共查询到20条相似文献，搜索用时 500 毫秒
1.
Karl M. Kapp Timothy L. Phillips Janice H. Wanner 《Performance Improvement Quarterly》2002,15(1):25-46
There is a growing emphasis on utilizing a problem‐based learning [PBL] pedagogy to help instructional design students gain an understanding of the complex forces operating within an actual design environment. However, little literature exists to suggest that PBL is being used to teach the process by which instructional design firms and practitioners secure work—the Instructional Design Business Acquisition Process (IDBAP). This study outlines a conceptual framework for using an adapted problem‐based learning model for teaching the IDBAP, which consists of writing a response to a request for proposal (RFP), developing a working prototype, and orally presenting the solution. This study also examines the impact of a PBL pedagogy on students' perception of their confidence in solving instructional design problems. The results of this empirical research indicate that students who participate in a problem‐based learning pedagogy gain confidence in their abilities to solve instructional design problems, view themselves in emotional control when solving an instructional design problem, and are more inclined to approach similar problems in the future. 相似文献
2.
Tlakale Nareadi Phasha 《Sex education》2013,13(4):465-480
The present paper presents findings drawn from a qualitative study that investigated the impact of childhood sexual abuse on school functioning among young adult survivors in South Africa. Data were obtained by means of in‐depth individual interviews with 22 young adults. Analysing the interviews following procedures aligned to a grounded theory approach, the findings revealed the link between the emotional consequences of the experience and the individual's school performance. To provide a detailed explanation of the victims' responses, the discussion includes the multifaceted factors that trigger emotions and their interactions. 相似文献
3.
Chih‐Ming Chen Tai‐Hung Lee 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):417-440
e‐Learning is becoming an increasingly popular educational paradigm because of the rapid growth of the Internet. Recent studies have argued that affective modelling (ie, considering a learner's emotional or motivational state) should also be considered while designing learning activities. Many studies indicated that various learning emotions markedly impact learning outcomes. In the language education field, many studies have investigated anxiety associated with learning a second language, noting that anxiety has an adverse effect on the performance of those speaking English as a second language. Therefore, how to reduce anxiety associated with learning a second language to increase learning performance is an important research issue in the language education field. Accordingly, this study employed a sensor, signal processing, wireless communication, system‐on‐chip and machine‐learning techniques in developing an embedded human emotion recognition system based on human pulse signals for detecting three human emotions—nervousness, peace and joy—to help teachers reduce language‐learning anxiety of individual learners in a web‐based one‐to‐one synchronous learning environment. The accuracy rate of the proposed emotion recognition model evaluated by cross‐validation is as high as 79.7136% when filtering out human pulse signals that have bias. Moreover, this study applied the embedded emotion recognition system to assist instructor's teaching in a synchronous English conversation environment by immediately reporting variations in individual learner emotions to the teacher during learning. In this instructional experiment, the teacher can give appropriate learning assistance or guidance based on the emotion states of individual learners. Experimental results indicate that the proposed embedded human emotion recognition system is helpful in reducing language‐based anxiety, thus promoting instruction effectiveness in English conversation classes. 相似文献
4.
The current study examined the effect of the Integrated Model of Advice-giving (Emotional Support—Problem Inquiry and Analysis—Advice) on recipients’ responses to advice, exploring the mediating roles of perceived regard for face and normativeness. Participants read and responded to a conversation in which they received advice from a friend regarding a problematic situation. Results indicated that perceived regard for positive face mediated the relationship between the sequential placement of emotional support and recipients’ responses to advice. Neither perceived regard for face nor normativeness mediated the relationship between the sequential placement of problem inquiry and analysis and recipients’ responses to advice. Findings of this study suggest that the provision of emotional support has a primary role in IMA and is effective in addressing the positive face needs of advice recipient. 相似文献
5.
