Programming MOOCs – different learners and different motivation     

Piret Luik  Marina Lepp  Lidia Feklistova  Merilin Säde  Marili Rõõm  Tauno Palts 《International Journal of Lifelong Education》2020,39(3):305-318

ABSTRACT

MOOCs for learning the basics of programming have become popular among people with a diverse range of backgrounds, interests and learning contexts. Studies show that learners who enrol in MOOCs tend to have different motivation from learners in traditional courses, but it is not known how motivation differs for people with different backgrounds. This study aims to describe how the motivational factors behind enrolment in programming MOOCs relate to learners’ characteristics. The data were gathered in the spring of 2017 with a motivation scale (FIEM) from 1,536 participants of the MOOC ‘About Programming’. Using comparative analysis, differences in motivational factors between groups by gender, employment status and previous experiences in programming were found. Correlational analysis revealed that educational level, age and self-evaluated probability of completing the MOOC were also related to motivational factors. Different people are motivated by different factors, indicating that this knowledge could be used to design interesting and motivating programming MOOCs, which are relevant to learners with various backgrounds.  相似文献   

Undergraduates Leading Undergraduates: Peer Facilitation in a Science Workshop Program     

Marina Micari  Bernhard Streitwieser  Gregory Light 《Innovative Higher Education》2005,30(4):269-288

This article presents the results of a study investigating the experiences of undergraduatesacting as peer leaders in an extensive peer-led team learning program in introductory undergraduate sciences and engineering courses. In an effort to understand the facilitator experience in the program better and to report initial findings on the benefits derived through a peer-facilitation experience, the study identified multiple areas in which peer facilitators reported experiences ofgrowth and the ways in which they understood and responded to this growth. Marina Micari, Ph.D., University of Minnesota, is Associate Researcher, Gateway Science Workshop Program, Northwestern University. Her interests include adult continuing education and cross-cultural communication. Bernhard Streitwieser, Ph.D. Columbia University, is Associate Director, Searle Center for Teaching Excellence, Northwestern University, and Lecturer, German Department, Northwestern University. His interests include comparative education and contemporary German society; European Education and systemic reform. Gregory Light, Ph.D., University of London, is Director, Searle Center for Teaching Excellence, Northwestern University. His interests include the theory and practice of learning and teaching in higher and professional education.  相似文献   

University academics’ experiences of learning through mentoring     

Trudy Ambler  Marina Harvey  Jayde Cahir 《The Australian Educational Researcher》2016,43(5):609-627

The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one semi-structured interviews were used to explore academics’ experiences of mentoring, with a view to understanding the broader benefits mentoring might offer to the academic community. Findings from the study highlight that in an era where change is pervasive tertiary education providers should consider implementing mentoring as a valuable approach for supporting the work of academics. The academics in this research explained that through mentoring, they learnt how to build professional relationships and friendships; it helped them develop a sense of personal satisfaction; acted as a catalyst for career and leadership enhancement; expanded understandings of teaching and research and as a consequence of engaging in self-reflection it opened up new ways of thinking about their work.  相似文献   

The relations of parental supervision,parental school involvement,and child's social competence with school achievement in primary school     

Andreja Braj&#x;a‐ ganec  Marina Merka&#x;  Marija &#x;aki&#x; Veli&#x; 《Psychology in the schools》2019,56(8):1246-1258

The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement.  相似文献   

Stigma Hauptschulabschluss?     

Tanja Buch  Stefan Hell  Gabriele Wydra-Somaggio 《Zeitschrift für Erziehungswissenschaft》2011,14(3):421-443

Graduates of vocational training with or without an exit qualification from the German lower secondary school called ??Hauptschule?? have an above-average chance of being unemployed at the next level. Using a data set which includes both school exit qualifications and the marks from vocational training, we show that this increased probability of unemployment can be explained by the enduring stigmatization of graduating school with a low qualification level and by weaker performance in the final examination from vocational training. This leads to additive disadvantages at the next stage in a young person??s career. The attainment of a vocational qualification is, therefore, an insufficient basis for successful entry into the labor market. At a stage, when their integration into the labor market appears to have been secured??despite a problematic start?Cthese youths are, in fact, confronted with an increased risk of unemployment and a precarious start in their working career.  相似文献   

Evaluating young children’s creative coding: rubric development and testing for ScratchJr projects     

