The engagement agenda,multimedia learning and the use of images in higher education lecturing: or,how to end death by PowerPoint     

David Roberts 《Journal of Further & Higher Education》2018,42(7):969-985

This article is concerned with student engagement and understanding in large group teaching in Higher Education (HE). Specifically, it is concerned with the application of Multimedia Learning (MML) methods in Politics, History, International Relations, Sociology, Social Work, and Business and Economics teaching that privilege the use of images to complement text in lecture presentations. This ‘visual’ method, it is claimed in the literature, generates engagement and understanding better than text alone. This article develops, applies and empirically tests with students, MML methods across a range of Higher Education disciplines over three years. The research deploys Participatory Action Research (PAR) methods engaging students as active agents of investigation and change. It finds evidence to support the hypothesis that apposite images combined with reduced text increases students’ engagement and understanding with academic content, but that much formal research needs to expand on the range of demographics tested.  相似文献   

Concept image and concept definition in mathematics with particular reference to limits and continuity   总被引：1，自引：2，他引：1  

David Tall  Shlomo Vinner 《Educational Studies in Mathematics》1981,12(2):151-169

The concept image consists of all the cognitive structure in the individual's mind that is associated with a given concept. This may not be globally coherent and may have aspects which are quite different from the formal concept definition.The development of limits and continuity, as taught in secondary school and university, are considered. Various investigations are reported which demonstrate individual concept images differing from the formal theory and containing factors which cause cognitive conflict.  相似文献   

Eight Pedagogical Preambles on Dolly the Sheep     

David W. Jardine 《Interchange》2003,34(4):449-466

This paper explores the assumptions underlying a commonplace school activity based on the mandated science curriculum: exploring the difference between natural and human made structures. Following a student's desire to use Dolly the Sheep as his example, a great array of contemporary and classical connections are explored.  相似文献   

Ethics code spells disaster for Canadian psychologists     

Concar D 《New scientist (1971)》1996,152(2059):7

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The first Gordon research conference on science education: The case for intersecting orbitals     

David W. Scott 《Journal of Science Education and Technology》1992,1(4):289-293

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Analysis of emerging practices in globalizing instructional materials     

David P. DeBry 《Educational technology research and development : ETR & D》2002,50(4):73-82

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Ten Years of the National Policy on Education in Nigeria: An Assessment of Policy on Special Education     

David Awanbor 《International Journal of Disability, Development & Education》1995,42(2):171-176

The National Policy on Education in Nigeria is an important document that had attractive plans for the Educational System of the country in general and, in particular, for persons with a disability. As the policy concerns the welfare and education of persons with a disability, its implementation has been fraught with the problem of lack of a legal document to regulate implementation activities. Basic to this problem, of course, are those of funding, limited definitions and policy objectives. This paper highlights these problems with brief discussions and concludes with suggestions for effective implementation.  相似文献   

A comparison of individualized and group instruction in a sixth-grade electricity unit     

Charles Anderson  David Butts 《科学教学研究杂志》1980,17(2):139-145

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A review of the use of video‐conferencing for actuarial education — a three‐year case study     

David M. Knox 《Distance Education》1997,18(2):225-235

This paper reviews the three‐year history of teaching actuarial studies in live time by video‐conferencing from The University of Melbourne to students at The Australian National University, Canberra. The paper discusses the practicalities of this programme including aspects relating to students, staff and the technology. The outcomes for students at both institutions are presented together with a discussion of a number of issues from the perspectives of the lecturing staff. Some limitations of the programme are also presented.  相似文献   

A comparison of the dimensions used by Iranian and American students in rating instruction   总被引：1，自引：0，他引：1  

David W. Chapman  Edward F. Kelly 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(1):41-60

This study investigated the dimensions of teacher behavior and classroom characteristics used by Iranian high school students (N=880) in evaluating their classroom experience. Secondly, it compared these dimensions to those used by American high school students (N=599). During January, 1978, both groups of students completed the Classroom Behavior Survey (CBS). Principal components analysis with varimax rotation yielded a 12 factor solution for Iranian data and 14 for the American data. Comparison of the factors suggest that the dimensions on which Iranian and American students evaluate their teachers are substantially different, though the dimensions they use to evaluate characteristics of the course and content are similar.

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Zusammenfassung Diese Studie untersucht die Dimensionen von Lehrerverhalten und Unterrichtsweisen, die iranische Studenten zur Evaluation ihrer Klassenerfahrungen angewandt haben. Ferner vergleicht sie diese Dimensionen mit den von amerikanischen Sekundarschülern benutzten. Beide Schülergruppen beendeten ihre Untersuchungen über Unterrichtsverhalten im Januar 1978. Eine Analyse der Hauptkomponenten, mit Varimax Rotation, ergab eine 12-Faktorenlösung für die iranischen Daten gegenüber 14 Faktoren für die amerikanischen. Ein Vergleich dieser Faktoren deutet darauf hin, daß die Dimensionen, aufgrund derer die iranischen und amerikanischen Schüler ihre Lehrer bewerten, stark voneinander abweichen, während sich die für die Beurteilung der Kurse und Inhalte gebrauchten gleichen.

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Résumé Cette étude porte sur les cotes du comportement de l'enseignant et des caractéristiques de la classe utilisées par les élèves iraniens de l'enseignement secondaire. (N=880) dans leur évaluation de leur expérience scolaire. Elle compare ensuite ces cotes à celles utilisées par les élèves américains du secondaire. Les deux groupes d'élèves ont terminé leur enquête sur le comportement de la classe (CBS ECC) en janvier 1978. L'analyse des principales composantes avec rotation varimax a donné une solution à 12 facteurs pour les données iraniennes et à 14 facteurs pour les données américaines. La comparaison des facteurs suggère que les cotes selon lesquelles les élèves iraniens et américains évaluent leurs enseignants sont notablement différentes, bien que celles qu'ils utilisent pour évaluer les caractéristiques du cours et de son contenu soient similaires.

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