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1.
Abstract

Environmental education (EE) typically occurs in natural settings, which research suggests may enhance learning outcomes. Although field trips are commonly used to teach EE, few studies have isolated the influence of different setting characteristics for enhancing participant outcomes during an EE field trip. According to the literature, certain attributes of the natural setting, including novelty, beauty, and naturalness, as well as how the setting is used such as through place-based education, immersion, and time spent inside vs. outside, are thought to positively impact people’s experiences with nature. In this study, we collected data from 334 EE field trip programs for 5-8th grade students to investigate the influence of these natural setting characteristics on positive learning outcomes. Results suggest that the naturalness and novelty of the setting, the use of place-based education, and spending more time outside vs. inside all positively correlated with more positive student outcomes. The implications of the results for environmental educators are discussed.  相似文献   

2.
Abstract

Studies of individual environmental education (EE) field trip programs have found that pre-visit preparation and post-visit follow-up activities can enhance desired student outcomes. We examined these relationships across a broad sample of single-day EE field trip programs for adolescent youth (grades 5-8) across the United States. We measured student outcomes, reflecting environmental literacy, 21st century skills, positive youth development, and student learning, through end-of-visit retrospective student surveys and follow-up surveys with visiting teachers two weeks after the field trip. Pre-visit logistical preparation as well as both pre-visit preparation and post-visit follow-up related to the subject matter were each associated with more positive student outcomes. The study provides further evidence across a large sample of programs that pre-visit preparation and post-visit follow-up can have meaningful impacts on student outcomes for EE field trips. We discuss the implications of the findings and provide examples and guidance for future programming efforts.  相似文献   

3.
Book Reviews     
Abstract

Educators have invested considerable effort in developing environmental education programs that address students' knowledge, attitudes, and action competence regarding environmental issues. The authors explore the effectiveness of such programs in terms of both student learning outcomes and the intergenerational influence that results when students discuss their learning experiences with their parents and other community members. Six environmental education programs involving 284 students in Queensland schools, from Grades 5-12, were investigated. Students and their parents were surveyed and interviewed regarding their perceptions about the program, the program's influence on their environmental learning, and the extent and nature of discussions that the program stimulated between students and their parents. The authors draw conclusions about key features that should be incorporated into environmental education programs to encourage and empower students to bring about environmental change in their homes and communities.  相似文献   

4.
Abstract

In this study, we assessed how 34 young adult participants in an environmental education (EE) program from 2011 to 2014 constructed their learning outcomes through interviews and the exploration of autobiographical memory functions (AMFs) regarding program experiences. We articulated a variety of directive, social, and self AMFs, including the achievement of the top five typical objectives of EE, increase in positive social norms through reminiscing and sharing memories, and attainment of diverse personal growth. We also constructed the relationship of these outcomes with the ultimate objective of EE. This method can presumably be used to emergently construct outcomes for evaluating emancipatory EE programs, which are on the request of tackling wicked environmental problems.  相似文献   

5.
Abstract

The purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The participants were 870 undergraduate students majoring in engineering, fine arts, education, economics and nursing programs at a university in Thailand. We found significant differences in the perceptions of the classroom learning environment across various disciplines. Engineering and economics students perceived the learning environment in general education classrooms as more cooperative than the learning environment in program major classrooms. Fine arts and nursing students perceived greater involvement among students in the program major classrooms than in the general education classrooms. Our findings contribute to the body of research on inter-disciplinary differences in classroom learning environments in universities and the ways in which these differences may impact student learning outcomes.  相似文献   

6.
Abstract

Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work.  相似文献   

7.
Abstract

Higher education student selection has significant societal, institutional and individual impacts. Thousands of applicants apply only for nursing, one of the major higher education disciplines. As the nursing profession is characterised by cognitive requirements, higher education institutions assess the learning skills of nursing applicants. However, there has been no comprehensive analysis of learning skills assessment for nursing student selection. The purpose of this scoping review was to describe the assessment of learning skills in undergraduate nursing student selection. Five databases were systematically searched, and 24 studies published between 2006 and 2016 were included. Learning skills were most commonly assessed using standardised tests in the areas of language and communication, reasoning, mathematics and natural sciences. Overall scores of onsite selection methods were found to best predict future academic performance. The results indicate that higher education institutions may benefit from comprehensive assessment of learning skills in their selection processes. This assessment should focus on a wider range of cognitive aptitudes, including reasoning skills. This review focussed on nursing education, but the results may benefit other higher education disciplines due to the generic nature of learning skills and similar cognitive requirements of higher education studies. The results support the development of more comprehensive and valid methods for assessing learning skills.  相似文献   

