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1.
This paper presents the systematic development of a ‘Uses and Gratification Expectancy’ (UGE) conceptual framework which is
able to predict students’ ‘Perceived e-Learning Experience. ’ It is argued that students’ UGE as regards e-learning resources
cannot be implicitly or explicitly explored without first examining underlying communication theories and learning perspectives.
As such, the theoretical framework is grounded in the confluence of theories from communication theories and learning perspectives.
The integration of Expectancy-value Theory, and the Uses and Gratification Theory serves to accommodate the suggestion that
elearning resources offer gratifications that are expected and valued by students. The key theoretical and practical assumptions
of the UGE approach are highlighted and consistently implemented in the conceptual edifice. 相似文献
2.
We explore some key constructs and research themes initiated by Jim Kaput, and attempt to illuminate them further with reference
to our own research. These ‘design principles’ focus on the evolution of digital representations since the early 1990s, and
we attempt to take forward our collective understanding of the cognitive and cultural affordances they offer. There are two
main organising ideas for the paper. The first centres around Kaput’s notion of outsourcing of processing power, and explores
the implications of this for mathematical learning. We argue that a key component for design is to create visible, transparent
views of outsourcing, a transparency without which there may be as many pitfalls as opportunities for mathematical learning.
The second organising idea is Kaput’s notion of communication and the importance of designing for communication in ways that
recognise the mutual influence of tools for communication and for mathematical expression. 相似文献
3.
The current paper combines arguments from the social capital and group cognition literature to explain two different processes
through which communication network structures and intra group conflict influence groups’ cognitive complexity (GCC). We test
in a sample of 44 groups the mediating role of intra group conflict in the relationship between communication network density
and fragmentation on the one hand and groups’ cognitive complexity on the other hand. The results show that network fragmentation
has a positive effect on GCC by fostering task conflict, while network density has a positive impact on GCC by reducing relationship
conflict in student groups. The paper makes an important contribution to both theory and practice in the field of collaborative
learning, by exploring how groups’ affective and a cognitive dynamics impact on emergent collective cognitive structures. 相似文献
4.
Pnina S. Klein Esther Adi-Japha Simcha Hakak-Benizri 《Educational Studies in Mathematics》2010,73(3):233-246
The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher–child
mathematics interaction variables. Kindergarten children (N = 80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children’s
mathematics, spatial, and verbal skills and the teachers’ mathematical communication were assessed. No gender differences
were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However,
mathematics performance was related to boys’ spatial reasoning and to girls’ verbal skills, suggesting that they use different
processes for solving mathematical problems. Furthermore, the boys’ levels of spatial and verbal skills were not found to
be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher–child
interactions was found to be related to girls’ but not to boys’ mathematics performance, suggesting that boys may need other
forms of mathematics communication and teaching. 相似文献
5.
Although out-of-class communication enhances students’ learning experience, students’ use of office hours has been limited.
As the learning infrastructures of the social sciences and humanities have undergone a range of changes since the diffusion
of digital networks, new opportunities emerge to increase out-of-class communication. Hence, it is important to investigate
the role of cyberinfrastructures as valuable alternatives or supplements to existing infrastructures in the learning process.
This paper proposes that virtual office hours can be a form of cyberinfrastructure that provides new possibilities for student–faculty
interaction. We examine students’ perceptions of instant messaging as a tool for offering virtual office hours and enhancing
student–faculty interaction. Students report that instant messaging is a useful tool for virtual office hours because of its
convenience, interactivity, and ease of use. While students only made limited use of it when it was actually offered as an
alternative to regular office hours, it represents an important new avenue for interaction. We outline reasons for students’
limited use of instant messaging for virtual office hours and discuss a series of barriers and potential solutions. 相似文献
6.
Todd Campbell Shaing Kwei Wang Hui-Yin Hsu Aaron M. Duffy Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous
potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry.
This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework
and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in
using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful
and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how
students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical
and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school.
This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature
because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning
‘with technology’ to enhance science learning. 相似文献
7.
