共查询到20条相似文献，搜索用时 15 毫秒
1.
Frans van Vught 《Tertiary Education and Management》2013,19(4):347-354
Abstract Burton Clark, in Creating Entrepreneurial Universities, defined the characteristics of what he named ‘innovative universities’. The paper considers these characteristics ‐ particularly such universities' willingness to adapt to changing environments and how they seek to do so. It identifies the challenges facing universities and considers why universities need to adapt their research, teaching and learning, and knowledge transfer. Innovative universities do seek to escape history — they adapt to change. 相似文献
2.
This study investigated the relationship between the development of students’ self-regulated learning and students’ perceptions of the learning environment in terms of autonomy support, the emphasis on relevance and collaborative learning. In addition, we compared innovative learning environments that aim to enhance self-regulated learning with traditional learning environments. Questionnaires for measuring self-regulated learning and perceptions of the learning environment were administered by 648 students. Self-regulated learning was measured at the start of secondary education and again half way through the first year. The results point to the importance of how students perceive the learning environment for self-regulated learning. There was a positive relationship between autonomy support and relevance and self-regulated learning. Furthermore, students in innovative environments perceived more autonomy support, more emphasis on relevance and more collaborative learning than those in traditional environments. Students in innovative environments, however, reported no more self-regulated learning than students in traditional environments. 相似文献
3.
This research investigates scaffolding approaches for supporting low-achieving learners in a problem-based learning environment. The study was conducted in a vocational school with 3 different approaches to scaffolding using 3 groups in addition to a control group. The area of focus was a learning module using computer spreadsheets. The results showed that there was a significant difference in outcomes among the 4 groups. The group that used a semicollaborative approach combined with worksheet performed significantly higher on posttests than the other group. This study illustrates the value of scaffolding for low achievers in problem-based learning environments and identifies the specific type of scaffolding that is most effective. 相似文献
4.
Lauren Grasmick Timothy Gray Davies 《Community College Journal of Research & Practice》2013,37(2):67-80
This grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes. This study was based on in-depth interviews with nationally recognized community college presidents selected on the basis of their work in implementing participative governance within their respective institutions. The findings of this study are presented according to the emergence of four axial categories, and a core category is described and explained. Participative leadership is highly interactive and dynamic. Perhaps most importantly, participative leadership is a developmental process for building environments for broad participation. The core category, Visioning Participative Environments, reveals the centrality of the visioning process throughout each sequence of the participative leadership process. This model identifies and explains key participative leadership practices that flow from the theoretical cornerstones. 相似文献
5.
Dominique Moyse Steinberg Mohan Krishna Vinjamuri 《Journal of Teaching in Social Work》2013,33(4):363-383
The research classroom is a prime venue for socializing master’s-level students as evidence-based practitioners. This article identifies an innovative approach to teaching research based on five adult-learning principles and the use of small ongoing groups that, when blended as the signature pedagogy, enable students to successfully actualize the Council on Social Work Education Educational Policy and Accreditation Standards required for professional practice. The article describes and discusses the five adult-learning principles that form the basis of this approach and four types of small-group activities that are used over the yearlong course, concluding with implications for reorganizing the traditional research classroom. 相似文献
6.
Direct instruction approaches, as well as the design processes that support them, have been criticized for failing to reflect contemporary research and theory in teaching, learning, and technology. Learning systems are needed that encourage divergent reasoning, problem solving, and critical thinking. Student-centered learning environments have been touted as a means to support such processes. With the emergence of technology, many barriers to implementing innovative alternatives may be overcome. The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions. 相似文献
7.
John A. Hansen Michael Barnett James G. MaKinster Thomas Keating 《International Journal of Science Education》2013,35(13):1555-1575
In this study, we explore an alternate mode for teaching and learning the dynamic, three‐dimensional (3D) relationships that are central to understanding astronomical concepts. To this end, we implemented an innovative undergraduate course in which we used inexpensive computer modeling tools. As the second of a two‐paper series, this report focuses on the qualitative differences of students' understandings of both spatial and declarative knowledge domains as reflected by their two distinct learning environments — a traditional astronomy classroom and an experimental astronomy course grounded in problem‐solving and modeling with dynamic, 3D, computational modeling software. We found that students who constructed 3D computational models tended to have a more scientifically sophisticated understanding of dynamic spatial relationships, whereas students in the traditional class developed more accurate understandings of the properties and general facts and figures regarding celestial bodies. 相似文献
8.
