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1.
Brian D. Ballentine 《Technical Communication Quarterly》2015,24(4):291-305
Technical communication programs preparing students to perform as symbolic analytic workers can improve a student's creative problem-solving abilities by offering study-abroad opportunities. Newer research from the field of psychology is used as a conceptual framework for discussing the author's development of curriculum for a study-abroad offering within a professional writing program. Details on the study-abroad curriculum proposal such as course assignments, readings, credit hours, and program destination and logistics are included. 相似文献
2.
Roger Austin 《Technology, Pedagogy and Education》2013,22(2):227-235
ABSTRACT The development of European awareness in teacher training is a particularly difficult task in one year Post Graduate Certificate in Education (PGCE) courses in the United Kingdom because of the short length of the course and the need to ensure that students are well prepared for handling the national curriculum. This paper describes how students on such a course at the University of Ulster in Northern Ireland were able to experience a European dimension through an electronic mail link with high school pupils in Norway. The scheme, which was offered on a pilot basis to students taking history as a major or a minor option, also.gave the group a focus for work on two of the cross‐curricular themes in the Northern Ireland common curriculum, namely Information Technology and Education for Mutual Understanding. The pilot suggests that the scheme has provided a valuable experience of real contact with Europe in a way that is cost effective and manageable within the time constraints imposed by an intensive one year teacher training programme. 相似文献
3.
ABSTRACTChallenge-based teaching facilitates students’ simultaneous development of content mastery and strategies for applying technical knowledge innovatively. The University of Texas at Austin Department of Biomedical Engineering has offered a challenge-based course on biotransport as an accelerated study-abroad learning experience in Cambridge, England. We used a mixed methods approach to characterize students’ learning trajectory, to include technical prowess, problem-solving self-efficacy, and engineering identity throughout the entirety of this course. Students developed problem solving strategies and confidence over the semester and readily transferred their acquired solution framework to technical domains outside of the course subject of biotransport. Students identified challenge-based pedagogies as their preferred methods of classroom instruction, became familiar with corresponding assessments, and identified strongly as practitioners within the engineering field. We believe this illustrative case study provides significant evidence for the effectiveness of challenge-based instruction and can serve as a model for pedagogy-sensitive classroom assessment in engineering. 相似文献
4.
Jane C. Holland Róisín Ní Dhónaill Maeve Clarke Pauline Joyce 《Anatomical sciences education》2021,14(1):52-61
The role of physician assistant/associate (PA) has expanded from its inception in the United States over 50 years ago, to European countries including Ireland. While there is an increasing body of evidence exploring the role and training of PAs in clinical settings, there is a scarcity of research exploring PA students' perspectives in relation to their experience of anatomy dissection, or how these experiences may contribute to the development of their core professional identity. Students in the first two cohorts of PA Program at the Royal College of Surgeons in Ireland program were invited to interviews which solicited them to reflect and report on their own experiences of anatomical dissection during their course. Participants' responses were analyzed using a thematic inductive approach; common themes and patterns were organized into a hierarchical structure, which generated the final framework of themes. Ten participants took part in the study; only one had previous personal experience of dissection, while two further participants had some familiarity with prosected specimens. The first theme concerned the participants' expectation of anatomical dissection, with sub-themes of preconceptions, smell, and emotions. The second theme involves discussion of coping strategies that the participants used, including talking, viewing the cadaver as their first patient, and naming (or not naming) the cadaver. The third theme includes how the participants' talked about respect and compassion in the dissection room, development of team working skills, and awareness of bereavement and organ donation. A number of recommendations were also made for the experience and orientation of future students in such a program. 相似文献
5.
Neriko Musha Doerr 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):369-382
This article investigates different kinds of learner subjects that study-abroad programs produce. It is based on discourse analysis and ethnographic fieldwork in May–September 2011, involving three students from a US college studying abroad short term in Europe. The discourse of immersion in study abroad valorizes a learning-by-doing, individual, reflective learner subject who learns alone by gaining everyday experience outside the classroom and by reflecting on it. Some students subverted this discourse and became group and classroom-based learner subjects; nonetheless, they all became reflective learner subjects. This article proposes critical analysis of the discourse and links that reflectivity to critical pedagogy. 相似文献
6.
This study examines the study-abroad experiences of pre-service teacher candidates at the Faculty of Education, York University, using transformative learning theory. Disorienting experiences are a crucial first step for perspective transformation; students reported facing racial dynamics, “outsider” status, risk-taking behavior and power relations. Students’ utilized a variety of reflection opportunities; however, critical self-reflection imperative for transformation requires greater awareness of one’s frame of reference. Future studies need to examine how students’ specificities shape the realization of study-abroad goals for pre-service teachers and their ability to develop global consciousness and to work towards an equitable and just society. 相似文献
7.
