Where is the “theory” within the field of educational technology research?     

Khe Foon Hew  Min Lan  Ying Tang  Chengyuan Jia  Chung Kwan Lo 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):956-971

Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).  相似文献   

Éducation Et Culture Dans L'œuvre De Lê ThàNh Khôi     

Maherzi  Aïcha 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(2):95-117

EDUCATION AND CULTURE IN THE WORK OF LÊ THÀNH KHÔI – Education in a broad sense, whether formal or informal, composes the major concern of Lê Thành Khôi. Throughout his work, he has endeavored to demonstrate its fundamental role and meaning in the endogenous dynamics of civilization. His consistently pursued goal is to produce an overall theory of education incorporating both the historical and the contemporary as well as the universal and the particular. For Lê Thành Khôi, education and culture form two sides of the same coin; seen globally, they complement or rather mutually influence each other. This perspective radically challenges all forms of xenophobia and ethnocentrism as well as all restricted and ossified ways of thinking. The following study presents an overall picture of education and culture in the work of Lê Thành Khôi with a view to the way that they contribute to helping us understand ourselves and overcome our contradictions in living successfully together.  相似文献   

Foreword     

Koïchiro Matsuura 《Prospects》2008,38(1):1-3

  相似文献   

初中英语自然分材教学阶段性反思     

侯忠义  赵鑫 《中学教育》2008,(8)

单词记忆是初中生英语学习的“瓶颈”。倡导自然分材教学的学者们在反思中学英语教学低效甚至无效成因的基础上,借鉴国内外英语教学研究的优秀成果,提出了让学生巧学、乐学的主张,探究出英语单词巧记法,并在实践中得到广大师生的认可和欢迎。教师在英语教学试验中思方法之道、授方法之妙、得方法之效,不断探索和完善单词巧记法,推动英语自然分材教学的深入发展。  相似文献   

Chebyshev polynomial solutions of systems of higher-order linear Fredholm-Volterra integro-differential equations     

Ay?egül Akyüz-Da?c?o?lu  Mehmet Sezer 《Journal of The Franklin Institute》2005,342(6):688-701

A Chebyshev collocation method, an expansion method, has been proposed in order to solve the systems of higher-order linear integro-differential equations. This method transforms the IDE system and the given conditions into the matrix equations via Chebyshev collocation points. By merging these results, a new system which corresponds to a system of linear algebraic equations is obtained. The solution of this system yields the Chebyshev coefficients of the solution function. Some numerical results are also given to illustrate the efficiency of the method. Moreover, this method is valid for the systems of differential and integral equations.  相似文献   

四川平武火溪河水牛家水电站对库区鸟类的影响     

伍自力  何玲  潘树林 《宜宾学院学报》2004,4(6):171-172

通过野外工作 ,在掌握了火溪河流域鸟类的分布状况的基础上 ,预测火溪河水牛家水电站工程对库区鸟类的影响 ,并提出避害促利的措施  相似文献   

A Whole-School Approach to Guidance: A Hong Kong Experience   总被引：1，自引：0，他引：1  

Eadaoin K. P. Hui  & Rita C. C. Lo 《Pastoral Care in Education》1997,15(2):22-28

As in England, approaches to guidance/pastoral care in Hong Kong have in recent years become more proactive and less exclusively reactive. This paper presents an example of this, focusing on a secondary school in Hong Kong which has sought to implement a whole-school approach through developmental guidance programmes. The writers' evaluation of this suggests that the integration of guidance/PSE into the whole-school curriculum was feasible, with a favourable outcome perceived by the school community. The findings also identified a number of important factors which facilitated the implementation and development of the policy.  相似文献   

Confucius Institutes and China’s soft power: practices and paradoxes     

Joe Tin-yau Lo  Suyan Pan 《Compare》2016,46(4):512-532

Since China’s implementation of the Confucius Institute (CI) project in 2004, most academic works have been written on its objectives, nature, features, development, problems and challenges, especially in terms of soft power projection. Though some of them could unravel the tensions and paradoxes in the CI project, there is a paucity of in-depth and focused analysis on the related issues with a more systematic framework. Utilising Tellis et al.’s tripartite taxonomy approach to power – resources, strategies and outcomes – and integrating it with Nye’s tripartite approach to exercising power – coercion, inducement and attraction – this paper aims to fill this research gap. The findings can shed light on the tensions and paradoxes in China’s development of soft power by providing a more systematic and integrated framework for analysing the dilemmas and predicaments in the exercise of its power strategies in the global age.  相似文献   

Sustainable development as a driver for educational innovation in engineering school: the case of UniLaSalle     

Fatma Fourati-Jamoussi  Michel J.F. Dubois  Maxime Agnès  Valérie Leroux  Loïc Sauvée 《European Journal of Engineering Education》2019,44(4):570-588

ABSTRACT

The potential relationships between innovation and sustainability processes, in engineering education, is neither obvious nor simple, especially when innovation, generally speaking, is promoted regardless of sustainability. We used UniLaSalle (In January 2016, the ‘Institut Polytechnique LaSalle Beauvais’, a French engineering school, merged with another higher education engineering school (ESITPA, Rouen). Both campuses (Beauvais and Rouen) have a common name: UniLaSalle (www.unilasalle.fr). As the interview began during 2015, this article only describes the situation of the Beauvais campus.) as a ‘living Lab’ to identify and analyse the reasons for the integration of innovation and Sustainable Development (SD) in training programmes. The aim is to explore, in a perception and reflective approach, how SD can be understood as a driver for specific innovation attitudes in higher education engineering school. This paper adopts an empirical approach based on a qualitative study, using NVivo 9 software to analyse non-numerical data. Our research suggests that SD can be a structural driver for innovation if it is integrated in a transdisciplinarity approach and not just as a discipline per se.  相似文献   

Learning online,offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face,online, and blended teaching modalities     

Shu-Chen Yen  Yafen Lo  Angela Lee  JudelMay Enriquez 《Education and Information Technologies》2018,23(5):2141-2153

The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed.  相似文献