共查询到20条相似文献，搜索用时 31 毫秒
1.
《International Journal of Educational Development》2005,25(1):39-52
This paper highlights the complexities surrounding the social practices involved in being an international higher degree student, and the ways in which these practices contribute to the formation of student identity. It reports research in progress aimed at understanding how higher degree students experience studying for a degree delivered ‘offshore’ by an Australian university. In particular, it presents findings of two interpretive case studies, one of a masters degree course delivered in Singapore and another of a doctoral dissertation programme delivered in Hong Kong. The line of inquiry concerns questions about the perspectives of the students: how they understand the dynamics of their particular educational context and their sense of themselves as students in relation to the communities to which they belong. 相似文献
2.
Tania von der Heidt 《Assessment & Evaluation in Higher Education》2015,40(2):286-308
This paper explains the application of concept mapping to help foster a learning-centred approach. It investigates how concept maps are used to measure the change in learning following a two-week intensive undergraduate Marketing Principles course delivered to 162 Chinese students undertaking a Bachelor of Business Administration programme in China. Using four scoring procedures (breadth of knowledge, relational quality, structural quality and holistic quality), student learning is assessed in terms of prior and new knowledge, as well as improvement in knowledge structure. Concept map scores are correlated with conventional measures of overall student performance. The results provide strong evidence for improvement in students’ ability to externalise new learned concepts resulting from intensive instruction. Incorporating concept maps as a contemporary method of learning in the curriculum potentially enriches student learning, provides a measure of the impact of teaching on students’ learning and adds value to students’ higher education experience. 相似文献
3.
梁洪霞 《重庆第二师范学院学报》2012,25(4):143-145
基于人权法内容的特殊性,在人权法教学中采用情感教学法是十分必要的。情感教学法的核心是关注学生的内在情感,塑造学生健全的人性和人格。在具体的教学实践中,可采用换位思考教学法、情绪渲染教学法、实地观摩教学法和情景模拟教学法等多种教学方法。 相似文献
4.
Deirdre James 《Studies in Continuing Education》2013,35(1):31-41
The main purpose of this article is to describe a student exercise about ageing which is part of a university course about the lifespan for social workers. The year‐long course covers development from infancy to old age. In order to describe the context for the ageing exercise, the article also summarises exercises done by students prior to that about ageing. The ageing exercise could be generalised to shorter courses, to ones dealing solely with the elderly, and is suitable for both applied and theory‐based curricula, and to both undergraduate and continuing education. This exercise is compatible with an experiential and reflective approach to learning. Dealing with elderly people is often personally challenging for students as the elderly are at a different part of the life cycle from that of students’ usual friends and acquaintances. The exercise helps students to cope with the unfamiliarity of dealing with individuals unlike themselves, and often proves to be an enriching experience for them. At the same time it enhances their understanding and subsequent ability to relate to the elderly. 相似文献
5.
Through collaboratively designed qualitative inquiry, we investigated the responses of high school students with learning disabilities to a teacher’s intervention intended to promote self‐realization, a fundamental component of self‐determination. Activities were embedded within the general English curriculum and delivered in a special education classroom over the course of an academic year. Several themes emerged from analysis of student interviews, student responses to writing prompts and surveys, a teacher journal, and student portfolio pieces. Silence and misconceptions were prevalent in student experiences. However, through the intervention students acquired information that helped them make sense of their school experiences, redefine themselves in positive ways, and take small steps toward greater self‐advocacy within their current school setting. The mediating influence of positive adult voices and concerns about social stigma were evident in students’ responses, which prompted us to question teachers’ and families’ responsibilities for engaging young people in dialogue about special education and disability. 相似文献
6.
This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively aligned PBL course for business communication. Eight students who had made notable progress were chosen for retrospective analysis. The data included 48 journal entries, interviews, and writing samples collected at different stages of the course. This study identified taxonomies of participants’ beliefs about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes. 相似文献
7.
《Journal of Further & Higher Education》2012,36(2):239-251
This research focused on the early experience of students entering an undergraduate course in a post‐1992 university that is committed to widening participation. Using Bourdieu’s concept of cultural capital and habitus as a theoretical framework, data were collected from students using an online questionnaire and small‐group discussions during the critical first days and weeks when they need to fit in to their new environment. The research was designed to consider whether there is a ‘new student’ in higher education (HE) and to consider the possible influence of cultural capital and habitus on a student’s transition. Data were collected using an online questionnaire with a response rate of 52% (n=180), and this was followed up with five small‐group discussions with 25 of the respondents. Participants self‐selected to take part in the small‐group discussions but the sample did reflect the cohort in relation to ethnicity, age and gender. The data collected from the questionnaire provided a snapshot of the students’ early experience within the university, and data from the small‐group discussions were used to triangulate this and allow emerging themes to be explored in greater depth. The results showed that the majority of the students (70%) were combining work with study and most students spent a minimal amount of time on campus, perhaps supporting the concept that there is a ‘new student’ in HE. Perceptions about their transition varied, but most of the students expressed concern about the perceived need to be an independent learner. Students stated that they needed more structured activities on campus to encourage them to fit in, and more support from academic staff, with clear instructions about what was expected. 相似文献
8.
