Lernen an zwei Orten: das Problem des ‘Dualen System’ in der lehrerausbildung     

Hans J. Van helden 《欧洲师范教育杂志》1985,8(2):187-198

On the basis of a study of the literature and of empirical research, the article puts forward suggestions for the improvement of teacher training programmes within a dual system.

A consecutive approach to training implies that a student spends a part of the training period in an educational institution and a part in a practical situation (i.e. on teaching practice). However, the consecutive system presents considerable problems in respect both of organisation and of the psychology of learning. Organisationally, there is the question of sequence to be faced, if the elements of theory and practice are to be brought together.

On the basis of a study of the literature of other forms of professional training, the following suggestions are made:

1. students’ activities in the school must re‐inforce their learning and be integrated with their work in the training institution;

2. their educational studies must support the acquisition of the competences needed by the teacher at the outset of his/her professional career;

3. attention must be paid to the learning needs and the potential of each student.

The article describes how a teacher training programme may follow these guidelines, leading to a ‘concurrent’ set of cycles bringing together elements of theory, practice and reflection upon practice, and in which a student may alternate between the academic institution and school practice.

After giving an overview of possible models of training the author focuses upon a specific example and provides a model of the institution‐practice link. What is important is that the learning style of the student be taken into account. Each student selects from four alternative programmes, namely: instructional variants, reflection variants, selfstudy variants, and practice variants. The contents of these four programmes are explained, and the learning outcomes of students from these differentiated programmes compared with those of students from undifferentiated, ‘normal’ programs. In summary, it is claimed that in the research project described there are positive indications for a theory‐practice link which gives students a choice of approaches and a better integration of their learning into the practical classroom situation.  相似文献   

The Experiences of International and Local Students at Three Australian Universities     

Gerry Mullins  Neil Quintrell  Lisa Hancock 《高等教育研究与发展》1995,14(2):201-231

In 1992 international fee‐paying and local students currently enrolled at the three tertiary institutions in South Australia were surveyed by a common questionnaire on students’ study‐related and personal experiences, and issues related to students’ choice and subsequent evaluation of their institution. The breadth of the student sample and the comparative data the questionnaire generated present an overarching view of the experiences and evaluations of a diverse range of university students.

The results of the survey show that while international students experience more problems, and experience them to a more serious degree than their Australian counterparts, the nature of the issues which are of most concern are generally shared. These are concerns about financial issues such as access to Austudy for local students, and the level of fees for international students and the ability to find part‐time work for both groups. The other broad group of issues of concern was study related: workload, fear of failure, loss of motivation, doubts about academic ability, nervousness and tension. Notably, in spite of the differences ‐between the three institutions – the University of Adelaide representing a ‘traditional’ university, Flinders University of South Australia, a ‘1960s’ university and the University of South Australia a ‘post‐1987’ university – the student responses across the three institutions were remarkably similar.

In terms of student evaluations of the quality of the education and services provided, Australian students were consistently more likely to rate aspects of teaching more positively than their international counterparts, but for both groups it was evident, particularly in their comments, that aspects of teaching such as the quality of lectures, accessibility of staff, availability of resources and staff: student ratios were of major concern.

The findings lead to the recommendations that universities could improve both local and international student experience by providing clear information about courses and course expectations, by the provision of effective feedback on assignments, by embedding the teaching of academic skills within courses, by increasing course flexibility to enable students to balance study and earning demands, and by ensuring that student support services are adequately resourced.  相似文献   

Creating an information base for an individualized support system in distance education     

David Sewart 《Distance Education》1980,1(2):171-187

The Open University, with over 60 000 students learning at a distance in its undergraduate profile, is the largest institution of its type in the world. With students spread throughout the United Kingdom and with such large numbers, the Open University has been critically aware of the potential depersonalization of the individual student and the possible subordination of the real needs of students to the bureaucratic requirements of the institution.

By providing each student with a tutor-counsellor who is responsible for the progress of a group of thirty to forty students from initial registration to graduation, the Open University has sought to create an intermediary support, between the distant institution and the student, who has a responsibility for the student in the institution and has a personal knowledge of the student's general progress.

However, since tutor-counsellors are part-time staff and since the University's system is large and complex, it has been necessary to support the part-time staff with up-to-date details of the information the institution holds on file concerning its students. The tutor-counsellor can thus operate in the context of his own personal ‘knowledge’ of the student and the University's institutional ‘knowledge’ of the student.

