Educational technology research and development - Problem based learning (PBL) supports the development of transversal skills and could underpin the training of a workforce competent to withstand... 相似文献
This article reports the development and psychometric properties of visions about future (VAF), an instrument assessing hope, optimism, and pessimism. Three different studies involving Italian adolescents were conducted. With the first study 22 items were developed and the factor structure was verified. The second study, involving a second sample of adolescents, confirmed the instrument’s multidimensional structure and evaluated the convergent validity of VAF with self-report measures of hope, optimism, and pessimism. Moreover, it showed that VAF correlated with life satisfaction and career adaptability. The third study involved a third sample of adolescents and verified the measurement invariance across gender. 相似文献
This paper reports the main findings of a study that sought to understand how teachers and department heads perceived and experienced the implementation of a classroom observation system in a teacher evaluation context. The data was collected through a teacher and department head survey and interviews with department heads who were responsible for classroom observation. The findings show that respondents regarded classroom observation as an inadequate teacher evaluation instrument. It was also viewed as one of the features of the teacher evaluation system that least contributed to the teachers’ professional development. Department heads felt torn between their intermediate management role as teacher observers and their professional role as teacher peers. Cultural norms of individual professional autonomy that regulated relations among colleagues prevented department heads from using information, gathered through classroom observation, to nourish in-depth professional discussions about concrete educational practices. 相似文献
The purpose of this study was to examine the effect of multimedia computer-assisted instruction (MCAI), traditional instruction
(TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of
the students’ attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth
grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of
instruction divided into three sections: (a) 5-min introduction, (b) 30-min instructional time and (c) 10-min questions and
review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in
the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA),
with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures
(pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students’ attitude
towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the
written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method.
Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended
to be the most effective on cognitive learning. 相似文献
Universities of applied sciences (UAS) have a strong mandate to carry out research, development and innovation (RDI) activities in collaboration with local stakeholders. Geographical proximity is one of the key factors for the creation and success of RDI activities because of the positive balance between costs and benefits of local knowledge transfer, but they also depend on the networks of individual staff members. This paper aims to explore how maintaining and developing purpose-built and individual RDI partnerships during the COVID-19 pandemic has been managed. An enhanced conceptual framework for assessing contextual dimensions of the RDI activities beyond academic entrepreneurship as business ventures has been developed. The paper focuses on a single case study drawing on semi-structured research interviews investigating how the swap to remote working have affected RDI activities at Tampere University of Applied Sciences, one of the biggest UAS in Finland with intense regional linkages. The contribution of the study is twofold; firstly, the paper introduces an expanded theoretical approach for assessing the external and internal factors having an impact on the RDI activities beyond academic entrepreneurship. Secondly, by testing the proposed framework, it shares insights and good practices derived from empirical evidence, namely binary data and semi-structured interviews revealing experiences of RDI personnel and project managers involved with different phases of RDI process, for optimising high-quality innovation support, knowledge transfer activities and co-creation of new knowledge in exceptional circumstances.
Links with science have been argued to improve the (innovation) performance of firms. Yet we still know comparatively little about the project-level characteristics affecting the organization of such links. Our study, based on a sample of 52 projects carried out by a multinational company in the semiconductor industry, reveals that the knowledge attributes of a project help in predicting how the R&D activities will be organized. In particular, basic projects are likely to be developed through formal cooperative agreements with universities. Such projects also tend to be strategically less important. For strategically more important projects, in contrast, and for those where the knowledge to be developed is particularly novel to the firm, the firm is more likely to resort to formal contracting with a university for a specific component of the R&D project, usually early on in the project. 相似文献
This article describes a cost-benefit analysis study which resulted in unfavorable financial outcomes and discusses how this result became a learning opportunity for human performance development (HRD) professionals in the organization. Demonstrating the contributions of human performance development/performance improvement (HRD/PI) programs through cost-benefit analysis is a continuing need in organizations. However, most cost-benefit analysis case studies have reported favorable financial results. While these results may help raise the perceived status of the field, in fact, reporting unfavorable results may provide a richer professional learning opportunity than otherwise might be available. 相似文献