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1.
The majority of studies utilised the cross‐sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook group as an e‐Learning tool based on students' longitudinal perceptions to address the aforementioned literature gap. We surveyed 170 students in a business statistics course. We also measured changes that occurred in the students' intention to use and use of e‐Learning at three different stages. The model was tested at the beginning, middle and end of the semester using structural equation modelling. The results show that students' perceptions when using e‐Learning via Facebook changed when they interacted and explored the system. Students were more familiar with the usability of the Facebook group after learning for a few weeks, and their intention to use and use of e‐Learning via Facebook subsequently increased. The results indicated that social network sites such as Facebook can be used as complementary tools to expose students to course‐related links and documents, which will create extra time for learning, when they plan to spend time on Social network sites (Facebook) and interact and communicate with friends.  相似文献   

2.
Trust and collective learning are useful features that are enabled by effective collaborative leadership of e‐learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e‐learning practice. For this, reflexivity, good leadership and the capacity to engage in innovation is crucial to team performance. This paper outlines a serendipitously useful combination of innovative models of collaboration emerging from two 2005–06 UK e‐learning pilots: the Joint Information Systems Committee (JISC) e‐Learning Independent Study Award (eLISA) and JISC infoNet Collaborative Approaches to the Management of e‐Learning (CAMEL) projects. The JISC‐funded eLISA Distributed e‐Learning (DeL) project set up a collaborative partnership among teachers to try out LAMS and Moodle using study skills in e‐learning. Simultaneously, the JISC infoNet CAMEL project developed a model of collaborative approaches to e‐learning leadership and management across four UK HE/FE institutions. This paper proposes two new theoretical collaborative team leadership and operational models for e‐learning projects, including indices of trust, reflexivity and shared procedural knowledge, recommending that these models are further developed in future communities of e‐learning practice in institutions promoting lifelong learning.  相似文献   

3.
This paper arises from the re‐design of a diploma course unit on ‘Learning’, consequent upon staffing changes, and examines some of the issues involved. In particular it deals with some of the problems and opportunities associated with group heterogeneity, the problem of assessing co‐operative assignments, and some student perceptions of the teaching/learning processes experienced.  相似文献   

4.
With the development of the Internet in the era of knowledge‐driven economy, e‐learning is experiencing rapid growth. The online learning course websites are drawing more attention as well. This research combines the innovation diffusion theory and the technology acceptance model, and adds two research variables, perceived system quality and computer self‐efficacy to propose a new hybrid technology acceptance model to study students' behavioural intentions to use the online learning course websites. This research finds that compatibility, perceived usefulness, perceived ease of use, perceived system quality and computer self‐efficacy were critical factors for students' behavioural intentions to use the online learning course websites. By explaining students' behavioural intentions from a user's perspective, the findings of this research help to develop more user‐friendly websites and also provide insight into the best way to promote new e‐learning tools for students.  相似文献   

5.
Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.  相似文献   

6.
In this paper we discuss the background to this study in the development of the international MSc e‐Learning Multimedia and Consultancy. The aims of the study focus on the conditions for achieving communication, interaction and collaboration in open and flexible e‐learning environments. We present our theoretical framework that has informed the design of programme as a whole which is based on a socio‐constructivist perspective on learning. Our research is placed within an action research framework and we outline our position within the critical or emancipatory tradition and also our standpoint on the use of ICT in education. We discuss the design of the programme and also our pedagogical approach and describe in detail the particular context for this study. We report on the student experience of being learners on this module, their perceptions of what they have gained most from learning from and with each other and their responses to the various ways in which ‘scaffolding’ has been designed and implemented by the tutors. Finally we offer some reflections on the conditions for achieving well‐orchestrated interdependence in open and flexible e‐learning environments.  相似文献   

