Experiences of instructors in online learning environments: Identifying and regulating emotions     

Kelley Regan  Anna Evmenova  Pam Baker  Marci Kinas Jerome  Vicky Spencer  Holly Lawson  Terry Werner 《The Internet and Higher Education》2012,15(3):204-212

In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative.  相似文献   

“Happier Than Ever to be Exactly What He Was”: Reflections on Shrek,Fiona and the Magic Mirrors of Commodity Culture     

Lewis Roberts 《Children‘s Literature in Education》2014,45(1):1-16

This article compares the models of subjectivity and identity in William Steig’s 1990 picture book Shrek! and in DreamWorks’ Shrek films. Steig presented his ogre hero as a model of the crises of subjectivity all children must face, and then reassured readers by showing how even a hideous figure such as Shrek can find resolution and be “happier than ever to be exactly what he was.” DreamWorks’ Shrek films, on the other hand, offer up models of identity based on consumption and rooted in commodity culture, tales which seek to transform their viewers into consumers and even into commodities themselves. As texts of commodity culture, the films must create, not resolve, anxiety and self-doubt. Has DreamWorks’ adaptation of Steig’s book merely replaced a self-confident ogre with an anxiety-ridden consumer? Or, can the films’ humor and absurdity, their parody of familiar commodities and corporate landscapes, and their introduction of boundary-crossing characters such as Fiona offer an alternative critique of commodity culture? This article demonstrates how the films work to uphold and reinforce commodity culture, but also examines how they might also provide moments of potential subversion and critique.  相似文献   

Closing the feedback loop: physics undergraduates’ use of feedback comments on laboratory coursework     

Pam Donovan 《Assessment & Evaluation in Higher Education》2014,39(8):1017-1029

The laboratory notebooks of physics undergraduates taking two second-year practical courses were audited to discover whether they had used feedback comments in their subsequent coursework. Ninety-five per cent of the 37 students on the first course and 100% of the 14 students on the second course whose work was audited had used feedback. The marker’s comments were classified into two groups based on whether they addressed simple (mastery) or complex (developmental) learning outcomes. Mastery comments were more likely to be acted on than developmental comments which aimed to extend students’ skills and understanding to higher levels. This has implications for the use of feedback audit as a quality control process, since the feedback which is most commonly applied by students is not the most valuable for the development of higher order skills. Following reflection on the results for the first course, students taking the second course were given responsibility for checking their peers’ notebooks against preset criteria. Peer checking improved students’ marks but did not eliminate the need for mastery feedback. It is argued that a direct audit of students’ use of feedback is particularly valuable when undertaken by the teacher who provides the feedback.  相似文献   

Current control of journal literature in economics in the United Kingdom     

Norman Roberts 《International Information and Library Review》2013,45(2):123-131

Abstract

The National Library of Australia and the state libraries of New South Wales and Victoria each maintain separate collections of printed ephemera. The role of these collections and the policies used in the acquisition and selection of items for them are described, analysed and compared. The role of the public library local studies collections in helping to create a cooperative, nationwide approach to the acquisition of this material in Australia is discussed in relation to this national and state activity. The value of an understanding of the Australian situation is related to a research project to develop guidelines for collection policies for printed ephemera at the national and local levels in Wales.  相似文献   

SPACES FOR LEARNERS AND LEARNING: EVALUATING THE IMPACT OF TECHNOLOGY-RICH LEARNING SPACES     

Susan Roberts 《New Review of Academic Librarianship》2013,19(2):95-107

This article discusses the utility of evaluating technology-rich learning spaces, exploring approaches and tools from a practitioner perspective. It provides a brief introduction to the concept of ‘technology-rich learning spaces’ and explores approaches to evaluation, suggesting a framework with specific case studies to illustrate the varying approaches to evaluating innovative space design in higher education institutions. The role of learners in the evaluation methodology, and the importance of institutional context, will be explored to highlight whether impact can effectively be assessed. The authors conclude that rigorous evaluation studies must be underpinned by sound theoretical frameworks in order to understand the complexities of the student experience in blended learning environments.  相似文献   

Facets of Pavlovian temperament as correlates of communication apprehension     

James B. Roberts  Chris R. Sawyer  Ralph R. Behnke 《Communication Research Reports》2013,30(2):156-166

Recently, communication scholars have become interested in relationships between communication apprehension and the underlying biological predispositions for behavior called temperament. The resulting communibiological paradigm is said to account for individual differences in communicative behavior and adaptation to speaking situations. Because temperament is conceived as a multidimensional construct, the precise biologically determined predispositions influencing temperamental expression are yet to be discovered. In this research, Strelau's Pavlovian temperament theory is applied to this problem. Facets of the Pavlovian Temperament Survey were related to McCroskey's (1978) Personal Report of Communication Apprehension. Results suggest a moderate level of interdependence between communication apprehension and several facets of Pavlovian temperament.  相似文献   

