of 246 participants in the SeniorWISE study. The ethnic and socioeconomic differences of these participants necessitated the use of different methods of effectively communicating with this population. Recruitment benefited from the use of focus groups, media attention, and personal appearances in the community. Educational strategies included modification of language and examples. Testing sessions were called interviews, and team members were available to answer questions and to read the instruments to participants, when desired. Participants were sent birthday cards and a monthly newsletter. The study is 90% completed.     

AN ANNOTATED BIBLIOGRAPHY OF BRITISH RESEARCH ON TEACHING AND TEACHING ABILITY

Although word recognition tests continue to be widely employed by teachers, the application of out‐of‐date norms and varying methods of administration and scoring seriously reduce the usefulness of these tests. Largely as a result of approaches from teachers, it was decided to undertake a large‐scale restandardization of the Burt‐Vernon and Schonell tests to produce reliable norms and to standardize administration and scoring procedures. The opportunity was also taken to record the data in such a way as to enable the production of revised orders of words on both tests to reflect contemporary usage, and to relate reading attainment, as assessed by the tests, to three important factors ‐‐ sex, school organization and socioeconomic status.     

EDUCATIONAL EXPERIENCES,NEEDS, AND INTERESTS OF OLDER ADULTS WITH MENTAL RETARDATION

This article presents baseline information on the educational experiences, needs, and interests of a statewide sample of older adults with mental retardation. Data were collected through an interview with the older person with mental retardation and through a questionnaire sent to a knowledgeable other who was matched to each older adult. Findings are presented on previous educational experiences, current educational opportunities, and educational needs and interests. Results indicate that this group of older persons strongly desires continued opportunity for learning, particularly in academic and independent living areas. Two subgroups within this sample were least likely to have access to instructional opportunities: persons 55 years or older and persons living in community residences with less than 24‐hour care. Access to this instruction would improve the independence and quality of life of both these groups, as it would for the entire sample. Implications of the findings for educators in gerontology, mental retardation, and adult education are discussed.     

足球技战术渗透教学法的实验研究

足球战术教学一直是高校体育教学中的薄弱环节, 本文通过足球技战术渗透教学法的改革实验, 增强了大学生足球战术学习效果, 供广大高校体育教师参考.     

EFFECTS OF AGE,SEX, AND STATUS ON PERCEPTION OF THE UTILITY OF EDUCATIONAL PARTICIPATION

This study investigated the influence of age, sex, and socioeconomic status on the perception of participants in adult education that their participation is useful. Two forms of utility were postulated: instrumental and expressive. An instrument containing scales of perceived utility, needs, goals, time orientation, and enjoyment was administered to selected classes at various educational institutions in the Chicago metropolitan area and, for comparison, a class in Florida. The results permitted inferences that needs, goals, and time orientation partially determine perception that participation is instrumentally useful and that age, status, and femaleness tend to favor perception of expressive utility. The findings supported previous research indicating that adult educational participation is complex behavior involving more than subject matter interests and motivational orientations and opened a new line of attack on the problem.     

THE EFFECTS OF TEACHING PROBLEM SOLVING ON ACADEMIC PERFORMANCE AND RETENTION

A study of the effects of explicitly teaching a problem‐solving strategy on problem‐solving ability, course average, course success, and student retention is reported. Two classes of microeconomics principles were involved in a quasi‐experiment. The experimental class was explicitly taught the problem‐solving strategy and this strategy was then used to solve microeconomic problems in class. The control class was assigned, solved, and discussed the same problems without being taught the problem‐solving strategy. Multiple regression and analysis of variance show that while teaching problem solving did not significantly affect course average, student success in passing the course or problem solving ability, it did result in significantly higher student retention. Results indicate that teaching problem solving only affects those students with low problem solving abilities who would have dropped out of class, and that teaching this strategy helps them remain in the class and succeed.     

"信号与系统"课程教学方法的研究

针对"信号与系统"课程的特点以及教学改革的要求,介绍了教学实践中如何注重基本概念的讲解、计算机辅助工具的应用以及探索翻转课堂、开放式教学的新型教学模式,旨在激发学习兴趣、改善教学效果、提高教学质量.     

基于PDCA理论的《程序设计基础》实践教学的探索和实践

《程序设计基础》是计算机科学与技术、网络工程、物联网工程专业的一门专业基础课程,是培养学生程序设计基本方法和技能的一门课程,在专业人才培养方案中占有极其重要的地位,其教学质量的好坏直接影响学生对专业的兴趣和后续专业课程的学习.为达到地方高校应用型人才的培养目标,在分析实践教学过程中存在的主要问题的基础上,将PDCA循环理论应用于本课程的实践教学过程中,锻炼和提高了学生自主学习的能力、团队协作的能力和创新能力.两年的教学改革实践和教学结果表明,该教学方式在应用型人才培养上取得了良好的教学效果,也为今后程序设计等软件开发类课程的教学提供了一种可以借鉴的参考.     

巢湖市电子信息产业发展现状分析和对策研究

为进一步促进巢湖市电子信息产业高速、健康地发展,文章对巢湖市电子信息产业发展路径选择与对策展开研究. 首先,对当前发展的现状进行回顾和总结,重点分析了当前存在的问题.其次,分析了当前面临的形势,研究了行业的发展趋势,指出巢湖市发展电子信息产业的资源优势和区域优势. 再者,重点研究了发展的新方向和目标,即发展壮大现有产业、契合合肥电子信息产业发展规划发展产业配套、旅游文化产业和电子信息产业相结合发展、现代农业电子商务.最后,从科学指导、营造良好的发展环境、完善政策制定等三个方面,分析指出政府的工作重点.     

EFFECTS OF EMPIRICAL OPTION WEIGHTING ON RELIABILITY AND VALIDITY OF AN ACADEMIC APTITUDE TEST1

Item options of shortened forms of the GRE Verbal and Quantitative tests were empirically weighted by two variants of a method originally attributed to Guttman (1941). When compared with formula scores, it was found that tests scored with the empirical weights were more reliable but less valid when correlated with undergraduate GPA. A factor analysis revealed large increases in variance accounted for by the first factor. It was suggested that the weighting procedures used tended to capitalize on omitting behavior which, although a highly reliable tendency, may be invalid.