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181.
Morris Gellisch Oliver T. Wolf Nina Minkley Wolfgang H. Kirchner Martin Brüne Beate Brand-Saberi 《Anatomical sciences education》2022,15(5):811-826
To examine the implications of the transition from face-to-face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-to-face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-to-face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-to-face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-to-face learning, suggesting stronger stress responses in the face-to-face learning environment (η2 = 0.421, P < 0.001). Furthermore, participants engaged in face-to-face learning showed significantly higher cortisol concentrations (η2 = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-to-face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face-to-face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students. 相似文献
182.
Nina Van Dyke 《Higher Education in Europe》2005,30(2):103-125
Over 20 years ago, the first university rankings entered public attention in the United States. Since then, there have been numerous other efforts to rank or rate universities or university departments. University report cards have become both popular with the public and increasingly important for academic institutions. A detailed examination of 10 report cards from around the world, which evaluate and focus on either undergraduate choice or overall standing, finds that the various schemes share broad principles and approaches but differ considerably in details. Many of these variations are attributable to differences in aims, higher education systems and cultures, and the availability and reliability of data. 相似文献
183.
Recent years have brought emerging theoretical propositions about the nature of educational change in societies undergoing transition from socialism to market economies. Focusing particularly on the financing of education, this article examines patterns in Russia and China in the light of this literature. It shows that although transitions in the two countries have displayed major differences, they have also displayed significant similarities. These similarities have been evident despite the fact that changes in Russia and China have been made independently of each other. This has largely been because of the impact of market forces, though it has also reflected broader forces of globalisation. 相似文献
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Roy McConkey Lilian Mariga Nina Braadland Palesa Mphole 《International Journal of Disability, Development & Education》2000,47(3):309-317
A 5-day workshop is described which was designed specifically to prepare parents to act as trainers for other parents with a child who has a disability. It also aimed to build their confidence and competence in training community groups as well as professional workers such as teachers. Data gathered at the end of the workshop confirmed that these aims were broadly met. Twelve months later, the participants had organised 19 training events throughout Lesotho for families and community groups and they were able to report a variety of tangible outcomes resulting from their training. The key elements to the success of these training initiatives are discussed. This training model could be replicated in other places and resources for doing this are available. 相似文献