Neil O’Boyle 《International Studies in Sociology of Education》2015,25(2):93-111
Research finds that participation in higher education is generally empowering for mature students but that it can also create tensions in their off-campus relationships. This article reports on findings from an ongoing study of the experiences of mature students at university in Ireland and draws from interviews with 15 such students in the final year of their studies. Following similar research by Baxter and Britton in the UK, the article considers how mature students experience and represent changes in identities and social relationships brought about by entry to higher education. Specifically, the article focuses on the risks associated with using newly acquired academic language (or ‘university speak’) off campus. The findings reported here complement existing research and offer support for Baxter and Britton’s suggestion that mature students often experience compartmentalisation and fragmentation in their self-identities. 相似文献
8.
对于数学课程的研究已经从仅关注学校与书本里的数学转向不同社会文化背景下丰富的日常生活场景。以非洲为例,就可以在日常生活中找到许多与数学课程密切相关的重要内容,因而注重"日常数学"与学校数学课程的关联,考虑数学课程的文化相关性显得意义重大。而若要在数学课程发展中很好地体现文化多样性,则需要作如下思考:理解民族和文化的数学传统与整体经验;充分利用不同文化中的资源;反映学生的学习文化与风格;处理好多样性与统一性;同时能在评价中反映学生的文化体验。 相似文献
9.
Janet Bassett Baker 《College Teaching》2013,61(4):122-125
Abstract The article describes the authors' experiences team teaching two sections of the same undergraduate social studies/language arts methods course using a model in which both instructors are present at all class meetings. One section was composed of predominantly older, nontraditional students; the other section included more typical college students. The majority of students in both sections enjoyed the experience. A narrative detailing the creation of the teaching team and suggestions for a successful team teaching experience also are included. 相似文献
10.
论现代国外教学过程理论研究的发展趋势 总被引：3，自引：0，他引：3
随着科技的进步和知识经济的来临，世界各国都对教学过程理论进行积极的研究，在各自不同的研究中出现了一些共同的趋势：从对教学过程的经验描述，概括转向对教学过程规律的科学探究，由对教学过程的一般机制的探求转为对受教育者心理现象的研究；从对教学过程的定性分析转为定性与定量相结合，由对教学过程各因素模糊的认识转为有序的研究；教学过程理论的研究既注重学生个性的充分，和谐地发展，又强调学生集体全面，协调地进步等。 相似文献
11.
Keith C. Barton 《比较教育学》2001,37(1):89-106
This research reports the results of two studies of young children's historical thinking, one conducted in Northern Ireland and one in the USA. In both countries, primary/elementary students learn about history in a variety of settings, including not only schools but also family conversations, historic sites and the media. The differing nature of historical representations in the two countries, however, leads students to contrasting conclusions about the purpose of learning about the past: in the USA, students emphasise that history is important so that they will know about the origin of their country and their own place within it, while in Northern Ireland students describe the purpose of history as being to learn about those who are different from themselves. In both countries, such comparative evidence about children's thinking provides educators with the opportunity to consider how they can build on and extend students' understanding of history. 相似文献
12.
This is the first report on the findings of a survey carried out on 578 students entering computing courses at seven institutes of technology in Ireland in 2001. The progress of this cohort of students is charted through the four years of their course using questionnaires and interviews. It is envisioned that the study will highlight the different relationships and patterns of association between these students’ progression at college and their entry characteristics. The findings presented in this article are from a section of the questionnaire administered to students in year one of their studies. It was designed to explore students’ experiences of computing prior to their entry to college. The students’ exposure to computing and their enjoyment of computing at second level was documented. Relationships between students’ experiences of computing at second level and their success/failure to progress in their course in third level are investigated. 相似文献
13.
浅谈高职《建筑力学》课程教学体系的改革 总被引：2，自引：0，他引：2
《建筑力学》是高职土木系列中的技术主干课,是学生接触的第一门专业课,这门课程要求学生有较强的综合分析能力,但高职学生由于高中阶段基础较差,再加上高职教育中《建筑力学》课时的压缩,就如何学好该课,本文从教学内容、教学手段等两个方面介绍了笔者对建筑力学教学内容改革的一点体会。 相似文献
14.
Two studies examined students classified as having learning disabilities (LD) who had received course substitutions for the college foreign language (FL) requirement. In the first study, 42 students at one university were divided into groups and compared on measures of IQ, academic achievement, FL aptitude, college grade point average (GPA), and FL and English grades. Findings showed that most of the 42 students had been classified as LD in college after experiencing problems in FL courses. Comparisons based on students' performance on measures of FL aptitude, native language skill, and performance in FL courses showed few significant group differences. In the second study, the 42 students from the first study were compared with 86 students at another university who had also been classified as LD and received course substitutions for the college FL requirement. Comparisons on demographic information and measures of IQ, academic achievement, FL aptitude, college GPA, and FL GPA showed few significant differences between the two groups. Both studies suggest that students classified as LD at different universities exhibit similar demographic, cognitive, academic achievement, and FL aptitude profiles and that educators should not make the a priori assumption that students classified as LD require course substitutions for the FL requirement or experience problems with FL learning. 相似文献
15.
