共查询到20条相似文献，搜索用时 46 毫秒
1.
R.F. Fell 《The Journal of Agricultural Education and Extension》2013,19(2):73-81
Abstract The Rural Extension Centre (REC) has developed an approach to accredited training that is based on adult learning principles and is driven by an action learning approach. One of the central features of this approach is the use of real workplace based learning projects to allow participants to immediately apply the theory of the subject being studied in a practical and useful way. The emphasis is on learning in these projects, however, they are directly based in the workplace with immediate benefits for the individual, their organisation and their clients. Action learning is applied in the courses offered by the REC at three levels. The levels are micro-, macro- and mega- that is; on a daily basis in the residential sessions, on a weekly basis as developing learning projects and on a subject basis over the three to four months that the subject takes. The learning project is a key vehicle for learning between the residential sessions. During residential sessions time is taken to ensure that the theory is delivered in a practical and useful way, to the extent that in some subjects there is real case study activity which allows the application of theory as the week goes on. 相似文献
2.
3.
4.
The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students’ background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers’ and students’ perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools. 相似文献
5.
《师资教育杂志》2012,38(4):344-358
Career-long teacher learning is essential to the teaching profession because it is strongly connected with teacher quality and practices. Student teachers in the first stage of their career-long learning continuum, however, vary in the extent to which they participate in learning activities. This study explores the relationship between beliefs about learning and teaching and participation in learning activities among student teachers, in a school-based teacher education setting for secondary education in the Netherlands. The results indicate that student teachers vary in their beliefs. Structural equation modelling analysis shows that pupil-oriented beliefs are positively related to self-reported participation in learning activities; no relationship emerges between subject matter-oriented beliefs and learning. A cluster analysis reveals two distinct belief profiles, and the findings confirm the relationship to participation in learning activities. Implications for teacher education programmes intended to enhance the chances that their student teachers will become pupil-oriented, career-long learning professionals are discussed. 相似文献
6.
《师资教育杂志》2012,38(2):197-212
The Developing E‐learning for Teachers (DEfT) project, a collaborative venture between UK and Chinese universities, has produced e‐learning modules for master's level programmes for in‐service high school teachers in China. E‐learning offers Chinese teachers new and innovative forms of professional development and provides for transformative learning. The paper investigates teachers' online learning experiences and how e‐learning facilitates teacher transformation from three perspectives: the ‘learner‐centred perspective’, the ‘knowledge‐centred perspective’ and the ‘community‐centred perspective’. The paper concludes that e‐learning, while not without some caveats, is a feasible solution for the training needs of serving Chinese teachers. 相似文献
7.
A teaching method may not work for all students. Therefore, attention should be paid to the type of students entering the learning environment in order to explain how they perceive the learning environment and achieve. This study investigates students’ perceptions and achievement in four learning environments that differed in the degree to which case-based and lecture-based learning were implemented (either separately or combined), hereby making use of students’ motivational and learning profiles. Participants were 1098 first-year student teachers who took a course on child development. Results showed that autonomously motivated deep-strategic learners were significantly more positive about each type of learning environment than little motivated and less pronounced deep-strategic learners. However, with regard to achievement, student profiles did not differ. Instead, the learning environment proved to be of significant influence: students in a gradually implemented case-based setting and a completely lecture-based setting scored significantly higher than students in a completely case-based setting. 相似文献
8.
We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing. 相似文献
9.
André P. Grace 《International Journal of Lifelong Education》2013,32(2):141-158
This essay examines adult learning in Canada and the USA (1945–1970). It explores this emergence in relation to moves to establish academic adult education as a cultural force that could help citizen learners to negotiate a way forward amid the collision of instrumental, social, and cultural change forces altering life, learning, and work in the emerging postindustrial society. In this regard, it focuses centrally on lifelong learning as an idea designed to have broad appeal in rapid-change postindustrial culture. In particular, it attempts to explicate a cultural politics of lifelong learning, which academic adult educators hoped would give the field a higher profile within what they perceived to be an emerging change culture of crisis and challenge. Two key factors are considered in these deliberations. First, this essay explores the relationship between public education (understood as schooling for children) and adult education. It takes up how this problematic relationship interfered with a post-war turn to lifelong learning. Second, it examines the shift in the meaning of the social in understanding adult education as social education in postindustrial society. It argues that the post-war discourse of democracy delimited this meaning, locating the social predominantly within a concern with preserving the dominant culture and society. 相似文献
10.