Unahalekhaka  Apittha  Bers  Marina Umaschi 《Education and Information Technologies》2022,27(5):6577-6597

Education and Information Technologies - Project-based assessment has been used to evaluate coding projects created by students for a long time. Nevertheless, there is a lack of rigorously tested...  相似文献   

Psychometric properties and optimizing of the Bracken School Readiness Assessment     

De Almeida Maia  Denise  Pohl  Steffi  Okuda  Paola Matiko Martins  Liu  Ting  Puglisi  Marina Leite  Ploubidis  George  Eid  Michael  Cogo-Moreira  Hugo 《Educational Assessment, Evaluation and Accountability》2022,34(2):227-239

Educational Assessment, Evaluation and Accountability - The Bracken School Readiness Assessment (BSRA) has been used in large studies such as the Millennium Cohort Study (MCS). Important...  相似文献   

An Exploratory Study to Investigate the Impact of an Enrichment Program on Aspects of Einsteinian Physics on Year 6 Students     

Marina Pitts  Grady Venville  David Blair  Marjan Zadnik 《Research in Science Education》2014,44(3):363-388

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Delinquency,depression, and substance use disorder among child welfare-involved adolescent females     

Marina Lalayants  Jonathan D. Prince 《Child abuse & neglect》2014

Although adolescents with delinquency are known to have higher-than-average rates of depression or substance use disorder (SUD), research on the topic is inconsistent. It remains unclear weather depression or SUD leads to delinquency, whether delinquency leads to depression or SUD, or whether there is bi-directionality. Utilizing the National Survey of Child and Adolescent Well-Being (Wave I: 2008–2009; Wave II: 18 months later: N = 5872), we used logistic regression to predict depression from delinquency (and vice versa), and SUD from delinquency (and vice versa). After inclusion of control variables, we found that females with minor theft in Wave I were more than 4 times as likely (adjusted odds ratio [aOR] = 4.34; 95% CI: 1.10–17.16) as females without minor theft to be depressed in Wave II, and those with public disorder in Wave I were almost 3 times as likely (aOR = 2.74; 95% CI: 1.03–7.30) as those without public disorder to have SUD in Wave II. Overall delinquency also predicted depression or SUD, and SUD predicted delinquency. Practitioners could address risk for depression or SUD among child welfare-involved adolescent females by focusing on overall delinquency or on specific types of delinquency (minor theft for depression and public disorder for SUD) and by offering interventions (e.g., cognitive-behavioral psychotherapy) that have been shown to be effective in preventing depression or SUD. In addition, with respect to our finding that SUD predicts delinquency among adolescent females, practitioners can help prevent delinquency by offering interventions (e.g., intensive outpatient treatments) that have well documented effectiveness in addressing SUD.  相似文献   

Childhood sexual experiences with an older partner among men who have sex with men in Buenos Aires,Argentina     

Curtis Dolezal  Alex Carballo-Diéguez  Iván C. Balán  María A. Pando  Marina Mabragaña  Rubén Marone  Victoria Barreda  María M. Avila 《Child abuse & neglect》2014

This study sought to describe childhood sexual experiences with older partners (CSEOP) among men who have sex with men (MSM) in Buenos Aires, Argentina. MSM were recruited through respondent driven sampling. They responded to a computer administered self-interview with questions on CSEOP, operationalized as manual, oral, genital, or anal contact prior to age 13 with a partner at least 4 years older. Of the 500 respondents, only 25% identified as gay. Eighteen percent of the respondents reported CSEOP, the majority of whom did not feel they were hurt by the experience and did not consider it to be childhood sexual abuse (CSA). Over two-thirds of MSM who reported CSEOP said that their older partner was a female. Only 4% of those with a female partner felt their experience was CSA compared to 44% of those who had a male partner. Among all men reporting CSEOP, those who felt sexually abused were more likely to have been physically forced or threatened, physically hurt, and emotionally hurt than those who did not feel sexually abused. Having CSEOP, being hurt by the experiences, and perceiving the experiences as sexual abuse were not associated with current HIV sexual risk or substance use behavior. In this sample of MSM in Argentina, a substantial minority reported CSEOP. Those who felt they had been sexually abused were much more likely to have had an older male partner than an older female partner, and were more likely to report having been physically forced and threatened by their older partner.  相似文献