Sophie Arkoudis Kim Watty Chi Baik Xin Yu Helen Borland Shanton Chang 《Teaching in Higher Education》2013,18(3):222-235
A feature of Australian Higher Education over the last 10 years has been the increased numbers of international students. This feature has been perceived to have great potential for enhanced learning for all students – both international and domestic. Yet, student surveys and research clearly indicate that there is very little interaction occurring between domestic and international students. This article reports on a study that investigated the extent to which university teaching can promote interaction between students from diverse cultural and linguistic background. Using an innovative video-analysis methodology, the research found that academics engage in a variety of activities to encourage interaction between student groups. In order to assist academics in planning interaction, one of the main findings of the study was the development of ‘The Interaction for Learning Framework (ILF)’, that identifies key dimensions for curriculum design that can be used by academics to inform ways that they can enhance interaction between diverse student groups within teaching and learning contexts. 相似文献
9.
The study used path analytic techniques to examine relations between children's subjective school outcomes and measures of their family and school learning environments. Included in the sample were 250 twelve-year-old Australian children, 120 girls and 130 boys, and their parents. A home interview schedule was used to assess parents' aspirational, instrumental, and expressive orientations in relation to education while children's perceptions of the regulative, instructional, innovative, and interpersonal contexts of their schools were obtained. The findings indicated that when a refined measure is used, children's perceptions of their school environment have moderate to strong links with school-related outcomes even when family influences are assessed by detailed social—psychological process variables. For future research, however, the study suggests that parallel measures of children's perceptions of their family and school environments should be developed for a more complete understanding of the ecological correlates of children's characteristics. 相似文献
10.
If children are to benefit from research in Mathematics Education then dissemination needs to reach their teachers. It is undoubtedly valuable to have peer reviewed articles in academic journals but the nature of such publications often makes them inaccessible, or at least inconvenient, for these teachers. This report identifies an innovative approach to dissemination of research through an interactive CD-rom and an initial evaluation by practitioners. 相似文献
11.
Marnie Curry Kim Jaxon Jennifer Lin Russell Mary Alice Callahan Jeanette Bicais 《Teaching and Teacher Education》2008
This paper investigates beginning teachers collaboratively making sense of and responding to the micropolitical environments of their schools. Drawing on a qualitative multi-case study conducted within the context of a university-sponsored, inquiry-based induction program, this research employs a community of practice frame to examine how novice teachers came to practice “micropolitical literacy.” The paper identifies four dimensions of micropolitical discourse that surfaced in the situated setting of the inquiry groups. The analysis further illustrates how beginning teachers, while participating in inquiry groups, coconstructed understandings of the organizational structures and professional cultures of their schools. 相似文献
12.
Using tourism free‐choice learning experiences to promote environmentally sustainable behaviour: the role of post‐visit ‘action resources’ 总被引：1，自引：1，他引：0
This paper argues the need for the providers of ecotourism and other free‐choice environmental learning experiences to promote the adoption of environmentally sustainable actions beyond their own sites, when visitors return to their home environments. Previous research indicates that although visitors often leave such experiences with a heightened awareness of conservation issues and intentions to adopt environmentally responsible behaviours, only a minority translate these intentions into real actions. Building on research and theory in relation to visitor experiences in free‐choice learning environments, the paper identifies three different stages in the educational process and proposes a strategy for facilitating the translation of visitors' behavioural intentions into the adoption of sustainable actions through the provision of post‐visit action resources. 相似文献
13.
Pádraig Hogan 《Educational theory》2013,63(3):237-252
The notion of competencies has been a familiar feature of educational reform policies for decades. In this essay, Pádraig Hogan begins by highlighting the contrasting notion of capabilities, pioneered by the research of Amartya Sen and Martha Nussbaum. An educational variant of the notion of capabilities then becomes the basis for exploring venturesome environments of learning: environments that are hospitable to the cultivation of such capabilities among students and their teachers. In this exploration Hogan emphasizes disclosing the kinds of relations that constitute such environments. In particular, he identifies four kinds of relations and investigates the interplay among them. In the second part of the essay, Hogan reviews an ongoing research project in Ireland that has been promoting such environments in postprimary education: Teaching and Learning for the 21st Century. Although the project avoids proffering universal claims about “what works,” its rationale and conduct nevertheless call policymakers' attention to what has worked and to the reasons why. 相似文献
14.
