This paper discusses the results of the student dimension in an evaluation applied to an educational teleconferencing system in a Mexican higher education institution. Traditionally, this institution has gained prestige for its face‐to‐face programs, and students are not used to mediated or distance learning. Courses offered through this system are based on a pedagogical model which emphasises the active role of the learner. Therefore, student variables such as perceptions of the self, and self‐regulatory processes become key components in this learning environment. Conclusions here presented correspond to: (i) students’ expectations; (ii) perceptions of efficacy for self‐regulated learning, and perceptions of the course, and of the teacher's and learner's work.
Results indicate students’ expectations focus on ‘learning more than in face‐to‐face situations’, followed by ‘using technology’, and ‘having freedom and initiative’. Perceptions of efficacy for self‐regulated learning were high overall. Nevertheless, analyses of individual items indicate specific areas requiring improvement. Qualitative data on perceptions of the course, and teachers’ and learners’ work suggest that these courses are more demanding than the face‐to‐face ones they are taking. Students’ responses include attitudinal and cognitive adjustments needed for these learning environments. These results have led to improvements, which are presently being applied. The importance of considering these student variables in evaluations of mediated learning environments is discussed. 相似文献
The recent interest and need for teacher professional development calls for the clarification of the concept of professional development. The study presents a strategy of clarification by proposing a mapping sentence based on the analysis of the concepts of development and profession into their constituting elements and by juxtaposing the elements upon each other. Theoretically this maping sentence provides a conceptual framework and a rationale for the testing of hypotheses. Practically, it may guide teacher developers in planning varying programs to suit varying conceptions of professional development. 相似文献
Extreme poverty all over the world is concentrated in rural settings. However, studies about cognition in low socioeconomic status (SES) children are for the most part conducted in urban populations. This paper investigates, in a poor rural sample, what are the individual and socioenvironmental variables that make the difference in performance in a processing speed task. Forty four 5‐year‐old children were evaluated with a processing speed task; individual and socioenvironmental information was obtained from parents' interviews. Higher scores in the effortful control dimension of temperament were associated with higher performance in the processing speed task. No other individual or socioenvironmental variable predicted the performance. These results showed that effortful control is important in processing speed and suggest that in low SES rural contexts, low effortful control children would require stronger interventions. 相似文献
Typically the human performance technology (HPT) process is regarded as a tool for use when analyzing performance gaps in functional or larger organizational units. This case study demonstrates the application of the HPT process in a one‐to‐one relationship between a manager and a direct report. Specifically, the process is used to analyze the cause of the gap between an employee's exhibited performance and the desired performance. 相似文献
Employee engagement has been understood from various academic and practical perspectives, mainly due to its recent popularity. This study explores not only positive movements—positive psychology, positive organizational scholarship (POS), and positive organizational behavior (POB)—as a background of engagement but also the conceptualization, instrumentation, and empirically proven antecedents and consequences of engagement. Based on the findings, this study examines how engagement can be included as a POB construct, considering the five criteria of POB: positivity criterion, theory‐ and research‐based criterion, valid measurement criterion, state‐like criterion, and performance impact criterion. 相似文献