大学生学习性投入调查研究

本研究以NSSE-China为调查工具,以福州大学为案例,通过福州大学与985、211院校常模在五大可比指标、主要教育环节上的比较研究,发现福州大学在本科教育方面存在的问题,并就问题进行分析,提出了改进建议。     

烟台大学本科生学习性投入程度调查研究

本文主要针对“NSSE—China量表的信度”和“烟台大学在全国大学中处于怎样的水平”来进行分析和阐述。研究发现,烟台大学在校园环境的支持程度（SCE）上高于全国平均水平,且明显优于“211工程”院校平均水平;在学业挑战度（LAC）、主动合作学习水平（ACL）、生师互动（SFI）三个指标方面与“211工程”院校无明显差别;与地方本科同类院校相比,在教育经验的丰富程度（EEE）和校园环境的支持程度（SCE）上毫不逊色;在学业挑战度（LAC）、主动合作学习水平（ACL）、生师互动方面（SFI）上要低于地方本科同类院校平均水平。     

网络课程学习的参与度研究

专业课程的全英文授课常因阅读量较大、专业词汇难记而使得学生对课程学习的参与度低,学习效果不佳。本研究探索了利用互联网讨论组功能以及英文专业网站论坛来提高学生学习参与度的方法,同时利用Archer提出的反思性模型来研究学生参与教学活动的一系列反思模式。通过讨论内容的统计分析和与参与者面谈的方式,我们考察并提高了网络辅助学习环境中学生对全英文专业课程学习的参与效果。     

在线课程教学的交互形式与学生学习投入表现的关系探究

教学交互是实现在线教与学再度整合的关键,也是影响学生在线学习投入的重要因素。作为同步课堂特殊交互方式之一的视频交互亦对教学交互和学生在线学习投入的关系产生重要影响。基于30所高校15441名研究生的调查数据,通过结构方程模型与分层回归模型,围绕在线课程教学交互与学习投入的关系展开分析。结果发现,在线课程生生交互、生师交互和内容交互能分别正向预测学生的在线学习行为投入、认知投入和情感投入;生生视频交互正向调节了教学交互与行为投入、认知投入以及情感投入的关系;而生师视频交互对教学交互与在线学习投入的关系无显著影响。在未来的在线教育过程中,可通过营造社会性交互环境、丰富交互内容、关注"触发性"交互事件、保障视频交互质量等方式促进学生在线课程的学习投入。     

合法的边缘性参与下的M-learning共同体

移动学习是随着移动通讯技术的发展和设备的普及,在数字化学习基础上出现的又一新学习模式。从情景学习理论看,移动学习似乎有颠覆传统学习环境的可能,移动学习共同体在学习者合法的边缘参与上也与传统学习共同体存在着较大的不同。用情境学习理论对移动学习共同体进行分析,有助于我们弄清移动技术对学习和学习共同体产生了哪些影响,使我们在组织学习共同体时能趋利避害。     

学习支持服务与学生参与度关系的调查研究——以浙江奥鹏远程教育为例

远程教育的质量和效益竞争离不开良好的学习支持服务,因此,关注远程教育的学习支持服务问题,提高学习支持服务的力度,是解决远程教育质量问题和持续发展问题的重要途径,其中学生学习参与度又是考量学习支持服务是否具有力度的重要方法。基于这样的认识,本研究在访谈和文献分析基础上设计了“学习支持服务问卷”和“学生学习参与度问卷”,就两者互相影响的问题专门展开了调查,调查数据显示学习支持服务和学习参与度之间存在显著正相关。希望本研究能对学习支持服务方面的决策提供支撑。     

贫困大学生社团参与现状调查

对浙江F大学参与校级社团的2828名会员进行档案分析,并对其中222名贫困生会员和280名非贫困生会员进行了问卷调查,结果表明:不同经济状况的大学生在社团参与人数、性别、年级、专业、任职、类型和参与程度上存在显著差异;在社团参与态度上,不同经济状况的大学生在社团参与认知和社团参与情感两个维度上没有显著差异,但在社团参与行为倾向上,贫困生明显低于非贫困生;不同年级的贫困生在社团参与及各维度上差异显著,在社团参与行为倾向和总体社团参与态度上性别和生源地存在交互作用.最后针对差异分析原因,探讨了促进贫困大学生社团参与的对策.     

An Investigation into Target Setting and Academic Tutoring to Promote Student Learning

There has been a move in schools towards the use of pupil performance data to set targets. It is believed that effective target setting can motivate pupils and staff to strive to reach, or beat, target grades. Alongside this has been a move to promote more effective dialogue about learning between teachers and pupils through the use of academic tutoring. There is a belief that in combination a system of target setting and academic tutoring might lead to more effective learning, increased achievement and therefore school improvement. This investigation into one system of target setting and academic tutoring suggests that although these systems may promote increased achievement in terms of examination performance, they do not necessarily help students to learn more effectively. For this schools must attempt to develop in ways that make learning an explicit subject of discussion, and help students learn about learning. Therefore, it is on the development of student meta–learning that such school improvement efforts should focus.     

