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Fischer Peter Michael Mandl Heinz 《European Journal of Psychology of Education - EJPE》1988,3(2):217-233
The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.
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Karl Heinz Gruber 《Higher Education》1991,21(4):607-619
Despite significant expansion in participation over the last three decades, Austrian higher education has been slow to change either its elitist self-concept or structure. But, as is the case elsewhere, the Austrian academic community is beginning to be confronted with such concepts as efficiency, strategic planning, deregulation, and performance evaluation. Inadequate admission policies, extreme overcrowding, and high dropout rates are but three factors placing pressure on Austrian higher education to reform. The system is not only in need of increased budget allocations, but also requires new policies to guide it into the 21st Century. 相似文献
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Lukas Anschuetz Sören Huwendiek Daniel Stricker Abraam Yacoub Wilhelm Wimmer Marco Caversaccio 《Anatomical sciences education》2019,12(5):507-517
Teaching methodologies for the anatomy of the middle ear have not been investigated greatly due to the middle ear’s highly complex structure and hidden location inside of the temporal bone. The aim of this randomized study was to quantitatively compare the suitability of using microscope- and endoscope-based methods for teaching the anatomy of the middle ear. We hypothesize that the endoscopic approach will be more efficient compared to the microscopic approach. To answer the study questions, 33 sixth-year medical students, residents and otorhinolaryngology specialists were randomized either into the endoscopy or the microscopy group. Their anatomical knowledge was assessed using a structured anatomical knowledge test before and after each session. Each participant received tutoring on a human cadaveric specimen using one of the two methods. They then performed a hands-on dissection. After 2–4 weeks, the same educational curriculum was repeated using the other technique. The mean gains in anatomical knowledge for the specialists, residents, and medical students were +19.0%, +34.6%, and +23.4%, respectively. Multivariate analyses identified a statistically significant increase in performance for the endoscopic method compared to the microscopic technique (P < 0.001). For the recall of anatomical structures during dissection, the endoscopic method outperformed the microscopic technique independently of the randomization or the prior training level of the attendees (P < 0.001). In conclusion, the endoscopic approach to middle ear anatomy education is associated to an improved gain in knowledge as compared to the microscopic approach. The participants subjectively preferred the endoscope for educational purposes. 相似文献
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