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961.
Naomi Holmes 《Assessment & Evaluation in Higher Education》2015,40(1):1-14
Student engagement is an important issue in higher education, and is related to the quality of the student experience. Increasing student engagement is one way of enhancing quality at a higher education institution. An institution is able to influence student engagement in a number of ways, one being through curriculum design. The use of a low-stakes continuous weekly summative e-assessment had a positive influence on student engagement in an optional level 5 (second year) undergraduate geography module. Students considered their increased engagement was a direct consequence of this assessment method. It was also found that students thought they improved their learning, particularly their understanding, as a result of the continuous assessment. This study suggests that carefully designed assessments can be used to increase student engagement and learning, and, as a result, contribute to improving the quality of the overall student experience. 相似文献
962.
Cross‐Cultural Management Learning Through Innovative Pedagogy: An Exploratory Study of Globally Distributed Student Teams
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Anne Bartel‐Radic J. Chris Moos Suzanna K. Long 《Decision Sciences Journal of Innovative Education》2015,13(4):539-562
This article presents an innovative pedagogy based on student participation in globally distributed project teams. The study questions the link between student learning of intercultural competence and the global teaming experience. Data was collected from 115 students participating in 22 virtual intercultural teams. Results revealed that students learned from the teaming experience, especially those with more prior international experience. The study contributes to the body of knowledge on innovative and collaborative pedagogy on global student teams, provides an analysis of the impact of the teaming experience on student learning, and provides insights on international and collaborative course design. 相似文献
963.
Naomi Sweller 《International Journal of Disability, Development & Education》2015,62(4):394-404
Individuals with autism have difficulty generalising information from one situation to another, a process that requires the learning of categories and concepts. Category information may be learned through: (1) classifying items into categories, or (2) predicting missing features of category items. Predicting missing features has to this point been little used in special education. Children with autism were taught novel category information through either classification or feature prediction tasks. Both methods resulted in successful category learning. Furthermore, feature prediction learning resulted in better performance when predicting missing features of items at test. These results suggest that while both tasks are valuable tools for teaching categories to children with autism, the feature prediction task provides more successful post-learning use of the information acquired. 相似文献
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Linda S. Reymann Geraldine M. Fialkowski Joseph A. Stewart‐Sicking 《Journal of College Counseling》2015,18(2):103-115
This study examined spirituality, personality, and psychosocial growth among 216 students at a small university in Maryland. Results demonstrated that faith maturity predicted unique variance in purpose in life. There was a main effect observed for gender among faith scores, as well as an interaction effect between gender and year in school among faith scores. The findings suggest that a culture that fosters students' spirituality may have positive effects on aspects of well‐being. 相似文献
968.
Penny Van Bergen Linda J. Graham Naomi Sweller Helen F. Dodd 《Emotional and Behavioural Difficulties》2015,20(1):64-81
The number of students in special schools has increased at a rapid rate in some Australian states, due in part to increased enrolment under the categories of emotional disturbance (ED) and behaviour disorder (BD). Nonetheless, diagnostic distinctions between ED and BD are unclear. Moreover, despite international findings that students with particular backgrounds are over-represented in special schools, little is known about the backgrounds of students entering such settings in Australia. This study examined the government school enrolment data from New South Wales, the most populous of the Australian states. Linear and quadratic trends were used to describe the numbers and ages of students enrolled in special schools in the ED and BD categories. Changes between 1997 and 2007 were observed. Results showed an over-representation of boys that increased across the decade and a different pattern across age for boys and girls. Consistent with international findings, these results indicate that trends in special school placements are unrelated to disability prevalence in the population. Rather, it is suggested that schools act to preserve time and resources for others by removing their more challenging students: most typically, boys. 相似文献
969.
Dorit Barchana‐Lorand 《The International Journal of Art & Design Education》2015,34(2):169-179
Herbert Read's Education through Art (henceforth ETA) is a pioneering attempt to provide empirical evidence for the need for art in the public school system. Rooting for art education, Read applies the conclusions of the newly evolving psychological research to his thesis on education, which he holds to be a contemporary revival of Plato's educational theory. Psychological research proves, Read believes, that art is required for the healthy cognitive and emotional development of the child, thereby creating a stable and productive society. ‘Education through art’ nurtures each individual's potential, so that every professional direction one would later take would be ‘art'. Since its publication in 1943, art‐education enthusiasts seem to hold that Read was on the right track, but that ETA suffers from a lack of evidence – a mere technicality that can be amended when research advances. Contrariwise, I argue that Read's thesis is inherently problematic, rather than empirically inaccurate. Psychological research may never suffice for the justification of art education, if ‘art education’ is both substituted for ‘creativity’ and expected to produce testable – immediate and quantifiable – results. My interest is not only in Read's theory per se, but in this form of justification. To wit, the discussion examines ETA as a case study in the empirical justification of art education. 相似文献
970.
Web 2.0 and Transfer: Trainers' Use of Technology to Support Employees' Learning Transfer on the Job
Andrea J. Hester Holly M. Hutchins Lisa A. Burke‐Smalley 《Performance Improvement Quarterly》2016,29(3):231-255
We steer transfer research in a new direction by examining the use of Web 2.0 technologies for supporting learning transfer resulting from formal training. We report survey results from training professionals (N = 83) on how their organization uses such methods to cue and support workers’ application of learned knowledge and skills on the job. Guided by the technology acceptance model (TAM) theory, we examined predictor variables found to influence technology use based on empirical and theoretical support in the information technology (IT) literature. Results indicate that trainers are influenced by several individual factors (computer experience, computer anxiety, and computer self‐efficacy), as well as their organization's learning climate, to use Web 2.0 tools to support transfer of learning. Trainers also prefer to use social media, networking applications, and visual media to support transfer among learners. We discuss implications for using Web 2.0 technologies in support of learning transfer and provide directions for future workplace learning research. 相似文献