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501.
The article presents a reusable online support system, in which an open-ended learning environment is created to scaffold complex, real-world problem solving activities. The major learning components of the system are specifically described, and the internal interactions between different components within the system and the external interactions among the system, learners (who also interact with one another among themselves), instructors, and administrators are demonstrated. The learning theories and the assumptions underpinning the system design framework are discussed in terms of each of the system components: case library with real-world cases, question prompts, peer review, expert modelling, and self-reflection mechanisms. In conclusion, initial findings about the support system are shared, and issues regarding reusability, adaptivity, and generativity of the system are addressed focusing on developing novice learners' problem solving skills in various domains and contexts. The article proposes a cognitive model for contextualizing learning scenarios to support real-world problem solving, which has implications for designing e-learning. 相似文献
502.
R. C. Morris Loran Carleton Parker David Nelson Matthew D. Pistilli Adam Hagen Chantal Levesque-Bristol 《Educational Assessment》2013,18(4):302-320
This study examines the development and implementation of a survey-based instrument assessing the effectiveness of a course redesign initiative focused on student centeredness at a large midwestern university in the United States. Given the scope of the reform initiative under investigation in this study, researchers developed an instrument called the Classroom Experience Questionnaire (CEQ), which was administered to students enrolled in redesigned courses. Early findings demonstrate strong construct validity and internal reliability of the CEQ instrument as well as concurrent validity between the CEQ and observation data gathered in concert with self-report data. The authors conclude that in the absence of trained classroom observers, the developed student self-report protocol can serve as a useful tool for measuring the constructivist orientation of pedagogy and student-centered nature of the learning environment in a higher education setting. 相似文献
503.
Samuel L. Becker Carl A. Dallinger Harold E. Nelson Paul H. Boase William A. Conboy 《Communication Studies》2013,64(2):126-138
This research, involved the application of factor analytic methodology to study dimensions of judgment in debate evaluation. Finding evidence of particular dimensions in judgment of a high school debate, the researchers suggest the further application of the design to test the generality of their findings. 相似文献
504.
Jeffrey A. Nelson 《Communication Studies》2013,64(2):105-112
Speech graduate students perform varied types of research in the radio‐television‐film field. An analysis of the nature of this research suggests some important conclusions. 相似文献
505.
Daniel Lerner and Lyle M. Nelson, Communication Research–A Half Century Appraisal (Honolulu: University of Hawaii Press, 1977–$16.00). Les Brown The New York Times Encyclopedia of Television (New York: Times Books, 1977—$20.00) 相似文献
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The purpose of this study was to determine whether emerging adults use relationship television to form their expectations for sexual interaction in romantic relationships. Considering emerging adulthood is a unique period of development providing opportunities to experiment with adult identities, and relationship television contains multiple consistent messages about gender roles in sexual relationships, we questioned whether emerging adults’ relationship television viewing may be related to their sexual expectations in relationships. Our findings indicated women's relationship television viewing was associated with expecting more sexual interaction in their relationship. Men's sexual expectations were moderated by perceived realism. Men who watched more relationship television, and perceived that television to be less realistic, reported expecting less frequent sexual interaction. 相似文献
510.
Theory and practice of teaching for transfer 总被引:1,自引:0,他引:1
Earl C. Butterfield Gregory D. Nelson 《Educational technology research and development : ETR & D》1989,37(3):5-38
Transfer of teaching is central to education. In this article, the evolution of the sole viable theory of transfer—the theory of common elements—is traced from its mentalistic beginnings, through the behaviorist view of elements as stimuli and responses related by the mechanism of conditioning, to the contemporary view of elements as mental representations, knowledge, and strategies operated on by cognitive mechanisms including automatization, inferential reasoning, and metacognitive monitoring. Second, the cognitive theory of elements and mechanisms is used to answer three educationally crucial questions: (1) How do students select, from all they have learned, particular knowledge and skills for use in new situations? (2) What determines the utility of the knowledge and skills selected? (3) When selected knowledge and skills are not useful, what determines whether and how learners cope? Third, the authors identify what they view as needed refinements in experimental methods of studying transfer, in the theory of common elements, in basic and applied research, and in the uses of technology in education. 相似文献