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1.
Michael Jackson 《高等教育研究与发展》1997,16(1):101-109
This article brings together several themes in research on learning in higher education from the perspective of a classroom teacher. The aim is, on the one hand, to show how research translates into classroom practice and, on the other, to enthuse teachers to consult that research literature and make their own translations. These remarks originally focussed on using the results of the Course Experience Questionnaire administered to students graduating from Australian universities, but the lens has been widened here. After distinguishing teaching from learning, the article concentrates on five themes in good teaching. They concern choice, self‐evaluation, variety, workload and feedback. This article makes recommendations about evaluation, in which the Course Experience Questionnaire has a place. It descends from the abstractions of evaluation to offer observations on good teachers as individuals and closes with a perspective on the movement to enhance teaching in universities. 相似文献
2.
Samuel A. Helms 《Interactive Learning Environments》2013,21(6):804-810
This article explores some of the literature on blended/hybrid learning and identifies recommendations for instructional designers and faculty. Terminology and definitions are discussed first including the debate between the words “blended” and “hybrid.” A working definition for the article is discussed but the article does not propose a standard definition for the field. The learning advantages of using a blended/hybrid format are identified from the literature including improved grades, retention and communication and teamwork. The recommendations are discussed in four broad categories: (a) face to face and online scheduling, (b) communication, (c) course content, and (d) other recommendations. The article concludes with a call for future research into blended/hybrid learning and how to best construct blended/hybrid courses from an instructional design standpoint. 相似文献
3.
专业紧扣学院双高建设要求对高职院校专业课程进行教学改革,贴合SPOC小规模在线课程的特点,依托职教云平台,以“服务器配置与管理”课程为例进行教学实践研究。前端分析、教学组织和教学评价三部分构建了基于SPOC的混合教学模式,同时对基于SPOC的混合教学模式进行反思,总结了实际应用中取得的成效和存在的问题,对其他课程的改革提供一定的参考意义。 相似文献
4.
With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly widespread across the higher education sector. It is now found across a wide range of disciplines (e.g., business, health, psychology, accounting, information technology) and program levels (e.g., from associate degrees to doctorate degrees). Online delivery is also strongly represented in the teacher education sector at many universities. Research of online delivery in higher education generally and teacher education specifically has pointed to a range of benefits and challenges associated with this mode of learning. Within the teacher education literature, many aspects of the online preparation of teachers remain poorly understood. More specifically, there is scant literature on the experiences and beliefs of teacher educators in relation to their readiness and preparation for online teaching as well as their beliefs in relation to the appropriateness of online education for preservice teachers. This article responds to this gap in the literature and reports on an exploratory study that worked with academic staff, teaching in a fully online teacher education course, at a mid-size Australian university. Twenty-seven teacher educators completed a 34-item questionnaire that consisted of closed and open-ended questions. With regards to readiness and preparation for teaching online, the majority of teacher educators reported lacking confidence and competence in the technological and pedagogical skills required to teach online. By and large, the study participants were welcoming of individualized “at-elbow” support that seemed to abate some of their fears of online teaching. The teacher educators were generally divided on whether the online classroom was an appropriate method for preparing preservice teachers. This article concludes with several recommendations for consideration by teacher educators who work in an online environment and sets the stage for a more ambitious study. 相似文献
5.
Educational tools claiming to use “right‐brain techniques” are increasingly shaping school curricula. By implying a strong scientific basis, such approaches appeal to educators who rightly believe that knowledge of the brain should guide curriculum development. However, the notion of hemisphericity (idea that people are “left‐brained” or “right‐brained”) is a neuromyth that was debunked in the scientific literature 25 years ago. This article challenges the validity of “right‐brain” teaching, highlighting the fact that neuroscientific research does not support its claims. Providing teachers with a basic understanding of neuroscience research as part of teacher training would enable more effective evaluation of brain‐based claims and facilitate the adoption of tools validated by rigorous independent research rather than programs based on pseudoscience. 相似文献
6.
Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities 总被引：2，自引：3，他引：2
Paul W. Richardson 《Asia-Pacific Journal of Teacher Education》2006,34(1):27-56
In this large‐scale Australian study, we profile the background characteristics and teaching motivations for individuals entering teacher education across three major established urban teacher provider universities in the Australian States of New South Wales and Victoria. Our recently developed and validated “FIT‐Choice” (Factors Influencing Teaching Choice) Scale determines the strength of influence for a range of motivations from individuals choosing teaching as a career. Findings build upon and extend previous literature relating to reasons for teaching as a career choice, which have not systematically applied current motivational models to developing explanations. Participants were the entire cohorts (N = 1,653) of first‐year pre‐service teacher education candidates at three universities in Sydney and Melbourne. Results provide a profile of a large sample of pre‐service teachers whose decision to enrol in a teacher education program has been made at a time when the mass media and the general public have increasingly looked upon teaching as a poor career choice. Our new theoretical approach allows us to recommend strategies for teacher recruitment campaigns, based on a comprehensive understanding of individuals' motivations for choosing teaching. 相似文献
7.