The enhanced accessibility, affordability and capability of the Internet has created enormous possibilities in terms of designing, developing and implementing innovative teaching methods in the classroom. As existing pedagogies are revamped and new ones are added, there is a need to assess the effectiveness of these approaches from the students’ perspective. For more than three decades, proven qualitative and quantitative research methods associated with learning environments research have yielded productive results for educators. This article presents the findings of a study in which Getsmart, a teacher-designed website, was blended into science and physics lessons at an Australian high school. Students’ perceptions of this environment were investigated, together with differences in the perceptions of students in junior and senior years of schooling. The article also explores the impact of teachers in such an environment. The investigation undertaken in this study also gave an indication of how effective Getsmart was as a teaching model in such environments. 相似文献
15.
《Educational Assessment》2013,18(1):39-59
This study presents findings from research developing indicators of classroom practice to monitor the influence of school reform initiatives on students' learning environments and to support the improvement of instructional practice. The work reported here entailed collecting assignments and student work and observing classrooms in schools participating in a large-scale urban school reform effort. Overall, the reliability and consistency of the assignment ratings were good. Results also indicate that the quality of the assignments was statistically significantly associated with the quality of observed instruction and student work. It appears that our method shows promise for use in large-scale evaluation settings and identifies important dimensions of practice that could support teacher self-evaluation and reflection. 相似文献
16.
Marine education comprises rich and multifaceted issues. Raising general awareness of marine environments and issues demands the development of new learning materials. This study adapts concepts from digital game-based learning to design an innovative marine learning program integrating augmented reality (AR) technology for lower grade primary school students. The proposed activity integrates physical and virtual learning materials, encouraging students to engage in an interactive learning environment that makes learning fun and interesting. The program introduces Taiwan’s marine ecology and water resources. To assess learners’ engagement, a quasi-experimental research design was used, where the participant pool consisted of 51 primary school students in Taiwan. Results indicate that (1) students were highly confident by the learning activities and viewed them satisfactorily, (2) students acquired the target knowledge, and (3) the innovative learning program specifically helps low academic achievers improve learning performance. 相似文献
17.
E.C. Boling M. Hough H. Krinsky H. Saleem M. Stevens 《The Internet and Higher Education》2012,15(2):118-126
This qualitative research study was designed to inform the development and implementation of effective online learning environments by exploring, from both teacher and student perspectives, what constitute effective online learning experiences. The study examined course content, tasks, and pedagogical approaches, as identified by students and instructors, which contributed to or hindered positive online learning experiences. Researchers interviewed 6 online course instructors and 10 adult students to understand their experiences in undergraduate and graduate level online degree programs. Using a Cognitive Apprenticeship Model to inform the analysis of data, findings revealed an emphasis on text-based content and lecture; instruction that led to disconnect between students, teachers, and course content and goals; and one innovative program that links real-world experiences with online classroom learning. Given the growing number of online programs, the study provides insight for course development and pedagogy as well as offers possibilities for additional research. 相似文献
18.
从传统教育走向创新教育--评郭汉民教授研讨式教学法 总被引：6，自引：0，他引：6
创新教育是培养创造型人才的关键，研讨式教学法是探索从传统教育向创新教育转变的成功范例。其创新性主要表现有三：变静态教学模式为动态教学模式；变记忆学习为发现学习，变外部与近景动机为内部与远景动机。 相似文献
19.
This article examines the innovative regulations, methodologies, and institutions involved in the development of the European Higher Education Area and their implications for teaching, research, and management of University Programs for Older People. It also identifies the main tendencies, creative dimensions, and ethical commitments implicit in the objective of educating older people as European citizens. Finally, the paper proposes avenues of research to be pursued for the quality evaluation of university programs for older people in Spain and the European Union. 相似文献
20.
Marilyn P. Arnone Ruth V. Small Sarah A. Chauncey H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198
This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies
and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs
of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning
environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables.
While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the
same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning
modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research.
This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such
a perspective. 相似文献