Ni Chang 《Early Childhood Education Journal》2012,40(3):187-193
It has been observed that many young children like making marks on paper and that they enjoy the activity. It is also known
that children’s drawings are vehicles for expression and communication. Therefore, it would be logical and reasonable for
teachers to incorporate children’s drawings into building science concepts. To demonstrate how drawings are utilized to help
a child to acquire a science concept, the article first presents a vignette of an interaction between an adult and a 5-year-old
boy, focusing on the science concept of the physical characteristics of a spider. It is then followed by several analytical
explanations of how drawings build children’s understandings. Not only are the introduced strategies useful for one-on-one
interactive communication, but also applicable to a small group of young children. The article ends with the specifics of
how these strategies were applied to a group of four children in their acquisition of the science concept of the water cycle. 相似文献
8.
As an action research project, using mixed methodology, this study investigated how the use of math journals affected second
grade students’ communication of mathematical thinking. For this study, math journal instruction was provided. The data gathering
included pre- and post- math assessment, students’ math journals, interviews with the students, and teacher’s reflective journal.
Findings of the study indicated that the use of math journals positively influenced the students’ communication of mathematical
thinking and the use of math vocabulary. Additionally, math journals served as a communication tool between the students and
teacher and an assessment tool for the teacher. The implications of this study regarding students’ writing ability and time
constraints issues were also discussed. 相似文献
9.
Kathy Jordan 《The Australian Educational Researcher》2011,38(4):417-431
It is well over 20 years since information and communication technologies (ICT) was first included as part of a future vision
for Australia’s schools. Since this time numerous national policies have been developed, which collectively articulate an
official discourse in support of a vision for ICT to be embedded in our schools, and routinely used by ‘digital’ learners
and ‘competent’ teachers alike. The purpose of this paper is to critique how ICT, teachers and learners are positioned in
this vision by an analysis of national school-education ICT policies from 1989 to the present day, including the National
Goals of Schooling policies, the Learning in an Online World suite of policies, several Ministerial Statements relating to
ICT and the recent A Digital Education Revolution policy. This paper suggests that determinist views of technology and a utopian
vision underpin these representations, which creates a flawed, future vision for ICT in school education and its use by teachers
and learners. 相似文献
10.
This paper reports a case study of one student’s pattern of engagement in an eighth-grade algebra class. The student, Bryan,
was a participant in a yearlong study of mathematical communication in middle school classrooms. His case is interesting both
because of the striking differences between his being engaged and disengaged in classroom work, and because of the reasons
he gives for his pattern of engagement. Several current theories of engagement and motivation are discussed as we attempt
to gain insight into his actions and explanations. All are successful in describing parts of Bryan’s behavior. However, we
argue both empirically and theoretically that none serve to characterize what we feel is the core of Bryan’s decision about
engagement: his affective assessment of mathematics. We provide an analysis based on Rychlak’s (1988, 1994)Logical Learning
Theory to give insights into Bryan’s assessment of mathematics, and discuss what this approach adds to our understanding of
this particular case.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
11.
To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors
are often not able to collect diagnostically relevant information about a learner to individualize their explanations. This
is particularly true in computer-mediated settings where it is more difficult to thoroughly assess a learner’s understanding.
We present an approach that provides instructors in asynchronous and text-based computer-mediated communication settings with
information about a learner’s understanding that has sufficient diagnostic power to enable them to generate learner-tailored
explanations. A series of experiments testing this approach suggest several conclusions. First, instructors need information
about a learner to individualize explanations. Second, instructors are able to design explanations that are specifically adapted
to a learner’s individual understanding. Third, learner-tailored explanations facilitate the processing of new information
and make instructional communication more efficient. Fourth, learner-tailored explanations enhance a deep understanding of
the information processed and make instructional communication more effective. 相似文献
12.
This paper examines the experiences and understandings of primary (K6) school pupils with regards to managing issues of risk
and safety during their everyday use of information and communication technologies (ICTs). The paper is based on survey and
interview data with pupils aged 7 to 11 years old in five English primary schools (n = 612). Analysis of these data shows that whilst most pupils recognised a general need to be mindful of ICT-related risks
and dangers, their actual experiences of risk tended to be described in terms of operational problems encountered when using
ICTs. Conversely, pupils’ understandings of potential risk were often based upon exaggerated fears deriving from a number
of moral panics relating to child safety. These data suggest that official notions of ‘e-safety’ remain abstract and poorly
understood concepts for many children. In considering what implications these data have for the ongoing ‘e-safety’ agenda
in UK schools the paper concludes by suggesting three possible areas of change: (1) re-orientating the topic and tone of the
official discourses surrounding e-safety; (2) increasing pedagogical interventions in primary schools aiming at enhancing
pupils’ critical literacy skills; and (3) establishing a meaningful and sustained dialogue between pupils, teachers and parents
about safety and risk when using ICTs. 相似文献
13.
