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31.
Hans G. K. Hummel Rob J. Nadolski Jannes Eshuis Aad Slootmaker Jeroen Storm 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):125-141
Introductory Psychology courses in Higher Education lack application of knowledge in solving work-based problems. We develop and study mini-games that support a more active and experiential way of learning to increase professional awareness. This paper describes the instructional design and the factors under study: learner control and authenticity. We compared professional awareness and perceived authenticity for the old (without game, n = 130) and new course (with game, n = 197) by administering pre- and post-questionnaires. Participants were allocated to game variants, differing in freedom of assignment order (less or more learner control) and number of sources available (less or more authentic). We computer logged their game actions, and asked them additional questions about gameplay that concerned aspects like motivation, flow, performance, learnability and usability. Both courses improved professional awareness (knowledge gains of 4% for the old and 12% for the new course), but only in the new course with mini-games this was significant. Students evaluated gameplay and their content as “more than sufficient” to “good.” A free order of assignments was found to produce more effective (in-game) performance, and the provision of more sources was found to improve learnability, authentic learning and appreciations of gameplay. 相似文献
32.
Marjo J. van Zundert Dominique M. A. Sluijsmans Karen D. Könings Jeroen J.G. van Merriënboer 《教育心理学》2012,32(1):127-145
In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n?=?51; complex, n?=?59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed. 相似文献
33.
34.
Süleyman Turşucu Jeroen Spandaw Steven Flipse Marc J. de Vries 《International Journal of Science Education》2013,35(5):587-604
ABSTRACTStudents in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers’ beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a semi-structured questionnaire that was based on an algebraic transfer problem. Almost all teachers acknowledged this transfer problem and considered it to be important. We found a continuum of teachers’ beliefs about aspects influencing transfer, including beliefs on improving this transfer. Together with identified improvement aspects about coherent mathematics education, these may help reduce physics teachers’ frustrations who spend extra time on re-teaching mathematics. Teachers think that transfer does not happen, because students see both subjects as separate disciplines. Contrary to most physics teachers, most mathematics teachers do not feel the need to collaborate with physics teachers. We found two extreme, opposite beliefs about the transfer of algebraic skills into physics. An intermediate group believes that only an integrated approach can solve the transfer problem. Some of the teachers’ beliefs could be organised into a beliefs system. Further research could investigate to which extent such beliefs systems exist and which beliefs these contain. 相似文献
35.
This article focuses on how Dutch newspapers represented the debate in the Netherlands in the 1970s on comprehensive education and thus influenced the Dutch Middle School experiment. Wiborg’s identification of key factors of success in Scandinavia was used as a point of reference. The article shows that these key factors did not exist in the Netherlands because of the polarisation of liberals and social democrats. Furthermore, the article shows how newspapers played different roles, varying from disseminators of new ideas to sparking debate and from communicators of political views to a barometer, consequently influencing the political strategies chosen. 相似文献
36.
Kristof De Witte Ides Nicaise Jeroen Lavrijsen Georges Van Landeghem Carl Lamote Jan Van Damme 《European Journal of Education》2013,48(3):331-345
This article presents a comparative analysis of the determinants of early school leaving (ESL) at the country level. We decompose ESL rates into two components: a ‘primary’ rate reflecting unqualified school leaving from initial education, and a second component accounting for early school leavers who participate in training programmes. Both may be influenced by structural and policy determinants. We examine how the ESL rate is affected by macro-economic and social context variables such as GDP/capita, growth, poverty, and youth unemployment, as well as system characteristics of the education system (such as legal school leaving age, grade retention, early tracking, and size of vocational education) and the labour market and social protection systems (minimum wages, unemployment insurance). 相似文献
37.
Nicoline Frølich Jeroen Huisman Stig Slipersæter Bjørn Stensaker Paulo Charles Pimentel Bótas 《Higher Education》2013,65(1):79-93
The paper draws on institutional theory with special attention to recent contributions that aim at developing its micro-foundations. We address the question of how individual higher education institutions deal with institutional pluralism. We develop an analytical framework inspired by institutional theory, the sensemaking perspective in organisation theory and strategy-as-practice to connect the macro-transformation processes of the organisational field and the micro-processes of organisational strategising. 相似文献
38.
Yegermal Tesfaw Atalay Daan Witters Steven Vermeir Nicolas Vergauwe Pieter Verboven Bart Nicola? Jeroen Lammertyn 《Biomicrofluidics》2009,3(4)
An electrokinetic driven microfluidic lab-on-a-chip was developed for glucose quantification using double-enzyme assay. The enzymatic glucose assay involves the two-step oxidation of glucose, which was catalyzed by hexokinase and glucose-6-phosphate dehydrogenase, with the concomitant reduction of NADP+ to NADPH. A fluorescence microscopy setup was used to monitor the different processes (fluid flow and enzymatic reaction) in the microfluidic chip. A two-dimensional finite element model was applied to understand the different aspects of design and to improve the performance of the device without extensive prototyping. To our knowledge this is the first work to exploit numerical simulation for understanding a multisubstrate double-enzyme on-chip assay. The assay is very complex to implement in electrokinetically driven continuous system due to the involvement of many species, which has different transport velocity. With the help of numerical simulation, the design parameters, flow rate, enzyme concentration, and reactor length, were optimized. The results from the simulation were in close agreement with the experimental results. A linear relation exists for glucose concentrations from 0.01 to 0.10 g l−1. The reaction time and the amount of enzymes required were drastically reduced compared to off-chip microplate analysis. 相似文献
39.
Jeroen Schokkaert 《Soccer & Society》2016,17(1):120-139
Football clubs are recruiting progressively more foreign football players, in particular from developing countries. For this purpose, clubs establish football academies in foreign countries or buy foreign players on the transfer market. We examine the economic rationale behind these two recruitment strategies and discuss how a club’s optimal recruitment strategy depends on the characteristics of the country, which it recruits players from. We argue that a country’s economic development affects the trade-off between the different costs and benefits of the two recruitment strategies. We provide empirical support for our argument by drawing on semi-structured qualitative interviews to describe and compare the transfer markets and football academies in two developing countries with different levels of economic development, namely Senegal and South Africa. 相似文献
40.