Nalini Pather Phil Blyth Jamie A. Chapman Manisha R. Dayal Natasha A.M.S. Flack Quentin A. Fogg Rodney A. Green Anneliese K. Hulme Ian P. Johnson Amanda J. Meyer John W. Morley Peter J. Shortland Goran Štrkalj Mirjana Štrkalj Krisztina Valter Alexandra L. Webb Stephanie J. Woodley Michelle D. Lazarus 《Anatomical sciences education》2020,13(3):284-300
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand. 相似文献
8.
Jonatan Castaño‐Muñoz Josep M. Duart Teresa Sancho‐Vinuesa 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):149-159
Recent research on e‐learning shows that blended learning is more effective than face‐to‐face learning. However, a clear empirical response has not been given to the cause of such improvement. Using a data set of 9044 students at two Catalan universities and a quasi‐experimental approach, two possible hypotheses identified in previous research are studied. The results show that the principal cause of the improvement is not, in itself, the increase in time spent online for educational purposes. Rather, increasing the time devoted to studying online is only useful when it takes place as some form of interactive learning. The educational implications of these results are discussed. 相似文献
9.
《The Internet and Higher Education》2006,9(3):175-190
This paper focuses on two components of a model for online teaching and learning—“teaching presence” and “community”. It is suggested that previous research points to the critical role that community plays in academic success and persistence in higher education. Through a review of recent literature it is proposed that teaching presence–viewed as the core roles of the online instructor–is a promising mechanism for developing learning community in online environments. This investigation presents a multi-institutional study of 1067 students across 32 different colleges that further substantiates this claim. An instrument to assess instructor teaching presence (“The Teaching Presence Scale”) is presented and validated. Factor and regression analysis indicate a significant link between students' sense of learning community and effective instructional design and “directed facilitation” on the part of course instructors, and highlights interesting differences between online and classroom environments. Alternative hypotheses regarding student demographics associated with variables such as age (the “net generation” effect) and gender are also examined. Despite recent assertions that younger students are or soon will be too sophisticated to “feel at home” in largely text-based asynchronous learning environments, no significant effects were found by demographic differences examined. Recommendations for online course design, pedagogy, and future research are included. 相似文献
10.
Using interactive content and online activities to accommodate diversity in a large first year class 总被引：1，自引：0，他引：1
J. D. Snowball 《Higher Education》2014,67(6):823-838
As in many universities, class sizes have increased more quickly than teaching and learning resources. A related challenge is the increasing diversity of the student body in terms of socio-economic background, learning styles, English language ability and preparedness. This paper explores ways in which traditional face-to-face teaching methods (such as lectures and tutorials) can be combined with online teaching and learning activities in a “blended” learning approach to improve teaching and learning and to accommodate student diversity. Using a large first year Economics class as a case study, data were collected on student perceptions of the use of blended learning. A statistical model was used on a sample of 50 students to determine which online activities were most beneficial in improving student performance. The majority of students agreed that replacing one lecture a week with online activities and resources improved their learning, although about 20 % of the class would have preferred more lecturing and fewer online resources. Statistical finding showed that more active online resources, such as multiple choice and graphing questions, were most beneficial in improving student performance, but that more passive lecture capture was also useful in modelling the discourse of the discipline. 相似文献
11.
钟帆 《牡丹江教育学院学报》2021,(2)
“互联网+”视域下的大学英语教学模式大致包括慕课、微课和翻转课堂。这些模式的应用对提高学生的英语水平起到了事半功倍的效果,然而民族院校学生由于英语基础差,对外信息接受条件所限等原因,还一时无法完全适应“互联网+”背景下的英语教学模式。因此,将传统教学模式和“互联网+”视域下的各种先进教学手段结合起来,创造一个与民族院校学生英语习得相适应的混合教学模式和策略将是现阶段民族院校大学英语教学应当考虑和研究的问题。 相似文献
12.
The achievement of gender equity in universities continues to warrant attention. Globally, universities have much work ahead of them if they are to redress the gender imbalance in senior positions and remuneration rates. To examine this issue, multiple sources of evidence were used to observe teaching and research workload of academic staff employed at mid-tier business faculties from two urban Australian universities which had more women employed in junior academic ranks. This article argues that although gender equity, in terms of workload, has improved, inequality, in terms of pay and status, still exists. Specifically, while workload differences between genders were largely not evident, fewer women were employed in senior ranks. These results suggest, despite policy reforms, that inequity continues to be a problem in the Australian higher education sector with implications for the recognition (and addressing) of inequity in the global higher education industry. In summary, higher education institutions, senior policy-makers and managers must be cognizant of balancing teaching workloads with opportunities and support systems for research-related activities and directing human resource efforts and promotion opportunities. 相似文献
13.