16.
Reflective learning in distance education 总被引：1，自引：0，他引：1
Mary Thorpe 《European Journal of Psychology of Education - EJPE》1995,10(2):153-167
This article addresses one of three major challenges which it is argued, currently face distance education, namely its claimed over-reliance on behaviourist approaches to teaching and learning. In particular, the derivation of principles of course design which can be applied irrespective of difference of context, content and learners, has not proved to be a realistic and effective way forward. Fortunately, the practice of distance education has not been limited to applied behaviourism only, and has included approaches which draw upon social constructivist and cognitive approaches to learning. These have worked well in combination with regular feedback to students in programmes at undergraduate level at the UK Open University (UKOU). Other conceptualisations of learning have also begun to make an impact, notably the experiential and the relational. The former emphasises reflection on direct experience and the transformation of existing knowledge. The latter reveals the shaping influence of students conceptions in these areas. Distance education already has many examples of activities and projects which require students to process existing and new experience in relation to course concepts and goals. A number of courses at the UKOU are also encouraging students to review their own learning approaches and to be proactive about their study methods. A case study of two courses is introduced, as an example of teaching approaches which foster reflection on experience, integrated with conceptual learning, and reflection by the learner on their own learning process in parallel with the study of course content. Evidence is provided from evaluation of the extent to which these learning process oriented course materials, have affected the learned outcomes students identify for themeselves. The integration of a reflective component into assessment of the course has been especially effective. Students report changes most frequently at the level of general awareness of purpose of study and learning transfer, rather than in the area of detailed study skills. 相似文献
17.
Miri Shonfeld Yoram Greenstein 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):214-234
This paper focuses on student attitudes about using a virtual world (VW) learning platform. VWs allow students to meet via avatars and experience events that simulate real social experiences. It can also enhance student motivation, learning and collaboration. However, studies have reported that many students and teachers find VW difficult to use, and thus, do not adopt it. The current study sought to examine preservice teachers' experiences in VW in a multiple-college course. The aims of the study were to focus on the possible difficulties and supporting factors affecting the present use of VW and identify factors affecting the future use of VW. Ninety-nine Jewish and Arab students from eight teachers' colleges in Israel who participated in a VW learning experience completed an online questionnaire, which included items relating to their experience with computer games, difficulties and level of satisfaction with the course. Computer-game experience, cultural background, technical difficulties and satisfaction with class management predicted the intention to use VW in the future. Possible practical and theoretical implications are discussed. 相似文献
18.
潘力 《佳木斯教育学院学报》2012,(7):240+243
设计考察课程是目前高校设计艺术学专业的学生所必须要上的一门课程,这门课的主要目的是通过亲身经历,来激发学生对设计的兴趣,并通过走出去的实际参观为学生补充一定的设计思路和设计灵感,同时还可以将学生平时所学到的东西更好地得到实践的验证,因此这门课的开设对学生学习设计起到至关重要的作用。近两年,很多高校纷纷开设这门课,但是目前设计考察课程所呈现的现状不容乐观,暴露出很多问题。本文从设计考察课程的课程内容及所暴露的问题谈起,主要分析设计考察课程的未来发展方向。 相似文献
19.
Ian F. Pyper 《Higher Education Quarterly》1998,52(4):365-377
Most studies of higher education participation rates have been primarily concerned with the numbers of full-time students most of whom have progressed into higher education soon after leaving secondary school or full-time further education. This paper seeks to compare part-time provision and participation levels in Northern Ireland with that in other parts of the UK. The pattern which emerges is that part-time participation rates in Northern Ireland do not appear markedly different to those in other parts of the UK. However there are distinctive features in the pattern of provision. Compared with Scotland, a much higher proportion of part-time HE in Northern Ireland takes place within the universities. It is argued that these differences should be considered when examining options for tackling the under-supply of HE places in Northern Ireland which are identified in the Northern Ireland Appendix to the Dearing Report. 相似文献
20.
Therese Day Anita Prunty Maeve Dupont 《Journal of Research in Special Educational Needs》2012,12(3):141-150
As more students with special educational needs attend mainstream schools, it is critical that the role and operation of special schools be examined. This article reports on two case studies, one special school in England and one in Ireland, which formed part of a national review of the role of special schools and special classes in Ireland. Two students, in each case study school, were shadowed and observed during two‐day visits by the research team. These students, and everyone belonging to them, were interviewed and relevant documents were analysed. Findings are discussed in terms of responding to students' needs through: organization of teaching and learning, curriculum, leadership, specialist staff, collaboration and links outside the special school. The implications are considered with reference to research, policy and practice and the authors conclude that the evidence provides support for maintaining the special school as an integral part of the continuum of educational provision for students with special educational needs. 相似文献