Interactive learning in an urban environmental education online course     

Yue Li  Marianne Krasny  Alex Russ 《Environmental Education Research》2016,22(1):111-128

Online courses play an increasing role in professional development of environmental educators, yet little information is available on the interactive processes involved in online learning. We examined the relationship of three types of interactions in an urban environmental education online course – participant–participant, participant–instructor, and participant–content – to four course outcomes: participants’ motivation to learn, intent to adapt ideas and information learned through the course in their practice, actual adaptation of ideas in their practice, and development of professional networks. Content analysis was used to characterize participants’ and instructors’ weekly online posts and comments, and generalized estimation equation modeling was used to explore the relationships between interactions and outcomes. The results showed that participant–content interaction had significant positive relationships with participants’ motivation to learn, intent to adapt ideas, and adaptation of ideas. Participant–participant interaction had significant positive relationships with participants’ motivation to learn, and development of professional networks with each other. Finally, participant–instructor interaction had a significant positive relationship with participants’ development of professional networks. The results of this study can be used to improve professional development online courses for environmental educators.  相似文献   

Better beware: comparing metacognition for phishing and legitimate emails     

Canfield  Casey Inez  Fischhoff  Baruch  Davis  Alex 《Metacognition and Learning》2019,14(3):343-362

Metacognition and Learning - Every electronic message poses some threat of being a phishing attack. If recipients underestimate that threat, they expose themselves, and those connected to them, to...  相似文献   

Workforce Education Models for K-12 STEM Education Programs: Reflections on,and Implications for,the NSF ITEST Program     

Reider  David  Knestis  Kirk  Malyn-Smith  Joyce 《Journal of Science Education and Technology》2016,25(6):847-858

Journal of Science Education and Technology - This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation’s Innovative...  相似文献   

Research that Resonates: A Perspective on Durable and Portable Approaches to Scholarship in Technical Communication and Rhetoric of Science     

Kirk St.Amant  S. Scott Graham 《Technical Communication Quarterly》2019,28(2):99-111

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Science and technology management: Designing an undergraduate course     

Dr Chris Kirk  Mr Richard Chapman 《Research in Science Education》1992,22(1):255-259

This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison was made between the skills and abilities in science and technology students desired by industrial employers and whether New Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the design of a new Science and Technology Management course is outlined. Specializations: science and technology education, co-operative education, development of professional skills. Specializations: co-operative education programmes.  相似文献   

Issues in specific learning disabilities: towards a data base for decision making     

P. Berry  S.A. Kirk 《International Journal of Disability, Development & Education》1980,27(2):115-125

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Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students     

Alex Kumi–Yeboah  James Dogbey  Guangji Yuan 《Journal of Research on Technology in Education》2018,50(1):1-17

The rapid growth of online education at the K-12 level in recent years presents the need to explore issues that influence the academic experiences of students choosing this method of learning. In this study, we examined factors that promote/hinder the learning experiences and academic self-concept of minority students attending an online high school. Qualitative interviews were conducted with twenty-four African American, and sixteen Hispanic high school students. The results showed that collaborative learning activities, access to resources, time convenience, student-teacher interactions, student-student interactions, improved academic behavior, and parental support helped to enhance online learning experiences and academic self-concept of the minority students. On the contrary, the lack of social presence, and the lack of cultural inclusion in course content constrain online learning experiences and academic self-concept of the students. The findings revealed some similarities between factors that influence minority students learning experiences online, and in face-to-face setting. The study also highlighted the need for teachers of online courses to understand the cultural backgrounds of minority students, and to use their knowledge to improve the learning experiences and academic self-concept of these students. Implications for teaching minority high school students in an online environment, as well as suggestions for future research are provided. (Keywords: minority students, K-12 online school, factors, online learning, self-concept)  相似文献   

University autonomy and public policies: A system theory perspective   总被引：3，自引：1，他引：3  

Alex M. Clarice  Michael J. Hough  Ron F. Stewart 《Higher Education》1984,13(1):23-48

This article addresses problems facing universities because of external pressures for changes in their teaching, research, and governance and management policies and practices to align them with public policies. The view is put that governments are introducing public policies in times of economic recession to achieve rationalisation of human, physical and financial resources in higher education and to foster initiatives that shape university teaching and research to serve the needs of society and assist in national economic recovery. Examples of these external pressures, which have resulted in intrusions into the autonomy of university governance and management, are provided in the context of general system theory. It is assumed that the pressure of public policies on universities will continue and that each university should have a development plan for its present and future teaching and research activities, which has the endorsement of the government higher education advisory agency so that university management can function on a secure basis. The effectiveness and efficiency of functioning at the various levels of the university system should be assessed by periodic evaluative reviews. The quality of management by academic leaders should be fostered by the establishment of national centres for the study of higher education management and policy. The relationship between government higher education advisory agencies and universities should be renegotiated so that, as interdependent and interrelated parts of the higher education system, they work in joint co-operation to ensure the most effective and appropriate development of each institution. Nevertheless, a state of equilibrium between the university system and the supra (social) system within which it exists will never fully be achieved. The fundamental role and functions of a university require that it be concerned with teaching and researching both ageless and current phenomena. Hence, a perfect equilibrium state cannot exist if external social pressures are for the main weight of university activities to be shifted to providing service for the current needs of society.  相似文献   

Is the Whole Worth More than the Sum of the Parts? Studies of Examiners' Grading of Individual Papers and Candidates' Whole A-level Examination Performances     

Jo-Anne Baird  Alex Scharaschkin 《Educational studies》2002,28(2):143-162

Typically, students are assessed on elements of their performance, and it is assumed that the sum of marks for these elements will be just as impressive as the students' whole performances. Examiners might expect more for a particular grade if they only see parts of the students' work separately. Two experiments were carried out comparing examiners' judgements of the grade-worthiness of candidates' A-level examination work at question paper level and at subject level. The results of both studies suggested that examiners may have compensated to some extent for the different aspects of the subject tested in different question papers when they made holistic judgements, but did not make this compensation when they made question paper judgements. Tunnel vision effects are likely to be greater in the AS/A2 examinations than those found here, because the examinations will be broken into smaller parts.  相似文献   

Soviet higher education: an alternative construct to the western university paradigm     

Alex Kuraev 《Higher Education》2016,71(2):181-193

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