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191.
Theodore W. Frick Rajat Chadha Carol Watson Ying Wang Pamela Green 《Educational technology research and development : ETR & D》2009,57(5):705-720
Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process
(means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic
survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate
courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they
learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives,
and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers
can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do;
activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete
authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives.
Theodore Frick is an Associate Professor in the Department of Instructional Systems Technology, School of Education, Indiana University Bloomington. His current research interests include improvement of teaching and learning, simulations and games for understanding educational systems, and predicting patterns in educational systems. Rajat Chadha is a doctoral student in the School of Education, Indiana University Bloomington. His areas of specialization include instructional systems technology, educational measurement, and statistics in educational research. Carol Watson is the Program Manager, Fundamentals and Online Training Development at the Eppley Institute for Parks and Public Lands at Indiana University Bloomington. Ying Wang is a doctoral candidate in the School of Education, Indiana University Bloomington. Her areas of specialization are instructional systems technology, educational inquiry methodology, and technology preparation for teachers. Pamela Green is a doctoral student in the School of Education, Indiana University Bloomington. Her areas of specialization include educational measurement, application of instructional design theories in corporate e-learning courses, and systemic change school reform research. 相似文献
Pamela GreenEmail: |
Theodore Frick is an Associate Professor in the Department of Instructional Systems Technology, School of Education, Indiana University Bloomington. His current research interests include improvement of teaching and learning, simulations and games for understanding educational systems, and predicting patterns in educational systems. Rajat Chadha is a doctoral student in the School of Education, Indiana University Bloomington. His areas of specialization include instructional systems technology, educational measurement, and statistics in educational research. Carol Watson is the Program Manager, Fundamentals and Online Training Development at the Eppley Institute for Parks and Public Lands at Indiana University Bloomington. Ying Wang is a doctoral candidate in the School of Education, Indiana University Bloomington. Her areas of specialization are instructional systems technology, educational inquiry methodology, and technology preparation for teachers. Pamela Green is a doctoral student in the School of Education, Indiana University Bloomington. Her areas of specialization include educational measurement, application of instructional design theories in corporate e-learning courses, and systemic change school reform research. 相似文献
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The interrelatedness of multiple forms of childhood abuse, neglect, and household dysfunction 总被引:9,自引:0,他引:9
Dong M Anda RF Felitti VJ Dube SR Williamson DF Thompson TJ Loo CM Giles WH 《Child abuse & neglect》2004,28(7):771-784
OBJECTIVE: Childhood abuse and other adverse childhood experiences (ACEs) have historically been studied individually, and relatively little is known about the co-occurrence of these events. The purpose of this study is to examine the degree to which ACEs co-occur as well as the nature of their co-occurrence. METHOD: We used data from 8,629 adult members of a health plan who completed a survey about 10 ACEs which included: childhood abuse (emotional, physical, and sexual), neglect (emotional and physical), witnessing domestic violence, parental marital discord, and living with substance abusing, mentally ill, or criminal household members. The bivariate relationship between each of these 10 ACEs was assessed, and multivariate linear regression models were used to describe the interrelatedness of ACEs after adjusting for demographic factors. RESULTS: Two-thirds of participants reported at least one ACE; 81%-98% of respondents who had experienced one ACE reported at least one additional ACE (median: 87%). The presence of one ACE significantly increased the prevalence of having additional ACEs, elevating the adjusted odds by 2 to 17.7 times (median: 2.8). The observed number of respondents with high ACE scores was notably higher than the expected number under the assumption of independence of ACEs (p <.0001), confirming the statistical interrelatedness of ACEs. CONCLUSIONS: The study provides strong evidence that ACEs are interrelated rather than occurring independently. Therefore, collecting information about exposure to other ACEs is advisable for studies that focus on the consequences of a specific ACE. Assessment of multiple ACEs allows for the potential assessment of a graded relationship between these childhood exposures and health and social outcomes. 相似文献
196.
