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241.
Gwo-Jen Hwang Chiu-Lin Lai Jyh-Chong Liang Hui-Chun Chu Chin-Chung Tsai 《Educational technology research and development : ETR & D》2018,66(1):75-93
In this study, a one-year program was conducted to investigate the relationships between students’ perceptions of mobile learning and their tendencies of peer interaction and higher-order thinking in issue-based mobile learning activities. To achieve the research objective, a survey consisting of eight scales, namely, usability, continuity, adaptive content, collaboration, communication, problem-solving, critical thinking and creativity, was developed. A total of 658 students from 38 high schools in Taiwan filled in the questionnaire after experiencing issue-based mobile learning activities. From the exploratory and confirmatory factor analyses, it was found that the questionnaire had high reliability and validity. The structural equation model further revealed that the provision of adaptive content in the mobile learning had positive impacts on the students’ tendency to interact with peers (i.e., collaboration and communication), which further affected their tendency to engage in higher-order thinking (i.e., problem-solving, critical thinking, and creativity). The findings of this study provide a good reference for researchers and school teachers who intend to promote mobile learning in school settings. 相似文献
242.
This paper reports research on the effects of variations in injection velocity and permeability on the heat transfer and flow
through a highly porous medium between two horizontal parallel plates situated at constant distance with constant suction
by the upper plate. Due to this type of variation in injection velocity and in permeability the flow becomes three dimensional.
The governing equations are solved by adopting complex variable notations to obtain the expressions for the velocity and temperature
field. The skin-friction along the main flow direction and rate of heat transfer are discussed with the help of graphs. 相似文献
243.
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246.
A cowse‐integrated programme of library instruction has been developed for the School of Civil Engineering at the Queensland University of Technology, Australia; library instruction being one of the means selected to improve the research efforts of fourth year project students. The programme has been developed through consultation between the Civil Engineering Research Project Coordinator and the Civil Engineering Reference Librarian. Its aims are derived from those established for the fourth year research projects. Attention is focussed on the nature of the programme and the impact of instruction on fourth year research project students. Students who had received extended library instruction were compared with students from the previous year. Evidence suggests that the instruction has improved the information seeking behaviour of the students and their literature reviews. 相似文献
247.
Stephen C. Scholes 《Religious education (Chicago, Ill.)》2020,115(2):184-200
AbstractIn Scotland, and particularly with regards to non-denominational RE, known as Religious and Moral Education (RME), a current focus of debates is on how and why practitioners are implementing or deviating from legal and curricular expectations. Using the findings of a small-scale qualitative practitioner enquiry centered on one local education authority in Scotland, this article advances recent discussions and engages with comparative international scholarship by identifying the challenges and opportunities in relation to the provision of RME and arguing that practitioners are motivated by the demands of learners and the priorities of school leaders, rather than official expectations. 相似文献
248.
1 Introduction SMP (symmetricmulti processing)andMPP (mas sivelyparallelprocessing)arethetwotypesofstruc tureofparallelcomputing . Symmetricmulti processingsystemshavemultipleCPUsattachedtothesamebusandsharingRAM .Massivelyparallelprocessingisthecooperated pro cessingofaprogrambymultipleprocessorsthatworkondifferentpartsoftheprogram ,witheachprocessorusingitsownoperatingsystemandmemory .ThechoicebetweenSMPandMPPdependsonthenatureoftheproblembeingsolved .Iftheproblemcanbeeasilypartit… 相似文献
249.
Robert M. Klassen Virginia M. C. Tze Shea M. Betts Kelly A. Gordon 《Educational Psychology Review》2011,23(1):21-43
This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred
and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published
in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological
diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack
of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the
links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice.
An outline of directions for future teacher efficacy research is provided. 相似文献
250.
Woei Hung 《Educational technology research and development : ETR & D》2011,59(4):529-552
The success of an intervention depends not only upon its theoretical soundness, but also on proper implementation that reflects
the guidelines derived from its theoretical conception. Debates surrounding the effectiveness of problem-based learning (PBL)
have focused on its theoretical conception and students’ learning outcomes, but implementation is seemingly absent from the
picture. This paper attempts to describe what research evidence is needed to fill in this missing information and provide
a clearer picture of PBL. The author examines current PBL implementation practices and identifies potentially confounding
variables that may play a role in inconsistent or conflicting research results in PBL. For example, various models of PBL
have been developed and implemented to afford the specific instructional needs of the institution or learner population. These
PBL models are in fact quite different in terms of the nature of problem solving and the degrees of self-directed learning,
which theoretically, should result in different types of learning outcomes. Without distinguishing the models used, the results
of comparative PBL research could have been confounded. Furthermore, human factors are another set of confounding variables
that could influence the students’ learning processes and consequently affect PBL implementations and research results. To
remedy these problems and reach PBL’s full potential, as well as obtain a more accurate picture of PBL as an instructional
method and its effects on students’ learning, some fundamental changes are needed. 相似文献