The purpose of this study is to explore learner engagement and motivation related toFlow particularly in WBI settings. In theFlow state people are absorbed in their activities while irrelevant thoughts and perceptions are screened out. In this article,
we attempted to identify some of the critical elements of learner feelings and WBI features which relate to the experience
ofFlow. Survey data were collected from 266 Korean cyber-university students and the data were subject to factor analyses and multiple
regression to determine the best predictors ofFlow in WBI environments. As a result, six factors, including G-factor for flow, were found. Based on these findings, a theoretical
model for Learner Flow within WBI was proposed 相似文献
Existing research notes that Historically Black Colleges and Universities (HBCUs) are bastions of Black culture where Black students often feel supported (e.g., Harris in The Urban Review, 44(3), 332–357, 2012). What is less well-known are the specific practices campus stakeholders enact to create culturally-affirming environments. This study addresses this gap in the literature by examining pedagogy and educational practices employed by HBCU administrators and faculty members that build upon the lived experiences of Black communities to help to promote Black students’ success. In doing so, we seek to better understand the strategies these individuals utilize to center Blackness via culturally-informed practices and culturally engaging environments that affirm Black students’ racial identities. Our findings highlight the following ways that HBCU administrators and faculty members embrace Black cultural affirmation: their emphasis on culturally relevant knowledge and culturally-informed pedagogy that centers Black experiences; and their commitment to Black cultural validation via connecting with Black communities and Black students’ backgrounds. This research extends current scholarship on educational practices and environments with a focus on Black students’ racial identity. The authors provide implications for culturally-affirming pedagogy and campus climates that can benefit institutions seeking to create inclusive educational spaces where students from various backgrounds do not have to feel divorced from key aspects of their cultural heritage. Recommendations for practice, research and policy are also discussed.
INTRODUCTION The need for metering multiphase flow in the petroleum industry has been evident for many years. Considerable research has been conducted into this field for developing a suitable flowmeter which can be used in industrial environments. Various tech- nologies have been employed, and among which the tomographic techniques are increasingly being used. Process tomography is an emerging measure- ment technology with applications in a broad range of industries. It is non-invasive a… 相似文献
Three groups of college students were given instructions using different testing techniques to determine whether the superior performance obtained with Programmed Student Achievement (PA) was due to a Hawthorne Effect. PA students, operating under the consequence of failing the course if they failed to evidence criterion performance (100% mastery) on weekly quizzes, exhibited superior performance, relative to control groups, on the weekly quizzes and on an unannounced retention test. The results seem to preclude any attempt to interpret the effectiveness of Programmed Student Achievement on the basis of a Hawthorne Effect. 相似文献
The study described in this paper investigated the degree of implementation of school-based assessment schemes for practical
science. An assessment scheme in Hong Kong was used as the context for the research. Five dimensions of implementation were
identified and a conceptual framework was built by breaking down each dimension into attributes and these into content areas.
The research method used in the study incorporated some modifications on most past designs in order to determine adequately
the construct validity of data and to examine any method-specific biases. Three measuring instruments (namely, a student questionnaire,
a teacher questionnaire and an observation schedule) were designed. The construct validity of student data was demonstrated
through confirmatory factor analysis and multitrait-multimethod analysis. Comparative analyses of students' perceptions, teacher
self-reports and independent observational data resulted in convergent findings for only three out of the ten attributes of
implementation. 相似文献
The notion of designer empathy has become a cornerstone of design philosophy in fields such as product design, human-computer interaction, and service design. But the literature on instructional designer empathy and learner analysis suggests that distance learning designers are generally quite removed from the learners with whom they could be empathizing. We describe a qualitative study conducted with practicing distance learning designers across the United States. We selected designers in varying sectors within the workforce, and interviewed our participants via videoconferencing. Our inquiry uncovered important tensions designers live with regarding empathy in practice. Designers struggle to know how much learner analysis is sufficient, which of many stakeholders to empathize with, and navigating constraints. Future work in this area could help designers practice more empathically and, in doing so, improve the learning environments they create for learners. 相似文献
Students (N = 161) in seven sections of an undergraduate educational psychology course rated ten performance-assessment options in collegiate courses. They rated in-class essay exams as their most preferred assessment and multiple-choice exams (in-class and out-of-class) as their least preferred. Also, student ratings of multiple papers and a term paper did not differ significantly from the rating for in-class essay exams. Overall, students preferred constructed forms of assessment over more objective assessment. With minor exceptions, student ratings of assessment preferences were generally consistent across gender and academic levels. In the main, student ratings of assessment options did not significantly correlate with exam performance in the course. 相似文献