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501.
Online learning (eLearning) has become a global phenomenon as many organizations and educational institutions worldwide have entered the field in an attempt to enhance the students' experience of learning. While numerous studies have focused on the effectiveness and benefits of eLearning, few have focused on understanding and measuring the user experience and relating this to the actual student usage of the eLearning system. This study addresses this gap by conceptualizing and measuring the eLearners' experience from two integrated perspectives: (1) the learners' affective perceptions using the flow model and (2) the learners' technology acceptance using the Technology Acceptance Model. The integrated perspective proposes that the users' acceptance and the affective responses toward a particular system are two important factors in determining the users' intentional and actual behaviors, which in turn, influence user participation and engagement with the system. The data was collected in 2004 directly from 964 students using a Web‐based eLearning system called CECIL ( http://www.cecil.edu ) at the University of Auckland. The conclusions drawn from the results of the study using a structural equation model support the use of the integrated model for investigating eLearner behavior. The research implications of our findings are discussed. 相似文献
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Conceptually, practically and rhetorically teaching is at the core of quality in higher education. University teaching preparation programmes (TPPs) are regularly advocated to foster enhancement of teaching but there remains limited evidence to demonstrate their effectiveness or impact as a quality improvement mechanism. Support for such programmes is largely a matter of faith amongst their advocates. This paper presents an analysis of the impact of one initial TPP to add to the body of evidence on the efficacy of such programmes. The results reinforce other research indicating that such programmes do have beneficial effects on individual academics. The benefits extend to work groups and have value to the institution. However, the transfer of learning by academics to practice takes time and is mediated by many factors. Nevertheless, where institutional and local departmental cultures value teaching, TPPs provide a useful strategy for quality enhancement in higher education. 相似文献
505.
Don Margetson 《高等教育研究与发展》1987,6(2):151-173
This article discusses a question‐led approach to the design of a new degree programme in computing and information studies, the Bachelor of Informatics, at Griffith University in Brisbane, Australia. Basic considerations arising from various theories which have given a central place to problems and questions in human activity are outlined. Some implications of these considerations for the role and place of questions in education are discussed in terms of the notions of focussing, opening, and activating. It is argued that these notions are important in understanding education to be, in part, vitally concerned with critical inquiry. The specific context at Griffith University in which the question‐led approach came to be adopted is described, together with an account of a report concerning the planning of a new academic activity in the University which was made available to the planning group at the commencement of planning. The processes by which this approach was implemented in the design phase are described briefly. The resulting design, as it existed shortly prior to the commencement of teaching, is described. The conclusion discusses some issues arising from experience in the design and implementation of this programme, and provides some evaluative feedback from staff and second‐year students obtained during the second year during which the programme was offered (1986). 相似文献
506.
Lucas DR Wezner KC Milner JS McCanne TR Harris IN Monroe-Posey C Nelson JP 《Child abuse & neglect》2002,26(2):167-186
OBJECTIVE: The present study describes factors related to fatal abuse in three age groups in the United States Air Force (USAF). METHOD: Records from 32 substantiated cases of fatal child abuse in the USAF were independently reviewed for 60 predefined factors. RESULTS: Males were over-represented in young child victims (between 1 year and 4 years of age) and child victims (between 4 years and 15 years of age) but not in infant victims (between 24 hours and 1 year of age). African-American infant victims and perpetrators were over-represented. Younger victims were more likely to have been previously physically abused by the perpetrator. Perpetrators were predominantly male and the biological fathers of the victims. Infant and young child perpetrators reported childhood abuse histories, while child perpetrators reported the highest frequency of mental health contact. Victims' families reported significant life stressors. Families of young child victims were more likely divorced, separated, or single. Incidents with infants and young children tended to occur without witnesses; incidents with child victims tended to have the victim's sibling(s) and/or mother present. Fatal incidents were more frequent on the weekend, in the home, and initiated by some family disturbance. CONCLUSIONS: Differences among groups in factors related to infant and child homicide across age groups may assist in the development of more tailored abuse prevention efforts and may also guide future investigations. 相似文献
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John R. Slate Kimberly Nichols LaPrairie Don P. Schulte Anthony J. Onwuegbuzie 《Assessment & Evaluation in Higher Education》2011,36(3):331-346
A mixed analysis of the perceived characteristics of effective college faculty members was conducted through surveying 615 students, predominantly Hispanic, enrolled in courses at two southwest Hispanic‐serving universities. Beliefs were identified that led to 29 prevailing themes: Knowledgeable; Understanding; Communication; Teaches Well; Caring; Organised; Flexibility; Positive Attitude; Patience; Experience in the Classroom; Fair; Helping; Respectful; Open‐minded; Builds Relationships; Passion for the Job; Service; Makes Learning Interesting; Uses Different Modalities; Fun; Motivating; Intelligent; Involving Students; Being Available; Friendly; Connects with the Real World; Listening; Creativity; and Challenges Student. Of these themes, knowledgeable, Understanding, Communication and Teaches Well received the highest endorsements and are congruent with student evaluations that are components of promotion and tenure decisions. 相似文献
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