7.
International short‐term study tours are a fast‐growing format for outbound education and provide exciting experiential learning opportunities for students in the creative industries disciplines. This success has encouraged researchers to seek a comprehensive view of the various concrete experiences that contribute to student learning during study tours. To that end, this article presents evidence from a qualitative online post‐tour questionnaire administered with students studying various art and design disciplines who participated in short‐term international study tours at a large Australian university in 2015. Using Kolb's Experiential Learning Theory as a framework, data collected explored student perceptions of which concrete experiences on a study tour are most impactful and which may actually hinder learning. Findings revealed: experiencing key industry venues are the most significant aspects of a study tour, rather than networking or personal growth; poor itinerary planning and travel issues are the least liked aspects of a tour, yet are often the most easily addressed with better tour management and planning; and students were positively impacted by unexpected gains in knowledge about their creative industries discipline. This study, therefore, provides unique insights into which concrete experiences may be most impactful as part of the experiential learning cycle within an international study tour for creative industries students.  相似文献   

8.
This case study focuses on the relationship between evaluation and needs assessment and how both processes were integrated in one project. The project involved evaluating a 10‐year‐old ergonomics course. The course was one component of a broader organizational change initiative, aimed to reduce or eliminate on‐the‐job injuries. The success of the change initiative depended on applying knowledge from the course as well as other workplace variables, such as management commitment, plant communications, and the relationship between management and union labor. Robert Stake's (1967) countenance framework was modified to consider both instructional and performance issues in the research design. Data collection included observing the course, conducting focus groups with past course attendees who were ergonomic committee members, interviewing ergonomic teams in manufacturing plants, and reviewing course materials and other related documents. The findings illustrate the overlap between the needs assessment and evaluation processes. The discussion addresses how these labels can limit perception of the system of interest, the importance of adapting the research design to take advantage of naturally occurring organizational events, the value of integrating both needs assessment and evaluation perspectives, and the importance of differentiating evaluation and needs assessment recommendations.  相似文献   

9.
We evaluated influences on the climate change risk perceptions of undergraduate students in an introductory Earth Science course. For this sample, domain‐specific content knowledge about climate change was a significant predictor of students' risk perception of climate change while cultural worldviews (individualism, hierarchy) and political orientation were not. These results contrast with previous studies highlighting worldviews as a dominant influence on risk perception. At the beginning of the semester, students' climate change content knowledge was relatively low, with average scores on a 21‐item test less than 50%. Post instruction results indicated that students learned climate change science during the course, and their perceptions of risks associated with climate change increased. Unlike most prior research evaluating links between climate change knowledge and risk perception, our measure of content knowledge was a validated assessment specific to climate change. Use of this specific climate knowledge test may be one reason that we detected a relationship between climate knowledge and risk perception whereas most of the previous research has not. Another—possibly complementary—explanation may be a generational shift between our study sample and prior samples. Undergraduates today, having grown up with more exposure to climate change in schools and the media than previous generations, may be diverging from average adults in that learning climate science appears to also increase their perceptions of the risks climate change poses. Undergraduate courses with embedded climate‐related activities present an opportunity to both increase climate science knowledge and risk perceptions of future decision makers.  相似文献   

10.
This ethnographic study took place in a graduate course at a large research university in the Midwestern United States. It presents an in‐depth examination of the experiences and challenges of a group of four students learning to be Instructional Design and Technology professionals who are concerned with the well‐being of all members of a society, and wish to utilize their knowledge and skills to help solve social problems and improve people's lives. Building on the results of previous research, findings indicate that the course, designed using the Civic‐Minded Instructional Designers (CMID) framework, succeeded in enhancing students' civic‐minded agency, the group's purposeful and reflective acts that aim at addressing the educational needs of community members. The course was designed to mimic a small, multiteam Instructional Design and Technology consulting company offering professional‐level services free of charge. Community partners consisted of four real‐world clients to whom students addressed an instructional issue. Data were collected from observations, focus groups, individual interviews with students and community partners, and analyses of course artifacts and students' reflections. Students were found to diligently address community members' needs, give voice to their community partners, address sustainability of their projects, be sensitive to their community partners' perspectives and acknowledge their community partners as design partners. Challenges encountered include reconfiguring students' roles and building trustful relationships with their community partners. This study contributes a deeper understanding of the roles of instructional design professionals within larger social contexts. Lessons learned can inform the implementation of the CMID framework in other educational programs.  相似文献   

