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121.
Bart Ganzert 《Community College Journal of Research & Practice》2013,37(9):783-793
This causal-comparative study researched the effects of dual enrollment and Huskins Bill course experience on traditional-age North Carolina community college students. The study examined course effects on academic success and graduation rate using quantitative statistical measures including parametric and nonparametric means comparisons. The study found that dual enrollment and Huskins Bill courses showed a positive effect on grade point average (GPA) and graduation rate, and this effect is evident in technical, medical, and college transfer programs. The study also showed a positive correlation between number of courses and student GPA and graduation rate. Findings in this study support continuing and expanding dual enrollment offerings as one aid for college readiness. 相似文献
122.
Bart Huisman Nadira Saab Paul van den Broek Jan van Driel 《Assessment & Evaluation in Higher Education》2019,44(6):863-880
Peer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students’ writing performance. The current study conveyed two types of observations. First, regarding the impact of peer feedback on writing performance, this study synthesized the results of 24 quantitative studies reporting on higher education students’ academic writing performance after peer feedback. Engagement in peer feedback resulted in larger writing improvements compared to (no-feedback) controls (g?=?0.91 [0.41, 1.42]) and compared to self-assessment (g?=?0.33 [0.01, 0.64]). Peer feedback and teacher feedback resulted in similar writing improvements (g?=?0.46 [-0.44, 1.36]). The nature of the peer feedback significantly moderated the impact that peer feedback had on students’ writing improvement, whereas only a theoretically plausible, though non-significant moderating pattern was found for the number of peers that students engaged with. Second, this study shows that the number of well-controlled studies into the effects of peer feedback on writing is still low, indicating the need for more quantitative, methodologically sound research in this field. Findings and implications are discussed both for higher education teaching practice and future research approaches and directions. 相似文献
123.
Anna Jones Simon Lygo-Baker Sharon Markless Bart Rienties Roberto Di Napoli 《高等教育研究与发展》2017,36(1):116-128
This paper explores the notion of impact in the context of academic development programs and considers how it can be described and understood. We argue that impact has a range of meanings and academic development programs such as graduate certificates have a broad group of stakeholders and hence the impact is different for each group depending on how the program aims and objectives are defined and understood. In finding a way through the difficulties of evaluating impact in academic development we point to the importance of clearly conceptualizing the notion of impact, a careful identification of the assumptions underpinning any program and an understanding of who academic development will benefit and how. We suggest that impact in academic development cannot be understood without taking account of the range of possible impacts and the difficulty of attributing simple cause and effect to a complex environment. 相似文献
124.
ABSTRACTThe implementation of learning analytics may empower distance learning institutions to provide real-time feedback to students and teachers. Given the leading role of the Open University UK (OU) in research and application of learning analytics, this study aims to share the lessons learned from the experiences of 42 participants from a range of faculty, academic and professional positions, and expertise with learning analytics. Furthermore, we explored where distance learning institutions should be going next in terms of learning analytics adoption. The findings from the Learning Analytics User Stories (LAUS) workshop indicated four key areas where more work is needed: communication, personalisation, integrated design, and development of an evidence-base. The workshop outputs signalled the aspiration for an integrated analytics system transcending the entire student experience, from initial student inquiry right through to qualification completion and into life-long learning. We hope that our study will spark discussion on whether (or not) distance learning institutions should pursue the dream of an integrated, personalised, and evidence-based learning analytics system that clearly communicates useful feedback to staff and students, or whether this will become an Orwellian nightmare. 相似文献
125.
Touw Kirsten W. J. Vogelaar Bart Bakker Merel Resing Wilma C. M. 《Educational technology research and development : ETR & D》2019,67(2):443-465
Educational technology research and development - This study aimed to combine the use of electronic technology and dynamic testing to overcome the limitations of conventional static testing, and... 相似文献
126.
Optimal cognitive distance and absorptive capacity 总被引:3,自引:0,他引:3
In this paper we test the relation between cognitive distance and innovation performance of firms engaged in technology-based alliances. The key finding is that the hypothesis of an inverted U-shaped effect of cognitive distance on innovation performance of firms is confirmed. Moreover, as expected, we found that the positive effect for firms is much higher when engaging in more radical, exploratory alliances than in more exploitative alliances. The effect of cumulative R&D turns out to be mixed. It appears to increase absorptive capacity, as expected, but there is clear evidence that it also reduces the effect of cognitive distance on novelty value, making it increasingly difficult to find additional novelty. 相似文献
127.
The Claude Moore Health Sciences Library co-sponsors a History of the Health Sciences Lecture Series in the fall and spring of each year. Each lecture is produced and recorded for the benefit of the University of Virginia Heath System and members of the surrounding community. In the fall of 2005, the Library decided to begin podcasting the lectures via the Internet. This article describes the investigation process for creating access to the content via podcast, Webcast, and direct download. The article also addresses how the Library is teaching podcasting in its annual Multimedia Bootcamp and exploring additional uses for podcasting. doi:10.1300/J115v26n01_02. 相似文献
128.
Willems Jonas Coertjens Liesje Tambuyzer Bart Donche Vincent 《European Journal of Psychology of Education - EJPE》2019,34(4):847-872
European Journal of Psychology of Education - Science students’ study success rates in the first year of higher education (FYHE) are problematic. Although a considerable amount of previous... 相似文献
129.
Núria Hernández-Nanclares Ana S. García-Muñiz Bart Rienties 《Interactive Learning Environments》2017,25(4):467-481
Although the importance of boundary spanning in blended and online learning is widely acknowledged, most educational research has ignored whether and how students learn from others outside their assigned group. One potential approach for understanding cross-boundary knowledge sharing is Social Network Analysis (SNA). In this article, we apply four network metrics to unpack how students developed intra- and inter-group learning links, using two exemplary blended case studies in Spain and the UK. Our results indicate that SNA based upon questionnaires can provide researchers some useful indicators for a more fine-grained analysis how students develop these inter- and intra-group learning links, and which cross-boundary links are particularly important for learning performance. The mixed findings between the two case-studies suggest the relevance of pre-existing conditions and learning design. SNA metrics can provide useful information for qualitative follow-up methods, and future interventions using learning analytics approaches. 相似文献
130.
The Educational Forces Inventory (EFI) is a technique for assessing the constellation of forces in the teacher’s social-psychological field. Thereby, important stress points for teachers are identified and their work in the classroom is facilitated. The EFI charts the relative influence of each of 13 forces that are important factors in the educational settting. Teachers are asked to characterize each force along two dimensions: the amount of influence it exerts upon the classroom process, and the degree to which this influence is positive or negative. Several hundred teachers and teaching assistants in Follow Through classrooms throughout the country participated in a field test of the instrument, with concurrent administration of the Purdue Teacher Opinionaire (PTO), an established measure of teacher morale. The high rate of return and correct completion on the EFI indicated that it is a practical technique. In addition, the data indicated validity for the instrument in three important respects: (1) the pattern-of-importance ratings correspond to independently assessed patterns of physical and social distance; (2) the positive/negative ratings for particular forces correlated substantially with corresponding subscores of the PTO; and (3) the pattern of responses reflected aspects of internal consistency. Some ways of utilizing EFI data are discussed: how to plot and interpret two-dimensional force fields, and how to use them in program implementation, especially to facilitate the work of the teacher in the classroom. 相似文献