职业院校教师的心理资本现状及开发对策研究

采用本土心理资本量表,对随机抽取的186名职校教师进行测量,结果显示：职校教师的心理资本水平较高,且人际型心理资本水平高于事务型心理资本水平,但在人口学变量上,女教师、工龄6~10年的教师和月收入3 000元以下的教师心理资本水平较低。因此,综合心理资本开发的PCI模型,本研究提出了一系列对职校教师心理资本进行开发的方法,以促进教师的工作绩效,保障职业教育高速健康的发展。     

Drama and arts-based professional learning: exploring face-to-face,online and transmedia models

Australian and international research has identified that many generalist teachers have limited confidence and experience in teaching the Arts in the early years of schooling and education. There is also a significant gap in the provision of quality professional learning programs for teachers. Research has identified that appropriate training and professional learning programs need to provide teachers with practical experiences, informed by sound pedagogical theory and some form of ongoing support and potential for collaboration and shared learning. This article reports on the development of a professional learning programme which sought to support arts-focussed professional development of early years teachers. The project, known as The Open Storybox, lead to the development of a model which could be called a ‘transmedia’ learning model, as it utilises different media, and flows of content across digital platforms and technologies as well as the embodied and material.     

Computer-mediated instruction: a comparison of online and face-to-face collaboration

This study investigated the effects of collaboration mode and group composition during a computer-mediated collaborative (CMC) program. Six intact sections of a computer literacy course were assigned to either a face-to-face or a virtual, online collaboration treatment condition. Groups consisted of homogeneous lower-ability, homogeneous higher-ability, or heterogeneous-ability pairs. The study examined the effects of collaboration mode and group composition on individual posttest performance, group project performance, collaborative interaction behavior, and attitudes towards the instruction. Results indicated that virtual dyads exhibited significantly more questioning behaviors and significantly better project performance than those who collaborated face-to-face. By comparison, students in the face-to-face condition performed significantly better on the individual posttest than those in the virtual online condition. Findings suggest that both virtual and face-to-face collaboration can be effective in achieving learning goals. However, consideration should be given to the collaborative structure of the lesson and the type of task in the design of CMC environments.

Learning online,offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face,online, and blended teaching modalities

The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed.     

A phenomenological study of teamwork in online and face-to-face student teams

Team-based projects are widely used in both traditional face-to-face and online programs in higher education. To date, the teamwork experiences of students in each modality have been documented primarily through evaluative research conducted over short spans of time and limited by a priori frameworks. The literature also reflects a lack of agreement about what constitutes the phenomenon of teamwork in each modality. In order to address these limitations, we conducted a phenomenological study examining the lived experiences of teamwork among students in both face-to-face and online MBA programs in Iran. Our analysis revealed striking commonalities in the experiences of both groups, including a shared desire for effective leadership to alleviate the problem of free riders, as well as substantial time and effort invested in retaining reliable teammates from one team project to another. In other respects, face-to-face and online students’ experience differed strongly. For example, while face-to-face participants pursued teammates with similar beliefs about how teamwork should be accomplished, online participants found themselves pre-occupied with staying connected with their teammates and struggled to establish common communication channels with each and every team member. Overall, our findings suggest that while training and support for student teamwork can partly build on the shared needs among students in both modalities, the nature of the experience in each modality may be so different in vital respects that engaging in one mode of teamwork does not necessarily prepare students to participate well in the other mode. Other implications and limitations of the research are discussed.     

A comparison of student evaluations of teaching between online and face-to-face courses

The literature contains indications of a bias in student evaluations of teaching (SET) against online instruction compared to face-to-face instruction. The present case study consists of content analysis of anonymous student responses to open-ended SET questions submitted by 534 students enrolled in 82 class sections taught by 41 instructors, one online and one face-to-face class section for each instructor. There was no significant difference in the proportion of appraisal text segments by delivery method, suggesting no delivery method bias existed. However, there were significant differences in the proportion of text segments for topical themes and topical categories by delivery method. Implications of the findings for research and practice are presented.     

