排序方式: 共有146条查询结果,搜索用时 0 毫秒
141.
Abstract Oudejans, Bakker, and Beek (2007) recognize several relevant aspects of offside judgements in association football in the paper by Helsen, Gilis, and Weston (2006). We agree that the existing knowledge base on offside assessment needs to be expanded for two reasons. First, from a theoretical point of view it is important to examine how assistant referees can learn to deal with the limitations of the human visual information processing system. Second, from a practical point of view it is relevant to understand better refereeing performances and to identify potential explanations for incorrect offside decisions that could impact on the final outcome of the game. Oudejans et al. (2007) believe we both misinterpreted the optical error hypothesis and that our data set was unsuited to test it. Below, we react to these comments. 相似文献
142.
Núria Hernández-Nanclares Ana S. García-Muñiz Bart Rienties 《Interactive Learning Environments》2017,25(4):467-481
Although the importance of boundary spanning in blended and online learning is widely acknowledged, most educational research has ignored whether and how students learn from others outside their assigned group. One potential approach for understanding cross-boundary knowledge sharing is Social Network Analysis (SNA). In this article, we apply four network metrics to unpack how students developed intra- and inter-group learning links, using two exemplary blended case studies in Spain and the UK. Our results indicate that SNA based upon questionnaires can provide researchers some useful indicators for a more fine-grained analysis how students develop these inter- and intra-group learning links, and which cross-boundary links are particularly important for learning performance. The mixed findings between the two case-studies suggest the relevance of pre-existing conditions and learning design. SNA metrics can provide useful information for qualitative follow-up methods, and future interventions using learning analytics approaches. 相似文献
143.
144.
Maarten Vansteenkiste Eline Sierens Luc Goossens Bart Soenens Filip Dochy Athanasios Mouratidis Nathalie Aelterman Leen Haerens Wim Beyers 《Learning and Instruction》2012,22(6):431-439
Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high autonomy support – clear expectations, low autonomy support – vague expectations, high autonomy support, and clear expectations. The teaching configuration characterized by perceived autonomy support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher autonomy support and teacher structure. 相似文献
145.
Technology-gaps, innovation-diffusion and transformation: an evolutionary interpretation 总被引:1,自引:0,他引:1
This paper discusses and outlines a perspective on economic growth based on evolutionary theorizing. Consistent with this perspective, capitalist development is shown to be a process of alternating periods of convergence and divergence, with some signs of a shift towards divergence recently. We also show that the importance of innovation for economic growth has increased lately, while at the same time imitation, (or diffusion) has become more demanding. The manufacturing sector which used to be very important for growth has lost much of its dynamism. We relate these findings to the big technological shifts that have occurred during the last decades. 相似文献
146.