The Open University has therefore created a general data management and file processing system which allows it to assist selectively and efficiently the work of the tutor-counsellors in their support of the individual student. This is a major step in the University's objective of individualizing its support to students.  相似文献   

Academics’ Views of the Relative Roles and Responsibilities of Teachers and Learners in a First‐Year University Course     

Gerlese S. Åkerlind  Sarah Jenkins 《高等教育研究与发展》1998,17(3):277-289

University teachers often see first‐year as a training ground for students, acculturating them to university expectations and requirements following their secondary school experience. By later years, students are typically expected to know what is required of a ‘university student’. However, the assumption behind this is that different academic staff hold similar views of university teaching and learning and that those teaching first and later years would be in agreement on what is expected of a student at different levels — an assumption which was implicit in the university department described in this article.

The aim of this article is to present the range of views shown by academic staff within one department about the relative roles and responsibilities of staff as teachers and of students as learners at first‐year level. This is of interest because, at least in this department, the degree of variation which was found was unexpected, generating unrealistic expectations and assumptions about students. This led‐to‐the generation of departmental strategies for improving communication about such issues amongst staff, with the intention of making differing views explicit. The lesson which may be of general value is the importance of ensuring structured opportunities for staff within departments to share their views and expectations about teaching and learning.  相似文献   

An interactive learning and course development environment: Context,theoretical and empirical considerations     

Martin M.A. Valcke  Rob L. Martens 《Distance Education》1997,18(1):7-23

In this contribution, a theoretical and empirical framework based on work carried out at the Open universiteit (Ou) for a new approach towards the design, production and delivery of flexible, interactive learning materials for distance education is presented.

In the Research and Development centre of the Ou, a project has concentrated on the innovation of current approaches. This framework can also be considered as an advance organizer to reading the remaining articles from the Open universiteit in this issue of Distance Education.

A key feature of the innovation is that during the design phase, course developers have to define ‘models’ of the materials to be developed: a content model, a support model, a student model and the learning path. From a flexibility point of view especially, the ‘student model’ is of importance since it defines the student variables that will be taken into account when developing/ presenting alternative materials (basic content and/or embedded support). A computer‐based system, the ‘Interactive Learning and Course Development Environment (ILCE)’, was developed to support the work of course development teams and tutors on the one hand, and students on the other hand. The development system supports the work of the developers; the delivery system supports the study process of students. The delivery is realised as an on‐line course, on the World Wide Web.

Students start working with the ILCE‐system by following an intake procedure. They can make choices in relation to student variables that have been defined in the student model (profession, study intentions, context, etc.). Next, they can ‘on the fly’ generate a course. Rom the large repository of learning materials only those materials are selected and compiled that are in line with the student model of this specific student Furthermore, they can choose to study the materials on screen and/or make prints of the materials. Of course, in printing the materials they lose the interactive and dynamic possibilities of the computer learning environment  相似文献   

Adapting the delivery of learning materials to student preferences: Two studies with a course model based on ‘cases’     

Renate Limbach  Hilda G. Weges  Martin M.A. Valcke 《Distance Education》1997,18(1):24-43

Current printed courses of the Open universiteit (Ou) have been designed according to a variety of course models; for example the ‘learning unit model’ or the ‘textbook‐workbook model’ (van den Boom & Schlusmans 1991). Considering the potential of the ILCE approach (Valcke & Martens, this issue), one can imagine new and innovative course models that build on the interactivity and flexibility possibilities of such an environment An essential feature of the ILCE approach is that developers can consider student differences when designing and producing learning materials.

In this article we will explore the problem of adapting the delivery of learning materials to student characteristics in relation to a course based on ‘cases’ in the law domain. Two different study modes are researched: a study mode that starts with the theory and next moves to practical work with the cases versus a study mode that starts with the practical work and next moves to the theoretical base.

Two studies are presented. Within the exploratory study, the research questions focus on the potential interrelations between student characteristics and the preference/choice for one of the two study modes. From the results can be concluded that almost all students from the Open universiteit prefer a theory‐based study mode, because they have a relatively large amount of experience with this study mode and because they find it a successful study mode.