11.
This paper reports the findings of a science e‐journal initiative to publish undergraduate research and assesses student evaluations of this experience. Students in this (post‐1992, non‐research‐intensive) institution overwhelmingly reported that research was a key feature of their course at the point of the e‐journal introduction and that they were involved in research in a variety of ways (especially honours projects, lab work and fieldwork). Research‐informed teaching from the student perspective involved two specific categories of pedagogic activities: things that students did and things that tutors did. Students largely understood research‐informed teaching as an activity where tutors impart knowledge about their own and others' research (a research‐led approach). Yet, what students wanted was a more active involvement in the research process (research‐oriented/research‐based). The e‐journal initiative enabled some students to acquire this additional experience and without great cost so could be adopted elsewhere. There is some debate about equality of access to research opportunities in higher education, and an e‐journal has the potential to be more widely accessible than, for example, research apprenticeships (especially if students can be involved as reviewers and as active contributors via Web 2.0 technologies). However, there is still an element of elitism about selection for the publication process.  相似文献   

12.
Evaluation of the design and implementation of a web‐based e‐health application offers an opportunity to apply extensive research findings and evidence‐based practices from the learning and performance literature. In this study, we examined how interactions between stakeholders influenced the design, implementation, and outcomes of an e‐health education system. The online system was designed for adults with diabetes. A midsized suburban medical practice in the Midwest partnered with a private sector information technology provider and a university research team to develop the system for patients. Design of the support system was based on a model developed by Schaffer and colleagues, and the implementation strategy was informed by Ely's conditions‐of‐change model. Analyses of design and pilot study implementation processes were accomplished through the lens of responsive evaluation. Discussion of the successes, tensions, and challenges related to the design of learning and performance environments in the e‐health context will guide future system design and evaluation efforts.  相似文献   

13.
ABSTRACT In a climate of continual change and innovation, lifelong learning is a critical professional development objective which has a direct impact on organizations' effectiveness and ability to compete and innovate. To help learners continually upgrade their skills and knowledge so they can effectively address emerging organizational and professional needs and opportunities, educators must prepare learners for their professions using teaching methodologies that develop learners' capacity for and disposition toward lifelong learning. Problem‐based learning (PBL) is one such method. PBL uses professional problems of practice as a starting point, stimulus, and focus for student activity, and one of PBL's stated educational outcomes is students' use of lifelong learning skills. This study examined the changes in students' use of lifelong learning skills while participating in a PBL project. Twenty‐six undergraduate university computer science students completed a 15‐week C++ programming course. Using guided reflective journal responses as process data, students were observed to increase their application of lifelong learning skills during their PBL experience. Design and research recommendations are shared.  相似文献   

14.
This study investigated the performance of 13 graduate students' collaborative efforts toward a group research project in an Instructional Analysis, Design, and Evaluation online course. Gaps between course expectations from the instructor and student collaborative performance were identified through the review of the team agreement, the use of surveys, and focus group interviews. Performance gaps occurred in the areas of communication, assignment completion, and group cohesiveness. These performance gaps were caused by lack of knowledge and skills, motivation, and/or organizational support. Appropriate intervention strategies such as effective group interaction and communication, building relationships and establishing trust, periodic review of team agreements, mini‐training sessions on collaboration and supportive behaviors, and role differentiations and collaborative task designation are presented. Instructors who are interested in incorporating group research projects into their future online courses may consider implementing these interventions to facilitate the improvement of students' collaborative efforts.  相似文献   

