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291.
Jo Lunn Brownlee Eva Johansson Charlotte Cobb-Moore Gillian Boulton-Lewis Sue Walker Joanne Ailwood 《Education 3-13》2013,41(2):164-183
While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5–8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education. 相似文献
292.
Perceptions of instructional quality: impact on acceptance and use of an online learning environment
ABSTRACTGiven the growing use of online learning environments in higher education, it is important to further unravel how students’ use is influenced by their perceptions towards these learning environments. This study includes the perceived quality of the instructional design based on the First Principles of Instruction of Merrill and students’ acceptance based on the constructs perceived usefulness and perceived ease of use of the technology acceptance model (TAM). The aim of this study is twofold: a first aim is to investigate the influence of the perceived instructional quality on students’ acceptance and the second aim is to investigate the impact of students’ acceptance and the perceived instructional quality on the quantity (i.e. course activity) and quality (i.e. course performance) of use. In this study, a Moodle-based online learning environment for learning French as a foreign language was studied. Participants were 161 university students. Structural equation modeling (SEM) indicates that the perceived instructional quality has a significant positive influence on students’ acceptance. Furthermore, students’ perceived instructional quality has a positive influence on the quality, but not on the quantity of use, whereas students’ acceptance of the online learning environment has no impact on the use of the learning environment. 相似文献