8.
ABSTRACT

The ‘digital imperative’ of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about ‘digital natives’. This focus has come at the expense of learning theory. Alongside the scholarly voices calling for education research to redress this imbalance, there is increasing interest in the role played by technology not only in epistemological learning, but also in the ways technology is an identity issue. This paper explores how membership categorisation analysis opens up ways of understanding the role of technology for contemporary learner identities. Examination of student talk makes visible the diverse ways of being an iPad-using student, challenges widely-accepted constructions of contemporary learners as generationally uniform, and contributes to a more holistic conception of learning that accounts for the role played by technology in learning identity.  相似文献   

9.
《学校用计算机》2013,30(2-3):97-110
Summary

Drawing from work by Shadish, Cook, and Leviton (1991) on social program evaluation, the authors discuss recent changes in evaluation theory and practices, and they connect these changes to technology and student learning. Concluding with a list of recommendations for evaluating the effectiveness of technology in teaching and learning, the authors challenge the purposes of education and prevalent goals for evaluation. After questioning how technology can impact student learning, they call for new and expanded definitions of student learning outcomes. Recommendations include redefining technology as a process rather than as a product, conducting implementation evaluations prior to outcome evaluations; reducing the reliance on standardized test scores as the primary outcome measure; and adopting multifaceted evaluation approaches (including case studies).  相似文献   

10.
ABSTRACT

Evidence shows flipped learning increases academic performance and student satisfaction. Yet, often practitioners flip instruction but keep traditional curricula and assessment. Assessment in higher education is often via written exams. But these provide limited feedback and do not ask students to put knowledge into practice. This does not support the tenets of flipped learning. For two years, the author flipped instruction but retained traditional curricula and assessment. However, on the author’s current course, all three aspects were redesigned to better support flipped learning. The aim of this research is to test the effectiveness of this redesign regarding student engagement and satisfaction. Thus, it is asked: How, on this course, can meaningful, continuous assessment be provided as well as effective, personalized feedback, while staying in line with the philosophy of flipped learning? Action research took place from September 2016 to June 2017. Quantitative data from a student survey, and qualitative data from a research diary and student focus group were gathered. What emerged is: a little-and-often assessment approach is effective for learning and engagement; tasks must be authentic and test demonstration of knowledge, not memory; quality, not quantity, is key for student learning; and students desire individualized feedback.  相似文献   

11.
United Nations of Education Scientific and Cultural Organisation’s (UNESCO’s) founding statements about environmental education (EE) in the 1970s positioned it as a multidisciplinary field of inquiry. When enacted as such, it challenges traditional ways of organising secondary school education by academic subject areas. Equally, according to UNESCO, EE requires various forms of integrated and project-based teaching and learning approaches. These can involve hands-on experimentation alongside the retrieval and critical analysis of information from diverse sources and perspectives, and with different qualities and statuses. Multidisciplinary and knowledge engagement challenges are key considerations for an EE curriculum designed to harness information and communication technologies (ICT) to support and enhance student learning, which also challenge traditional instructional priorities that for example are largely based on textbooks. This review summarises research that has sought to integrate ICT and digital tools in EE. A key finding is that while there is a rich variety of such tools and applications available, there is far less research on their fit with and implications for student learning. The review calls for further studies that will provide models of productive forms of teaching and learning that harness ICT resources, particularly in developing the goals and methodologies of EE in the twenty-first century.  相似文献   

12.
ABSTRACT

Facebook is social media that is ubiquitously used in higher education contexts by both staff and students. It provides a platform for student networking and expression. The authors illuminate how pre-service teachers in an Australian university, undertaking undergraduate units, use Facebook as a student-initiated social media community. Although an increasing number of research studies have investigated student use of social media in higher education, this is an under-theorised area. In particular, little has been written about the student-initiated use of Facebook as a commentary on the activities running simultaneously to formal online learning programmes in universities. Data drawn from 15 semi-structured interviews support an investigation into student Facebook use. Findings highlight that student-driven Facebook sites have a range of purposes and offer ever-present access to a relational community online, although this can sometimes be problematic. When emotional support is not forthcoming from academics or there is disenfranchisement in formal learning spaces, membership in student-initiated learning communities can afford immediacy, informality, influence and shared emotional connections.  相似文献   

