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991.
Koen Aesaert Ruben Vanderlinde Jo Tondeur Johan van Braak 《Educational technology research and development : ETR & D》2013,61(1):131-151
The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specific aims and instruction related aspects that are integrated in the national educational technology curricula of the three cases under investigation. The results indicate that specific aims mainly focus on the critical use of educational technology; safe and responsible use of educational technology; information retrieval, processing and production; communication by use of educational technology; and use of educational technology for subject learning. It is possible that a discrepancy exists between the concepts of digital literacy and the specific aims that are addressed in educational technology curricula. Moreover, the rationales that underlie educational technology curricula represent a catalytic and social point of view rather than an economic one. The implications of our findings for curriculum developers and researchers are discussed. 相似文献
992.
Marieke H.S.B. Smits Dominique M.A. Sluijsmans Tamara van Gog 《Interactive Learning Environments》2013,21(2):183-193
This study investigated the effectiveness of different types of feedback content (elaborate versus global) and feedback timing (immediate versus delayed) for learning genetics in a web-based learning environment as a function of learners' prior knowledge. It was hypothesized that learning outcomes of students with low prior knowledge would be fostered by immediate elaborate feedback, whereas those of students with more prior knowledge would be enhanced by delayed global feedback. Students' perceptions of the feedback they received were explored. Results showed a significant positive effect of global feedback on learning outcomes for higher prior knowledge learners, although those who received elaborate feedback gave a higher appreciation rating. The findings are discussed in terms of implications for the design and delivery of feedback in web-based learning environments. 相似文献
993.
994.
Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude
Frederik Van Acker Hans van Buuren Karel Kreijns Marjan Vermeulen 《Education and Information Technologies》2013,18(3):495-514
Although Information and Communication Technology (ICT) seems a promising tool in an educational context, many teachers are reluctant to integrate it in their daily practice. A large scale survey was undertaken amongst primary and secondary school teachers in the Netherlands to explore possible determinants of the educational use of digital learning materials (DLMs) in order to develop interventions to reduce teachers’ reluctance to use ICT and more specifically to stimulate the use of DLMs. Basing on the Integrative Model of Behaviour Prediction it was conjectured that self-efficacy, attitude and subjective norm would take a central role in explaining the intention to use DLMs. Several other predictors were added to the conceptual model whose effects were hypothesized to be mediated by the three central variables. All conjectured relationships were found using mediation analysis on survey data from 1,484 teachers. Intention to use DLMs was most strongly determined by attitude, followed by self-efficacy. ICT skills was in its turn the strongest predictor of self-efficacy. Subjective norm played only a limited role in the intention to use DLMs. Basing on the outcome of this study, persuasive communication focusing on positive outcomes and skills based training seem appropriate interventions to promote a positive attitude towards DLM and improve self-efficacy in using DLMs. 相似文献
995.
996.
Dynamics of Individual Television Viewing Behavior: Models,Empirical Evidence,and a Research Program
Television viewing often is a sequence of a multitude of activities that can vary tremendously from the moment the TV set is turned on until it is turned off again. Previous models of individual viewing behavior as well as empirical studies have focused on isolated aspects of viewing only, such as the frequency and duration of viewing or patterns of selecting a specific program. This paper draws attention to the complete process of TV viewing. We develop a process model to describe whole viewing sessions. Furthermore, a review of the empirical evidence on viewing behavior and a typology of factors influencing the viewing process are presented, concluded by a research program. 相似文献
997.
Nevra Cem Ersoy Marise Ph. BornEva Derous Henk T. van der Molen 《Int J Intercult Relat》2011,35(3):356-367
This study investigated the relationship between employees’ beliefs about their social world (social axioms: reward for application, social cynicism, religiosity, social flexibility, and fate control), their relational identification with their supervisor, and their organizational citizenship behavior (OCB; i.e., interpersonal facilitation, job dedication and organizational support) within collectivistic Turkish society. We expected OCB to depend upon one's relational identification with the supervisor and also to depend on several social axioms, given their salience in collectivistic cultures. We also investigated these relationships across white- and blue-collar workers, as this has not been studied much. To this end, we conducted a survey among 376 Turkish blue-collar and 147 white-collar factory employees. A series of hierarchical regression analyses confirmed our expectations that for both blue- and white-collar workers the reward for application belief was positively related to job dedication and organizational support. Religiosity was positively related to job dedication and organizational support only among blue-collar employees. As hypothesized, relational identification with the supervisor related positively to all dimensions of OCB in blue-collar employees and to interpersonal facilitation and organizational support in white-collar employees. However, the relationship between relational identification with the supervisor and organizational support appeared stronger for blue-collar than for white-collar employees. Apparently, relational identification with the supervisor is an important antecedent of OCB, particularly for blue-collar employees. Theoretical and practical implications of the study findings are discussed. 相似文献
998.
999.
Petra J. Luteijn Inge S. M. van der Wurff Piet van Tuijl Amika S. Singh Hans H. C. M. Savelberg Renate H. M. de Groot 《Mind, Brain, and Education》2023,17(3):209-218
Creativity is important for school performance. As several brain mechanisms involved in creativity are stimulated by low-intensity physical activity, standing might influence creativity. Few studies on the relationship between standing and creativity have been executed, and none among vocational education and training (VET) students. Therefore, the aim of this study was to investigate whether standing influences creativity in VET students. In a randomized crossover study, 192 VET students were randomly allocated to standing or sitting (i.e., control) for 30 min. After 15 min, they performed two creativity tests: Guilford's Alternative Uses Test (divergent thinking) and Remote Associates Test (convergent thinking). Subsequently, conditions were switched, and the procedure was repeated. Multilevel analyses showed no significant effect of standing on divergent or convergent thinking test performance. Our results show that 30 min of standing does not affect creativity in VET students. 相似文献
1000.
Hend Eltanamly Patty Leijten Eeske van Roekel Benedicte Mouton Michael Pluess Geertjan Overbeek 《Child development》2023,94(1):187-201
Post-migration stress and parenting adolescents can reduce parental self-efficacy. This study tested the effects of strengthening parental self-efficacy in refugee parents of adolescents and whether this makes parental self-efficacy less impacted by post-migration stressors. Using a within-subject experimental design, experience sampling data were collected in 2019 from 53 refugee parents of adolescents (Mage = 39.7, SDage = 5.59, 73% Syrian, 70% mothers) in the Netherlands. Data were analyzed by dynamic structural equation modeling using interrupted time-series analysis. The single-session personalized intervention strengthened parental self-efficacy (small effect: between case standardized mean difference = 0.09) and made refugee parents less vulnerable to post-migration stressors. Findings suggest that parental self-efficacy is malleable and strengthening it fosters refugee parents' resilience. Replications with longer-term follow-ups are needed. 相似文献