Assessment of Student Engagement: An analysis of trends

Quality is a multi-dimensional concept and embraces all functions and activities of higher education (academic programs, research, and community services) in all their features and components. Traditionally quality was a measure of resources and reputation. In recent years there has been a shift in emphasis to institutional best practices such as setting high expectations, providing involving settings, inclusive learning environments and forms of pedagogy that enhance student learning and development. The concept of student engagement is thus receiving increased attention globally as it is viewed as an important element in assessing and improving institutional effectiveness. Trend and longitudinal analyses, as employed in this study, allow an institution to monitor change or stability in performance over time. They assist in determining whether a certain policy or initiative prompted desirable change and in assessing the impact of improvement initiatives such as accreditation.

     

The Effects of Engagement in Inquiry-Oriented Activities on Student Learning and Personal Development

Using data from the College Student Experience Questionnaire research program between 1998 and 2004, this study examined the effects of student engagement in inquiry-oriented activities on a range of self-reported college outcomes. The results indicate that (1) engaging in inquiry-oriented activities has significant and positive effects on a global measure of gains; (2) engagement has positive effects on some college outcomes but negative effects on others; (3) the effects of inquiry-oriented activities are conditional, with some students benefiting more than others. This study reveals the complexity of the influences of inquiry-oriented activities on college students and points to implications for institutional policies and programs that may be effective in fostering desired college outcomes. Shouping Hu  is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on college access and success, student engagement, and higher education finance. His contact information is 113 Stone Building, Florida State University, Tallahassee, FL 32306. George D. Kuh  is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Shaoqing Li  is a senior research analyst in the Office of Institutional Research at Florida A&M University. She received her M.S. degree in Computer Science and Ph.D. in Instructional Systems Technology from Indiana University. Her expertise includes information technologies, learning theories, and institutional research.     

大学生课堂互动状况与学习投入的关系研究

运用课堂师生互动量表和大学生学习投入量表对安徽省448名在校大学生进行问卷调查,探讨了大学生课堂师生互动与学习投入状况及两者之间的关系.结果显示:大学生课堂师生互动状况在性别、学校类型上呈现显著差异,但在年级、专业、是否为独生子女生上并没有表现出明显的差异;大学生学习投入中活力和专注维度在性别上呈现显著差异,在奉献维度上差异不显著,大学生学习投入在生源地、是否为独生子女、专业和学校类型上均没有表现出明显差异;大学生课堂师生互动状况与学习投入呈显著正相关,即大学生课堂互动状况越好,学习投入就越高.     

Ways of Knowing beyond Facts and Laws of Science: An Ethnographic Investigation of Student Engagement in Scientific Practices

In this study, an anthropological perspective informed by sociolinguistic discourse analysis was used to examine how teachers, students, and scientists constructed ways of investigating and knowing in science. Events in a combined fourth‐ and fifth‐grade elementary class were studied to document how the participating teacher provided opportunities for students to diverge from the intended curriculum to pursue their questions concerning the behavior of sea animals in a marine science observation tank. Analysis of the classroom discourse identified ways that particular teaching strategies provided opportunities for student engagement in scientific practices. Implications of this study for the teaching of science in elementary classrooms include the value of student‐initiated science explorations under the conditions of uncertainty and for topics in which the teacher lacked relevant disciplinary knowledge. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 237–258, 2000.     

Faculty do Matter: The Role of College Faculty in Student Learning and Engagement

This study uses two national data sets to explore the relationship between faculty practices and student engagement. Our findings suggest that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage students in experiences, emphasize higher-order cognitive activities in the classroom, interact with students, challenge students academically, and value enriching educational experiences.     

Student Engagement and the Social Relations of Pedagogy

Drawing on the 'sociology of pedagogy', the present article addresses a continuing challenge for teachers and policy-makers. The challenge is how to encourage disengaged learners to take up offers of educational success. The article brings important theoretical frames from the sociology of pedagogy into current research debates about 'productive pedagogies'. Focusing on the social relations of pedagogy, the article promotes a theoretical and empirical imperative to look keenly to the insights provided by students to construct clearer solutions to the challenge of providing engaging pedagogies.     

Encouraging College Student Active Engagement in Learning: The Influence of Response Methods

The purpose of this study was to examine the use of two student response methods within selected college lecture halls. Kinesiology majors from three universities were asked to respond to questions during two consecutive lectures, one using “clickers” and the other using hand-raising. Participation and comprehension rates were statistically significantly different following the use of the different response methods. Participant survey responses revealed insight into student participation, question presentation, perceived cognitive engagement, and overall learning in traditional lecture settings using the response methods.