Changes in the conceptualisation of higher education have led to instructional methods that embrace technology as a teaching medium. These changes have led to the flipped classroom phenomenon - where content is delivered outside class, through media such as video and podcast, and engagement with the content, through problem-solving and/or group work, occurs in class. Studies investigating the impact of the flipped classroom have mainly looked at the student experience with little focus on whether exam outcomes are enhanced by flipping. An undergraduate Material Technology course at The University of the West Indies was taught in two formats over two successive years. The course was taught during the 2012/13 academic year in a ‘traditional’ format but, after reflecting on student feedback and personal pedagogy, the lecturer restructured the class and taught it in a flipped format during the 2013/14 academic year. This research examines whether the flipped format improved the learning experience in relation to exam performance and student perception. Data was gathered through analysis of course grades and student evaluation questionnaires. The lecturer’s reflective comments were also reviewed before and after the study. Analysis of the qualitative data shows that the flipped format led to a slight improvement in how students perceived the course and the lecturer’s reflection shows that they are keen to continue with the flipped format as it allowed more time for them to work with students at an individual level. While no significant change in relation to average cohort exam performance was found, fewer students in the flipped classroom achieved marks at the highest level. It is therefore recommended that practitioners who intend to flip their classroom pay as much attention to student performance as they do to student perception. 相似文献
9.
A capability approach was used to identify and synthesise research studies about online students with disabilities in primary and secondary school (aged five to 18 years) in an attempt to describe the experience from an empirical perspective. A capability approach is intended to maximise agency and can be used to describe the extent to which individuals are able to use limited resources to build a satisfying and enjoyable life. In this analysis, a derived capability set was used to narrow the larger body of research about primary and secondary students in online education in order to consider only studies that described ways in which students successfully used online education to maximise agency. The derived capability set was: autonomy, judgement, practical reason, affiliation, high school graduation and a desire to help others. A method for deriving the capability set and ways in which a capability approach fails to describe this experience are discussed. 相似文献
10.
Journal entries submitted by thirteen Doctor of Education students as a course requirement were analysed in order to explore the nature and content of their reflection and the effectiveness of journal writing in facilitating student learning. The findings confirm that journal writing encourages students to engage cognitively and reflectively with course concepts and content and to make connections between their academic learning and their personal/professional experience. Marked individual differences in response styles were apparent and these impacted on the learning outcomes reported by students. An ‘analytic’ approach to journal writing helps students to clarify, organise, evaluate and personalise ideas, an ‘extracting’ approach provides a useful record of ideas and issues, and an ‘affective’ approach encourages freedom of expression and self‐evaluation. Students who adopt a ‘course‐feedback’ style, however, receive little benefit from the activity. Suggestions are made for improving the effectiveness of student journals as a learning technique. 相似文献
11.
Many authors have claimed that participatory perspectives should be a significant feature of environmental and sustainability education (ESE). This change in ESE practice implies a relocation of the process of environmental knowledge constitution from ‘before’ to ‘in’ the educational event. The aim of this paper is to clarify both the processes of knowledge constitution and the content of the constituted knowledge within participatory ESE practices. Two methods based on John Dewey’s transactional perspective are used in the study: epistemological move analysis and pragmatic discourse analysis. The empirical material consists of video-recorded student discussions about climate change in the setting of a Swedish upper secondary school with a pronounced sustainability approach. In the analyses, six different epistemological moves used by the students are identified. The analyses show how students cooperatively constitute a specific view of climate change by using these moves. A main conclusion of this study is that participatory approaches do not necessarily mean that knowledge becomes more diverse. It is therefore important that teachers pay attention to governing processes among students and occasionally challenge the common view in order to allow for alternative possibilities and views. 相似文献
12.
Students who enrol in a Bachelor of Education (Early Childhood Education) at the Institute of Early Childhood, Macquarie University, with a Diploma in Children’s Services attained from a Technical and Further Education (TAFE) institution or a Registered Training Organisation (RTO) often experience challenges in their first professional experience unit. Utilising a phenomenological approach to understand the students’ previous knowledge and experiences as they navigated through their first professional experience unit, this qualitative study identified factors including institutional structures and course content as challenging to the diploma student. To ensure diploma students can successfully transition to and participate in their first professional experience unit at university, all stakeholders including the university, the academics teaching the students, and the students themselves need to commit to a multilevel support programme. Key findings from this study support the previous research on this student cohort. 相似文献
13.
Jamison V. Kovach Michelle Miley Miguel A. Ramos 《Decision Sciences Journal of Innovative Education》2012,10(3):363-387
Communication skills are a significant contributor to an individual's success in the workplace. Unfortunately, students often have trouble expressing their ideas in written form and the poor quality of students’ written work often impedes the learning process. This pilot study investigates the use of online writing studios within a quality improvement methods course and the impact of this intervention on students’ writing competency and perceptions about the writing process. The impact of this approach on student performance is evaluated within and across semesters using comparative statistical analyses. Results show that students who participated in online writing studios performed better (i.e., at least one rubric level higher) on their final written assignments for the course compared to students who did not, and that this approach is associated with improved students’ perceptions about the writing process. This research suggests that the use of online writing studios within a content‐specific course can incrementally improve students’ writing competency over the course of one semester, and can positively affect the learning of written communication skills and change students’ perceptions about various aspects of the writing process. 相似文献
14.
