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11.
P. J. van Eijl 《Higher Education》1986,15(5):449-457
A large scale modularisation of curricula in higher education based on relatively large modules is discussed. These modules are flexible courses and not the well known small instructional modules within a course. The idea of these so-called programme modules, together with some applications and implications are discussed in the context of the Dutch higher educational system which is quite similar to that in other Western European countries. One implication is a less static concept of what a curriculum is. This may affect students, teachers, curriculum planners and legislators in their thinking about what kind of education a university can offer (in the near future) to its potential clients. 相似文献
12.
Karel Kreijns Paul A. Kirschner Wim Jochems Hans van Buuren 《Education and Information Technologies》2011,16(4):365-381
Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention
of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important
because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction.
This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine
perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The
result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network
of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful
as a measure for social presence. 相似文献
13.
The purpose of this study is twofold: first, to examine to what extent the time students work on paid jobs is related to study‐time (class attendance and time devoted to self‐study) and second, to what extent the time students work on paid jobs is related to achievement. A number of 120 students from the problem‐based Faculty of Health Sciences in the Netherlands kept a time‐diary. Academic achievement was measured by using scores on the block‐test. The results showed that working about four to eight hours per week on paid jobs (as opposed to working less than four hours per week or to working intensively, more than 8 hours per week) actually is positively related to study‐time. Test‐scores are not significantly different among students who are not working on jobs, work some hours, or work a lot. 相似文献
14.
15.
Reforms in engineering education have caused a shift from the traditional stand-alone course in technical communication for Engineering students towards communication training integrated in courses and design projects that allows students to develop four layers of competence. This shift creates opportunities for realistic and situated learning, but offers challenges for assessment of communication competence at student, course and program levels. On the basis of a detailed definition of communicative competence, three formats for integrated communication training are described: Linked to design projects, integrated in design projects and integrated at program level. Assessment of communication competence in these formats is constrained by their characteristics with regard to student motivation, individual and group work, and situated learning. 相似文献
16.
Tamara van Woezik Jur Koksma Rob Reuzel Debbie Jaarsma Gert Jan van der Wilt 《Assessment & Evaluation in Higher Education》2020,45(4):513-526
AbstractTo foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R2 < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident. 相似文献
17.
Shahron Williams van Rooij 《Education and Information Technologies》2007,12(4):191-209
As institutions of Higher Education try to balance limited resources with the rising costs of technology, some institutions
are turning to Open Source software for campus-wide applications such as course management systems and portals. The assumption
is that Open Source will provide the flexibility to build pedagogically sound learning environments while increasing technology
efficiencies. This paper outlines the current state of Open Source software deployment in US Higher Education based on a survey
of 772 Chief Academic Officers and Chief Information Officers conducted in 2006. The results indicate that Carnegie classification
is a critical differentiator of awareness, adoption, and perceptions of Open Source software applications, with perceived
cost of ownership being the key driver of Open Source adoption. Moreover, the study shows that institutions have made little
progress in the development of polices and procedures for Open Source regulatory compliance and security. The study serves
as a baseline for future research into the conditions for successful use of Open Source for supporting integrated learning
environments that deliver campus-wide efficiencies.
Shahron Williams van Rooij is Assistant Professor of Instructional Technology at George Mason University with a focus on the university’s e-Learning Certificate Program. She holds a Ph.D. in Quantitative Methods in the Social Sciences from the City University of New York and has just completed a second doctorate in Instructional Technology and Software Information Systems at George Mason University. As a Certified Distance Education Professional (C.D.E.P.) credentialed by Texas A&M University, she is a frequent speaker on the development of Web-based education and has published in a variety of journals such as the WebNet Journal, the Journal of Interactive Learning Research, the Journal of Modern Business, the Marketing Research Review and the Journal of Research on Technology in Education. Prior to joining GMU, she was the Director of Marketing at Datatel, Inc., in Fairfax, VA, where she facilitated the engineering of new e-learning technology solutions. 相似文献
Shahron Williams van RooijEmail: |
Shahron Williams van Rooij is Assistant Professor of Instructional Technology at George Mason University with a focus on the university’s e-Learning Certificate Program. She holds a Ph.D. in Quantitative Methods in the Social Sciences from the City University of New York and has just completed a second doctorate in Instructional Technology and Software Information Systems at George Mason University. As a Certified Distance Education Professional (C.D.E.P.) credentialed by Texas A&M University, she is a frequent speaker on the development of Web-based education and has published in a variety of journals such as the WebNet Journal, the Journal of Interactive Learning Research, the Journal of Modern Business, the Marketing Research Review and the Journal of Research on Technology in Education. Prior to joining GMU, she was the Director of Marketing at Datatel, Inc., in Fairfax, VA, where she facilitated the engineering of new e-learning technology solutions. 相似文献
18.
Development of decision making in school-aged children and adolescents: evidence from heart rate and skin conductance analysis 总被引:2,自引:1,他引:1
Age differences in decision making indicate that children fail to anticipate outcomes of their decisions. Using heart rate and skin conductance analyses, we tested whether developmental changes in decision making are associated with (a) a failure to process outcomes of decisions, or (b) a failure to anticipate future outcomes of decisions. Children aged 8-10, 12-14, and 16-18 years performed the Hungry Donkey task, a child version of the Iowa Gambling Task, while heart rate and skin conductance activity were continuously recorded. Children aged 16-18 learned to make advantageous choices over task blocks faster than the two younger age groups. Age differences were present for anticipation-related autonomic activity but not outcome-related autonomic activity. The results are interpreted vis-à-vis models of prefrontal cortex maturation. 相似文献
19.
Noyens Dorien Donche Vincent Coertjens Liesje van Daal Tine Van Petegem Peter 《European Journal of Psychology of Education - EJPE》2019,34(1):67-86
European Journal of Psychology of Education - Previous theoretical research proposed a link between students’ academic motivation and students’ experiences of social integration, but... 相似文献
20.
Participants from the Netherlands (n = 52), China (n = 50), and South Africa (n = 166) either read a self-targeted or a family-targeted fear appeal message about chlamydia. Seven aspects of individual cultural orientation were measured, and six effects of the different messages. Interactions between nationality and target of threat were found on perceived severity, perceived susceptibility, and danger control. Only for perceived susceptibility, a difference in cultural orientation partly explained this interaction. The outcomes add to the doubts about claims in earlier literature about the relevance of receivers’ nationality and cultural orientation for developing a fear appeal message. 相似文献