The purpose of this paper is to clarify the philosophical and methodological variations of phenomenological research methods and their role in the field of educational communication and technology (ECT). Phenomenology is a qualitative research methodology concerned with investigating phenomena as they manifest through lived-experiences. The unit of analysis resides in the intentional meanings of phenomena. Analysis of those intentionalities, however, has evolved over the past century; phenomenologists have viewed intentionality as something that is: described (transcendental phenomenology), interpreted (hermeneutic phenomenology), or resists centering and embraces contexts, situations, and the partial (post-intentional phenomenology) (Vagle 2014, 2018). To conduct phenomenological research, then, one must be able to articulate the specific philosophical underpinnings associated with each approach and the suitability of each approach. To support researchers and practitioners in the field, this paper explicates philosophical and methodological variations of more prominent phenomenological research approaches as well as related issues and affordances. In doing so, this paper offers scholars in the field various perspectives in which to ground future phenomenological research. 相似文献
197.
Theodore D. Wachs Zeinab Bishry Afaf Sobhy George McCabe Osman Galal Farouk Shaheen 《Child development》1993,64(2):586-604
2 questions were explored: (1) Do observed relations found in Western cultures between specific psychosocial environmental factors and toddlers adaptive behavior resemble the pattern of relations found in a non-Western setting? (2) Does the specificity of relations between environment and performance found in Western cultures also operate in a non-Western culture? Subjects were 153 Egyptian toddlers, 18–30 months of age, and their caregivers. Twice a month between 18 and 30 months toddlers were observed in naturalistic interactions with their caregivers, and measures of caregiver behavior and toddler functioning were coded. Replicating previous results from Western cultures, canonical analysis indicated that caregiver vocal stimulation was positively related to indices of toddler behavioral competence, while nonverbal response to vocalization and physical contact stimulation were negatively related. The salience of sib caregivers was also noted. Particularly for the age period between 24 and 29 months, results indicated specificity of environmental action such that measures of caregiver vocal stimulation were uniquely related to measures of toddler vocalization, while caregiver response to distress was uniquely related to toddler emotionality. The present pattern of results suggests at least some degree of cross-cultural generalizability of environment-development relations and of the specificity model of environmental action. 相似文献
198.
What type of learner are your students? Preferred learning styles of undergraduate gross anatomy students according to the index of learning styles questionnaire
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Melissa M. Quinn Theodore Smith Eileen L. Kalmar Jennifer M. Burgoon 《Anatomical sciences education》2018,11(4):358-365
Students learn and process information in many different ways. Learning styles are useful as they allow instructors to learn more about students, as well as aid in the development and application of useful teaching approaches and techniques. At the undergraduate level there is a noticeable lack of research on learning style preferences of students enrolled in gross anatomy courses. The Index of Learning Styles (ILS) questionnaire was administered to students enrolled in a large enrollment undergraduate gross anatomy course with laboratory to determine their preferred learning styles. The predominant preferred learning styles of the students (n = 505) enrolled in the gross anatomy course were active (54.9%), sensing (85.1%), visual (81.2%), and sequential (74.4%). Preferred learning styles profiles of particular majors enrolled in the course were also constructed; analyses showed minor variation in the active/reflective dimension. An understanding of students' preferred learning styles can guide course design but it should not be implemented in isolation. It can be strengthened (or weakened) by concurrent use of other tools (e.g., flipped classroom course design). Based on the preferred learning styles of the majority of undergraduate students in this particular gross anatomy course, course activities can be hands on (i.e., active), grounded in concrete information (i.e., sensing), utilize visual representation such as images, figures, models, etc. (i.e., visual), and move in small incremental steps that build on each topic (i.e., sequential). Anat Sci Educ 11: 358–365. © 2017 American Association of Anatomists. 相似文献
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Theodore J. Kopcha Howard Sullivan 《Educational technology research and development : ETR & D》2007,55(6):627-646
This study investigated self-presentation bias in the self-reports of teachers about their practices in six topic areas in
educational technology (Instructional Design, Assessment, Learner-Centered Instruction, Curriculum Alignment, Attitudes about
Computers, and Use of Computers with Students). Subjects were 50 middle-school teachers. Data were collected using a 30-item
Likert-type survey containing five items per topic area. Teachers responded to items in two forms: “what I do” and “what other
teachers do.” Significant differences favoring the “I” form were obtained in three of the six areas (Instructional Design,
Learner-Centered Instruction, and Curriculum Alignment) and on nine of the 30 items, indicating a rather strong self-presentation
bias. Responses were generally positive across both forms. Results are discussed with implications for working with teachers
and for using additional assessment measures that complement teacher self-reports. 相似文献