This article investigates students’ understanding and students’ experiences of access and success at a Higher Education Institution. There is a growing discourse around how students at Higher Education Institutions experience access and success. These discussions are imperative so that educational practices, university systems and processes as well as educational development initiatives can be tailored to meet the needs of all students. This specifically relates to issues of how students access the university, both epistemically and culturally and what their stories of success are in their path to and through the university. Qualitative research methodologies have been used for data collection and analysis. This article describes a six-month pilot study, which falls under the Siyaphumelela (‘we succeed’) student success project. In this pilot, forty-five interviews were conducted with undergraduate students. This article is underpinned by Tinto’s theory of integration. Moving away from the discourse of unprepared and underprepared students, our approach advocates that institutions prepare better for students who have not had the advantage of acquiring the necessary skills and knowledges that would assist them to be successful in their higher education journey. This study has found that the institution is already providing services which are much needed by students for their success. However, an extension of these systems needs to take place so they reach the entire student population. Our approach in this project is holistic because we understand that how students experience access, success and student centeredness is intricately linked to becoming university students. 相似文献
15.
The development of student teachers’ professional identity 总被引：4，自引：3，他引：1
Carl Lamote 《欧洲师范教育杂志》2010,33(1):3-18
This study focuses on student teachers’ perceptions of their professional identity. The respondents are students enrolled in a three‐year course in secondary education teaching at bachelor level. Questionnaires were filled out by first‐year, second‐year and third‐year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self‐efficacy. In the first five months of the first‐year course, a shift in students’ task orientation was observed: students developed a more pupil‐centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long‐term educational qualification targets and self‐efficacy decreased. Students with work placement experience developed a more ‘realistic’ view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students’ gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement. 相似文献
16.
In an innovative, progressive school, students were asked to solve a fairly routine mathematical problem using real money in a “real-world” scenario. Even though the school values students’ ideas, the reaction of the teacher to one student’s alternative modelling of the problem suggests that he was expecting a particular answer to be provided using routine mathematical models and thinking while not being interested in exploring the student’s unexpected alternative. We place his reasoning for doing so within broad pedagogical discourses that we think define the “allowable” responses of teachers and students in ways that inhibit meaning-making for both. These broad discourses are defined as the progressive constructivist approach, the scaffolding discursive approach, the situation modelling approach and the dialogic approach. We consider the advantages and the potential consequences each might bring to the case. We suggest that extensive consideration of pedagogical discourses in mathematics classes must be reconsidered both for how we understand students’ mathematical meaning-making and how we construct student agency in relationship to culture, whether as apprentices or authors. 相似文献
17.
张小红 《湖南广播电视大学学报》2011,(2):10-12
财税法规专题课程内容与会计工作密切相关,从职业要求来看对于财经法规的学习不可或缺.但目前该课程的教学与实际工作结合不够紧密,容易造成学生仅仅是对法规的死记硬背,难以将课程的知识点融会贯通.有必要通过分析课程内容和学习者现状,围绕教学目标,根据课程内容和学生特点并结合会计岗位需求,设计实践教学内容. 相似文献
18.
This study examined some of the factors which influence college students’ evaluations of their instructors. Data were collected from 557 students enrolled in a basic speech communication course. Overall, a student's relationship with the instructor was the best predictor of the student's evaluation of the instructor. This study lends partial support to the idea that students evaluate male and female instructors differently. The variables examined in this study were better predictors of student evaluation of female than male instructors. 相似文献
19.
Anna Giles Sylvia C. Martin Deborah Bryce Graham D. Hendry 《Assessment & Evaluation in Higher Education》2004,29(6):681-685
Most course evaluation in higher education is designed and conducted by university staff and rarely are students given central responsibility for planning and implementing an evaluation. Involving students as partners in educational evaluation may offer them authentic ways to develop professional skills. We describe an ‘education option’ that involved five students in designing and conducting an evaluation of the Virtual Anatomy Tutor (VAT), an online learning resource for medical students, and report both student and staff reflections on the process. The experience gained by the five students can be transferred to other settings which provide opportunities for student designed and conducted evaluation of learning resources. 相似文献
20.
传统的会计教学方法,忽视了学生在教学中的主体作用和个性发展,制约了高职人才的培养。因此,采用新型教学方式势在必行,任务驱动教学法是一种以学生为主体、以能力为本位的新的教学理念和模式,在高职会计专业课程教学中具有很强的适用性,能极大地挖掘学生的潜能,培养学生的社会能力。克服传统教学方法的弊端,发挥任务驱动教学法在高职教育中的优势,有利于在会计专业课程教学中提高学生的综合素质。 相似文献