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Karel Kreijns Paul A. Kirschner Wim Jochems Hans van Buuren 《Education and Information Technologies》2011,16(4):365-381
Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention
of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important
because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction.
This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine
perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The
result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network
of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful
as a measure for social presence. 相似文献
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Paul Kirschner Marthie Meester Evert Middelbeek Henry Hermans 《Distance Education》1993,14(2):260-282
This study is designed to determine whether, and to what extent, the perceived importance of objectives of undergraduate practicals in the Natural Sciences is dependent upon the type of institute at which practicals are given. The two dimensions used in this research to discriminate between types of institutes are type of education offered (face‐to‐face versus correspondence) and type of programme offered (monodisciplinary versus interdisciplinary). For this reason, distance universities throughout the world (DUs) and more traditional, residential universities (RUs) in The Netherlands were compared. Special attention has been paid to the Open university of The Netherlands (OuN). The results show that RUs and DUs approach practicals in a very similar manner with both of them differing in a number of respects with the OuN. Implications of this research for the use of practicals in a curriculum in the Natural Sciences are presented. 相似文献
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Developments in society and business, and related changes in higher education and lifelong learning, require educators and
educational designers or technologists to rethink education. Examples of such changes are the growing importance of achieving
complex learning, the integration of learning and work in education, and the need for improved flexibility with regard to
time, place, and individual needs. These changes cannot simply be responded to by adding technological solutions implemented
according to existing educational approaches. Instead, an integrated view of e-learning is necessary, characterized by the
combination of pedagogical, technical, social, and organizational factors. This two-part special issue elaborates on the different
characteristics of integrated e-learning, from design through future topics for research.
He would like to give special thanks to Jan Elen and Brent Wilson, who took on the task of reviewing and discussing all of
the contributions, both at AECT 2003 in Anaheim and for this issue, and J. Michael Spector, Development Editor of this journal,
for his faith in all of us. 相似文献
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A five-dimensional framework for authentic assessment 总被引:1,自引:2,他引:1
Judith T. M. Gulikers Theo J. Bastiaens Paul A. Kirschner 《Educational technology research and development : ETR & D》2004,52(3):67-86
Authenticity is an important element of new modes of assessment. The problem is that what authentic assessment really is,
is unspecified. In this article, we first review the literature on authenticity of assessments, along with a five-dimensional
framework for designing authentic assessments with professional practice as the starting point. Then, we present the results
of a qualitative study to determine if the framework is complete, and what the relative importance of the five dimensions
is in the perceptions of students and teachers of a vocational college for nursing. We discuss implications for the framework,
along with important issues that need to be considered when designing authentic assessments. 相似文献
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This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers’ differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of three components. A pretest–posttest cluster randomised design was used with three conditions: control (n = 34), pilot intervention (n = 32) and improved intervention (n = 34). Quantitative results demonstrate that the intervention fidelity was relatively high in the improved intervention. Correlations confirmed that teacher-reported DP were higher in schools where the intervention was more completely implemented. DP were enhanced in both intervention conditions, but showed greater improvement in the improved intervention. Qualitative data revealed process characteristics that reflect problems schools encounter with this intervention. Teachers can be supported in improving DP, but this requires school-wide intensive and long support. 相似文献
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Paul A. Kirschner 《Science & Education》1992,1(3):273-299
This article discusses the inherent flaws in considering and using the epistemology of the natural sciences as equivalent to a pedagogic basis for teaching and learning in the natural sciences. It begins with a discussion of the difference between practising science and learning to practice science. It follows with a discussion and refutation of three commonly held motives for using practicals in science education. It concludes with the presentation of three new, better motives for their use. 相似文献
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