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141.
Philip Bonanno P. A. M. Kommers 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):97-109
Digital games are evolving beyond the solitary context into a ubiquitous, social and collaborative experience. Addressing beliefs about technology and attitudes towards technology‐mediated processes is fundamental to the successful implementation of any innovation. In collaborative gaming, attitude towards gaming influences learners' interactions along the domain, technology and community dimensions. Building on various seminal works, an instrument was developed for measuring four components of attitude towards gaming—affective components, perceived control, perceived usefulness and behavioural components. The survey, including 21 statements each scored on a 5‐point Likert scale, was used with a sample of college students to investigate the influence of gender and gaming competence on attitude towards gaming. The pedagogical implications of the different attitude components are discussed in relation to game design and to the different interactions triggered by the gaming context. 相似文献
142.
A. Mark Langan David M. Shuker W. Rod Cullen David Penney Richard F. Preziosi C. Philip Wheater 《Assessment & Evaluation in Higher Education》2008,33(2):179-190
There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self‐ and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were associated more strongly with tutor‐awarded marks than those from self‐assessment. For self‐assessment there was a strong effect of gender (female students undervalued their performance compared with tutor grades). Peer assessment produced higher marks than from tutors, perhaps because of the close‐knit community developed during residential courses. For tutor marks, the greatest variability was at the lower end of the scale, whereas peer assessors were most variable when marking students who self‐evaluated or peer assessed highly. Students awarded a narrower range of marks to peers compared with tutors, but when self‐assessing used a larger range. Presentations by students who admitted to little sleep the night before received lower grades from both peers and tutors, but this was not reflected by self‐assessments, suggesting they were unaware of their poorer performances. Sessions with fewer talks (four rather than seven) reduced the ‘dip’ in marks previously observed in the middle of sessions. Findings are discussed in the context of bias in this mode of assessment. 相似文献
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The structure and evolution of industrial clusters: Transactions, technology and knowledge spillovers 总被引:2,自引:0,他引:2
In this paper, we investigate the relationship between location patterns, innovation processes and industrial clusters. In order to do this we extend a transactions costs-based classification into a knowledge-based taxonomy of clusters, along the lines suggested by a critical revision of the main assumptions underlying most of the existing literature on spatial clusters. Our arguments show that the transactions costs approach and the innovation and technological regimes framework are broadly consistent, and that real insights into the microfoundations, nature, and evolution of clusters can be provided by these classification systems. 相似文献
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This article is about the quantitative research practices and methodologies that are used in distance education (DE). It begins with an analysis and assessment of a segment of the DE research literature, DE/classroom comparison studies, based on a recently completed meta-analysis of that literature from 1985 to 2002. Overall, the 232 studies reviewed were judged to be of poor methodological quality and severely lacking in critical information about research practices. Studies of synchronous and asynchronous DE are discussed separately and recommendations are made for improving designs and measures within these patterns. Suggestions for future quantitative research areas are provided. In discussing these findings, we recognize that high-quality research is being conducted in the field and that qualitative forms of research contribute greatly to the mosaic of evidence that is the base of available knowledge about DE. Finally, three organizations, the What Works Clearinghouse (USA), EPPI-Centre (UK), and the Campbell Collaboration (international), all devoted to improving the quality of research and research synthesis in education, are described briefly; suggestions are made as to how their philosophies and approaches for judging the worthiness of research evidence can be used to improve DE research. 相似文献
150.
Lydia Plowman Philip Chambers 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(2):125-134
A preliminary evaluation of classroom use of CD-I and CDTV in five schools is described. Information is provided on the pedagogical, operational, and logistical characteristics of these interactive media technologies compared to interactive video. A number of benefits are described, but it is suggested that poorly designed or inappropriate software and technology fatigue amongst teachers contribute to the low take-up of these systems in the classroom. 相似文献