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11.
Elena Novak Jerry Daday Kerrie McDaniel 《Educational technology research and development : ETR & D》2018,66(5):1189-1209
This empirical study used Keller’s (Technol Instr Cogn Learn 16:79–104, 2008b) motivation, volition, and performance (MVP) theory to develop and statistically evaluate a mathematical MVP model that can serve as a research and policy tool for evaluating students’ learning experiences in digital environments. Specifically, it explored undergraduate biology students’ learning and attitudes toward e-texts using a MVP mathematical model in two different e-text environments. A data set (N = 1334) that included student motivation and e-text information processing, frustration with using e-texts, and student ability variables was used to evaluate e-text satisfaction. A regression analysis of these variables revealed a significant model that explained 77% of the variation in student e-text satisfaction in both e-text learning environments. Student motivation and intrinsic cognitive load were positive predictors of student satisfaction, while extraneous cognitive load and student prior knowledge and background variables were negative predictors. Practical implications for e-text learning and generalizability of a mathematical MVP model are discussed. 相似文献
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Cynthia McDaniel 《Children‘s Literature in Education》2001,32(3):203-224
This article addresses the issue of child sexual abuse, providing contextual information about the problem, such as the fact that in 85–95% of cases, the offender is known to and trusted by the victim. Because children are greatly influenced by situations depicted in books (and other media), positive and negative influences of general children's literature are discussed. More importantly, the author argues that carefully selected children's literature can help to prevent child sexual abuse. Since statistics reveal that the average sexually abused victim is eight years old, this study focuses on current and suggested literature for children ages four through eight. Content and evaluative criteria are discussed, followed by a survey of thirteen children's books that deal with child sexual abuse. Finally, ideal characteristics of prevention are suggested and some literary models are proposed. 相似文献
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James Patrick McDaniel 《传播与批判/文化研究》2013,10(4):324-350
This essay reconstitutes Benjamin Franklin's characteristic political style as a particular inflection of liberal irony, arguing for a way of speaking today that checks arrogance with humility and attempting to unlock the psychosocial economy of political enjoyment implicit in this rhetoric. To do so, the essay traverses four bodies of discourse (including recent political thinking about civic character, Franklin's oratory in 1787 at the constitutional convention, passages from his letters, and an excerpt from his autobiography) in order to extract strategies for managing situations in which democracy becomes prone to the enjoyments of terror and tyranny. 相似文献
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Reuben R. McDaniel 《Performance Improvement Quarterly》2007,20(2):21-41
Misspecification of the nature of organizations may be a major reason for difficulty in achieving performance improvement. Organizations are often viewed as machine‐like, but complexity science suggests that organizations should be viewed as complex adaptive systems. I identify the characteristics of complex adaptive systems and give examples of management errors that may be made when these characteristics are ignored. Command, control and planning are presented as managerial tasks that come to the fore when a machine view of organizations dominates thinking. When we treat organizations as complex adaptive systems the focus of managerial activity changes, and sensemaking, learning and improvisation become appropriate strategies for performance improvement. Each of these is defined and described. A modest research agenda is presented. 相似文献
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Elizabeth A. McDaniel B. Dell Felder Linda Gordon Mary Ellen Hrutka Stephanie Quinn 《Innovative Higher Education》2000,25(2):143-157
Innovative models that focus on learning outcomes engage faculty in new ways of facilitating and assessing learning, while their institutions seek to support and reward their participation. Innovators from four different institutions provide an overview of their approaches to implementing principles of outcomes-based education, compare their models, and explore the changes that are precipitated in the roles, rewards, resources, structures, and models. While the four institutions and models differ on several significant variables, the innovators identify common key elements and issues that the academy must address in order to transform the educational experience and culture to a more learning-centered enterprise. 相似文献
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Robert F. Kenny Rudy McDaniel 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):197-213
Video games have become an essential part of the way people play and learn. While an increasing number of people are using games to learn in informal environments, their acceptance in the classroom as an instructional activity has been mixed. Successes in informal learning have caused supporters to falsely believe that implementing them into the classroom would be a relatively easy transition and have the potential to revolutionise the entire educational system. In spite of all the hype, many are puzzled as to why more teachers have not yet incorporated them into their teaching. The literature is littered with reports that point to a variety of reasons. One of the reasons, we believe, is that very little has been done to convince teachers that the effort to change their curriculum to integrate video games and other forms of technology is worthy of the effort. Not until policy makers realise the importance of professional development and training as an important use of funds will positive changes in thinking and perceptions come about, which will allow these various forms of technology to reach their potential. The authors have hypothesised that the major impediments to useful technology integration include the general lack of institutional infrastructure, poor teacher training, and overly‐complicated technologies. Overcoming these obstacles requires both a top‐down and a bottom‐up approach. This paper presents the results of a pilot study with a group of preservice teachers to determine whether our hypotheses regarding potential negativity surrounding video games was valid and whether a wider scale study is warranted. The results of this study are discussed along with suggestions for further research and potential changes in teacher training programmes. 相似文献