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1.
While user‐centred design and user experience are given much attention in the e‐learning design field, no research has been found on how users are actually represented in the discussions during the design of online courses. In this paper we identify how and when end‐users' experience—be they students or tutors—emerges in designers' discussions during their meetings in well‐established open universities. More precisely, we observed 15 design meetings of two design teams during the development of specific online courses. Designers' discourse was analysed on the basis of six dimensions regarding relevant actors, contents and strategies (purposes) of user experience anticipation. Results show the emergence of a solution‐oriented anticipatory discourse in form of scenarios regarding how learners and tutors will react to the course and the proposed activities. Moreover, this discourse is related to an emergent type of users‐based expertise, translated as the capacity of some designers to empathise with the end‐users more than other designers do. The participation of designers with this type of expertise in e‐learning design teams emerges as relevant for the decisions related to the course activities, interface or overall experience. Further research is invited towards this direction. Further discussion on this article can be found in “Being in the users' shoes: Is there maybe another way?” (DOI: 10.1111/bjet.12104 ).  相似文献   

2.
This paper discusses a year‐long technology integration project during which teachers and researchers joined forces to explore children's collaborative activities through the use of touch screens. In the research project discussed in this paper, 16 touch screens were integrated into teaching and learning activities in two separate classrooms; the learning and collaborative processes were captured by using a video, collecting over 150 hours of footage. By using digital research technologies and a longitudinal design, the authors of the research project studied how teachers and children gradually integrated touch screens into their teaching and learning. This paper examines the methodological usefulness of video‐based multimodal analysis. Through reflection on the research project, we discuss how, by using video‐based multimodal analysis, researchers and teachers can study children's touch‐screen supported collaboration and how researchers and teachers can learn together.  相似文献   

3.
This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology‐enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection‐in‐action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect‐on‐action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology‐enhanced learning experiences.  相似文献   

4.
This naturalistic inquiry investigated how instructional designers engage in complex and ambiguous problem solving across organizational boundaries in two corporations. Participants represented a range of instructional design experience, from novices to experts. Research methods included a participant background survey, observations of problem‐solving activities, in‐depth interviews, and analysis and evaluation of project documents and other tools. The findings revealed differences between experts and novices with regards to tolerance of ambiguity, expectations about their own roles in finding solutions for their clients, adaptability, attention to appropriate details, and management of workplace stress. The contrast between instructional design processes taught in universities and actual workplace practice was noted by both expert and novice participants. Experienced participants demonstrated adaptability in processes and communications to efficiently arrive at viable solutions for their clients. Expectation setting and relationship building emerged as techniques for creating environments supportive of instructional designers' problem‐solving activities.  相似文献   

5.
This paper describes the development of an instrument—The Reflective Supervisor Questionnaire (RSQ). The RSQ maps the domain of research supervisory practice as a facilitative process involving educational tasks and activities. It is designed to assist research supervisors explore, by means of self‐reflection and reflection on feedback from others, how they practise supervision. In developing the RSQ 58 items were generated describing 5 hypothesised constructs derived from prior research. The resulting instrument was tested on postgraduate research students in 2 institutions. The questionnaire correlated highly with an established questionnaire supervision scale and with an overall satisfaction measure. Four factors identified in an exploratory analysis closely approximated the hypothesised constructs and extended the theoretical framework being developed. These 4 factors identified 4 subsets of facilitative supervisory practice: Progressing the Candidature, Mentoring, Coaching the Research Project, and Sponsoring Student Participation in Academic/Professional Practice. Issues in the interpretation of the findings and the possible usage in academic development programs of an instrument based on them are discussed.  相似文献   

6.
The study reported here concerns the development and predictive validation of an instrument to assess the achievement outcomes of DE/online learning success. A 38‐item questionnaire was developed and administered to 167 students who were about to embark on an online course. Factor analysis indicated a four‐factor solution, interpreted as “general beliefs about DE,” “confidence in prerequisite skills,” “self‐direction and initiative” and “desire for interaction.” Using multiple regression we found that two of these factors predicted achievement performance (i.e., Cumulative Course Grade). Comparisons of pretest and posttest administrations of the questionnaire revealed that some changes in opinion occurred between the beginning and the end of the course. Also, categories of demographic characteristics were compared on the four factors. The overall results suggest that this instrument has some predictive validity in terms of achievement, but that Cumulative Grade Point Average (i.e., the university's record of overall achievement) is a much better predictor.  相似文献   