Raymond MacDonald Dorothy Miell Louise Morgan 《European Journal of Psychology of Education - EJPE》2000,15(4):405-415
Although there is an extensive body of literature that investigates the process and outcomes of children’s collaboration on scientific reasoning tasks, very little work has focussed on the nature and quality of children’s collaboration on creative tasks. One study reported here used a questionnaire to music teachers to ask about their typical design of musical tasks in the classroom and the factors that influenced these decisions. A further study reported here investigated the effects of friendship, gender and previous musical experience upon the interactional processes and musical outcome of children’s collaborative compositions. The design included comparison between friendship pairs and non-friendship pairs and also between males and females, with 11–12 year old children at an English middle school. All pairs consisted of one child with previous musical experience and one child without. All compositional sessions were video taped and the musical and verbal elements were coded with reference to the proportion of transactive and non-transactive elements present. Results demonstrated that the communication (both verbal and musical) between the friendship pairs was qualitatively different from the communication in the non-friendship pairs. Specifically, the friendship pairs showed more transactive communication and, when a teacher rated the final compositions, the friendship pairs scored significantly higher. Multiple regression analysis highlighted that the amount of transactive communication was a significant predicator of the quality of the children’s composition. The results are discussed with reference to the nature of communication, the impact of friendship and the assessment of creative work. 相似文献
14.
Although prior research has shown that experts tend to overestimate or underestimate what laypersons actually know, little
is known about the specific consequences of biased estimations for communication. To investigate the impact of biased estimations
of a layperson’s knowledge on the effectiveness of experts’ explanations, we conducted a web-based dialog experiment with
45 pairs of experts and laypersons. We manipulated the experts’ mental model of the layperson by presenting them either valid
information about the layperson’s knowledge or information that was biased towards overestimation or underestimation. Results
showed that the experts adopted the biased estimations and adapted their explanations accordingly. Consequently, the laypersons’
learning from the experts’ explanations was impaired when the experts overestimated or underestimated the layperson’s knowledge.
In addition, laypersons whose knowledge was overestimated more often generated questions that reflected comprehension problems.
Laypersons whose knowledge was underestimated asked mainly for additional information previously not addressed in the explanations.
The results suggest that underestimating a learner during the instructional dialog is as detrimental to learning as is the
overestimation of a learner’s knowledge. Thus, the provision of effective explanations presupposes an accurate mental model
of the learner’s knowledge prerequisites. 相似文献
15.
Persistence is important in developing pre-school children’s ego control. Based on the fact that during the teaching process
a teacher’s communication and actions will have a significant influence on young children, which is due to the teachers’ high
degree of control over them, four experiments were designed to probe the influences of teachers’ attitudes and oral guidance
on the development of persistence among infant students. The results indicate that different attitudes and oral guidance influence
the development of persistence of young children differently.
Translated by Wang Dongsheng from Xueqian Jiaoyu Yanjiu 学前教育研究 (Studies in Preshcool Education), 2008, 6(1): 17–20 相似文献
16.
Malcolm S. MacLean Bruce H. Westley 《Educational technology research and development : ETR & D》1955,3(2):119-137
Summary In these two articles we have proposed a schematic theoretical model for the study of communication, one which subsumes both
face-to-face and mass communication but is intended as an orientation to a general theory of mass communication. In addition
we have used the model as a framework for a review of a part of the literature of mass communication and have attempted a
brief assessment of the present state of our knowledge of the field.
This paper presents one application of the authors’ conceptual model of the communication process published in the last issue
of AVCR. Here they are attempting to order the existing research findings on “fortuitous” communication in relationship to
their model. Malcolm S. MacLean, Jr., and Bruce H. Westley are assistant professors of Journalism, The University of Wisconsin. 相似文献
17.
