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排序方式: 共有6525条查询结果,搜索用时 15 毫秒
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Piret Luik Reelika Suviste Marina Lepp Tauno Palts Eno Tõnisson Merilin Säde Kaspar Papli 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):153-165
Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language programming course “About Programming” was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7-factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest-rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies. 相似文献
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James D. T. Tannock 《Higher Education Quarterly》1992,46(1):108-123
This article describes the Engineering Professors' Conference (EPC) approach to quality assurance for Higher Education Institutions, which is currently the only formalized alternative to British Standard 5750 'Quality Systems'. The EPC approach is based on principles of quality assurance and Total Quality Management which have been developed in industry. These ideas are briefly outlined, and an opinion expressed on the interpretation and application of BSS7S0 for HE. The EPC model is explained, illustrated with example elements taken from the EPC Specification and Guidelines for Quality Assurance in Higher Education. A top-down approach to the development of an institutional quality system is described, based on a quality policy statement. Areas of activity which have an important impact on the quality of education are identified, emphasising the quality assurance requirements of academic departments. Supporting and administrative quality system requirements are also described, as these also play an important role in the quality of education. Formal quality procedures and documentation in key areas are proposed. 相似文献
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T Bianco 《Research quarterly for exercise and sport》2001,72(4):376-388
Research suggests that social support can be an important coping resource for athletes recovering from sport injury. Few studies have investigated this claim, however. To address this gap in the literature, 10 elite downhill skiers who had recovered from serious sport injuries were interviewed about the sources of stress associated with injury and the role of social support in recovery from sport injury. This paper presents the social supportfindings that emergedfrom this research'. Content analyses of the social support data revealed that the skiers needed various types of emotional, informational, and tangible support from the occurrence of injury through the return to full activity. Members of the treatment team, the ski team, and the skiers' home support net works provided social support throughout these phases. In general, the skiers were satisfied with the support received, indicating that it reduced distress and kept them motivated throughout recovery. The findings from this research have implications for the design of sport injury interventions. 相似文献
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Stephen T. Kerr 《Publishing Research Quarterly》1992,8(4):33-43
In order to determine the potential of alternative technologies in social studies education, we must understand the goals
of such education, the capabilities of the technologies, and teachers’ and students’ responses to new technologies. The author
suggests that the new technologies can contribute to the goals of learning about the past, learning about democratic life
and institutions, and making students knowledgeable as consumers and producers of information. One major obstacle is a lack
of time and money for teachers to experiment with the technologies.
Stephen T. Kerr is professor of education in the College of Education at the University of Washington. His research focuses
on the application of new technologies in schools and other educational environments, and particularly on the ways in which
technology affects the social structure (roles and expectations, instructional patterns, organization) of those institutions.
He has done work on human-computer interaction, as well as on how new communication technologies have changed the educational
system of the former USSR. 相似文献
7.
As a part of efforts to evaluate and monitor the increasing public investment in early childhood education, teachers are being asked to assess children's school readiness. In this study, preschool teachers and kindergarten teachers rated children's skills in three areas (kindergarten readiness, academic skills, and communication skills), and these ratings were compared with direct assessments of the children's skills. Ratings by both groups of teachers tended to be more highly related to basic skills, such as counting and number naming, than to abilities such as solving applied problems and using expressive and receptive vocabulary. Preschool teachers' ratings had a lower association with children's observed skills and abilities than kindergarten teachers' ratings. Ratings of children attending Head Start were systematically inflated, but this relationship was mediated to a significant extent by the teachers' levels of education. More educated teachers rated children in a manner consistent with the children's directly assessed skills. Implications of these findings for informing future efforts to assess school readiness by using teacher ratings are discussed. 相似文献
8.
电动跑台对提高竞走运动员步频的研究 总被引:5,自引:0,他引:5
采用竞走运动员无氧阈值速度的测定与应用方法 ,分别对运动员进行 3个阶段逐级提高速度的跑台竞走实验 ,经过统计学处理和实际比赛的对比 ,结果表明 :利用电动跑台进行辅助训练 ,可以加快发展竞走运动员的动作速率 ,有效提高竞走运动员的步频 ,创造优异成绩。 相似文献
9.
在IBM—PC/XT286及其兼容机上,在UCDOS 支持下,以汉字DBASE-Ⅲ语言编写而成。主要包括:使用信息、运动员成绩计算及打印、运动员成绩查询与打印。测试运动员年龄段为13~17岁。测试项目为短跑、中长跑、竞走、跨栏、跳高、跳远、三级跳远(男)、撑竿跳高(男)、铅球、标枪、铁饼、链球(男)。软件的研制成功,大大提高了田径教学训练大纲综合评定的运算速度,避免了人工计算时可能出现的错误,是大纲测试有力助手。 相似文献
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