This empirical study explores the perspectives of eight preservice teachers on the meaning and assessment of creativity and
the role of web design in developing creative potential. Data sources included eight semi-structured interviews analyzed by
three independent raters, web design checklists, and interviewer’s notes. Five themes emerged from participant responses during
data analysis: a) definition of creativity, b) assessment of creativity, c) creativity and instructional strategies, d) creativity
and problem solving, and e) creativity and web design. Web design is viewed as a process of ill-structured problem solving
that educators can integrate in the curriculum to link content knowledge with the construction of a tangible product. Each
of the web design steps, according to these preservice teachers, is important in developing and realizing the creative potential
because they require comprehension, analysis, synthesis, application, and evaluation skills to create a unique product. 相似文献
6.
Marina Papastergiou 《Learning, Media and Technology》2005,30(3):263-279
This paper reports on a project‐based learning (PBL) environment targeted towards introducing student teachers to the design and development of educational web sites. The participants were 46 student teachers who constructed 16 web sites for primary school. A survey of their views, before and after the projects, and an evaluation of the web sites created by them were conducted with a view to assessing their responses to the learning environment, its impact on them, as well as the challenges faced during web site creation. The results showed that the PBL approach has been motivational and effective regarding the acquisition of web site design and development skills. The participants demystified the process of educational web site creation and became more interested in and self‐confident about it, although they encountered certain difficulties in image processing, file management and design of navigational structures. 相似文献
7.
Martin Graff 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):407-418
Two of the principal issues, which have been addressed in assessments of the benefits of web‐based instructional systems, are firstly, whether the segmentation of information provided by the web structure aids users in apprehending the interrelationships between the units of information featured in the web. Secondly, whether providing the user with an overview of the web system assists in facilitating his/her learning. It is suggested in the present study that these two issues may be more effectively understood by a consideration of an individual's cognitive style. Fifty participants were assigned to one of two web‐based instructional systems featuring information on the subject of psychological ethics. The information in one of the web systems was segmented to a greater degree than the information in the other. Half the participants using each web system were given an overview of the system and half were not. After a given time using the system, participants were tested on the information from the web. The findings suggest that cognitive style and segmentation had an effect on performance, although the provision of the overview had little effect. The results are discussed in terms of a consideration of cognitive style in the design of web‐based instructional systems. 相似文献
8.
Wim Westera 《Learning, Media and Technology》1999,24(2):87-102
In contrast with many other design tasks, the design of audiovisual sequences seems to depend highly on the designers’ particular talents, insights and creativity. Some customers experience the intangibility or rather the sheer impossibility of discussion on design decisions, due to the lack of an overall audiovisual design methodology. Especially at the microlevel, that is the level of concrete images and sounds, audiovisual programme development tends to be a matter of taste instead of well‐considered decisions. To provide a vocabulary for functional programme design, the present article introduces a didactic framework that serves as a classification scheme. It constitutes some 49 microlevel functional categories that support both the design and the analysis of audiovisual sequences. The structure and content of the framework are based on empirical evidence on learning and instruction. The present article describes and discusses all categories of the framework. 相似文献
9.
刘彦宇 《洛阳师范学院学报》2012,(2):80-83
艺术设计专业的学生在制作网页时具有艺术审美优势,但是由于高职院校在艺术设计专业领域开设的网页设计课程很少涉及到计算机科学及信息技术领域的相关知识,往往使得网页设计脱离实际,过于追求美观而忽视用户体验,华而不实.本文提出了一种基于学生先前知识的网页设计教学内容的选择方法.在有限的教学时间内,根据学生的先前知识状态,有针对性地扩展计算机科学及信息技术领域的相关教学内容.从学生的学习效果和学习水平测试分析中得出:这种方法可以更有针对性地选择教学内容,灵活地实施教学. 相似文献
10.
Emmanuel Tsekleves Amar Aggoun John Cosmas 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):857-868
This research study explores the use of different lab material, investigating which types of materials contribute the most to the delivery and support of laboratory (lab) sessions to design, skill‐based and technical courses in higher education in the UK. A qualitative research methodology was employed for this investigation and included both key stakeholders in academia, including 75 students and 12 tutors. An investigation was also conducted tracking student activity on the university's e‐learning facility (U‐link). Our key findings indicate that overall electronic material is considered the most effective type of material for the delivery of a lab session. This is followed by print, video and lastly audio material according to student responses and video, print and audio material according to tutor responses. Student and tutor responses varied per individual module/subject area. Video material was regarded by students and tutors as the most effective type for the delivery of skill‐based lab sessions and generally for independent learning, and electronic material was regarded as the most effective type for the delivery of technical and design lab sessions. Lastly, student tracking revealed that the introduction of video lab material in two modules increased the average time spent by students on U‐link by 58% for the technical module and 97% for the skill‐based module respectively. 相似文献
11.
