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991.
992.
993.
Effects of honours programme participation in higher education: a propensity score matching approach
Ada Kool Tim Mainhard Debbie Jaarsma Peter van Beukelen Mieke Brekelmans 《高等教育研究与发展》2017,36(6):1222-1236
Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of students not enrolled in honours programmes and (2) few studies have longitudinally investigated effects of honours programmes on student characteristics other than academic achievement. By using propensity score matching, the current study investigated the effects of Dutch honours programmes on students’ ability, motivation, creativity and academic achievement. Students’ self-perceived ability, perseverance, mastery orientation, performance orientation, intellectual curiosity and self-efficacy, as well as students’ gender and study grades were used to match undergraduate honours students to non-honours students (N?=?94). Results showed no overall differences in ability, motivation and creativity halfway into the honours programme, although honours students seemed to slightly increase in intellectual curiosity, while non-honours students tended to decrease in mastery orientation. Outcomes of the study give rise to considerations about the role of honours programmes in curricula. 相似文献
994.
Linking functions adjust for differences between identifiability restrictions used in different instances of the estimation of item response model parameters. These adjustments are necessary when results from those instances are to be compared. As linking functions are derived from estimated item response model parameters, parameter estimation error automatically propagates into linking error. This article explores an optimal linking design approach in which mixed‐integer programming is used to select linking items to minimize linking error. Results indicate that the method holds promise for selection of linking items. 相似文献
995.
Hans Frederik Sandra Hasanefendic Peter van der Sijde 《Assessment & Evaluation in Higher Education》2017,42(2):208-225
In this paper, we analyse 53 Dutch accreditation reports in the field of information technology to assess the mechanisms of the reported involvement of the professional field in the undergraduate programmes of universities of applied sciences. The results of qualitative content analysis reveal a coupling effect in reporting on mechanisms of interaction. Although the involvement of the professional field is tightly coupled with the undergraduate programmes at universities of applied sciences at the strategic level, there is an under-representation of university-industry interaction on an operational level, which suggests the need to explore the actual interaction taking place between the professional field and the programmes. Simultaneously, our results indicate that accreditation reports are not able to provide a holistic picture of professional field engagement in the curriculum of undergraduate programmes at the operational level, which questions their role in acknowledging the role of industry in shaping and achieving intended learning outcomes. Perhaps policymakers should consider introducing other tools or standards for addressing the outcome of the engagement and the responsiveness of the programmes at universities of applied sciences to the professional field. 相似文献
996.
The modern world is becoming increasingly digitalised and this is affecting the way in which humans not only live but also learn. In South Africa, the majority of students entering universities are from disadvantaged backgrounds and come from schools and communities in which they were not exposed to the same technologically rich environments as perhaps that of their fellow students. The digital literacy level at which all students enter university is thus different; yet on entering their first year of study, students from disadvantaged backgrounds are required to perform at the same level as those from advantaged backgrounds. This paper examines the role that pre‐existing levels of digital literacy, critical thinking skills, socio‐economic status and English proficiency play on the academic performance of first‐year students studying an Information Technology course. 相似文献
997.
Carla van de Sande 《Educational Studies in Mathematics》2011,77(1):53-78
Free, open, online, calculus forums are websites where students from around the world can post course-related queries that
may be viewed and responded to by anonymous others. These sites are an emergent resource for students seeking help and have
become a part of many students’ mathematical experience. The purpose of this paper is to introduce and describe the forums
to the research community as a computer-mediated form of help seeking, and to briefly characterize the forms of student activity
in one popular calculus help forum. Two hundred exchanges on limit and related rates were collected and examined for evidence
that students are contributing ideas and proposals for action when they initiate the exchange and following intervention.
The findings justify the need for further research since students are using the forums in a variety of ways and sometimes
participate meaningfully. The forums have potential for testing student responses to pedagogical approaches. 相似文献
998.
Luc Budé Tjaart Imbos Margaretha W. van de Wiel Martijn P. Berger 《Higher Education》2011,62(1):69-79
In this study the effect of the reduced distribution of study activities on students’ conceptual understanding of statistics
is investigated in a quasi-experiment. Conceptual understanding depends on coherent and error free knowledge structures. Students
need time to construct such knowledge structures. A curriculum reform at our university resulted in statistics courses which
were considerably shortened in time, thereby limiting students’ possibility to distribute study activities. Independent samples
of students from before and after the reform were compared. To gauge conceptual understanding of statistics, students answered
open ended questions in which they were asked to explain and relate important statistical concepts. It was shown that the
reduction of distributed practice had a negative effect on students’ understanding. The finding that condensed courses make
it more difficult for students to reach proper understanding of the subject matter is of interest for anyone who is engaged
in reforming curricula or designing courses. 相似文献
999.
Karen D. K?nings Saskia Brand-Gruwel Jeroen J. G. van Merri?nboer 《Instructional Science》2011,39(5):737-762
Students’ perceptions of instruction are important because they direct the learning of students. The fact that teachers have
only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between
interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design
as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups
of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education
process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher–student disagreement showed
some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students.
Possible causes are discussed. Participatory design seems to have potential for improving education, but further research
is needed. 相似文献
1000.
This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative
learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning
process and took a structuring or problematizing form. In an experimental design the two experimental groups receiving scaffolds
were compared with a control group. The experimental groups differed in the form of scaffolding used: structuring scaffolds
versus problematizing scaffolds. We analyzed the effects of metacognitive scaffolding and of different forms of scaffolds
on the learning outcomes at group and individual level. The results showed no effect of scaffolding on group performance,
nor on the acquired individual domain knowledge, but a small effect on acquired individual metacognitive knowledge. With respect
to the effects of different forms of scaffolds, we found a small effect on group performance, on transfer of individual domain
knowledge and on the individual metacognitive knowledge acquired. 相似文献