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151.
Lawrence R. Wheeless Ann Bainbridge Frymier Catherine A. Thompson 《Communication quarterly》2013,61(2):102-115
This study tested relationships among verbal output, behavioral receptivity, attraction, and communication satisfaction in a variety of longer and shorter term relationships of differing levels of liking. Two behaviorally referenced reports on others were developed to measure perceived behavioral output and perceived behavioral receptivity. The study tested hypotheses within the attraction paradigm. Results generally supported the notion of an important reinforcement value of high behavioral receptivity and moderate verbal output. Substantial proportions of highly verbal people appeared to be below average in receptivity. 相似文献
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The purpose of the study was to evaluate an undergraduate distance education (DE) programme based upon adult learners’ perceptions. The study investigated the value of the Human Resource Development programme at the University of Arkansas by examining the students’ reasons for returning to college, their attitudes towards the programme and the impact that the programme has had upon their lives. The respondents viewed DE as the best opportunity for adult students to complete their degrees. Female participants had significantly more positive attitudes towards DE than male participants did. The respondents had positive attitudes towards the learning environment, the instructors in the programme, the cohort design of the programme and the content of the programme. However, there were mixed opinions concerning the economic benefit of participation in the programme. 相似文献
154.
David Boud Romy Lawson Darrall G. Thompson 《Assessment & Evaluation in Higher Education》2013,38(8):941-956
One of the implicit aims of higher education is to enable students to become better judges of their own work. This paper examines whether students who voluntarily engage in self-assessment improve in their capacity to make those judgements. The study utilises data from a web-based marking system that provides students with the opportunity to assess themselves on each criterion for each assessment task throughout a programme of study. Student marks were compared with those from tutors to plot changes over time. The findings suggest that overall students’ judgements do converge with those of tutors, but that there is considerable variation across achievement levels, with weaker students showing little improvement. Whilst the study is limited by the exigencies of voluntary participation and thus consequential gaps in the data set, it shows how judgement over time can be demonstrated and points to the potential for more systematic interventions to improve students’ judgements. It also illustrates the use of the web-based marking and feedback software (ReView) that has considerable utility in aiding self-assessment research. 相似文献
155.
Luis Marques Joäo Praja David Thompson 《Research in Science & Technological Education》2013,31(2):143-164
The programme Ciencia Viva of the Portuguese Ministry of Science and Technology aims to create a greater understanding of science and science education amongst scientists, teachers, school children and the general public, each of whom is encouraged to cooperate and interact through regular contacts. The purpose is to improve practical, experimental and other forms of investigative work. To accomplish such work in schools, an overview of the state of science education worldwide is presented in terms of old and new traditions of the teaching of the physical and historical sciences the latter including the teaching of fieldwork. Traditional practices are compared with those established recently in various parts of the world in which more carefully considered understanding of the nature of science and science education has been established. In illustration of good practice, an outline is offered of the nature and rationale of two sets of curricular materials. These were designed by a team comprising staff members of the University of Aveiro and secondary school teachers and were trialled in schools. These activities are concerned with the internal rock cycle and the internal energy of the Earth in relation to plate tectonic theory. They are also related to the processes of weathering, erosion, transportation and deposition of sedimentary rocks and structures (like wave and current ripple marks) which were formed as part of the external rock cycle driven by the Sun's energy. The account concludes with an outline of the sub programme 'Geology in Summer', a fieldwork programme which introduces a holistic understanding of the workings of the outer part of the Earth to the general public. Students' perspectives and teachers' views about these experiences are generally very positive and are presented at the end. The whole programme was evaluated by an international team of scientists and science educators. 相似文献
156.
Helen St Clair‐Thompson Tina Overton Chris Botton 《Research in Science & Technological Education》2013,31(2):131-148
The current review is concerned with an information processing model used in science education. The purpose is to summarise the current theoretical understanding, in published research, of a number of factors that are known to influence learning and achievement. These include field independence, working memory, long‐term memory, and the use of long‐term memory strategies. The implications of research for educational practice are discussed. It is recommended that educators consider models of information processing and adjust teaching practices accordingly. 相似文献
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Lisa C. Yamagata-Lynch Jaewoo Do Anne L. Skutnik Duren J. Thompson Adam F. Stephens Cheryl A. Tays 《Open Learning》2013,28(2):178-189
This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design through one of the assignments where student teams and the instructor led one week’s worth of course activities and discussions. This article begins with a discussion of the literature on participatory self-directed online learning. Then, the article presents an overview of the course design, detailed discussion of the assignment that framed student participatory self-directed learning and two examples of student assignments. The framing question for organising this case was as follows: What lessons can a team of graduate students and the instructor learn about self-directed participatory online learning from a collaborative design project? The article ends with the overall lessons learned from the case and implications to future design of online activities. 相似文献