Video diary: a method for exploring learning dispositions 总被引：1，自引：0，他引：1
Andrew Noyes 《Cambridge Journal of Education》2004,34(2):193-209
This paper presents an innovative method for qualitative research in education. The video dairy technique was developed and used alongside other qualitative methods to map the socio‐cultural landscape of primary‐school children's learning dispositions prior to their transfer to secondary school. The larger project comprised a case study of a group of children transferring from one Year 6 classroom to their local comprehensive secondary school, with particular reference to their learning of mathematics. Theoretically framed by Pierre Bourdieu's sociological tools, the study explored the impact of three fields—school, family and peer group—upon children's learning dispositions and trajectories at this school interface. The alternative perspectives afforded by the diary entries highlighted the inter‐relatedness of the three fields of interest, often in ways that had not been anticipated or considered. I will explain practical aspects of the process and consider some of the challenges that might be experienced by researchers using video diary techniques. 相似文献
12.
Sigrid Wimmer Manuela Paechter Helmut K. Lackner Ilona Papousek 《Mind, Brain, and Education》2020,14(1):5-15
Exams often trigger avoidance motivation and a tendency to withdraw; instead, an approach‐oriented motivational state would be more desirable, since this encourages an invigorated and persistent approach to tasks. This study investigated the role of academic self‐concept on the activation of relative approach versus avoidance motivation during the course of an exam‐like situation. In 62 university students (50 women), academic self‐concept was assessed using self‐ratings, and activation of approach versus avoidance motivation was assessed by using the electroencephalogram alpha asymmetry response. Academic self‐concept proved to be an important moderator of motivational responses during the challenging situation. A more negative self‐concept was related to sustained decrease in approach motivation, to rumination, and to worsened mood. In contrast, a positive self‐concept was related to more positive mood and activation of approach motivation even beyond task completion. The findings have educational implications, for instance, for the design of exams and performance feedback. 相似文献
13.
网络主题探究教学模式(WebQuest)即学生通过网络来寻求某个问题的解决方案。该设计把现代教育技术——网络教学资源融入传统的《英语测试》课程中,以"考试成绩分析"的主题为例,研究网络主题探究教学模式及设计方法,通过定性分析和定量分析相结合的方法,探讨网络主题探究教学模式对学生及其自主学习的影响。 相似文献
14.
Hemant C. Sashittal Avan R. Jassawalla Peter Markulis 《Decision Sciences Journal of Innovative Education》2012,10(3):413-446
Apathy and social disconnectedness among undergraduate business students remain poorly understood and under‐researched—despite evidence that they produce an adverse impact on learning‐related outcomes. Qualitative research was initially conducted among a sample of undergraduate business students to identify the antecedents and learning‐related consequences of apathy and social disconnectedness, develop grounded definitions, hypotheses, and scales. This was followed by a survey that aimed to test a conceptual model that emerged from qualitative data. The study finds evidence to suggest that high levels of anxiety among students antecedes social disconnectedness and powerlessness, which trigger apathy or the lack of caring about being a student or attending college. These psychosocial problems are severe enough, the study finds, to adversely impact the quality of students’ learning experiences. Implications for new thinking and research are discussed, and implications for improving instruction are derived from the findings. 相似文献
15.
16.
Alexandra Massey 《Emotional and Behavioural Difficulties》2013,18(2):121-133
The impact of project‐based learning has been shown to be effective in increasing pupil motivation, improving problem‐solving skills and thinking skills in studies by Barrows and Williams. ‘Project Hour’ was set up in order to conduct a longitudinal study over the course of one academic year, to observe and record progress and development in independent and imaginative learning in a sample of primary school‐aged children with social, emotional and behavioural difficulties. This group was highlighted as having poor development and experience of language and school that has detracted from this aspect of their learning. ‘Project Hour’ allowed the children to have freedom in their creativity regarding a four‐week project chosen individually. The role of the adult was to support the child with materials required and assist the child as the child requested. Over the period of an academic year, the children progressed in their own thinking skills, problem‐solving skills, and creative and organisational skills. The children's behavioural problems in the learning situation reduced and children were keen to participate and to be included in the Project Hour groups. 相似文献
17.