13.
Abstract

Academic self‐concept has been demonstrated to influence student success in distance education. The purpose of this study was to examine the nature of academic self‐concept in distance education and to determine its enhancers and detractors. It was determined that this construct is dynamic and multi‐faceted: the process of both learning as an adult and learning at a distance, as well as the content studied, influences academic self‐concept. Implications for both practice and further research are discussed.  相似文献   

14.
《Africa Education Review》2013,10(3):416-433
Abstract

The relevance of short learning programmes as an alternative to full time tertiary degree courses at open and distance learning institutions forms the primary focus of this article. A new kind of student is on the increase in higher education: the mature student who prefers to study part-time in order to combine his or her studies with the advancement of his or her professional life. This kind of student is often interested in short duration, non-degree courses, such as short learning programmes, which have a high degree of specificity in order to update or expand the knowledge needed to enhance their occupational lives. Course applicability and effectiveness, evaluated as student satisfaction with these programmes, are vital in terms of the strategic planning of institutions. This article reports on an analysis of the dimensions that determine satisfaction with short learning programmes at a distance learning institution. Data was obtained by an electronic survey of students who had completed short learning programmes. Findings indicate that teaching staff, teaching methods and course administration are key elements to achieving satisfaction, and students’ loyalty to the institution is expressed in their intention to continue with their studies and to recommend the programmes to other prospective students.  相似文献   

15.

Several reports on higher education have identified the need to improve the quality of student learning. Higher education research identifies the approach to learning as a significant factor affecting the quality of learning. If educators are to find ways of improving the educational experience of their students, they must understand how students learn and the effects of the learning environment on their learning approaches. This study examines the approaches to learning adopted by Irish and overseas students studying on the BA in European Business at Dublin City University (DCU) [1] .  相似文献   

16.
ABSTRACT

Student attrition remains a persistent problem within the Australian higher education sector. Contributing factors include financial, reputational and quality issues, which can pose significant risks for a university’s sustainability. Institutional culture is fundamental to decisions student make about withdrawing or remaining in higher education. Therefore, student retention requires a sustained, deeply embedded commitment from all parts of the institution, placing student experience at the forefront of all activities in the student lifecycle. Applying a lifecycle approach to the way in which institutions think about student retention benefits students by providing comprehensive and consistent support. Given that less is known about how professional staff contribute to student academic learning journeys as part of whole of institution responses to student retention, this paper focusses on the contributions that professional staff make within the student lifecycle and how they can most readily map their contributions to student retention and success.  相似文献   

17.
Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers’ professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers’ reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers’ reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.  相似文献   

18.
ABSTRACT

Despite being regarded as an essential element in social work education, practicums are often arranged with little consideration as to what a potential supervisor can offer a particular student. This paper reports on the developments of the Content of Supervision Scale which can be used by university fieldwork staff to measure the supervisory priorities of potential supervisors. Three distinct dimensions of supervision sessions are measured: ‘student learning,’ ‘becoming a social worker’ and ‘social work theory and practice.’ Each of these subscales have demonstrated internal consistency. By matching what supervisors can offer with students' educational needs, the potential for student learning is likely to be enhanced.  相似文献   

19.
Abstract

Based on the multivariate framework of student attrition developed by leading researchers in the field of distance education and instructional technology, this study centers on a method of assessing the ability of a student to complete a distance learning course. The focus of the investigation is construction and validation of a brief survey instrument to identify at‐risk students enrolled in Web‐based and videoconferencing courses.  相似文献   

20.
ABSTRACT

Higher education in Asia is massifying at an exceptional pace and scale. In this paper, I ask how practices and discourses which inform the internationalization of Singapore’s higher education can provide opportunities for developing cosmopolitan learning that it claims to provide. Cosmopolitan learning is closely related to cross-border student mobility and plays an important role in shaping the international students’ identities, aspirations and worldviews. Based on a recent study in Singapore of a group of international students from various parts of Asia and Europe, this paper attempts to bring the theoretical and grounded realities of cosmopolitan learning in an Asian context into the fore. The aim of the paper is to provide a useful frame for rethinking the purpose of international education for cosmopolitan learning in an increasingly interconnected world that is strewn with ambivalence, and what that means in the context of Singapore as an erudite nation-state critical to building Asian education hub aspirations.  相似文献   

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