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121.
Rob Edmunds Mary Thorpe Grainne Conole 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):71-84
The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to student experience of coursework and university life. Students' lives and experience beyond the university have been largely unexplored. Research into student experience of ICT used a validated model—the technology acceptance model—to explore the influence of work and social/leisure contexts as well as course study, on attitudes towards and take up of technology. The results suggest that usefulness and ease of use are key dimensions of students' attitudes towards technology in all three contexts but that ICT is perceived most positively in the context of work and technology use at work is an important driver for technology use in other areas. 相似文献
122.
123.
According to recent psychological theories of situation model construction, readers routinely and quickly construct inferences that elaborate causal antecedents of explicit events in the text, but not inferences about causal consequences. The process of forecasting lengthy causal chains into the future is taxing on working memory, so these inferences are either not constructed or their construction consumes a comparatively large amount of reading time. This study collected self-paced sentence reading times from younger and older adults who read expository texts on scientific and technological mechanisms. Readers were also measured on working memory span, general world knowledge, reasoning ability, and reading frequency. Multiple regression analyses on the reading times revealed that (a) causal consequence inferences were more time consuming than causal antecedent inferences and (b) noncausal elaborative inferences were not constructed. The pattern of beta weights for inference variables was remarkably similar for younger and older adults and was unaffected by other measures of individual differences. The process of constructing causal inferences is therefore stable and predictable across different groups of readers. 相似文献
124.
This editorial introduction positions distance education in the larger context of educational research and theory construction. Next to a definition of key concepts, the authors elaborate three major issues that are dealt with in distance education research in relation to educational materials. The first issue centres on curriculum and values. The second topic concentrates on the creation of appropriate learning environments. The third issue focuses on the evaluation of effects of materials in use. In discussing the three issues the authors stress the particularities of the distance education context. 相似文献
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126.
Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough
knowledge about language and reading processes, but these studies have provided only limited evidence that teachers’ performance
on tests of such knowledge contributes to their students’ reading achievement. The present study was designed to examine the
contribution of first- through third-grade teachers’ knowledge about early reading to their students’ improvement on tests
of word analysis and reading comprehension, controlling for socio-demographic characteristics of students, their prior reading
achievement, and teachers’ educational attainment, professional experiences, and socio-demographic characteristics. Preliminary
analyses indicated that the test of teachers’ knowledge had adequate psychometric characteristics. However, performance on
this measure of teachers’ knowledge did not significantly explain students’ improvement on the two reading subtests. The complexity
of the factors that influence teachers’ knowledge acquisition and the context in which the study was carried out offer possible
explanations for these results. In addition, teachers’ content knowledge about reading might not be closely associated with
the practices they use in reading instruction, and therefore might not be significantly related to their students’ improvement
in reading over a year.
相似文献
Joanne F. CarlisleEmail: |
127.
This paper examines the impact of entrepreneurial initiatives within universities on scientific careers. Based on the career accounts of university‐based bioscientists involved in a government‐sponsored entrepreneurship training initiative, the paper explores the concept of academic entrepreneurialism. Three groups were identified in the data. First, academic entrepreneurs, who tended to be more experienced scientists and were now able to capitalise on their science. Second, those interested in technology transfer, who saw their career path taking them away from science, and finally a group of younger scientists who were trying to develop their career capital but were unsure what direction their career would take. The implications of these different groups for the management of universities and the development of knowledge are considered. 相似文献
128.
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130.
This study investigated the relationship between both receptive and expressive prosody and each of three reading outcomes: accuracy of reading aloud words, accuracy of reading aloud nonwords, and comprehension. Participants were 63 children aged 7 to 12 years. To assess prosody, we used the Profiling Elements of Prosody in Speech Communication (PEPS-C; Peppé & McCann, 2003). Results revealed that certain subtests of the PEPS-C predicted a substantial proportion of variance across reading outcomes, even after age and segmental phonological awareness have been considered. In fact, our findings suggest that the PEPS-C compares favourably with a well-established test of segmental phonological awareness, the Comprehensive Test of Phonological Processing (CTOPP; Wagner, Torgesen, & Rashotte, 1999), in terms of its power to predict variability in children’s reading. 相似文献