新冠肺炎疫情既给高校继续教育工作带来了一场磨难与洗礼,也为高校继续教育的改革、创新与发展提供了重要突破口和宝贵机遇。本文结合现阶段高校继续教育管理与实践,梳理讨论了高校继续教育发展的现状,重点剖析了继续教育面临的历史机遇与挑战,并提出了探索线上交付课程、线下实战分享的"混合式"继续教育教学模式,探索与国外大学深入合作的继续教育模式,探索通过定位精准、政策支持来构建全民终身教育体系等建议,为今后其他高校的继续教育改革、创新与发展提供思路。 相似文献
14.
混合式教学模式作为一种新的教学模式,结合了线上线下以及翻转课堂、微课、移动学习等教学理论与方法,是目前国内外研究者研究的热点之一,也是教学改革的重要举措之一。本文将以“现代教育技术应用”这门课程展开混合式教学实践研究,通过构建系统科学的教学设计实施教学,采用定性与定量相结合的方法,探究分析混合式教学中学习者的情感体验、学习行为、学习效果等。研究结果表明,混合式教学模式提高了学习效率、学习者情感体验良好、学习积极性均较高、课堂互动效果明显、课前课后自主学习能力增强等。 相似文献
15.
王旭 《宿州教育学院学报》2021,(2):62-67,88
在新冠疫情背景下,在线教学是必要的教学方式。然而,思想政治理论课在线教学存在教师较难融入虚拟教学情境中、不能及时掌握学生学习情况、缺乏统一的线上教学平台和缺少在线教学考核评价体系等一系列问题。从思想政治理论课单一在线教学面临的挑战出发,以沈阳航空航天大学马克思主义学院为例,介绍了依托超星学习通的思想政治理论课在线教学实践,并提出了优化思想政治理论课线上线下混合式教学改革的路径。研究成果可为今后高校开展线上线下混合式教学提供参考,推动教育高质量发展。 相似文献
16.
ABSTRACTDigital education, now common in higher education, is particularly evident in the expansion of blended and fully online offerings at universities. Central to this expansion are educational developers, staff who support teaching and learning improvement in courses they do not themselves teach. Working closely with staff, students, and the curriculum, educational developers see first-hand how the digital learning agenda is both implemented and experienced. This article reports on findings from a national study of three educational development groups: academic developers, academic language and learning developers, and online educational designers, from 14 Australian universities. Although their institutional settings, roles, and work practices varied considerably, a central theme was the tension arising from a perceived shift in institutional priorities from ‘people development’ to ‘product development’: that is, from building human (educator) capacity towards curriculum resource development, particularly for the online environment. Participants reported a decline in autonomy, with institutional strategy and targeted projects increasingly directing both the work that gets done, and the skill sets required to do it. Their observations have implications for how universities conceptualise the development and support of the educational process. 相似文献
17.
采用文献资料、问卷调查、专家访谈、数理统计等研究方法,对安徽省高校“阳光体育运动”开展现状进行了研究。结果表明：安徽省高校能认真且有规律的开展学生体质健康测试工作,高校大学体育教学与阳光体育运动的结合情况不容乐观,经常性课外体育活动的开展形式单一、频度较低,80％的高校开展了阳光体育运动宣传活动,40％的高校成立了以校长牵头的“阳光体育运动”专门领导小组,高校现有的人力、物力和财力资源能基本保障“阳光体育运动”的开展,且影响高校“阳光体育运动”的开展有社会、学校和个人3个方面。针对以上现状提出了进一步开展“阳光体育运动”的建议,旨在为推动安徽省高校“阳光体育运动”的深入开展,促进大学生体质健康状况的改善提供参考依据。 相似文献
18.
课程思政建设是落实立德树人根本任务的重要手段,如何将此工作落实到体育类课程的教学实践中,构建全员、全过程、全方位的“三全”育人体系,是高校体育工作的重要工作目标。通过文献法、实验法等研究方法,立足于学校实际,并结合其他学校的特点进行分析研究,探索了落实高校体育类课程思政建设的具体做法。 相似文献
19.
An online survey of workload activities was circulated to academics across Australia seeking estimates for the time to undertake a range of academic-related tasks associated with teaching, research and service. This article summarises the most important findings from the teaching data of the 2059 respondents. This detail of workload data has not been reported before across the Australian university sector. The findings showing that most academics work more than 50 h per week are consistent with previous studies. Although the estimates of the individuals varied greatly, statistical inquiry indicated the median time required does not vary by experience and online teaching generally requires more preparation time than on-campus teaching. The paper proposes this methodology as a credible means to derive realistic time-based standards for other aspects of academic work and will assist university managers by providing an external benchmark upon which to develop local academic workload models. 相似文献