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71.
Serhat Kurt 《The American journal of distance education》2019,33(2):120-131
Though initially proposed as a means of overcoming common barriers to higher education, MOOCs often exacerbate the very issues of accessibility and exclusivity that they were designed to avoid. Students from developing countries in particular face considerable obstacles that hinder or outright prevent their enrollment in and completion of MOOCs. This study finds that, for these students, participation in MOOCs is often complicated by language barriers, limited technological resources, and prevailing Americentric or Eurocentric designs and mindsets, among other issues. These findings were determined and reinforced by a study of Turkish college students from a large state-sponsored metropolitan university, who indicated different levels of knowledge regarding MOOCs as well as various issues, concerns, and complaints. These issues of accessibility and exclusivity must be addressed before MOOCs will truly be able to democratize access to high-quality university-level education, and the best solutions are those that acknowledge the multicultural nature of their user communities. 相似文献
72.
Lisa Wiltbank Kurt Williams Rachel Salter Lauren Marciniak Emily Sederstrom Melody McConnell 《Assessment & Evaluation in Higher Education》2019,44(3):431-448
As active learning pedagogies continue to increase in popularity in higher education, new questions have emerged about how instructors can manage all of the associated ‘moving parts’ of active learning, including how and when to deliver feedback. Currently, little is known about how students perceive the effects of verbal feedback during in-class activities. This study examined two large sections of introductory biology held in an active learning SCALE-UP (Student-Centred Active Learning Environments with Upside-down Pedagogies) classroom. Thematic analysis of repeated stimulated recall interviews with 15 students (72 total interviews) uncovered three main categories of feedback effects that students perceived: assure, alert and add (AAA). These three categories were supported by repeated stimulated recall surveys with a larger student population (262 students). We describe each category, quantify the frequency of each category in the target course, outline the students’ perceived impact of each on examination preparation and performance, and conclude with implications regarding how understanding students’ perceptions of their feedback experience may help instructors to deliver student-centred feedback during active learning. 相似文献
73.
Kurt Heller 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(1):33-34
Rechtssprechung - Leits?tze
Rechtssprechung-Leits?tze 相似文献74.
Jef C. Verhoeven Dirk Heerwegh Kurt De Wit 《Education and Information Technologies》2012,17(1):109-133
Do ICT skills of freshmen change in 6 months at the university? What is the contribution of learning styles (or patterns)
to the explanation of the variance in self-perceived ICT skills and the possible change in these skills? And what is the contribution
of learning styles and of gender, social class, and ICT course attendance to the explanation of the variance in these skills?
To answer these questions, data were collected in a panel research project that recruited 714 freshmen at a large Belgian
university. The data show that the ability of the students to maintain a computer and to develop a website improves at the
university but not the ability to use the Internet or to apply basic ICT skills. The analyses show that there is a link, albeit
weak, between learning styles and self-perceived ICT skills. Learning styles can partially explain differences between groups
of students with different characteristics. The data show that having a certain learning style might influence the perception
of students of their ICT skill, but learning styles do not allow one to predict the change in the self-perceived ICT skills
of the students. 相似文献
75.
Kurt F. Geisinger 《教育实用测度》2019,32(3):193-197
ABSTRACTThis brief article introduces the topic of intelligence as highly appropriate for educational measurement professionals. It describes some of the uses of intelligence tests both historically and currently. It argues why knowledge of intelligence theory and intelligence testing is important for educational measurement professionals. The articles that follow in this special issue will provide readers with considerable information about the history of intelligence theory and testing, and especially of the Cattell-Horn-Carroll (CHC) model of testing and its implementation. The following articles will also provide a well-reasoned approach to the way science should work in evaluating tests and the models on which they are based. 相似文献
76.
A cross-sectional study was conducted with 83first – and 81 fourth graders at the end of theschool year to examine factors accounting forearly reading performance in Finnish, atransparent orthography with a clear mapping ofphonemes onto graphemes. Measures for bothgrades included reading comprehension, phonemeawareness, and object- and digit naming.Additionally measures of skills in morphology,spelling and a screening battery wereadministered to the first graders. The sets ofmeasures accounted for 56% of the variance inreading performance in first grade and 64% infourth grade. Phoneme awareness was stronglyrelated to reading performance and spelling atthe end of first grade, but only forless-skilled readers in fourth grade. Theseresults suggest a larger role for phonemeawareness for children learning a transparentorthography than has been suggested in earlierstudies. At the same time, listeningcomprehension contributed more strongly tofirst-grade reading performance than has beenreported for children learning to readEnglish. 相似文献
77.
Electronic performance support systems (EPSSs) are the software programs commonly used in commercial environments since the early 1990s. These software programs are generally called performance-based systems and focus on the complete job rather than providing individual development. For that reason, the usage of these systems in learning environments has not been sufficiently investigated. In this empirical study, availability of using EPSS software for learning processes was investigated in order to contribute to the literature. An EPSS software was developed for undergraduate students to use in programming language courses and the effects of the software on students' self-regulation based learning skills were investigated. During the treatment process, while the experimental group was supported with EPSS, traditional teaching continued in the control group. The results of the study showed that there was no statistically significant difference between the groups in terms of motivational beliefs; however, there were significant differences in terms of cognitive, metacognitive, and resource management strategies. 相似文献
78.
Advancements in handheld computing, particularly its portability, social interactivity, context sensitivity, connectivity, and individuality, open new opportunities for immersive learning environments. This article articulates the pedagogical potential of augmented reality simulations in environmental engineering education by immersing students in the roles of scientists conducting investigations. This design experiment examined if augmented reality simulation games can be used to help students understand science as a social practice, whereby inquiry is a process of balancing and managing resources, combining multiple data sources, and forming and revising hypotheses in situ. We provide 4 case studies of secondary environmental science students participating in the program. Positioning students in virtual investigations made apparent their beliefs about science and confronted simplistic beliefs about the nature of science. Playing the game in “real” space also triggered students' preexisting knowledge, suggesting that a powerful potential of augmented reality simulation games can be in their ability to connect academic content and practices with students' physical, lived worlds. The game structure provided students a narrative to think with, although students differed in their ability to create a coherent narrative of events. We argue that Environmental Detectives is 1 model for helping students understand the socially situated nature of scientific practice. 相似文献
79.
Culturally appropriate education focuses on educational competence needed in a global world and respect for different world views of learners and teachers from different cultural contexts. The relationship between gene, brain, and culture is complex and dynamical. Cultural experience and learning sculpts the anatomy and function of the human brain and shapes human behavior. This neuroplasticity is the basis of educability in human beings. Education reform should reflect cultural diversity and embed teaching practices into the cultural history of a nation and should promote positive inclusion of minority and indigenous history so as to maximize successful adoption by teachers and parents. This tenet is at the core of the concept of “culturally appropriate education.” Successful educational reform and pedagogy require that teachers become culturally and neuroscientifically literate. 相似文献
80.
Gail T. Fairhurst Jerry Monroe Jordan Kurt Neuwirth 《Journal of Applied Communication Research》2013,41(4):243-263
The purpose of this study was to identify and test the influences that lead individuals to actively manage the meaning of a company Mission Statement. Communication about a company Mission Statement was hypothesized to be a function of an individual's information environment, level of work unit commitment, trust in management, and organizational role. The Management of Meaning Scale (MMS) was developed to assess specific meaning management behaviors. The MMS was cast as the chief dependent variable in a path analysis using LISREL. The general model was well supported. Implications for practices associated with Mission Statement implementation are discussed. 相似文献