Singaporean Parents’ Curriculum Priorities for Their Children with Disabilities     

Levan Lim  Tan Ai Girl  Marilyn M. Quah 《International Journal of Disability, Development & Education》2000,47(1):77-87

This study examined Singaporean parents’ perspectives on how much they valued major curriculum skill areas for their children with disabilities. Parents were also asked to indicate whether they expected priority skill items within the curriculum areas to be performed with assistance or independently. The results showed that the parents of children with moderate and severe disabilities indicated the highest priority for self-help functional life skills, followed by community-based functional life skills, social relationship skills, and functional academics. Parents of children with mild disabilities indicated the highest priority for self-help functional life skills, followed by community-based functional skills, functional academics, and social relationship skills. The results also showed that parents’ relative ratings of the other skill areas besides self-help skills were influenced by the level of disability of their children. The milder the disability, the higher the relative parental ratings and expectations for independent performance of social relationship skills, functional academics, and community-based life skills. Conversely, the more severe the disability, the lower the relative ratings of these skills and expectations for independent performance compared with self-help functional life skills.  相似文献   

Quality Assurance in Higher Education in Developing Countries     

David Lim 《Assessment & Evaluation in Higher Education》1999,24(4):379-390

In recent years universities in developing countries have followed their counterparts in developed countries in adopting quality assurance to improve the quality of their teaching, research and direct community service programmes. While many of the conditions required for the successful implementation of quality assurance programmes are not present in most universities in developing countries, their adoption will still be useful. Such programmes show how a university's seemingly disparate activities are related to one another to serve a common cause and how the quality of these can best be improved by adopting an integrated approach. In the process, they provide more focus and direction to the work of the traditional academic committee system. However, the quality assurance programmes must be modified to suit the conditions prevailing in developing countries, by being simple in design, modest in expectations, and realistic in requirements.  相似文献   

Educational Assessment in Singapore     

Elaine P. Y. Lim  Annie Tan 《Assessment in Education: Principles, Policy & Practice》1999,6(3):391-404

Educational assessment in the Singapore context is shaped, to a large extent, by the country's educational policies and programmes, as well as the general principles and practices of assessment. This paper presents a profile of the assessment system in Singapore and how it complements the education system to realise the fullest potential of its precious human resources. National examinations and school-based assessments at each milestone in the education system are described so as to highlight the distinctive features of educational assessment in Singapore.  相似文献   

Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives     

Danielle Lester  Gregory J. Skulmoski  Darren P. Fisher  Vishal Mehrotra  Iris Lim  Alexander Lang  Justin W. L. Keogh 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1748-1770

While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.

Practitioner notes

What is already known about this topic

• Gamification and game-based learning may have many benefits for university students.
• The majority of university educators do not routinely use gamification and game-based learning in their teaching.

What this paper adds

• University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
• University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
• These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.

Implications for practice and policy

• Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
• A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.

  相似文献   

Cyberloafing among Gen Z students: the role of norms,moral disengagement,multitasking self-efficacy,and psychological outcomes     

Mihelič  Katarina Katja  Lim  Vivien Kim Geok  Culiberg  Barbara 《European Journal of Psychology of Education - EJPE》2023,38(2):567-585

European Journal of Psychology of Education - This paper examines mobile cyberloafing, i.e. the use of phones for non-study purposes among Gen Z students, the first generation of digital natives....  相似文献