Investigating the enactment of social presence in blended adult education

ABSTRACT

Background

While open-cohort blended education programmes allow for accessible and flexible study trajectories, they may present social challenges to learners. Social presence is a possible a way of enhancing adult learners’ success. It can lead to an increased perception of community, which may result in lower rates of dropping out.     

当代工艺美术传承的思考

阐述了工艺美术传承的变迁和沿革的历史，提出了搭建适合本区域的传承平台的设想，就如何普及传统技术教育和以院校为依托培养工艺美术专业人才进行了探讨和论证，并讨论了重视发展劳作教育的必要性。     

工伤保险争议处理诌议

工伤保险关系到工伤职工及其家庭的生活和生存。工伤保险争议在现实经济生活中发生的频率也较高。如何处理工伤保险争议?本从工伤保险争议的性质，以及工伤保险争议处理的依据、原则和法律适用等方面提出了独特的见解，以期对工伤保险争议处理的实践起到一定的指导作用。     

网络教育的产业化特征及其成本决策的影响因素

网络教育作为一种收费的行业，有投入，有产出，要面向市场参与竞争，就必须面对成本收益问题。本文从网络教育的经营属性入手，在分析了网络教育产业化特征的基础上提出网络教育成本决策的影响因素。     

鄂北岗地农业结构调整分析与农业经济发展对策

调整农业结构是农业增效、农民增收,实现农业可持续发展的根本出路和动力。鄂北岗地农业结构虽有所改善,但由于受风灾、干旱自然条件和农业管理等社会环境因素的制约,有较大的波动性。时值农业经济大发展和南水北调的有利契机,构建适合鄂北岗地特色产业结构势在必行:即以科技创新为基础,改善基础设施为条件,提高农业综合能力;因地制宜,发展特色经济;加快小城镇建设、走农产品加工之路,以促进该地区农业经济可持续发展。     

孙中山《实业计划》与开发西部

孙中山的《实业计划》完成于第一次世界大战之后,是一个实现中国工业化的大规模建设方案,它体现了中国人民改变自己国家贫弱状况的决心,自立于世界先进民族之林的宏伟气魄和远大理想。《实业计划》中有许多值得研究和珍视的先进思想,它是近代中国经济思想史的一份重要遗产。     

Impact of peer mediation programmes to prevent bullying behaviours in secondary schools / El impacto de los programas de mediación entre iguales para prevenir conductas de acoso escolar en los centros de secundaria

The aim of the study was to determine the impact of peer mediation programmes at a secondary school, as compared to another centre that did not have any such programme. The impact would be evaluated by means of three levels of variables: pro-victim attitudes, the roles adopted by the youngsters and the school climate (this last item was analysed from two perspectives: that of the pupils and that of the teachers). In order to attain this goal, students from 12 to 14 years old (N = 323) and 17 teacher-tutors were administered different questionnaires in Time 1 (baseline, prior to intervention) and Time 2 (after programme intervention). Results highlight the validity of peer mediation programmes when it comes to fostering pro-victim attitudes, preventing the increase of negative roles and improving the school climate.     

Communist education as modernisation strategy? The swings of the globalisation pendulum in Eastern Europe (1947–1989)

This article engages with the influence of Soviet educational models and Western European contacts, mediated by historical institutional and cultural legacies in producing specifically Eastern educational variants. A first level of analysis will identify the reasons behind the emergence of these variations. A second and higher level of analysis will question the use of global models in the modernisation processes. The Soviet influence in education is conceptualised as initially both an imperialist force and a voluntary borrowing, followed by internationalisation with local adaptation. It cannot be conceived of as a coherent model. In fact, Soviet education was transformed over time and incorporated both Western and elitist elements. Nevertheless, a historical and comparative analysis indicates that, while not divergent on educational grounds, the Soviet and the Western European educational patterns at times intermingled. These countries looked increasingly to the West in search of models and to reposition themselves in the global arena.     

Supporting students’ assignment writing: what lecturers do in a Master of Education programme

Teachers’ instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at an English-medium university in Hong Kong did to support students’ assignment writing. We integrate perspectives provided by the relevant higher education literature, the academic literacies approach and North American rhetorical genre studies to shed light on the findings derived from our analyses of interview and documentary data. We showed that our lecturer participants both engaged in direct instruction on assignment writing and provided indirect support. Our study contributed to the existing literature and raised questions for future research.