What's in It for Me? Incentives,Learning, and Completion in Massive Open Online Courses

This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion)     

A Cross-Age Study of the Understanding of Three Genetic Concepts: How Do They Image the Gene, DNA and Chromosome?

The study was carried out with 175 Turkish students by using drawings at different ages understanding of gene, DNA and chromosome concepts. Students from 8th, 9th, 11th grades and, science and biology student teachers were simply asked to draw the structure of gene, DNA and chromosome in a cell and also to give explanations about these three concepts. Differences in understanding between the age groups were found to be significant for the concepts of gene and DNA. None of the groups exhibit sound understanding and regardless of the age levels, students in all groups had alternative ideas about the three concepts investigated.     

Editorial

Ohne Zusammenfassung

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Editorial

     

Stichwort: Professionelle Kompetenz von Lehrkräften

Ohne Zusammenfassung      

浅议现金流量

现金流量是一家企业或某个特定项目在一定时期或现金流量计算期内的现金流入、流出的数量及其净额,无论是一家企业一定时期内的现金流量,还是一个特定投资项目计算期内的现金流量,一般都采用以年为单位计算现金流量的方法编制现金流量表.现金流量表分为企业现金流量表和投资项目现金流量表,二者具有相同点也有不同点.现金流量有其变化规律,认识现金流量的变化规律有重要意义.     

教师批判性思维倾向量表(TCTS)的修订

本研究的目的在于以分析教师批判性思维倾向(Teacher Critical Thinking)的结构为基础,制订教师批判性思维倾向的测量工具。原始问卷根据台湾学者朱苑瑜、叶玉珠编制完成的《批判性思考倾向量表》及教师批判性思维倾向的理论定义而构造。489位中小学教师参加了测验。要求被试在6点量表上评定问卷的每一个条目是否适合描述他们自己,“1”代表非常同意,“6”代表非常不同意。测验结果得到了一个由12个条目构成的四因素结构的教师批判性思维倾向量表,该因素解释总变异的74.2%,量表平均分为27.12,标准差为10.98,无显著性性别差异(t=.336,P=.737)。统计分析还表明:该量表具有较好的内部一致性信度(a=.9496)和折半信度(r=.9384)。本量表适合在中小学教师中使用,稳定性较强,项目较少,简便易行。     

建立和谐的师生关系是做好当代中学教育的基石

全面实施素质教育,是当代中学教育的基本要求。构筑一种真正适应时代发展要求的、新型的、和谐的师生关系是做好当代中学教育的基石。这种和谐的师生关系必须以民主、平等为基础,以互相尊重、互相理解、互相信任为核心内容,以全面提高学生素质为终极目的。首先,采用民主、平等的方式对待学生是构建新型和谐师生关系的基础。其次,以互相尊重、互相理解、互相信任为核心内容的教育理念是构建新型和谐师生关系的关键。总之,师生关系是教育中一个处于核心地位的问题,它直接影响到教育质量、教育效果和学生的身心健康发展。     

International orientierte höhere Schulen in Deutschland – Zwei Varianten von Internationalität im Wechselspiel von Institution und Schülerbiografie

During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany.