首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 265 毫秒
1.
The hidden cumculum has served the very useful purpose in educational discourse of alerting educators to the complexity of physical education teaching and learning. However, the ambiguity of the phenomena the term attempts to describe has led to a certain notoriety, and there is now considerable confusion over the meaning of the term hidden curriculum. This paper reviews selected studies of the hidden curriculum in physical education and other literature. The aim of this review is to assess its potential for helping us to better understand physical education as a cultural practice. Building on this review, it is suggested that the terms discourse and ideology locate the hidden agendas of physical education teaching and learning within the realm of communication and meaning making. The implications of this perspective for physical education teaching and research are examined. It is suggested in conclusion that the more precise identification of the hidden curriculum as an aspect of communication and meaning making is important, given new pressures deriving from mass media and popular culture that impact on physical education teaching and learning in subtle ways.  相似文献   

2.
Abstract

As is the case in many areas of society, quality issues have come into focus also in higher education. One expression is that there are a number of institutions in higher education where a Total Quality Management (TQM) perspective has been adopted. However, most of these examples are found in non‐academic activities. This article discusses the possibility to achieve improvements in teaching and learning from the adoption of a TQM perspective. The discussion will be based upon an analogy with one particular development common in trade and industry, namely the transition towards process orientated structures, and towards less reliance on screening, rework, and scrapping of non‐conformances. The basic argument is that a similar change in higher education accompanied by the adoption of a TQM perspective comprising elements as focus on customer needs, process orientation and continuous improvements could result in improvements in teaching and learning  相似文献   

3.
The widespread adoption of information and communications technologies (ICT) in higher education (HE) since the mid 1990s has failed to produce the radical changes in learning and teaching than many anticipated. Activity theory and Rogers’ model of the adoption of innovations provide analytic frameworks that help develop our understanding of the actual impact of ICT upon teaching practices. This paper draws on a series of large‐scale surveys carried out over a 10 year period with distance education tutors at the UK Open University to explore the changing role of ICT in the work of teachers. It investigates how HE teachers in one large distance learning university have, over time, appropriated ICT applications as teaching tools, and the gradual rather than revolutionary changes that have resulted.  相似文献   

4.
Our pervasive adoption of CMC in higher education has far outpaced our understanding of the nature of CMC and, accordingly, how this medium should best be used to promote higher‐order learning (Garrison, Anderson, & Archer, American Journal of Distance Education, 15(1), 7–23, 2001). Therefore, this study examined the relationship between peer interaction and learning outcomes by creating and testing through structural equation modeling a model of five variables—learner characteristics measured by self‐construal, perceived teaching style, task design, course requirements, and prior CMC experience—that influence self‐reported peer interaction and self‐reported learning outcomes. The results showed that perceived teaching style had a small direct effect (0.23) and prior CMC experience had a moderate direct effect (0.31) on self‐reported peer interaction; self‐reported peer interaction had a strong direct effect (0.66) on self‐reported learning outcomes.  相似文献   

5.
The paper focuses on the question of how to advance collaboration through the Web and support lifelong learning. First, the theoretical framework and architecture of a new web‐based tool, the ‘IQ Team’, is introduced. IQ Team is an interactive online assessment and support system to learn social skills needed in cooperative work, and belongs in an interactive online assessing and tutoring system, ‘IQ Form’, developed for the Finnish Virtual University. IQ Team has three main elements: (1) interactive self‐evaluation test banks, (2) online tutoring sets and (3) learning diaries. In the creation of IQ Team, the validation process was conducted with two samples (n = 259 and n = 275). The online students’ social skills in different groups were explored, and the feedback data from different user groups were analysed. The online students scored high values for social skills, and no differences were discerned between university, Open University and technical students. The qualitative data (n = 35) were collected in order to get users’ feedback of the tool. The qualitative data consisted of interviews, open‐ended questions and online discussions. The users of IQ Team reflected that the tool benefited them to become aware of their group work skills and developed their collaborative learning skills. IQ Team provides a powerful tool for online instruction and communication in higher education and in the Open University to promote joint‐regulated learning.  相似文献   

6.
The use of the concept of `ideology' in interpretation of science education curricula, textbooks and various practises is reviewed, and examples are given by referring to Norwegian curricula and textbooks. The term is proposed to be used in a broad sense about any kind of action-oriented theory based on a system of ideas, or any attempt to approach politics in the light of a system of ideas. Politics in this context is about shaping of education, and is related to forces (i.e., hypothetical impacts of idea systems) which may legitimise, change, or criticise social practices. The focus is (although not in every case) on the hidden, unconscious and critical aspects. The notion ideological aspects is proposed to be related to metaphysical-ontological, epistemological and axiological claims and connotations. Examples of educational issues concerning e.g., aims, compartmentalisation, integration, and fundamentally different ideas about truth, learning and man are mentioned. Searching for a single and unifying concept for the discussing of all of science education's fundamental questions seems however in vain. Therefore a wide range of concepts seems necessary to deepen our understanding of ``the fundamental questions'.  相似文献   

7.
Key issues for research in self‐directed learning   总被引：1，自引：1，他引：0  
This paper consists of two parts. The first part gives an overview of two major paradigms which have influenced research in education; the positivist/empiricist and the interpretive. It is argued that research into self‐direction has been dominated by the positivist/empiricist paradigm and that, because of a fundamental incompatibility between the assumptions underlying positivism and those underlying ‘self‐direction,’ research into self‐direction has been ‘blocked.’ It is suggested that the adoption of an interpretive paradigm promises to reinvigorate and redirect research into self‐direction in learning.

The second part of the paper represents an attempt to develop a research agenda into self‐direction from an interpretive perspective; that is, one which takes account of the learner's subjective construing of the learning situation. This subjective construing includes pur elements: (1) the learner's view of learning in general; (2) the learner's view of the specific learning endeavour being researched; (3) the learner's view of assistance or direction received; and (4) the learner's view of autonomous leaming and the development of personal autonomy. It is also suggested that any adequate research into ‘self‐direction’ should ideally take account of the perspective of the facilitator or other person offering help and assistance, since learning situations depend largely on the quality of the relationship established between the learner and the ‘helper’.  相似文献   

8.
Art's relationship with education is often characterised by paradox. Yet art is often reified within an education system that refuses to see the pedagogical strengths of paradox. This article approaches art education from three positions. The first is that art is a construct that is neither natural nor necessary. The second is that there are no aesthetic or pedagogical imperatives, but that art education is the recognition of groundlessness where paradox facilitates learning. The third approach is to reposition art with regards to its relationship with learning, education and schooling. Here it is argued that art's only choice is to deschool learning. The latter is moved by an underlying dilemma as to whether art, considered as an autonomous human act, could ever engage with systems of learning without being turned into a tool or a thing. Unless art education is deschooled, the teaching and learning of art remains trapped between the assumptions of process and product. So the idea of art and education as shared practices within schooling remains somewhat dubious unless art's practices are recognised in parts perceived as wholes and where conclusions are marked by open‐endedness. No possibilities for art or learning could ever emerge unless a radically different set of conditions give way to a state of affairs where knowledge is a matter to be discovered but never determined, and where a fixed ground is transformed into a wide horizon.  相似文献   

9.
The rapid adoption of social media technologies has resulted in a fundamental shift in the way communication and collaboration take place. As staff and students use social media technologies in their personal lives, it is important to explore how social media technologies are being used as an educational tool. The aim of this paper is to analyse the role of social media, in particular, Facebook, as an educational tool in higher education. Through a review of the literature, this paper explores the myriad ways in which Facebook is being used as an educational instrument for learning and teaching. Multiple benefits of Facebook usage for learning and teaching have been identified such as increased teacher-student and student-student interaction, improved performance, the convenience of learning and higher engagement. The paper also highlights the potential problems and limitations of Facebook usage ranging from educators’ dominance to privacy concerns. Finally, Facebook usage guidelines that can be adopted by educators to encourage social media adoption are proposed. As social media usage continues to grow in higher education, future empirical research is warranted.  相似文献   

10.
This article investigates the impact of a changing higher education system on young adults' priorities and motivations. A considerable number of studies have explored the impact of recent changes on patterns of participation within higher education. However, there has been less emphasis on how such changes have been played out in the experiences of graduates and, more specifically, in the interface between higher education and lifelong learning. To redress this gap, this article explores the changes to graduates' experiences brought about by the ‘massification’ of the higher education system. Research conducted amongst young people in Australia has suggested that as result of the normalisation of post‐compulsory education and the encouragement of high aspirations, young people have come to assume a one‐to‐one relationship between being qualified and having a lasting professional career. It has been argued that as a result of these assumptions, young adults are often disappointed when they do eventually enter the labour market, and experience uncertainties previously associated with the end of compulsory schooling. If young adults do indeed feel misled about the rewards of a higher education, it is possible that this may have a significant bearing on their perceptions of the value of engaging in further education and training in the future. Drawing on 90 life history interviews with graduates in their mid‐twenties, this article explores the prevalence of such attitudes in the UK and their impact on young adults' attitudes to lifelong learning.  相似文献   

11.
Background: Academic staff have a key role to play in the innovation efforts of universities aiming to exploit the potential of web-based learning technologies. Although learning technologies are an important building block of educational innovation, the eLearning adoption rate of European academic staff appears disappointing. The majority of curricula in European universities are stalled in the traditional pedagogical model of knowledge transmission, which continues to dominate teaching and learning.

Purpose: This conceptual paper explores underlying structural and cultural barriers to technology-enhanced innovation in higher education.

Sources of evidence: Starting from the underdeveloped state of eLearning in European universities, the paper challenges arguments that visible barriers such as technical issues, budget constraints or lack of interest in technology amongst academic staff represent the actual reasons for the slow advancement of learning technologies in university curricula.

Main argument: The paper argues that the lack of faculty interest and engagement for eLearning are visible symptoms for deeply rooted causes, which hinder current innovation efforts of universities. It explores theoretical viewpoints for structural peculiarities of universities, motivational and habitual traits of academic staff, and long-standing cultural values in the academic community in an attempt to understand their impact on technology-enhanced innovation in higher education.

Conclusions: The real dilemma for eLearning innovation is caused by macro-level influence factors that even committed universities can hardly overcome at institutional level. University leaders have to take the underlying innovation barriers into account when they try to engage academic staff for the use of learning technologies. With a realistic view on existing limitations, institutional eLearning adoption efforts have to be tailored to serve real learning needs and motivations of academic staff; and they have to consider specific goals and contexts within different universities.  相似文献   

12.
Little research has examined the critical components of successful K‐12 online schools, due in part to the theoretical focus of current frameworks on higher education rather than characteristics of K‐12 online learners and environments. Using K‐12 online research, this paper examined teaching presence as explained by the Community of Inquiry framework and identified additional teacher roles that needed stronger emphasis. We termed the new construct teacher engagement. Teacher engagement was shown to be helpful in describing and identifying effective teacher practices at the Open High School of Utah (OHSU), a successful online charter school. Through a series of 22 interviews with over half of the OHSU faculty, it was found that teachers worked to improve student outcomes by (1) designing and organizing learning activities, (2) facilitating discourse with students and parents, (3) providing students with one‐on‐one instruction, (4) nurturing a safe and caring learning environment, (5) motivating students to engage in learning activities and (6) closely monitoring student behavior and learning. These six elements describe the core of teacher engagement.  相似文献   

13.
SEPTIMUS is a one‐year Europe‐wide postgraduate theoretical course for psychotherapists and counsellors provided entirely via the Internet. It may be used as part of a training course, with face‐to‐face elements provided locally, or for continuing professional development. The course was developed at the University of Sheffield in collaboration with psychotherapy training institute partners in seven other European countries. Two studies involving 167 SEPTIMUS students and 60 comparable face‐to‐face students were undertaken. ? Study 1. Drop‐out rates for the SEPTIMUS programme were found to be low, and comparison between those dropping out and those completing did not highlight any significant factors linked to distance learning. However, students cited finance, distance from training centre, lack of practical experience, family commitments and the intensity of their working weeks as having been barriers to taking face‐to‐face learning courses in the past.

? Study 2. SEPTIMUS students (e‐learners) were compared with students taking comparable attending (face‐to‐face) theoretical courses also being provided by partners in the project to psychotherapy trainees. Significant differences were found in distance from training institute and ability to visit training institute. SEPTIMUS students had higher levels of computer ownership, frequency of Internet use and IT skills than attenders; these factors when examined in Study 1 did not have an impact on the drop‐out rate of e‐learners.

e‐Learning can overcome barriers to traditional learning in psychotherapy, particularly distance from a training centre, without loss of student satisfaction or student performance. Factors sometimes thought to be obstacles to e‐learning, such as information technology skills, were not found to be significant barriers – although they may have affected recruitment. Certain aspects of e‐learning, such as the tendency to facilitate self‐disclosure, were found to be very beneficial, particularly in the context of psychotherapy programmes.  相似文献   

14.
Rapid technological advancement has changed the landscape of design education to be integrated with educational technology, and the worldwide COVID‐19 pandemic has further accelerated its transition to online education. Pedagogical engagement with online education is unavoidable to ensure that the transition is successful when the situation ends. Yet, many prior studies on online design education remain focused on technical and administrative uses of digital technologies. In this article, meta‐connective pedagogy is introduced to enable educators and researchers critically to engage with pedagogical concerns emerging from the connective nature of the digitally networked world. Meta‐connective pedagogy is to focus on we are always‐being‐connected and argue that authentic learning and teaching are determined by diverse forms of pre‐existing connectivity. This article consists of four parts. First, it is argued that studio‐based learning has developed a ‘resistant’ stance towards online education, which justifies the omission of understanding connective features from its discourses. Second, four up‐to‐date studies on online design education are critically reviewed in a comparative manner, as their views are split into technical and pedagogical aspects. Third, meta‐connective pedagogy is introduced to address why and how connectivity becomes an emerging pedagogical concern for online education. Fourth and last, a schematic form of meta‐connective design education is articulated, and new roles and responsibilities of educators are addressed. Overall, it is argued that the whole concept of design education is subverted towards connectivity that is inclusive of social components of traditional design studios in a more efficient way.  相似文献   

15.
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   

16.
The paper proposes that the function and meaning of adult learning has significantly changed since the times the ‘founding fathers’ outlined a philosophical framework for adult education. And already for them the philosophy of conventional education never really seemed adequate. Likewise, a philosophy of adult education today–which is badly needed ‐‐ can no longer be derived from the philosophy of conventional education, and must be elaborated from bottom‐up, i.e. by understanding themeaning of learning for adult learners today as well as the function of adult learning in present society.  相似文献   

17.
The aim of the current research was to examine pre‐service, general and special education teachers' attitudes to and knowledge of metalinguistics (awareness of language structure) in the process of learning to read. Effective teachers of reading, writing, and spelling need to understand the relationship between speech and print because these basic language processes are often deficient in cases of reading failure. Teachers also need to be knowledgeable in this area to benefit from psychologist and specialist reports. Using a questionnaire adapted from the Teacher attitudes about early reading and spelling survey and the Survey of linguistic knowledge, 93 pre‐service teachers; 209 general teachers and 38 special education teachers were surveyed. Results indicate a positive attitude to but poor knowledge of metalinguistics in the process of learning to read. Special education teachers performed significantly higher than both other groups on aspects of attitude and knowledge.  相似文献   

18.
Abstract

The design of an effective interactive learning environment requires understanding the intricate relationships among people, tools, and problems. Many end‐users do not have the necessary skills, nor the time or patience, to compose programs from computer science‐sanctioned programming primitives. End‐users require environments that elevate the task of programming to the manipulation of components that are directly pertinent to the problems to be solved. This article introduces the Agentsheets programming substrate employed by designers to create interactive learning environments that are geared toward end‐users solving specific problems. A number of educational and industrial applications are used to illustrate the design and use of Agentsheets environments in domains such as art, artificial life, environmental design, games, kitchen design, and visual programming.  相似文献   

19.
This article addresses writing in higher education with the primary aim of conceptualizing writing as a mediational tool. The conceptual framework consists of three concepts: learning trajectories, mediation, and recontextualization. The article describes how writing can work as a mediational tool and suggests possible implications for higher education. An empirical study from the context of initial teacher education in Norway is used for the purpose of illustration. Writing activities can mediate learning in important ways. However, design elements that make students explore, contrast, and compare different meaning potentials and position themselves within disciplinary or professional discourse are crucial when considering the potential of writing as a mediational tool in higher education.  相似文献   

20.
In an age of uncertainty, one of the aims of higher education is to establish lifelong learning abilities in students. However, different authors remain divided on the question of what constitutes ‘lifelong learning ability’. This article proposes the hypothesis that the cultivation of lifelong learning abilities in higher education needs to be conceptualised and sustained through a focus on the constitution and operation of agency. The cultivation of lifelong learning as a set of agent abilities needs to be grounded within the mode of being, a concept inspired by Heidegger, rather than within having or doing. While the importance of developing epistemology by focusing on learning as delivery (having) and interacting (doing) is not denied, this article suggests that higher education also concerns ontological learning. The Heideggerian perspective on being provides a more person-focused approach that is useful for providing balance and congruence between feeling and thought and between mind and body, supplementing the having and doing approaches by inviting students to reflect on their own growth and leading not only to knowledge construction for problem-solving but also to the construction of subjectivity as a means of finding meaning in the learner’s existence in times of uncertainty.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号