Based on a secondary analysis of studies on Flemish primary schools, the article argues that the metaphor of the gatekeeper, on the threshold between the outside‐school and the inside‐school world, is a powerful frame to capture some of the particular complexities of principals’ emotional experience of themselves and their working conditions. More in particular, the image allows for a more refined and in‐depth understanding of the emotional and relational aspects in the position and role of the principal. Apart from depicting the working conditions of leadership in terms of the gatekeeper‐image, the authors contend that the inevitable normative character of education contributes to a sense of vulnerability and emotionality in leadership. Two themes appeared to be prominent in principals’ experience of their gatekeeper’s position: first, being caught in a web of conflicting loyalties and second, the struggle between loneliness and belonging. Underneath these themes—it is argued—lies the issue of the principal’s professional self in the particular school. The article concludes with suggestions for the training of (future) principals. 相似文献
18.
An important reaction to individuals involved in problem solving is that of knowing the accuracy of their responses. Prior research has established that young adults are accurate in estimating correctness to responses on the Wechsler Adult Intelligence Scale (WAIS). The present study extended these findings to the elderly and also considered whether ability‐extraneous variables (e.g., fatigue) influence either accuracy in judging correctness or IQ score. The WAIS was administered to 44 community‐dwelling elderly citizens in a counterbalanced manner to control for motivational influences. The examinee's IQs and estimations of correctness were measured. Materials included standard WAIS protocols and forms on which the examinees wrote a plus (+) or minus (—) after each response, indicating feelings of correctness as +, or of an incorrect answer as —. Results show that older examinees are highly accurate in their feelings of correctness. Analyses of variance and covariance indicated order of presentation significantly influences accuracy in reporting correctness. While IQ score was not affected by order of presentation, mean performance IQ score was significantly lower than mean verbal IQ score. Findings suggest that older persons seem uncomfortable with ambiguity and seem to possess an unrealistic fear of failure. Persons involved in educating the elderly should strive to assist in the reevaluation of unattainable goals. By having more realistic goals and early successes in a program, the older learner can reduce unpleasant emotional states and is more likely to remain in a program. 相似文献
19.
多媒体视听区是高校图书馆提供音视频资源使用和用户自主学习的场所,是图书馆资源服务空间建设中不可缺少的组成部分。通过分析视听区的设计理念和网络化、数字化、多元化的服务特点,阐述以用户需求为中心,视听区在满足用户学习、文化休闲需要等方面的影响,探讨视听区今后的发展设想。 相似文献
20.
Attitudes of Dutch and German preschool teachers towards professional childcare: a cultural comparison 总被引：1，自引：0，他引：1
Anke König Geerdina Maria van der Aalsvoort 《Early Years: An International Journal of Research and Development》2009,29(3):249-260
This study explores educators' reflections on professional childcare practice in different national contexts. The data were collected by showing video clips of classroom activities in Japanese, Dutch and German pre‐schools to experienced German and Dutch pre‐school teachers. The clips were used to elicit their opinions on playing and learning in educational settings through a standardized questionnaire completed immediately after viewing each clip. The participants were also invited to rate the strength of cognitive, social, physical and emotional developmental domains during the activity. These data were analysed by classifying the questionnaire responses into four categories: remarks related to teachers, to children, to peers and to context. The frequencies of the categories and the ratings of developmental domains were computed and compared by t‐tests between the German and the Dutch sample. The findings revealed that pre‐school teachers offered more elaborated perspectives on the content of the foreign video clips than on the clips from their own country. There were also some differences with regard to developmental domains. With regard to pre‐school teacher training it was concluded that the teachers' knowledge base should be used as an input for their professional practice. 相似文献