The Effect of Age and Employment on Students’ Perceptions of Online Course Quality     

Casimir C. Barczyk  Emily Hixon  Janet Buckenmeyer  Penny Ralston-Berg 《The American journal of distance education》2017,31(3):173-184

ABSTRACT

Three thousand, one hundred sixty students involved in online instruction at 31 colleges and universities across the United States completed a survey designed to probe into whether statements derived from 8 standards in the Quality Matters^TM (QM) rubric contributed to their success. The 43-item survey instrument measured students’ perceptions of online course quality. The effect of age and employment status on their perceptions was measured. Based on a series of ANOVA (analysis of variance)s, it was found that the highest rated standard was QM3 on Assessment and Measurement. There were significant differences between age groups. Students under 45, contrasted to those over 45, highly valued clarity and appropriateness of assessments and clear criteria for grading. For students above the age of 45, QM6 on Course Technology was valued highest. They placed a high value on the tools and media that support learning objectives and classmate interactivity. QM3 was rated highest across all employment groups—those employed part-time, full-time, and those who were unemployed. Standards 1 (Course Overview and Introduction), 2 (Learning Objectives), 4 (Resources and Materials), and 7 (Learner Support) were valued higher by students working full-time and those who were unemployed compared with those working part-time. It is likely that students who work part-time are not as focused on academics as are those who do not work. They may not be as motivated to perform well as students who work full-time. Implications for course designers and instructors are discussed.  相似文献   

Computers and school reform     

Ernest McDaniel  William McInerney  Penny Armstrong 《Educational technology research and development : ETR & D》1993,41(1):73-78

Part of the vision of school reform is to reconstruct schools as learning communities in which students and teachers pursue topics of interest. Computers can provide powerful tools for students in learning communities where inquiry, data gathering, interpretation, thinking, and judgment take place. Changing beliefs in educational goals and great support for teachers will be necessary if we are to realize the potential of computers in restructured classrooms. The greatest possibilities exist in new Professional Development Schools, where university faculty join school teachers in joint efforts to restructure learning environments. New evaluation procedures are also needed if competencies associated with information retrieval and use are to be assessed.  相似文献   

What action learning is not in the twenty-first century     

Penny Simpson  Tom Bourner 《Action Learning: Research and Practice》2007,4(2):173-187

This article is about what action learning is in the twenty-first century. In 1983 Reg Revans explained how action learning differed from seven phenomena with which it had been confused. This article explores how action learning differs from seven further phenomena with which it is currently confused. The article details similarities and differences between action learning and self-directed teams, coaching, focus groups, action research, seminars, problem-based learning and experiential learning.  相似文献   

Examining key issues underlying the Audit Commission Reports on SEN Policy Paper 1 (5th series)     

Brahm Norwich  Chris Beek  Penny Richardson  Peter Gray 《Journal of Research in Special Educational Needs》2004,4(2):98-112

This book is the first publication in the fifth series of seminars organised by the SEN Policy Options Steering Group to examine policy issues to do with special educational needs. The aim of the seminar was to examine in depth several underlying issues raised by the recent Audit Commission Reports on special educational needs. The seminar provided a distinctive perspective and analysis of these reports. The focus was on (1) assurance for parents: alternatives to statements? (2) justifying common national definitions of difficulties and SEN and (3) managing inclusion. Papers were presented by: Peter Gray, SEN Policy Consultant, on common national definitions of difficulties and SEN; Penny Richardson from Nottinghamshire Local Education Authority (LEA) on assurance for parents: alternatives to statements? and Chris Beek from Capita Strategic Education Services on managing inclusion. The main purpose of this publication is to provide policy makers at all levels of the education system with an examination of relevant and practical policy options in the field of special educational needs. The book raises crucial issues and outlines ways forward.  相似文献   

Men accessing education: Masculinities, class and choice   总被引：1，自引：0，他引：1  

Tom Woodin  Penny Jane Burke 《The Australian Educational Researcher》2007,34(3):119-134

This paper draws on an Economic and Social Research Council (ESRC) funded research project on men (aged 18–54) participating in pre-university access and foundation programs in four London further and higher education colleges. Men’s educational choices and decisions are analysed and discussed within current policy debates about widening participation and lifelong learning. These choices are placed within a framework which focuses on masculinity in terms of classed and racialised identifications. For working class and ethnic minority students choices tend to be constrained by mix of material, institutional and emotional forces. For middle class ethnic minority students these factors are only partially alleviated.  相似文献   

Reading Therapy 1984: a report of two meetings     

Penny Shapland 《Health information and libraries journal》1985,2(2):85-87

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Hidden Treasure on the Road to Xanadu: What Connecting Library Service Usage Data to Unique Student IDs Can Reveal     

Penny Beile  Kanak Choudhury  Morgan C. Wang 《图书馆管理杂志》2017,57(2):151-173

Library data in the form of holdings, expenditures, and transactions continues to be collected. Recently emphasis is being placed on connecting library usage data to student success indicators for purposes of indicating impact. This article describes how one library involved in a large-scale, student success assessment project analyzed usage data linked to unique student IDs prior to connecting data to student academic information. Results revealed a trove of useful information that led to a more robust understanding of how students interacted with library services over the course of a year and are discussed in relation to process improvement.  相似文献   

Scaffolding Learning through Meaningful Tasks and Adult Interaction     

Penny Coltman  Dinara Petyaeva  Julia Anghileri 《Early Years: An International Journal of Research and Development》2002,22(1):39-49

This paper reports a study into the role of a supporting adult in promoting effective learning relating to aspects of 3D shape in young children. Nursery and reception aged children carried out problem solving tasks using wooden blocks, in this case Poleidoblocs, embedded within playful contexts. Using the notion of 'scaffolding' and working within the child's Zone of Proximal Development, this study analyses the structured adult intervention that increases the effectiveness of learning and leads to an enhanced development of secure and transferable concepts.  相似文献   

Cross-Institutional Collaboration: (Co)Constructing Knowledge About Teaching and Learning in the Middle-Level Classroom     

Penny B. Howell  Margaret Rintamaa  Shawn Faulkner  Mike DiCicco 《The Teacher Educator》2019,54(2):91-104

Utilizing technology to connect three geographically separate institutions within the same state and drawing on Bhabba, and Zeichner’s notions of third space, four teacher educators developed an opportunity for the middle-level teacher candidates from each university to simultaneously observe a live classroom teaching event virtually while participating in a backchannel conversation about the lesson. Upon completion of the live teaching event, candidates engaged in a debriefing session with the classroom teacher. This promising practice allowed candidates to discuss a lesson from multiple perspectives, broadening their views of teaching and learning at the middle level and enabling middle-level teacher educators an opportunity to scaffold (co)construction of knowledge about young adolescents and effective classroom practices.  相似文献   

Whose confession? Which tradition?     

Penny Thompson 《British Journal of Religious Education》2004,26(1):61-72

For over 30 years official disapproval of confessional approaches to religious education in community (formerly county) schools has been the norm. However such forms of religious education persist. Some arguments put forward in favour of non- confessional religious education are now shown to be weak. Confessional religious education is now thought (generally) to be appropriate in church schools. These facts raise the possibility of a return to confessional religious education in non-church schools. Non-confessionalism is founded on a contradiction: that education can proceed without ‘confessing’ anything and is therefore inherently unstable. In fact many different types of ‘confessions’ operate in religious education. Yet pressure continues to be put on Christian teachers to dismantle their confessional approach. This is unfair and an attempt is made to show that such teachers have much to offer the future of religious education in a society which contains many religions.  相似文献