Jae-Eun Jon 《Higher Education》2012,64(4):441-454
This paper explored the power dynamics between domestic and international students in the context of higher education in an Asian non-English speaking country, Korea. Despite increased international student mobility in recent years, little is known about the relationship dynamics among students from different countries, especially related to power issues. The findings in this study suggested that international students’ countries of origin and language of communication created different power statuses compared to Korean students by their empowerment and discrimination. Power differentials also existed among Korean students due to variations in their English ability to interact with international students. Conversely, international students’ attitudes and acceptance influenced Korean students’ attitudes toward them, irrespective of power differentials created by countries and language, as perceived by Korean students. The implications related to the recent trend of international student mobility are discussed. 相似文献
18.
This study investigated visitors’ and staff’s perceptions about the communication of science in a traditional natural history
museum. The research examined the science-related outcomes for adult visitors and explored visitors’ and staff’s ideas of
science and how it is portrayed at the museum. Data were collected by questionnaire and interview from 84 staff and 102 visitors.
Both groups held positive views about science, its importance and the need for everyone to understand it. Comparison of visitors’
pretest and posttest scores on the questionnaire revealed some significant changes, several suggesting a change to views about
science that were less “scientific.” Most visitors thought that their ideas about science had not changed as a result of their
visit, but they were positive about the museum as a place for learning science. Staff held more “scientific” views about the
nature of science than did visitors; they recognized the potential of the museum to educate people about science, but felt
it needed to be presented as more relevant and accessible, particularly in terms of science as a cultural practice. Neither
staff nor visitors perceived that the museum stimulated visitors to think critically about science. While acknowledging that
interpreting complex scientific knowledge into exhibits readily understood by lay visitors and displaying controversy are
difficult, these challenges must be addressed if visitors are to be encouraged to think about science and the social, cultural
and political contexts which shape it.
Léonie J. Rennie is professor of science and technology education and Dean, Graduate Studies at Curtin University of Technology in Australia.
Her research interests include adults' and children's learning in science and technology and the communication of science
in a range of out-of-school contexts. Currently, she is working on research projects relating to integrated curriculum in
science, mathematics and technology, and a statewide program to enhance scientific literacy in the community.
Gina F. Williams currently is a stay-at–home mother of two and pursuing a master’s degree in science communication from the Australian National
University. At the time of the research, she was working as a Research Associate with Léonie J. Rennie at Curtin University
of Technology in Australia. Gina was involved in a number of projects with a focus on the communication of science, in particular
research into the learning experiences of adults in free- choice learning environments. With a background in science, Gina
became interested in the issues involved in communicating science whilst working as an explainer at a science center. Her
research interests include the wider community’s engagement with science in their everyday lives, and the development of community-based
science projects. 相似文献
19.
Children’s development of a theory of mind 总被引：1，自引：0，他引：1
Maria Rosaria Cadinu Jeff Kiesner 《European Journal of Psychology of Education - EJPE》2000,15(2):93-111
A critical review of the literature on the theory of mind is presented. Consistent with the “early onset” view, it is suggested that important precursors of a theory of mind are found much earlier than the age of 4. Research on emotional development and intentional communication is reviewed to suggest that some rudimentary understanding of other people’s minds occurs before the age of 2. Later, 3-year-olds’ engagement in pretense and deception demonstrates a more sophisticated understanding of other people’s mental states. Limitations of the false belief task for determining the acquisition of a theory of mind will be discussed with reference to findings in the adult literature. 相似文献
20.
Summary Pictorial communication of shape and form is not simply a learned visual language. Whatever processes of learning, if any,
underly our ability to perceive represented surfaces’ edges-without which the communication of shape is impossible-in response
to outline drawings, probably occurs very early in life in consequence of our normal commerce with spatial objects. Although
this probability makes the problems of“learning to see pictures”relatively inaccessible, it simplifies the study of the rules
which govern edge- and surface-perception in pictures. The applicability of such rules depends, eventually, on knowing
This paper is part of an investigation of pictorial psychophysics supported by the National Science Foundation, NSF-G9601. 相似文献