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991.
992.
Maaike J. van den Haak Menno D.T. de JongPeter Jan SchellensAuthor Vitae 《Government Information Quarterly》2009
Usability methods have received relatively little methodological attention within the field of E-Government. This paper aims to address this gap by reporting on a usability test of the municipal website of Deventer (the Netherlands), carried out by means of three variants of the think-aloud method (concurrent/retrospective think-aloud protocols and constructive interaction). These three methods had proved successful in a previous evaluation of a different municipal website, yet we decided to replicate our study in order to investigate whether the three methods would reveal different results when applied to another municipal website with a different information architecture. The results of our study showed that, as in the previous municipal website evaluation, the three evaluation methods were largely comparable in terms of output. Nevertheless, we did find a number of differences between the present and previous municipal website evaluation regarding the workings of the three methods—differences that could be explained by the different information architectures of the municipal websites tested. This suggests that the three evaluation methods might indeed work differently depending on the nature of the website that is being evaluated, and calls for more research into the effect of task type on the validity of evaluation methods. 相似文献
993.
T. Padmanabhan 《Resonance》2009,14(9):907-915
Variational principles play a central role in theoretical physics in many guises. We will discuss, in this instalment, some
curious features associated with a couple of variational problems. 相似文献
994.
T. Padmanabhan 《Resonance》2009,14(5):499-507
The fact that an accelerated charge radiates energy is considered an elementary textbook result in electromagnetism. Nevertheless,
this process of radiation (and its reaction on the charged particle) raises several conundrums about which technical papers
are written even today. In this installment, we will try to understand why an accelerated charge radiates in a simple, yet
rigorous, manner. 相似文献
995.
T. Padmanabhan 《Resonance》2009,14(8):799-806
We continue our exploration of random walks with some more curious results. We discuss the dimension dependence of some of
the features of the random walk, describe an unexpected connection between random walks and electrical networks and finally
discuss some remarkable features of random walk with geometrically decreasing step-length. 相似文献
996.
997.
The role of ethnicity in the attainment and experiences of graduates in distance education 总被引:1,自引:0,他引:1
John T. E. Richardson 《Higher Education》2009,58(3):321-338
In the UK, the attainment of White graduates (as measured by the class of honours that they have been awarded) tends to be
higher than that of graduates from other ethnic groups. This is apparent, in particular, in graduates who have taken courses
by distance learning with the Open University. Analysis of data from Open University graduates over three successive years
yielded no evidence that the latter trend could be attributed to confounded demographic variables. A postal survey found little
variation in perceptions of academic quality or reports of personal development among Open University graduates from different
ethnic groups. Quantitative variations in the attainment of graduates from different ethnic groups are not necessarily reflected
in qualitative variations in their experience of distance education. 相似文献
998.
Undergraduates’ learning experience and learning process: quantitative evidence from the East 总被引:2,自引:0,他引:2
Beverley J. Webster Wincy S. C. Chan Michael T. Prosser David A. Watkins 《Higher Education》2009,58(3):375-386
This article examines the construct validity of the Course Experience Questionnaire (CEQ) in Hong Kong and investigates the
similarities and differences in the process of learning among students in different disciplinary studies. It is based on a
survey of 1,563 undergraduate students in two disciplines, humanities and sciences, and of principally Chinese ethnicity.
Findings from exploratory and confirmatory factor analyses support the scale structure of the four subscales of a modified
version of the CEQ (good teaching, clear goals and standards, appropriate work, and appropriate assessment) in a non-Western
context and could provide a basis for cross cultural research and international benchmarking. While there was variation across
subgroups, there was a genuine pattern of relationships between the perceptions of learning environment and learning strategies
shown by structural modeling. This information could be used to inform the design of discipline-specific programs in the new
curriculum. 相似文献
999.
Using cluster analysis this study investigated the characteristics of learning strategies learners use in online courses with
one-on-one mentoring. Three distinct approaches were identified: “Mastery oriented”, “Task focused” and “Minimalist in effort”.
Despite the widespread concern that students will have difficulty managing their time in online courses with high level of
student freedom, this study found that the vast majority of learners were very effective in their learning strategies. The
findings speak well for the potential of distance education environments to provide high quality self-paced learning, accommodating
different learning strategies, which is difficult to do in group-paced courses. We further explored how these approaches relate
to and interact with, participants’ background and their levels of satisfaction and self reported learning. 相似文献
1000.
Researchers and practitioners alike express concerns about the conceptual difficulties associated with the concepts of momentum and kinetic energy currently taught in school physics. This article presents an in‐depth analysis of the treatment given to them in 44 published textbooks written for UK secondary school certificate courses. This is set against some of the more contentious issues apparent in the literature concerned with the underlying physics and pedagogical arguments about how best to help students understand. The research evolved a set of criteria which were used to scrutinize how texts explain ideas and exemplify their applications. Despite the evident merits of many textbooks, the findings suggest that incomplete explanations are surprisingly prevalent, with several fundamental issues likely to be unclear to student readers, particularly those relating to when and where conservation might apply. Confusion exists between these difficult and somewhat overlapping ideas, arguably through the neglect of constructivist considerations. The commonly emphasized mechanistic, number‐crunching approach to the analysis of simple collision problems is judged to be un‐profitable, underlining the more general point that prevailing, accepted content and pedagogy may be the source of many misunderstandings. Implications are discussed and suggestions made for alternative treatments of these deceptively complex topics. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 739–761, 2009 相似文献