In the second study, an experimental design is adopted with students studying in one of four different conditions: two study modes of printed learning materials and two study modes of interactive learning materials. In contrast with the exploratory study students clearly indicate a more diverse preference for certain study modes. Students also differ in their preference for the delivery mode. However the more traditional study and delivery mode (theory‐based and printed learning material) remains more popular. Again this might again be due to the greater experience students have with this approach. Only two student characteristics are significantly related to opting for the practice‐based study mode: the experience level with a study mode and one's prior knowledge with the subject matter. Comparable results were detected regarding the preferred delivery mode: students with little prior knowledge more readily prefer a printed book, probably because they have a better overview.  相似文献   

Multiple predictors of perceived learning and satisfaction: The importance of information transfer and non‐verbal immediacy in the televised course     

Kim Walker  Michael Hackman 《Distance Education》1992,13(1):81-92

This study examines how telecommunication system design and human factors combine to affect student learning and satisfaction with televised instruction. Participants in the study were 164 adult learners surveyed for their evaluation of forty courses taken via two‐way, multi‐camera, telecommunications systems. The study investigated which factors of system conveyance and instructor behaviour had the greatest impact on interactive communication, measured as perceptions of satisfaction and learning among students.

Among those responding, ‘amount of information received' was found to be the single greatest contributor to perceived learning and satisfaction. Instructor non‐verbal behaviours and audio and video transmission also contributed significantly to perceived learning and satisfaction. Results indicated clearly mat direct face‐to‐face contact with instructors, and interpersonal rapport with other class participants, were less important than the amount of information transmitted in distance education courses.  相似文献   

WHAT IS AV DOING IN A HUMANITIES DEGREE?     

R.L. Thorn 《Learning, Media and Technology》1981,7(2):36-39

The Communication module of the B.A. (Hons) Humanities modular degree at Bristol Polytechnic involves non‐Art & Design students in practical audio‐visual media work through ‘live’ projects undertaken for ‘clients’ in the community ‐‐ schoolteachers, social workers, charities, etc. ‐‐ the work being carried out in teams of between 2 and 5.

The theoretical base of the course is face‐to‐face interaction in real‐life situations such as the classroom and the television interview. The method of assessment here is to present examinees with selected communicative events on videotape and call for analysis and comparison, and evaluation of the theoretical approaches employed. This places a premium on students being able to apply theory directly to real‐life situations, rather than rehearse those theories in essay form.

The course is both intended by the staff and perceived by the students to be distinctly different from the other modules of an otherwise book‐based degree in providing for the essentially practical application of ideas and a basic introduction to alternative modes of communication. By means of the projects, drawn from a variety of sources far removed from the degree course and the institution, the analytical, research, and design skills of the students are applied in a realistic way to broaden their own perspectives and to be of lasting benefit within the community.  相似文献   

A conceptual framework for understanding the transitions in perceptions of external students     

Allan Herrmann 《Distance Education》1988,9(1):5-26

Most student withdrawals from studying at a distance are for personal reasons. This paper is an attempt at clarifying and analysing the reasons from a more subjective perspective than the often‐used survey. The first step in this process is to identify the students’ perceptions of their situation, as they make the necessary transitions from non‐student to student.

The study endeavours to outline a conceptual framework for investigating these transitions, with its main emphasis being on the interpretation of the students’ perspective of the influences acting on them. The next step would be to use this information as a basis for more systematic (rather than intuitive) specialised counselling of distance education students.  相似文献   

Distance education in mixed institutions: working towards parity     

Fred Jevons 《Distance Education》1984,5(1):24-37

The ‘distance’ in distance education (DE) is no longer necessarily great. DE is no longer a makeshift second best to be used only where the face‐to‐face mode is geographically impossible. The parity of esteem which the DE mode already deserves, for mature students, has not yet been achieved, but the trend is in the right direction.

The organisational structure of Deakin University [a mixed institution that teaches both on campus and off campus] is described, emphasising how intimately DE is integrated with other university functions. In comparing DE with the face‐to‐face mode, I argue that distance educators should not be too much on the defensive and list some advantages of DE.

I predict that DE will continue to rise in status and expand in scale, because of its particular suitability for adult students and because of foreseeable developments in technology, especially in microcomputers. My view is that it should regard itself not as a minor speciality but as a leading edge of progress for higher education as a whole.  相似文献   

A CASE FOR SELF‐ASSESSMENT BASED ON RECENT STUDIES OF STUDENT LEARNING     

Helen Boyd  John Cowan 《Assessment & Evaluation in Higher Education》1985,10(3):225-235

An account of an experiment in self‐assessed learning where the lecturer used his authority to give his students responsibility for their own assessment. Students were expected to set their own goals, week‐by‐week, and prepare a self‐assessment, which was open to questioning and discussion by other members of the group, but which involved only the individual student in the final decision.