The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers’ learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several individual teacher characteristics and professional learning community characteristics. A questionnaire was administered to 490 experienced teachers from 48 Flemish (Belgian) primary schools. Multilevel analyses show that of the professional learning community characteristics, only reflective dialogue is significant for perceived changes in practices. As for individual characteristics, self-efficacy relates positively to both perceived changes in practices and in competence. The relationship between teaching experience and both learning outcomes, however, is negative. 相似文献
11.
Chris McMorran Kiruthika Ragupathi Simei Luo 《Assessment & Evaluation in Higher Education》2017,42(3):361-377
The relationship between assessment and learning in higher education often comes down to a single thing: a grade. Despite widespread criticism of grades as inexact tools, whose overemphasis undermines student learning and negatively affects student well-being, they continue to be the norm in the assessment of student learning. This paper analyses an alternate form of assessment: so-called ‘gradeless learning’. This study theoretically and geographically contextualises the recent implementation of a gradeless learning policy at a large public university in Asia, and presents findings from a student opinion survey about the policy. The paper shows that respondents overwhelmingly understand and often agree with the central claims of gradeless learning, including its potential to ease students into college life, allow them to make more daring choices in their studies and even develop as lifelong learners. However, the aim of relieving stress among one group of students has increased stress for others. The study explains the circumstances that create this divergence in student stress levels, which are both locally specific and common to all gradeless systems. The paper concludes by discussing the effectiveness of the gradeless system in achieving its aims and suggesting future research avenues. 相似文献
12.
Chia-Wen Tsai Pei-Di Shen I-Chun Chiang Wen-Yu Chen Yi-Fen Chen 《Interactive Learning Environments》2018,26(6):815-826
The application of online learning and educational technologies in higher education has changed teaching methods, the channels of delivering learning materials, and modes of communication between teachers and students. This study is aimed to improve learning effects and investigate, via quasi-experiments, the effects of web-mediated socially-shared regulation of learning (SSRL) and experience-based learning (ExBL) on improving students’ learning results. The experimental design in this study was a 2 (SSRL vs. non-SSRL)?×?2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes in a one-semester course titled “Applied Information Technology: Data Processing” at university level were chosen for this study. Based on the analysis carried out in this study, students who received the treatments of web-mediated SSRL and/or ExBL did not have significantly better computing skills in using Excel. The reasons for these insignificances and implications thereof are discussed in this paper. Nevertheless, students in the SSRL and non-ExBL class had significant increases in scores for their learning motivation at the end of semester compared with the beginning. 相似文献
13.
Ulkü S. Köymen 《Distance Education》1992,13(1):108-117
This study compares the learning and study strategies of the students of the Faculty of Administrative Sciences of Cukurova University taking traditional on‐campus courses and those at the Open Learning Faculty of Anadolu University following an open learning programme. The evaluation was based on the Learning and Study Strategies Inventory (LASSI), developed by Claire E. Weinstein (1987), together with a separate questionnaire to elaborate the findings.
Findings reveal that students of both groups have considerably lower scores, especially in the affective domain, in relation to the other college students answering the same items in previous evaluations. However no important difference has been found between the groups belonging to the traditional and open learning systems evaluated in this study. 相似文献
14.
