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21.
Antonio Gómez Skarmeta Pedro García López Jesús Egea Payá José Meseguer Navarro Tomás Jiménez García 《Academic Questions》1994,8(1):91-92
Books and articles of academic interest 相似文献
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Reforms in engineering education have caused a shift from the traditional stand-alone course in technical communication for Engineering students towards communication training integrated in courses and design projects that allows students to develop four layers of competence. This shift creates opportunities for realistic and situated learning, but offers challenges for assessment of communication competence at student, course and program levels. On the basis of a detailed definition of communicative competence, three formats for integrated communication training are described: Linked to design projects, integrated in design projects and integrated at program level. Assessment of communication competence in these formats is constrained by their characteristics with regard to student motivation, individual and group work, and situated learning. 相似文献
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Pauline?A.?Porcaro Denise?E.?Jackson Patricia?M.?McLaughlin Cindy?J.?O’MalleyEmail authorView authors OrcID profile 《Journal of Science Education and Technology》2016,25(3):345-357
A common trend in higher education is the “flipped” classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology ‘major’ class and the students’ attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56–65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %). 相似文献
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Tamara van Woezik Jur Koksma Rob Reuzel Debbie Jaarsma Gert Jan van der Wilt 《Assessment & Evaluation in Higher Education》2020,45(4):513-526
AbstractTo foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R2 < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident. 相似文献
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Shahron Williams van Rooij 《Education and Information Technologies》2007,12(4):191-209
As institutions of Higher Education try to balance limited resources with the rising costs of technology, some institutions
are turning to Open Source software for campus-wide applications such as course management systems and portals. The assumption
is that Open Source will provide the flexibility to build pedagogically sound learning environments while increasing technology
efficiencies. This paper outlines the current state of Open Source software deployment in US Higher Education based on a survey
of 772 Chief Academic Officers and Chief Information Officers conducted in 2006. The results indicate that Carnegie classification
is a critical differentiator of awareness, adoption, and perceptions of Open Source software applications, with perceived
cost of ownership being the key driver of Open Source adoption. Moreover, the study shows that institutions have made little
progress in the development of polices and procedures for Open Source regulatory compliance and security. The study serves
as a baseline for future research into the conditions for successful use of Open Source for supporting integrated learning
environments that deliver campus-wide efficiencies.
Shahron Williams van Rooij is Assistant Professor of Instructional Technology at George Mason University with a focus on the university’s e-Learning Certificate Program. She holds a Ph.D. in Quantitative Methods in the Social Sciences from the City University of New York and has just completed a second doctorate in Instructional Technology and Software Information Systems at George Mason University. As a Certified Distance Education Professional (C.D.E.P.) credentialed by Texas A&M University, she is a frequent speaker on the development of Web-based education and has published in a variety of journals such as the WebNet Journal, the Journal of Interactive Learning Research, the Journal of Modern Business, the Marketing Research Review and the Journal of Research on Technology in Education. Prior to joining GMU, she was the Director of Marketing at Datatel, Inc., in Fairfax, VA, where she facilitated the engineering of new e-learning technology solutions. 相似文献
Shahron Williams van RooijEmail: |
Shahron Williams van Rooij is Assistant Professor of Instructional Technology at George Mason University with a focus on the university’s e-Learning Certificate Program. She holds a Ph.D. in Quantitative Methods in the Social Sciences from the City University of New York and has just completed a second doctorate in Instructional Technology and Software Information Systems at George Mason University. As a Certified Distance Education Professional (C.D.E.P.) credentialed by Texas A&M University, she is a frequent speaker on the development of Web-based education and has published in a variety of journals such as the WebNet Journal, the Journal of Interactive Learning Research, the Journal of Modern Business, the Marketing Research Review and the Journal of Research on Technology in Education. Prior to joining GMU, she was the Director of Marketing at Datatel, Inc., in Fairfax, VA, where she facilitated the engineering of new e-learning technology solutions. 相似文献
28.
Development of decision making in school-aged children and adolescents: evidence from heart rate and skin conductance analysis 总被引:2,自引:1,他引:1
Age differences in decision making indicate that children fail to anticipate outcomes of their decisions. Using heart rate and skin conductance analyses, we tested whether developmental changes in decision making are associated with (a) a failure to process outcomes of decisions, or (b) a failure to anticipate future outcomes of decisions. Children aged 8-10, 12-14, and 16-18 years performed the Hungry Donkey task, a child version of the Iowa Gambling Task, while heart rate and skin conductance activity were continuously recorded. Children aged 16-18 learned to make advantageous choices over task blocks faster than the two younger age groups. Age differences were present for anticipation-related autonomic activity but not outcome-related autonomic activity. The results are interpreted vis-à-vis models of prefrontal cortex maturation. 相似文献
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Autonomy-supportive parenting is found to foster children’s adjustment but relatively few studies have been conducted with toddlers. In the present exploratory study, parents (N = 182) reported what practices they use when asking their toddlers (M age = 26.9 months) to engage in important yet uninteresting activities. Parents rated twenty-six potentially autonomy-supportive practices, along with a well-known scale measuring the extent to which they have a positive attitude towards autonomy support. Research Findings: Using correlational and factorial analyses, eight practices were identified: various ways to communicate empathy, providing developmentally appropriate rationales, describing the problem in an informational and neutral way, and modeling the requested behavior. This subset of autonomy-supportive practices for toddlers was positively related with toddlers’ rule internalization, providing them with further validity. Practice or Policy: These preliminary findings may be useful in guiding future conceptual, empirical, and applied work on the support of toddlers’ autonomy and its assessment in an emotionally-charged and challenging context. 相似文献