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Higher education research has overlooked online distance Masters students’ experiences of independent research, and this is an important gap at a time when increasing numbers of taught postgraduate programmes are delivered online. This article discusses findings from interviews with eighteen graduates from four online Masters programmes. It introduces a key theme from the research: the concept of the ‘campus imaginary’, which emerged during analysis as a way of accounting for interviewees’ tendencies to attribute challenging experiences to being at a distance from their supervisors, peers and the university campus. Common issues for Masters students, such as unexpected obstacles, difficult supervisory relationships, lack of time, and feelings of isolation were interpreted by students as features of the online dissertation process. We argue that the over-privileging of the campus and the face-to-face experience affects students’ campus imaginaries, but that imaginaries also leave space for more productive ways of engaging with online students at the independent research stage. 相似文献
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This paper investigates the extent to which psychological theory and research has contributed to how bullying is managed within schools. Teachers' awareness of the behaviours that constitute bullying, gender differences leading to identification difficulties, and low levels of reporting are discussed as plausible reasons for teachers' low intervention rates. Pupils' attitudes towards and responses to bullying are examined within the contexts of self‐efficacy, self‐acceptance and level of problem‐solving skill. Subsequent anti‐bullying interventions focusing on these aspects are explored and the importance of a whole‐school approach emphasised. 相似文献
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Drawing Pedagogies in Higher Education: the Learning Impact of a Collaborative Cross‐disciplinary Drawing Course 
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下载免费PDF全文 Philippa Lyon Patrick Letschka Tom Ainsworth Inam Haq 《The International Journal of Art & Design Education》2018,37(2):221-232
Drawing is taught in higher education across art and design but also, increasingly, in medical education, with a variety of aims and approaches. It is argued that there is a need, in both these disciplinary domains, to make more explicit the underpinning pedagogical approach to drawing and the impact that different approaches have on learning. The research described in this article focuses on an optional drawing course for undergraduate craft students and medical students. The course is run by the College of Arts and Humanities at a UK university and has a thematic focus on the human body. This qualitative case study sets out, in the context of selected theory about the teaching and learning of drawing, to explore what the learning impact of a particular collaborative model of teaching drawing was on a cross‐disciplinary student group. Findings included, with reference to Riley's framework of drawing pedagogies, that a range of philosophical and pedagogical ideas about drawing were blended from the teaching perspective in a way that enabled students from distinct disciplinary backgrounds to engage and learn. A shift was observed in students’ perceptions of drawing, with both sets of students questioning previously held assumptions about the use and value of drawing within their learning. Life drawing and anatomy laboratory drawing, in particular, provoked deep and challenging reflections about different cultural conceptions of the human body and the practice of collaborative drawing, with dialogic reflection, enabling insights to be developed into different disciplinary epistemologies. 相似文献
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Philippa J. Benson 《Technical Communication Quarterly》1997,6(2):141-160
In this study, experts from three different disciplines gave think aloud protocols as they revised mismatched text/illustration combinations from biology textbooks. Fourteen first-year college biology students also gave protocols as they read and interpreted the combinations. The study was designed to explore the problem solving strategies of the experts as they revised the combinations of visual and verbal information. The results of this study indicate that, despite differences, the experts from the different disciplines worked in similar ways. Nevertheless, many of the experts were not able to predict the misinterpretations that students had of the combinations. The results indicate that one of the sources of problems in text/illustration combinations in textbooks may be due to a lack of consensus among expert authors as well as to a lack of direct feedback from readers. The results suggest that practical changes in publishing practices may be useful. 相似文献