7.
Collaborative learning is being used extensively by educators at all levels. Peer‐led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi‐phase research study we describe the development of an observation instrument that can be used to assess peer‐led group learning. This paper illustrates the development of a classification system for peer‐led learning groups and an instrument based on this classification system. The instrument evaluates small learning groups on two important aspects of group learning: problem solving approach and group interaction style. We provide evidence of the factor structure of the two dimensions using both exploratory and confirmatory factor analysis. We also provide information about the reliability of the two scales as measured by the Cronbach's alpha coefficient. Data from a large peer‐led learning programme was used to conduct the factor analysis. Results from the factor analysis confirmed that the instrument is actually measuring two key characteristics of small learning groups: problem solving approach and group interaction style, characteristics that have been linked to effective functioning of the group and to the student learning outcomes. This instrument may be particularly appealing to practitioners (faculty members, those running small‐group learning programmes, etc.) because it is easy to use and it does not require extensive time for analysis.  相似文献   

8.
In the modern world, teachers are expected to be ‘learning professionals’ who constantly expand their knowledge and skills and share both practical and theoretical insights in a community of colleagues. Teacher professional competence‐based standards could be an instrument to support teachers' professional learning if they are integrated with broader assessment and evaluation frameworks and if their evaluation, professional development and career advancement are in line with the standards. In Estonia, teacher professional standards were first developed in 2005. Currently, they support initial teacher education, the evaluation of teacher competences and the design of continuous professional learning. They also allow teachers to progress to the senior teacher and master teacher qualification level. According to our findings, the standards are successfully used to design pre‐service education and award certificates at the end of the studies. However, they do not support building the teachers' career ladder and only in some schools do they support planning of professional learning. In this article, we give an overview of the changes in the professional standards of teachers in Estonia and analyse why they have not found the desired degree of use in teachers' career advancement and professional development in the school context and why they have not had a significant effect on teacher status in society.  相似文献   

9.
The scientific concepts of human immunology are inherently complicated and extremely difficult to understand. Hence, this study reports on the development of an educational game entitled Humunology and examines the impact of using Humunology for learning how the body's defense system works. A total of 132 middle school students participated in this study and a quasi‐experimental approach with a two‐group pretest/posttest research design was used. A knowledge assessment including 19 items was developed, and a questionnaire instrument with seven dimensions, which focuses mainly on perceptions toward the use of Humunology, and the help‐seeking behaviors of the students, was employed. The results show that students who learned by playing Humunology significantly outperformed those who learned by using web‐based content on items that examined their understanding of procedural knowledge and higher level of cognitive process. Students in the experimental group also had a significantly higher level of satisfaction than their counterparts. In terms of predicting a student's learning achievement on the posttest, the three positive variables were the results of the pretest, perceived ease of use, peer learning and help‐seeking behaviors. The only negative one was perceived playfulness. The implications and suggestions for further research derived from these findings are discussed.  相似文献   

10.
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   

11.
In this article we describe the development of the Chemistry Attitudes and Experiences Questionnaire (CAEQ) that measures first‐year university chemistry students' attitude toward chemistry, chemistry self‐efficacy, and learning experiences. The instrument was developed as part of a larger study and sought to fulfill a need for an instrument to investigate factors that influence student enrollment choice. We set out to design the instrument in a manner that would maximize construct validity. The CAEQ was piloted with a cohort of science and technology students (n = 129) at the end of their first year. Based on statistical analysis the instrument was modified and subsequently administered on two occasions at two tertiary institutions (n = 669). Statistical data along with additional data gathered from interviews suggest that the CAEQ possesses good construct validity and will prove a useful tool for tertiary level educators who wish to gain an understanding of factors that influence student choice of chemistry enrolment. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 649–668, 2003  相似文献   

12.
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13.
Development Engineers' Conceptions of Learning at Work   总被引：1，自引：1，他引：0  
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14.
This research investigated expertise development among instructional designers by tracking novice designers' unfolding perceptions of instructional design (ID), design‐related self‐perceptions, and other individual differences. It examined development toward ID expertise from multiple aspects: processes, product, and cognition, through a case study approach. Evidence included qualitative data from interviews, design artifacts, and metacognitive essays, along with quantitative data from questionnaires which assessed goals, need for structure, need for cognition, previous design competence, and design self‐efficacy. Findings indicated that it was not one single characteristic, but the interaction of various factors, that most profoundly seem to influence the development of ID expertise. Relevant characteristics included: perceptions about learning, knowledge and ID; individual needs and learning strategies; and background experiences and orientations. Research in this field will help us to better understand the processes that lead to the development of ID expertise, and to develop better approaches to preparing future instructional designers.  相似文献   

15.
《师资教育杂志》2012,38(1):15-24
During 2001–2002 the Faculty of Education at the University of Hong Kong undertook a large‐scale evaluation of the school–university partnership scheme. As part of this study, all mentors were asked how, if at all, the mentoring process had enhanced their own professional development. An open‐response questionnaire was administered with a selection of follow‐up interviews. About 70% of the mentors claimed that they had benefited professionally from mentoring. Here we analyse mentors' responses and from them propose four constructs that we suggest lead to professional development, namely: learning through self‐reflection, learning from student teachers, learning through mutual collaboration, and learning from university tutors. Of these, the first appears to be the most significant.  相似文献   