The difficulties encountered are clearly stated, but the final judgment is that only such methods can achieve deep processing in Higher Education. It is also argued that conventional methods of evaluation are inappropriate for this style of learning.  相似文献   

Students’ perspectives on different teaching methods: comparing innovative and traditional courses in a technology program     

Luciana Debs  Kurtis D. Miller  Iryna Ashby  Marisa Exter 《Research in Science & Technological Education》2019,37(3):297-323

  相似文献   

Changes in Student‐teacher Thinking     

Jaap Buitink  Sieb Kemme 《欧洲师范教育杂志》1986,9(1):75-84

  相似文献   

AN INVESTIGATION INTO THE PRIOR ECONOMIC EXPERIENCE OF PRIMARY EDUCATION STUDENTS     

Alistair Ross 《Assessment & Evaluation in Higher Education》1992,17(3):169-182

In a previous paper (AEHE vol. 17(2) pp. 69‐88) Alistair Ross explored student teachers’ backgrounds and economic experiences, relating this to their economic and industrial understanding.

In this complementary paper he draws on the work of his research group and its EATE‐sponsored project to examine student teachers’ attitudes to economic issues and to their perceptions of teaching as work. In particular, the paper discusses students’ attitudes to the English and Welsh national curriculum cross‐curricular theme: economic and Industrial understanding (EITJ).  相似文献   

The actual use of embedded support devices in self‐study materials by students in a distance education setting     

M.M.A. Valcke  R.L. Martens  P.H.A.G. Poelmans  M.M. Daal 《Distance Education》1993,14(1):55-84

At the Dutch Open university much time is invested in the didactical elaboration of written study materials by the embedding of a large set of ‘embedded support devices’ (objectives, advance organisers, questions, tests, etc.). Is this high investment in the design of written study materials for use in the distance education setting worth the effort? To answer this question, we focused in this research on the actual use of these embedded support devices (ESD) by Open university students. After elaborating a theoretical model that was helpful to derive hypothetical functions and effects of a large set of ESD, quantitative and qualitative hypotheses were put forward in relation to the actual use of a subset of ESD that was implemented in a law course. The research set‐up was based on an in‐depth analysis of responses to structured interviews. Analysis of the results indicate that students make large use of ESD; nearly all ESD are used by more than 60% of the students. Furthermore, students make deep level use of the ESD. Moreover, interrelations could be detected between general student characteristics and deep level use of ESD. Women seem to be more likely to use planning ESD, orientating ESD and processing ESD at a deep level. Students with higher prior education levels seem to use ESD at deep level to a greater extent. Students with less prior knowledge of governmental law and students using study guidance use testing ESD more at a deep level.

No interrelations were detected between cognitive student characteristics and the use of ESD.

To get a better view of the ‘type’ of students using ESD, the interrelations between general student characteristics have been analysed. Especially higher educated (and intrinsic motivated) female students with a lot of study experience and less prior knowledge make deep level use of ESD. When linking the use of ESD to study success, it could be stated that students using ESD at a deep level are not only more likely to have a higher score on the examination, they also need fewer examination attempts. Comparing theoretical and spontaneously mentioned functions and effects of ESD revealed that students indicate functions that are not theoretically expected. Students seem to ascribe their own functions and effects to ESD.

The main conclusion of this research is that the high investment in the design of written study materials is worth the effort; but that it is important to take account of student characteristics when implementing ESD in course materials. It can, for instance, be argued it is desirable to incorporate into the materials ‘training’ about the use of the ESD. Moreover, these results link up with the growing tendency to develop more flexible Ou‐courses that are adaptable to individual student needs. The latter implies that the production of written versions of the study materials is to be redirected towards the development of automated interactive learning environments.  相似文献   

Teaching global climate change to pre-service middle school teachers through inquiry activities     

Bahadir Namdar 《Research in Science & Technological Education》2018,36(4):440-462

Background Global climate change (GCC) has become one of the most debated socio-scientific issues after an increase in media attention. Recently, there have also been several studies describing students’ and teachers’ alternative conceptions about GCC. Therefore, designing learning environments at the college level that focus on accurate conceptions of GCC has become important in order for pre-service teachers to correct their alternative conceptions. There are, however, a limited number of studies that aim to both increase pre-service teachers’ knowledge about these issues and explore their perceptions of teaching this subject.

