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161.
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
162.
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
163.
20 3-month-old infants participated in a nonsocial contingency task immediately following a social interaction with their mothers. A measure of the time the dyads spent in a state of vocal turn-taking predicted individual differences in the infants' subsequent performance on the contingency task. These results parallel the social transfer effects we reported earlier in which the turn-taking dimension of social structure was experimentally manipulated to assess its effect on a subsequent nonsocial contingency task. 相似文献
164.
The expansion of higher education in Latin America before 1980 resulted from the growing demand of the urban middle classes. The state responded with a benevolent attitude, except when political circumstances led to police repression. The deep crisis and the emergence of new economic policies in the 1980s drastically changed this picture. Funds for further growth are not available and there is no longer a favorable political climate for the universities. The new ideological and political scene favors policies aimed at abandoning incremental formulae for state funding, increasing private funding, rationalizing spending, promoting institutional and program differentiation, introducing evaluation as a major policy instrument and checking enrolment growth. Negotiation over these issues in democratic regimes has become cumbersome and difficult. A set of policies for the private sector is also emerging though these are ineffectual if state funding is not forthcoming. Though flexibility over accreditation became common in the 1970s and 1980s there is now closer scrutiny of such matters. Legal frameworks have favored differentiation in the private sector also, including recognizing profit-oriented institutions which are capable of absorbing excess demand but which are less closely regulated than the older and more prestigious institutions. 相似文献
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This article presents a mixed-methods case study of Diego, a bilingual teen who completed public school in Florida. During adolescence, Diego negotiated multiple identities: successful student, Mexican American, bilingual, and typical U.S. teenager. Diego provided interviews and bilingual (English/Spanish) writing (narrative/expository) in 2008 (at age 12, Grade 6) and in 2012 (at age 16, Grade 10). A qualitative analysis of his interviews and a quantitative linguistic analysis of his writing reveal central elements of Diego’s language development as related to academic English and identity. Educational implications for working with bilingual adolescents are discussed. 相似文献
170.