16.
This article investigates adult learning in an action research (AR) project called ‘Play in physiotherapy with children’, conducted in Tromsoe Municipality, Norway, in 2010–2011. The project's objective was to explore how a play-based intervention approach would affect professional collaboration and child development. It was designed as a small-scale project, organized around two children with motor delay and their professional teams of teachers, physiotherapists and special pedagogue in two different kindergartens. It was situated in the kindergartens, and lasted for 16 weeks. The professional participants were invited into a process of action–reflection cycles as co-researchers. Video was a core tool in the design. Treatment sessions with the children were filmed during the action phases, and were the focus of attention in the reflection meetings. The two professional teams evaluated the video-reflection meetings as crucial to their learning and change. The focus in the article is on the learning in the reflection meetings during the AR process. We discuss two aspects of the space of reflection that was created during the project. First, we look into the role of video in reflection, and discuss how this can be understood with the help of concepts from Bourdieu's ‘theory of practice’. Second, we reflect on the role of play and playfulness in reflection and change among grown-ups. To do this, we use perspectives from phenomenological theory on play and playfulness from Buytendijk and Gadamer. We conclude that the use of video-reflection is a potent tool in AR processes. Concepts from Bourdieu's ‘theory of practice’ illuminate why, and also contribute to the understanding of the experienced change. Further, we argue that theory on play can help AR practitioners to understand the mechanisms of engagement and involvement that are crucial in AR processes.  相似文献   

17.
This research focuses on knowledge and ways in which knowledge may be constructed in the learner's mind. Specifically, it addresses the Web as a cognitive supporter for learning, organising and constructing a new domain of knowledge. In particular, the research analyses student reflection on constructing web sites. The analysis is based on an ongoing reflection of 40 prospective and in‐service teachers who took a course on educational computational environments. The students were asked to choose a complex topic and to document the process of constructing a web site that would present their chosen topic. They were to reflect upon the process with regard to their decision making, difficulties encountered, ways of thinking, considerations and insights. Student reflection is analysed from two perspectives: the first perspective examines how the task of constructing a web site contributes to student learning of complex topics, the second perspective views the students as teachers who explore how constructing a web site contributes to their understanding of learning processes.  相似文献   

18.
This article presents the development and application of group feedback videos (GFVs) in design education. A case study shows how visually‐rich GFVs were developed in a practice‐based design studio subject where learners were required to work in teams and independently calibrate an ability to form judgements on the qualities of their own work. Breaking away from traditional models of individual written feedback, students were instead provided with holistic reviews of project outcomes in a GFV format. Assessment examples were presented from across the cohort with the goal of encouraging open discussion and self‐reflection on studio practice. GFVs supported learning processes through three key characteristics: information richness, group learning and sharing, and formative engagement. What differentiated this approach from previous studies was the focus on audio‐visual group delivery to enhance feedback's richness. By replicating an in‐class group critique session, GFVs allowed commonly summative assessment stages to be seen as formative. This study contributes to existing literature through an application framework that may be used by design educators who are seeking to implement GFV methods within their own studio teaching practice.  相似文献   

19.
This article reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students’ perceptions, about their classroom environments. The instrument was developed to provide teachers with feedback that they could use to reflect on their teaching practices and, in turn, guide the implementation of strategies to improve their learning environments. To determine the validity and reliability of the new instrument, data from 2043 grade 11 and 12 students from 147 classes in 9 schools were analysed. The Rasch model was used to convert data collected using a frequency response scale into interval data that are suitable for parametric analyses. During an action research process, reflective journals, written feedback, discussions at a forum and interviews with eight teachers helped to illuminate the processes used by teachers during action research. This article reports the views of these teachers in general and examines more closely how one of the teachers used student responses to the learning environment questionnaire as a tool for reflection and as a guide in transforming her classroom environment. This case study helped us to gauge the extent to which action research based on students’ perceptions of the learning environment was useful in guiding teachers’ improvements of their classroom learning environments.  相似文献   

20.
Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students?? metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols. Although valuable, practical drawbacks of this method necessitate a search for more convenient measurement instruments. Less valid methods that are easy to use are self-report questionnaires on metacognitive activities. In an empirical study in grade five (n?=?39), the accuracy of students?? performance judgments and problem visualizations are combined into a new instrument for the assessment of metacognition in word problem solving. The instrument was administered to groups of students. The predictive validity of this instrument in problem solving is compared to a well-known think-aloud measure and a self-report questionnaire. The results first indicate that the questionnaire has no relationship with word problem solving performance, nor the other two instruments. Further analyses show that the new instrument does overlap with the think-aloud measure and both predict problem solving. But, both instruments also have their own unique contribution to predicting word problem solving. The results are discussed and recommendations are made to further complete the practical measurement instrument.  相似文献   

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