AbstractThe present study investigated whether and how learning-specific inner speech predicted students’ learning strategy and academic performance. Frequencies of inner speech use in specific learning settings were assessed. Four dimensions of inner speech including self-criticism, self-reinforcement, self-management, and social assessment were investigated and linked to the learning strategy and academic performance. Data were collected from both secondary school students and university students. The results indicated that both the cognitive regulative function (self-management) and the affective regulatory function (self-criticism or self-reinforcement) of inner speech contributed to students’ learning strategy, while only the cognitive regulative function of inner speech significantly predicted students’ academic performance. Furthermore, the prediction of inner speech to academic performance was partly mediated by the learning strategy. 相似文献
15.
Rune Johan Krumsvik 《Education and Information Technologies》2008,13(4):279-290
Computer literacy, media literacy, digital literacy and digital competence are all concepts that highlight the need to handle
technology in our digital age. However, when it comes to teachers’ digital literacy there is a need to develop a more pedagogic-didactic
content for digital literacy in order to deal with the way in which new digital trends influence the underlying conditions
for schools, pedagogy and subjects. This theoretical article will therefore examine whether a broader view of knowledge (situated
learning) can be a relevant theoretical underpinning for a new digital competence model for teachers and the Scandinavian
English perception of the term competence. The article is particularly angled towards how the complexity of teachers’ digital
literacy makes it necessary to expand our traditional perception of this concept. The implications of the article indicate
that five vital structures are found to be essential to perceptions amongst teachers of the importance of Information- and
Communication Technology (ICT) and achievement of digital competence.
相似文献
| Rune Johan KrumsvikEmail: |
16.
Knud Illeris 《International Journal of Lifelong Education》2013,32(1):15-28
This article is a combined result of a three years research project on low‐skilled learners’ experiences as participants of various kinds of adult training and education in Denmark, and the findings of a three years research consortium on workplace learning, summing up and generalizing our various findings as to how low‐skilled adults function in relation to participation in training and education activities, how they feel about it, what is important to them, and consequently what works in practice in relation to this very important but often neglected group of adult learners. 相似文献
17.
Rebecca Eynon Lars-Erik Malmberg 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):569-583
This paper uses nationally representative survey data of adults Internet use in Britain to examine current patterns in the uptake of lifelong learning via the Internet. We develop and test a model that accounts for structure, agency and outcomes using structural equation modelling to address two questions: (1) how structure (as measured by age, gender, SES, Education and ACORN) is related to personal and capital enhancing outcomes of learning online; and (2) how agency (as measured by digital skills and engagement with online learning) mediates this relationship. We demonstrate that social structure remains an important factor in understanding patterns of uptake and outcomes of online learning, alongside an individual’s agentic behaviours. We suggest that countries such as the UK, which have become overly focused on individual interventions to increase the uptake of lifelong learning via the Internet, are going in the wrong direction. Such interventions have failed in the past, and we suggest that they will continue to do so unless policy makers reconceptualise lifelong learning and the Internet in ways that take social structures into account. 相似文献
18.
This study focused on the relationships between experiences with portfolio assessment, students’ approaches to learning and their assessment preferences by means of a pre- and post-test design in an authentic class setting. The participants were 138 first-year professional bachelor’s degree students in office management. They were assessed by means of portfolio assessment in a course that combined constructivist design principles and lectures. Approaches to learning and assessment preferences were measured by means of the Revised Two-Factor Study Process Questionnaire and the Assessment Preferences Inventory. Results showed that students’ preferences for student participation in examination and for permanent evaluation decreased significantly. Moreover, deep approaches were not enhanced. On the contrary, surface learning increased significantly. Notwithstanding, the surface approach proved to be a significant negative predictor of the portfolio assessment score. 相似文献
19.
20.
《International Journal of Educational Research》1998,29(3):251-262
Cognitive style may influence the acquisition and application of efficient learning strategies. Among the dimensions of cognitive style identified to date, field dependence–independence (FDI) has been shown to be particularly important, given the wide diversity and transcendence of its educational implications. In particular, the characteristics demonstrated by extreme field dependent and independent subjects in different intellectual tasks lead to differential preferences expected of them in the use of learning strategies. These, in turn, could correspond to differences in the efficiency of use of strategies. In this chapter a review of the studies carried out to date about this subject is offered. 相似文献