15.
Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one‐half or more of their papers in the previous year were invited to attend a four‐day intensive learning skills course conducted by the Student Learning Centre of the University. The course covered various topics such as effective time management and study organisation, preparing for and taking tests and exams, memory and concentration, and writing skills. A total of 74 students attended the course. After final examinations, the results of these students were analysed. As a group these students significantly improved on their previous year's pass rates. Furthermore, their pass rates were significantly better than those of a randomly selected group of students who were in a similar situation with regard to their previous year's academic performance, but who did not attend the course.  相似文献   

16.
This study investigated the learning experiences, outcomes, and perceptions of graduate students in a collaboration and consultation course focusing on parent-professional partnerships. The course was designed as a teacher preparation model that envisions teachers, school psychologists, and families learning together to build effective partnerships to better student outcomes. Nineteen graduate students seeking a degree in special education or school psychology were provided multiple opportunities to engage in experiences with parents of children with disabilities, including having parents embedded in the course for the entire semester. Data were collected utilizing multiple methods and included a family/professional partnership survey and focus group discussions conducted both pre- and post-course, as well as a Learning Objectives and Activities Survey. Analyses of qualitative and quantitative data indicate a change in students' knowledge, beliefs, dispositions, and experiences of parent-professional partnerships.  相似文献   

17.
该文回顾了精品开放课程相关工作,认为,精品开放课程建设与共享工作可视为中国式MOOC,相关工作导向出现了重要的发展,表现为教学资源建设的中心地位得到明确,教育技术专业人员在课程团队中的作用得到明确,教学资源的原创性得到重视。并通过反思提出教学研究是提高教学资源原创性的根本途径,教学资源创新是课程创新的标准,知识点是资源创新的单位,应建立期刊化的教学资源管理和评审平台,促进教学资源建设走向常态化、正规化。  相似文献   

18.
The article presents findings from a two‐stage study that examined student perceptions of peer evaluations (PEs) conducted in undergraduate business classroom teams. In stage 1, we used qualitative research to identify constructs focal in students’ PE‐related cognitive schemas and developed grounded measurement scales and hypotheses about their relationships. Then, we implemented PEs in 17 sections of undergraduate business courses taught over seven semesters. The PEs were highly consequential; i.e., they entirely determined the grade each student received on her/his team project. At the end of each semester, we surveyed student perceptions and behaviors using measurement scales we developed after stage 1 of the study. We find that the knowledge of impending PEs leads students to exercise a great deal of care in terms of what they say and do while working with others. The higher levels of care trigger both impression management behaviors and perceptions that others are contributing more. The perceptions that others are contributing more seem instrumental in shaping students’ decision to contribute more themselves. Implications for instructors and future research are discussed.  相似文献   

19.
This study investigated the impact of contingent variables on the relationship between four predictors and students' satisfaction with e‐learning. Five hundred and twenty‐two university students from 10 intact classes engaging in online instruction were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and satisfaction with e‐learning systems. The results of analysis of variance and structural equation modelling analyses showed that two contingent variables, gender and job status, significantly influenced the perceptions of predictors and students' satisfaction with the e‐learning system. This study also found a statistically significant moderating effect of two contingent variables, student job status and learning styles, on the relationship between predictors and e‐learning system satisfaction. The results suggest that a serious consideration of contingent variables is crucial for improving e‐learning system satisfaction. The implications of these results for the management of e‐learning systems are discussed.  相似文献   

20.
The increased accessibility of technology and Internet connections has enabled organizations to provide their workforces with the opportunity to engage in distributed education. “Harnessing this innovation calls for organizational and technological infrastructures that support the interplay of knowledge and knowing” (Cook & Brown, 1999, p. 381). This article explores the evidence of knowledge convergence in online knowledge‐based communities of practice (CoPs). Learning outcomes assessed declarative knowledge, convergence, and knowledge application. A comparison group (self‐paced design) was used to draw conclusions about the differential effects of knowledge‐building strategies on these learning outcomes. The results show there was a difference in pretest and posttest scores and positive evidence of knowledge convergence. The findings pointed to higher posttest scores and higher level of convergence in the online CoP strategy.  相似文献   

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