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71.
Heba Fasihuddin Geoff Skinner Rukshan Athauda 《Education and Information Technologies》2017,22(3):807-825
Open learning represents a new form of online learning where courses are provided freely online for large numbers of learners. MOOCs are examples of this form of learning. The authors see an opportunity for personalising open learning environments by adapting to learners’ learning styles and providing adaptive support to meet individual learner needs and preferences. Identifying learning styles of learners in open learning environments is crucial to providing adaptive support. Learning styles refer to the manner in which learners receive and perceive information. In the literature, a number of learning style models have been proposed. The Felder and Silverman Learning Styles Model (FSLSM) has been selected as the most appropriate model for open learning. In previous studies two approaches have been used to automatically identify learning styles based on the FSLSM. These approaches are known as the data-driven method and the literature-based method. In the literature, the literature-based method has been shown to be more accurate in identifying learning styles. This method relies on tracking learners’ interactions with the provided learning objects based on a set of pre-determined patterns that help in inferring learning styles. The patterns are monitored based on pre-identified threshold values. This paper aims to apply the literature-based method to open learning environments and introduce the optimal patterns and threshold values for identifying learning styles based on the FSLSM. To achieve this aim, a study was conducted whereby a prototype that simulates the open learning environment was developed and piloted on an undergraduate IT course so that learner behaviour could be tracked and data could be collected. Next, different sets of threshold values from the literature were considered along with some updated threshold values considering the context of open learning environments, and the precision of identifying learning styles was calculated. Eighty-three students participated in the study and used the developed prototype. Precision results from different threshold values presented in the literature along with customised threshold values for this study are reported and analysed in this paper. It is shown that threshold values derived from literature and customised to suit open learning environments provide a high level of accuracy in identifying learning styles. The paper presents the first study of its kind in evaluating threshold values and precision in identifying learning styles based on the FSLSM in open learning environments. The results are promising and indicate that the proposed methodology is efficient in detecting learning styles in open learning environments and useful for developing an adaptive framework. 相似文献
72.
Geoff Lindsay Julie E. Dockrell Clare Mackie Becky Letchford 《Journal of Research in Special Educational Needs》2005,5(3):88-96
Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education. 相似文献
73.
This article compares the results obtained from using two different methodological approaches to elicit teachers' views on their professional role, the key challenges and their aspirations for the future. One approach used a postal/online questionnaire, while the other used telephone interviews, posing a selection of the same questions. The research was carried out on two statistically comparable samples of teachers in England in spring 2004. Significant differences in responses were observed which seem to be attributable to the methods employed. In particular, more ‘definite’ responses were obtained in the interviews than in response to the questionnaire. This article reviews the comparative outcomes in the context of existing research and explores why the separate methods may have produced significantly different responses to the same questions. 相似文献
74.
Geoff Troman 《British Educational Research Journal》2008,34(5):619-633
The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in‐depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching. Themes in the data reveal changed commitments and professional identities. The teachers who had an initial vocational commitment and strong service ethic were the older teachers in the sample. While some of the younger teachers expressed vocationalism in the form of wanting ‘to make a difference’, they also stressed the importance of time compatibility for family‐friendly work and child care. In the ‘highs’ and ‘lows’ of school life a number of factors supported some of the teachers' initial commitments, thus, providing ‘satisfiers’ in their work. However, some factors impacted negatively on teacher commitment. The psychic rewards of teaching provided the main basis of commitment and professional work satisfaction. Teacher strategies in performative school cultures highlighted the impact and saliency of testing regimes. There was evidence, however, of teacher mediation of policy and their investment in a more creative professional identity in their involvement in nurturing programmes and creative projects. Whether the schools and teachers developed creative approaches to increase test scores or to ameliorate the worst effects of testing they demanded increased effort and commitment from the teachers. Teachers in the contemporary context, who had in many cases experienced a career in another occupation prior to teaching, seemed much more adept and realistic in both recognising and managing their range of parallel commitments and identities. They have become more strategic and political in defending their self‐identities. Some evidence suggests their priorities have been to hold on to their humanistic values and their self‐esteem, while adjusting their commitments. 相似文献
75.