Purpose The purpose of this study was to investigate the effects of inquiry-based activities on pre-service teachers’ knowledge about GCC and their perceptions of teaching this subject.

Sample The participants were 102 pre-service middle school mathematics and science teachers who were enrolled in an environmental education course.

Design and methods A one group pre-test–post-test design was employed to identify changes after pre-service teachers engaged in a learning unit on GCC. The inquiry-based GCC unit was implemented during the spring semester at a public university in northeastern Turkey. The unit was implemented over seven sessions. Data were collected through two questionnaires: the ‘GCC content questionnaire’ and the ‘perceptions of teaching GCC questionnaire’. Each questionnaire was administered both before and after implementation of the unit. Content questionnaire responses were analyzed using a paired-samples t-test. Responses to the perceptions of teaching questionnaire were analyzed using inductive open coding.

Results Results indicated that after the implementation the pre-service teachers significantly improved their understanding of GCC across all items in the content questionnaire, saw several benefits of and challenges about teaching GCC, and perceived themselves as better prepared to teach about GCC in their future classrooms.

Conclusions Teacher education programs should integrate inquiry-based GCC instruction to increase pre-service teachers’ knowledge as well as their preparedness to teach about this important planetary issue.  相似文献   

Heuristics for planning university study at a distance     

Agnes E. Dodds  Jeanette A. Lawrence 《Distance Education》1983,4(1):40-52

A model was developed at Murdoch University, Western Australia, to describe distance students’ perceptions of their aims and plans for studying a course. The model follows Polya's Heuristic and Newell & Simon's General Problem Solver of students’ plans and sub‐goals for achieving those plans.

Verbal reports of four students were described using the model, and showed that students’ goals were different from those of the course academic, and that student goals influenced how they planned and organized their study. Implications for the formalization of the model for understanding student behaviour are discussed, as is educational relevance for design of external courses.  相似文献   

Learning Styles and Self‐Regulation of Learning at University: An Indonesian Study     

Clara R.P. Ajisuksmo  Jan D. Vermunt 《Asia Pacific Journal of Education》1999,19(2):45-59

  相似文献   

Greek primary school students’ images of scientists and their work: has anything changed?     

Anastassios Emvalotis 《Research in Science & Technological Education》2018,36(1):69-85

  相似文献   

Students’ knowledge acquisition and ability to apply knowledge into different science contexts in two different independent learning settings     

Mutlu Cukurova  Judith Bennett  Ian Abrahams 《Research in Science & Technological Education》2018,36(1):17-34

Background: Recently, there is a growing interest in independent learning approaches globally. This is, at least in part, due to an increased demand for so-called ‘21st century skills’ and the potential of independent learning to improve student skills to better prepare them for the future.

Purpose: This paper reports a study that explored the effectiveness of two different independent learning approaches: (i) guided independent learning and (ii) unguided independent learning with independent research, in enabling students in an undergraduate Macromolecules course to acquire knowledge in one chemistry context and apply it successfully in another.

Sample: The study involved 144 chemistry students commencing their first term of undergraduate study at a northern university in England. Students completed pre- and post-intervention tests containing 10 diagnostic questions, of which 4 measured students’ knowledge acquisition in one context and 6 measured their ability to apply it in another.

Design and methods: Diagnostic questions had been identified using a Delphi approach. Paired t-tests and chi-square tests were used to analyse the significance of any change in students’ responses to the diagnostic questions and the number of responses evidencing misconceptions, respectively.

Results: Whilst guided independent learning settings were found to improve students’ knowledge and ability to apply that knowledge in novel situations, unguided independent learning had no statistically significant effect. Unguided independent learning was also linked to a statistically significant increase in the number of student misconceptions in one of the diagnostic questions.

Conclusions: The results of this study show that guidance in independent learning activities is a key necessity for effective learning in higher education. This paper has strong relevance and high significance to tertiary STEM education, especially in the light of increased importance of teaching, such as the Teaching Excellence Framework in the UK, and shifts to more independent learning activities.  相似文献