Flexibility in higher professional education: A survey in business administration programmes in the Netherlands     

Ad Schellekens  Fred Paas  Jeroen J.G. van Merriënboer 《Higher Education》2003,45(3):281-305

In order to develop higher education in theEuropean Union there is a need to increase themobility of students and teachers. Improvingthe flexibility of educational programming isan educational policy in the Netherlands tosupport this development. To get a clearpicture of the operational characteristics ofcurrent educational programmes, theirflexibility and conditions for improvement, asurvey was carried out in Businessadministration programmes in higherprofessional education institutes in theNetherlands. The results indicate that theseeducational programmes are organised in ratherrigid operational formats that seem to restrictflexibility. The issue of developing newoperational models that allow for more flexibleeducational programme formats is discussed.Operations management and educationaltechnology are considered as potential domainsfor a re-engineering of educational systems.  相似文献   

Timing of Information Presentation in Learning Statistics   总被引：4，自引：0，他引：4  

Liesbeth Kester  Paul A. Kirschner  Jeroen J.G. van Merriënboer 《Instructional Science》2004,32(3):233-252

This study in the domain of statistics comparesfour information presentation formats in a 2 × 2factorial design: timing of supportiveinformation (before or during taskpractice) × timing of procedural information(before or during task practice).Seventy-two psychology and education students(7 male and 65 female; mean age 18.5 years,SD = 2.85) participated. Theeffectiveness of the learning material wasmeasured by test performance. The instructionalefficiency was measured by a combination ofmental effort during practice and testperformance (i.e., a high test performancecombined with a low mental effort duringpractice denotes a high instructionalefficiency). ANOVA showed a main effect fortiming of supportive information: presentationduring practice led to more efficient learning than presentationbefore practice. Moreover, an interactioneffect was found. Simultaneous presentation ofprocedural information before andsupportive information during practiceled to the most efficient learning.  相似文献   

Pain reduction and treatment of sore nipples in nursing mothers          下载免费PDF全文

Cadwell K  Turner-Maffei C  Blair A  Brimdyr K  Maja McInerney Z 《The Journal of perinatal education》2004,13(1):29-35

  相似文献   

Global rankings in the Nordic region: challenging the identity of research-intensive universities?     

Mari Elken  Elisabeth Hovdhaugen  Bjørn Stensaker 《Higher Education》2016,71(6):781-790

Global university rankings currently attract considerable attention, and it is often assumed that such rankings may cause universities to prioritize activities and outcomes that will have a positive effect in their ranking position. A possible consequence of this could be the spread of a particular model of an “ideal” university. This article tests this assumption through an analysis of a sample of research-intensive universities in the Nordic region. Through document analysis and interviews with institutional leaders and staff from central administration, the study explores whether high-ranked Nordic universities take strategic measures as a response to global rankings, and whether the traditional identities of the universities are changing, as they are influenced and affected by the rankings. The study shows that rankings have a relatively modest impact on decision-making and strategic actions in the Nordic universities studied, and that there are few signs of rankings challenging the existing identities of the universities in this region.  相似文献   

Seeking optimal confusion: a review on epistemic emotion management in interactive digital learning environments     

Amaël Arguel  Lori Lockyer  Gregor Kennedy  Jason M. Lodge  Mariya Pachman 《Interactive Learning Environments》2019,27(2):200-210

Emotions play a significant part in students’ learning experiences within complex educational environments. However, the impact of emotional experiences on effective learning is not straightforward. For example, being confused during learning may be perceived as an adverse event. There is, however, considerable research evidence suggesting that confusion can also be a productive aspect of a student's learning processes. Despite this, research also suggests that when confusion is persistent it can become harmful, promoting learner frustration or boredom. Key challenges for the design of interactive digital learning environments (IDLEs) are to detect and assess students’ emotions and to tailor the environment accordingly. In this paper we examine, from a review of the literature, the implications of learners’ confusion that can occur in IDLEs. Strategies for managing students’ confusion will then be discussed and examples of features enhancing learning in IDLEs will be suggested.  相似文献   

Effects of self-assessment feedback on self-assessment and task-selection accuracy     

Raaijmakers  Steven F.  Baars  Martine  Paas  Fred  van Merriënboer  Jeroen J. G.  van Gog  Tamara 《Metacognition and Learning》2019,14(1):21-42

Metacognition and Learning - Effective self-regulated learning in settings in which students can decide what tasks to work on, requires accurate self-assessment (i.e., a judgment of own level of...  相似文献   

A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction   总被引：3，自引：0，他引：3  

Fred Paas  Juhani E. Tuovinen  Jeroen J. G. van Merriënboer  A. Aubteen Darabi 《Educational technology research and development : ETR & D》2005,53(3):25-34

Motivation can be identified as a dimension that determines learning success and causes the high dropout rate among online learners, especially in complex e-learning environments. It is argued that these learning environments represensent a new challenge to cognitive load researchers to investigate the motivational effects of instructional conditions and help instructional designers to predict which instructional configurations will maximize learning and transfer. Consistent with the efficiency perspective introduced by Paas and Van Merriënboer (1993), an alternative motivational perspective of the relation between mental effort and performance is presented. We propose a procedure to compute and visualize the differential effects of instructional conditions on learner motivation, and illustrate this procedure on the basis of an existing data set. Theoretical and practical implications of the motivational perspective are discussed.  相似文献   

Outdoor physical education in French schools during the twentieth century     

Michaël Attali  Jean Saint-Martin 《Journal of Adventure Education & Outdoor Learning》2017,17(2):148-160

During the twentieth century, outdoor physical education (OPE) gradually integrated with the French education system. Culturally speaking, OPE had to overcome several hurdles because it promoted values such as freedom, initiative and responsibility that were deemed incompatible with the existing educational model. Beyond being a pedagogical tool, the health and welfare implications justified the existence of OPE within the school system, thus changing the meaning of those values. The question of human relations with nature truly facilitated the incorporation of OPE into French educational programmes even if the scope of its development is rather limited today. Some might regret the predominance of a kind of physical activity that conveyed values and was proven to be especially productive in terms of issues related to education, security and respect for the environment. Nevertheless, OPE physical activities found their rightful place within the school system because of the sports facet of the activities.  相似文献   

Special needs education in light of the inclusion principle: an exploratory study of special needs education practice in Belarusian and Norwegian preschools     

Bjørg Mari Hannås 《欧洲特需教育杂志》2016,31(4):520-534

The purpose of this study is to investigate possible practical consequences of the ideological principle of inclusion. In this article, we investigate, compare and discuss how employees of Norwegian and Belarusian preschools perceive their own, and their preschools’, special needs education practices related to children with language difficulties. This study has a qualitative case design. The investigation contains 10 semistructured interviews of five employees from five preschools in each country. The analysis of the empirical material shows that the interviews primarily revolve around two topics: competence and sense of mastery and self-understanding. Among the staff of the Norwegian preschools, perceptions of a relatively low average competence, unsatisfactory guidance from external professionals and a low sense of mastery are prevalent. The informants from Belarusian preschools perceive a high and more specialised competence, available special needs education competence and a high degree of sense of mastery. Despite different situations and contexts, this study suggests that the preschool sector in both countries face the same challenge; how preschools can implement a form of inclusive educational practice, without at the same time relinquishing valuable special needs education competence.  相似文献   

Reflections about outdoor adventure sports and professional competencies of physical education students     

Alcyane Marinho  Priscila Mari dos Santos  Miraíra Noal Manfroi  Juliana de Paula Figueiredo  Vinicius Zeilmann Brasil 《Journal of Adventure Education & Outdoor Learning》2017,17(1):38-54

  相似文献