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111.
Many institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of experience, skill, and self-efficacy in online teaching and learning. To address these issues, the [university name removed] [center name removed] designed and implemented an online teaching readiness self-assessment. The instrument was developed based on key attributes and skills needed for proficiency in online teaching, in three areas: online teaching experience and attitudes, learning management system proficiency, and access to technology. The self-assessment was distributed through a web-based survey tool to faculty who were identified to develop new online courses. Individual results were used to create personalized frameworks of professional development offerings (workshops, institutes, videos, and consultations) and just-in-time resources to support faculty in their development process. 相似文献
112.
Dr. Jochen Kramer Dr. Ingo Zettler Dr. Felix Thoemmes Prof. Dr. Gabriel Nagy Prof. Dr. Ulrich Trautwein Prof. Dr. Oliver Lüdtke 《Zeitschrift für Erziehungswissenschaft》2012,15(4):847-874
The German higher education system has three different types of universities. This study aims to investigate the effect of choosing one particular university type on central personality traits (vocational interests, vocational motives and the Big Five). Existing results clearly show that the individual types of universities recruit students with different backgrounds. Whether differential development during and after studies is determined by university type (i.e. socialization effects in a broader sense) or whether it denotes a consequence of pre-existing differences among students of the university types will, for the first time, be examined using propensity-score matching. To do this, data of a large longitudinal study in Baden-Wuerttemberg were used in order to compare 1568 students at traditional universities (Universit?ten), universities of applied sciences (Fachhochschulen), and universities of cooperative education (Berufsakademien) in their second, fourth and sixth year after university entrance examination. Socialisation effects were tested in propensity-score based parallelised sub-samples (N?=?622). Results show that differences between university types can mainly be explained with selection effects and that the effects of attendance at the university types itself were hardly differential. 相似文献
113.
Rachel Mamlok-Naaman Ingo Eilks 《International Journal of Science and Mathematics Education》2012,10(3):581-610
Action research is defined as using research activities to develop concrete societal practices. Action research understands the change of practice as being already a central aim of the research process itself, and it also seeks to contribute to the professional development of all participants in the particular field of study. Even though (or maybe even because) action research has a long history in the literature, there is a wide variety of interpretations of it. These range all the way from research supportive, via interactive, to emancipatory approaches. There is also a broad range of objectives covering both improving professional environments and generating results of general interest. This paper explores the spectrum of justifications given for action research with a specific focus on science education. Two completely different examples of action research selected from Israel and Germany help illustrate the diversity of the topic. The Israeli case focuses primarily on the professional development of a group of teachers; the German example hones in on the development of suitable curricula and lesson plans for wide dissemination. Comparison of these two projects is embedded in a theoretical framework which categorizes the different action research modes and contemplates teachers?? professional development. The aim of this paper is to reflect upon the common potential inherent in differing forms of action research on science education, including the aspect of professional development among teachers. 相似文献
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115.
Yizhen Huang Eric Richter Thilo Kleickmann Dirk Richter 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):467-488
Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest–posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes.
Practitioner notes
What is already known about this topic- Video is a popular teacher training medium given its ability to display classroom situations.
- Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years.
- Situational interest and self-efficacy in classroom management is vital for student teachers' professional development.
- VR outperforms video in promoting student teachers' triggered interest in classroom management.
- Student teachers felt more efficacious in classroom management after participating in VR.
- VR also invoked higher extraneous cognitive load than the video.
- VR provides an authentic teacher training environment for classroom management.
- The design of the VR training environment needs to ensure a low extraneous cognitive load.
116.
Elisabeth Bauer Martin Greisel Ilia Kuznetsov Markus Berndt Ingo Kollar Markus Dresel Martin R. Fischer Frank Fischer 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1222-1245
Advancements in artificial intelligence are rapidly increasing. The new-generation large language models, such as ChatGPT and GPT-4, bear the potential to transform educational approaches, such as peer-feedback. To investigate peer-feedback at the intersection of natural language processing (NLP) and educational research, this paper suggests a cross-disciplinary framework that aims to facilitate the development of NLP-based adaptive measures for supporting peer-feedback processes in digital learning environments. To conceptualize this process, we introduce a peer-feedback process model, which describes learners' activities and textual products. Further, we introduce a terminological and procedural scheme that facilitates systematically deriving measures to foster the peer-feedback process and how NLP may enhance the adaptivity of such learning support. Building on prior research on education and NLP, we apply this scheme to all learner activities of the peer-feedback process model to exemplify a range of NLP-based adaptive support measures. We also discuss the current challenges and suggest directions for future cross-disciplinary research on the effectiveness and other dimensions of NLP-based adaptive support for peer-feedback. Building on our suggested framework, future research and collaborations at the intersection of education and NLP can innovate peer-feedback in digital learning environments.
Practitioner notes
What is already known about this topic- There is considerable research in educational science on peer-feedback processes.
- Natural language processing facilitates the analysis of students' textual data.
- There is a lack of systematic orientation regarding which NLP techniques can be applied to which data to effectively support the peer-feedback process.
- A comprehensive overview model that describes the relevant activities and products in the peer-feedback process.
- A terminological and procedural scheme for designing NLP-based adaptive support measures.
- An application of this scheme to the peer-feedback process results in exemplifying the use cases of how NLP may be employed to support each learner activity during peer-feedback.
- To boost the effectiveness of their peer-feedback scenarios, instructors and instructional designers should identify relevant leverage points, corresponding support measures, adaptation targets and automation goals based on theory and empirical findings.
- Management and IT departments of higher education institutions should strive to provide digital tools based on modern NLP models and integrate them into the respective learning management systems; those tools should help in translating the automation goals requested by their instructors into prediction targets, take relevant data as input and allow for evaluating the predictions.
117.
Marina Klimovich Simon P. Tiffin-Richards Tobias Richter 《Journal of Research in Reading》2023,46(2):123-142