Testing Expert-Based Versus Student-Based Cognitive Models for a Grade 3 Diagnostic Mathematics Assessment     

Mary Roduta Roberts  Cecilia B. Alves  Man-Wai Chu  Margaret Thompson  Louise M. Bahry  Andrea Gotzmann 《教育实用测度》2013,26(3):173-195

The purpose of this study was to evaluate the adequacy of three cognitive models, one developed by content experts and two generated from student verbal reports for explaining examinee performance on a grade 3 diagnostic mathematics test. For this study, the items were developed to directly measure the attributes in the cognitive model. The performance of each cognitive model was evaluated by examining its fit to different data samples: verbal report, total, high-, moderate-, and low ability using the Hierarchy Consistency Index (Cui & Leighton, 2009), a model-data fit index. This study utilized cognitive diagnostic assessments developed under the framework of construct-centered test design and analyzed using the Attribute Hierarchy Method (Gierl, Wang, & Zhou, 2008; Leighton, Gierl, & Hunka, 2004). Both the expert-based and the student-based cognitive models provided excellent fit to the verbal report and high ability samples, but moderate to poor fit to the total, moderate and low ability samples. Implications for cognitive model development for cognitive diagnostic assessment are discussed.  相似文献   

Understanding Differences in Academic Effectiveness: Practitioners’ Views∗     

Pam Sammons  Sally Thomas  Peter Mortimore  Adrian Walker  Rosemary Cairns  John Bausor 《School Effectiveness & School Improvement》2013,24(3):286-309

As part of a large‐scale study of the ability of 94 secondary schools to promote academic achievement, case studies of six outlier schools were conducted and headteachers (principals) and their deputies were questioned about the processes of effectiveness. The analysis of their responses ‐ grouped by the performance of their school (measured by value added analyses of three years of public examination results) as effective, ineffective or mixed ‐ reveals considerable support for previously cited characteristics of effective schooling. Despite the limitations imposed by a reliance on the use of retrospective accounts, the study takes forward the field of school effectiveness in its search for generalisable findings and coherent theory.

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The Inter-relationship of Science and Religion: A typology of engagement     

Pam Hanley  Judith Bennett  Mary Ratcliffe 《International Journal of Science Education》2013,35(7):1210-1229

This study explores whether the religious background of students affects their opinions about and attitudes to engaging with scientific explanations of the origins of the universe and of life. The study took place in four English secondary schools representing three different contexts (Christian faith-based; non-faith with majority Muslim catchment; and non-faith, mixed catchment). It comprised questionnaires and focus groups with over 200 students aged 14–16, supplemented by teacher interviews. The analysis approach was informed by grounded theory and resulted in the development of an engagement typology, which has been set in the context of the cross-cultural border crossing literature. It divides students into categories depending on both the nature and amount of engagement they were prepared to have with the relationship between science and religion. The model takes into account where students sit on four dimensions. These assess whether a student's preferred knowledge base is belief-based or fact-based; their tolerance of uncertainty (do they have a need for resolution?); their open mindedness (are they unquestioning or inquiring?); and whether they conceptualise science and religion as being in conflict or harmony. Many Muslim students resisted engagement because of conflicting religious beliefs. Teachers did not always appreciate the extent to which this topic troubled some students who needed help to accommodate clashes between science and their religious beliefs. It is suggested that increased appreciation of the complexity represented by their students can guide a teacher towards an appropriate approach when covering potentially sensitive topics such as the theory of evolution.  相似文献   

Reasons for giving reasons: an expert‐expert clinical analysis of science teaching for non‐academic students 1     

Douglas A. Roberts  Allan M. MacKinnon  Margaret E. McCarthy 《International journal of qualitative studies in education》2013,26(3):227-243

This paper concerns the importance of providing reasons and evidence when making claims as a teacher. Two teaching contexts are explored: a nonacademic science classroom and a clinical supervision setting. An expert teacher is seen at work in a nonacademic science classroom. This is an especially significant context in which to find “task‐reasons” and “science‐reasons” since students rarely appear to have access to reasons for what they do or say in such classrooms. The teacher and a colleague, both experts at clinical analysis of teaching, are observed examining and analysing the teaching. This is the setting for developing “interpretation‐reasons” regarding the conduct and events of teaching. The expert‐expert clinical supervision situation is seen as sharpening the requirement for sound, credible interpretation‐reasons beyond that of the more common expert‐novice interaction.

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