Applying the scholarship of teaching and learning: student perceptions,behaviours and success online and face-to-face

This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course design involves 58 interactive narrated online modules, interactive online quizzes and biweekly online meetings with the instructor via video and voice-over-IP technology. Findings indicate that schedule flexibility motivates students to choose the online course format. Students in both learning environments felt they had high-quality communication with the instructor, while online students indicated limited peer-to-peer communication. Online students report studying more at home than face-to-face students, but not enough to compensate for the time face-to-face students spend in class. Reflecting on the findings, the authors suggest actions to improve the online course experience.     

Comparing face-to-face and asynchronous online communication as mechanisms for critical reflective dialogue

Two mechanisms for engaging in critical reflective dialogue are discussed and compared: face-to-face meetings and asynchronous online discussion. The context is an umbrella action research project, with over 20 participants, which aimed to improve practices in online teaching and contribute to the development of graduate attributes. The article compares discussion using the two modes (face-to-face and online) of the nature of and development of problem-solving and other graduate attributes. Face-to-face discussion was wide ranging and quite loosely structured, so divergent aspects of a topic were uncovered. The asynchronous nature of online discussion, however, permitted topics to be explored more thoroughly. The two modes worked well in conjunction with one another, if aspects of face-to-face discussion topics were posted online as discussion threads. The asynchronous online discussions then allowed each thread to be explored in depth, so that collective understanding of a given topic could be enhanced.     

Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation

There still appears to be a gap between what online learning promises and what it can deliver in terms of student learning. Developments in online pedagogies and professional learning appear to lag behind the developments in technology and the promised benefits of technological transformation may not be realised. In this paper, we bring together perspectives that highlight vital aspects of online group-learning by reviewing the group-facilitation literature and the latest online learning literature to interrogate the pedagogical theories and practices currently used in online group-learning in higher education. We specifically focus on the interpersonal interactions between teachers and students, which are described in the online learning literature using the terms instructor immediacy, teaching presence, and social presence. We note differences in the literature regarding how teacher presence is interpreted and enacted and we expound the importance of the personal characteristics of the online teacher. Finally, we provide some signposts that might help course designers and teachers to improve online group learning: the intentional use of effective online learning pedagogies; a deeper understanding of what constitutes teacher presence; and strategies to enact that teacher presence with online groups. Recommendations for further research in online group facilitation are provided.     

In pursuit of ethical research: studying hybrid communities using online and face-to-face communications

Hybrid communities using online and face-to-face communications to construct their practices are increasingly part of everyday life amongst people who have easy access to the internet. Researching these communities raises a number of challenges for researchers in the pursuit of ethical research. The paper begins by exploring what is understood by hybrid communities and how their practices might be researched using hybrid methods to investigate the experiences of participants in them. The discussion then considers what might be an ethical framework for researching activity in these entities, giving examples from several projects that have tried carefully to embed this framework in their practices. In exploring these studies, the paper highlights the ethical possibilities and challenges that online and offline spaces offer for researchers in the conduct of their qualitative educational research.     

The multimedia case as a tool for professional development: an analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators

In this study, we consider the potential of multimedia cases as tools for teacher professional development. Specifically, we examined online and face-to-face discussions that occurred within groups composed of pre-service mathematics teachers, in-service mathematics teachers, mathematicians, and mathematics teacher educators. Discussions within these heterogeneous groups tended to focus on issues of classroom implementation of the tasks shown in the multimedia case. Secondary foci of discussion included task characteristics and appropriateness of tasks for engaging students in thinking about mathematical concepts and processes. Analysis of contributions to discussions across group member type revealed differences that suggest that the variety of backgrounds and experiences of group members can blend in ways that support rich and critical discussions of mathematics, teaching, and learning.     

Costs and effectiveness of interventions in child maltreatment

There has been increasing awareness of the need to prevent child maltreatment at a time of limited public funds. As a result, cost-effectiveness has become important in the planning of health care and social services. Evaluations of child maltreatment interventions that have been analyzed for their cost-effectiveness are reviewed. There has been relatively little work in this area and much of it has serious methodological flaws. Nevertheless, research suggests that home health visitors, lay group counseling, and family and group therapy are promising interventions. Medical foster care has been shown to substantially reduce costs, but its effectiveness has not been determined. Current knowledge on the effectiveness of interventions in child maltreatment is limited, and this needs to be addressed in order to answer the question of cost-effectiveness. Recommendations are made for future research in the field.