Geoff Teece 《British Journal of Religious Education》2008,30(3):187-198
This article is a revised version of the author’s contribution to the 2006 meeting of the International Seminar on Religious Education and Values in Driebergen, the Netherlands and is concerned with the need for continuing discussion about the identity of religious education. The article begins by arguing that, despite current criticisms, Smart’s original intentions for phenomenological religious education were far from inappropriate for a critical religious education. It then attempts to introduce some fresh ideas about how we might understand the commonly used terms of learning about and from religion. It suggests that in learning about religion it is important to engage students with the soteriological dimensions of religious traditions. The article then goes on to offer a revised version of learning from religion based on the Mahayana Buddhist concept of upaya or ‘skilful means’. 相似文献
76.
Geoff Moss 《Children‘s Literature in Education》1991,22(3):195-204
He has contributed to theChildren's Literature Association Quarterly, and his work relating critical theory to experimental texts for children will appear in the forthcomingChildren's Literature: Contemporary Criticism, edited by Peter Hunt. 相似文献
77.
Richard Curtain Geoff Hayton 《Assessment in Education: Principles, Policy & Practice》1995,2(2):205-224
National skill formation strategies based on competency standards are a recent feature of the Anglo‐American economies. These strategies reflect a response to the widespread evidence of market failure in training in these economies. This article explores the similarities and important differences in standards frameworks between Australia, the United Kingdom and New Zealand. 相似文献
78.
Geoff Ring 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(3):210-215
The primary aim of the study was to investigate student reactions to the use of courseware as a learning tool in the classroom, particularly the effect of gender. The study involved young school students in a systematic and documented courseware review process. Students as a whole were enthusiastic about using courseware as a tool for learning in the classroom, with a large majority of students endorsing both its motivational appeal and its educational value. Despite this overall positive attitude, however, the data showed important differences between the reactions of male and female students to courseware, male students being more confident about using computers as a learning tool than female. The major implication for educational practice is that teachers, while trying to instil a confident attitude in all their students towards using courseware, should be aware of the particular need to build confidence among female students. 相似文献
79.
Geoff Whitty 《British Journal of Sociology of Education》1997,18(2):149-163
This paper looks back at the career of the sociologist Karl Mannheim, who died 50 years ago. It considers how far Mannheim's work remains relevant and discusses what lessons it may still have to offer. Quoting Sir Fred Clarke as saying that educational theory and education policy that took no account of changes in the wider social order would be not only blind but positively harmful, the paper suggests that a similar case applies today. It therefore remains essential that Mannheim's legacy is preserved and that the sociological imagination is exercised in relation to contemporary education policy and education research. In the light of Mannheim's own shift from diagnosing the crisis to prescribing the remedies, the paper also reflects on how far it is legitimate for sociologists of education to make such a move. Finally, the paper considers how Mannheim's notion of planning for democracy might be superseded by more genuinely democratic forms of education policy‐making in the aftermath of current neo‐liberal policies of deregulation. 相似文献
80.
Years of experience, education level, and subject matter expertise are three measures of teacher qualification that are employed widely in contemporary educational policies including tenure, salary, and hiring, despite significant questions about their effectiveness at predicting student performance. These questions reveal a critical gap in the literature, concerning, in particular, the enduring impact of teachers' qualifications on students' educational experiences, and they ways in which related research has traditionally been framed and conducted. Specifically, studies examining these predictors have focused almost exclusively on investigating the role that an individual teacher's qualifications have on students' performance. In schools, however, students are exposed to different teachers every year, and those teachers often have differing qualifications. This study explores the impact of teacher qualification from a cumulative perspective by examining the relationship between cumulative science teachers' qualifications (measured by years of experience, education level, and subject matter expertise) and students' educational success (academic achievement, college enrollment, and decision to major in a Science, Technology, Engineering, or Mathematics field). The study found that students taught by science teachers who—as a group—were cumulatively more highly qualified, tended to have higher achievement, as well as better educational pathways and outcomes in STEM. Given that students are taught by teachers from across a broad spectrum of qualification throughout their schooling, findings from this study could have important implications, not only for research and practice, but also for education policy. 相似文献