Education and Information Technologies - Online collaborative learning (OCL) has received significant attention, but the ultimate goal of adopting OCL is neglected, especially in higher education... 相似文献
Formative assessment (FA) has been a popular discourse in education, but its potential benefit is fundamentally dependent on teachers’ willingness to make changes to their classroom practices. These changes bring about much assessment tension (AT). This paper argues that how well teachers experience and manage AT determines the efficacy of their FA practices. Past studies have warned that AT experienced by teachers is complex and problematic. Therefore, it would be useful to investigate the variation of AT experienced by teachers, and how well they are dealing with these tensions. This phenomenographic research examines the use of FA in the context of different ways that AT is experienced. Findings on teachers’ conceptions of AT are presented, and each is then discussed for insights into teachers’ meanings and practices of assessment. In particular, instances of how AT hindered or helped FA are identified to highlight more productive ways of understanding and using assessment to support students’ learning. Implications of the research findings for the Singapore Teaching Practice (STP) will be discussed.
The term craftsmanship is associated with pre-industrial craft work with inferences to skilled artisanal manufacture of bespoke products. Apprenticeship learning is often perceived to be synonymous with learning craftsmanship. How then is the trait of craftsmanship through attainment of specific artisanal approaches conveyed and learnt through apprenticeship? This article presents and discusses processes imposed on and utilised by apprentices to attain precepts of artisanal approaches. The dispositional and skill elements of craftsmanship are proposed to be adopted through engagement with and development of craft and workplace specific approaches to contend with aspects of Pye’s (1968) conceptualisation of ‘workmanship of risk’ or the article’s proposed term of ‘artisanal approach of risk’. 相似文献
Blended learning, which combines face-to-face lectures with online learning, has emerged as a suitable teaching approach during the COVID-19 pandemic. This study used a national survey of anatomy educators in Mainland China to evaluate the changes in the implementation of blended learning in anatomical pedagogy. A total of 297 responses were collected from medical schools across all provinces. Respondents included 167 males and 130 females, with an average age of 44.94 (±8.28) and average of 17.72 (±9.62) years of professional experience. The survey showed adoption of online teaching and assessment by Chinese anatomy educators increased by 32.7% and 46.8%, respectively, compared to pre-pandemic levels. Perceptions of blended learning outcomes varied, with 32.3% and 37% educators considering it superior and inferior to traditional teaching, respectively. Faculty training programs related to blended learning increased significantly, fostering a collaborative learning environment; however, challenges remained in achieving satisfactory online assessment outcomes. Anatomy educators' attitudes reflected a strong preference for classroom learning (4.941 ± 0.856) and recognition of the importance of relevant technology (4.483 ± 0.954), whereas online learning received lower acceptance (4.078 ± 0.734). Female anatomy teachers demonstrated effective time management in online teaching. Meanwhile, educators with over 15 years of experience encountered difficulties with relevant technology, consistent with negative attitudes toward blended learning. Overall, this survey highlights the persistent challenges in implementing blended learning in anatomy education and provides insights for enhancing the pedagogical model in the post-COVID-19 era. 相似文献
Simplicity in number naming in a language (e.g. ‘ten‐two’ in Chinese is simpler than the irregular ‘twelve’ in English) has been used to explain cross‐cultural disparities in children's computational competence. In contrast to previous research focusing only on whether children can provide the correct answers, in this study (N?=?117 and 92) we examined Chinese pre‐schoolers' computational strategies in depth and individually so as to examine their understanding of the base‐10 system and place value. The results showed that despite the fact that many can give the correct answers, there is strong evidence that Chinese pre‐schoolers do not have adequate understanding of the base‐10 number system and place value, suggesting that the advantages of the simpler number‐naming system are limited. 相似文献