What is reciprocal understanding in virtual interaction?     

Arja?BymanEmail author  Sanna?J?rvel?  P?ivi?H?kkinen 《Instructional Science》2005,33(2):121-136

The aim of this study is to investigate what is reciprocal understanding in virtual web-based interaction and what does it consist of. The context of this study was an international web-based pre-service teacher education (N=116) course. The study is based on an idea of shared cognition and reciprocal understanding, in particular. It is assumed that reciprocity is an essential component not only of social interaction, but also of successful virtual interaction. Since many kinds of virtual interaction, such as e-learning, web-based courses, and virtual universities are rapidly getting more common in education, there is a need to analyse the issue of reciprocal understanding in web-based learning in order to develop more profound pedagogical models. The results widely show that during this particular web-based course there was reciprocal discussion between the participants. Participants had mutual negotiations and they discussed about issues from a variety of different viewpoints. Seven different ideas were found for the mechanisms of reciprocal understanding. It is concluded that this information is useful for developing a new pedagogical model for web-based learning and enhancing the quality of virtual interaction.  相似文献   

Determinants of K-2 School Teachers' Orientation towards Inquiry-Based Science Activities: A Mixed Method Study     

Issaou?GadoEmail author 《International Journal of Science and Mathematics Education》2005,3(4):511-539

The purpose of this study was to describe attitudes of first and second grade teachers in Benin, toward school science and their instructional preferences (inquiry-based and traditional noninquiry-based instruction), and determine some factors that could explain these attitudes and preferences. Three hundred (N=300) preparatory classroom teachers (first and second grades) were randomly selected and surveyed regarding their attitudes and preferences. Data was gathered via the Revised Science Attitude Scale, the Science Teachers' Ideological Preference Scale, and open-ended questions. The results indicated that first and second grade teachers have a low regard for school science and low level of orientation toward both inquiry-based and traditional instruction. This means that these teachers rejected traditional approaches of science teaching but at the same time did not accept inquiry teaching as a legitimate alternative. Participants' low level of orientation towards inquiry-based instruction could be explained by three dimensions of attitude; handling (handling of science equipment), time (time required to prepare and teach science), and need (the basic needs students have for science). However, time and handling significantly contributed to their orientation towards traditional noninquiry-based instruction. Four categories from the open-ended responses – perceived instructional practices, student-centeredness of the curriculum, lack of materials and supplies, and training – were used to understand and further explain participants' attitudes and instructional preferences.  相似文献   

Managing Institutional Research Advancement: Implications from a University Faculty Time Allocation Study     

Derrick?M.?Anderson  Catherine?P.?SladeEmail author 《Research in higher education》2016,57(1):99-121

While much is known about faculty time allocation, we know very little about how traditional managerial factors influence faculty time allocation behaviors. We know even less about the possible downsides associated with relying on these traditional managerial factors. Using survey data from the National Science Foundation/Department of Energy Survey of Academic Researchers, our study predicts faculty time allocations to grant writing as a function of pressure from administrative superiors. We then examine how pressure from administrative superiors influences faculty job satisfaction and the likelihood to pursue uninteresting research grants. Our findings indicate that faculty time spent pursuing grants increases in response to pressure from administrative superiors but that this same pressure is associated also associated with increases in pursuit of uninteresting research grants as well as decreases in work satisfaction. Our study contributes to better understanding of the merits and limitations of traditional, hierarchical approaches to managing university faculty behavior.  相似文献   

A scalable admission control scheme based on time label     

杨松岸  杨华  杨宇航 《浙江大学学报(A卷英文版)》2004,5(11):1424-1431

Resource reservation protocols allow communicating hosts to reserve resources such as bandwidth to offer guaranteed service. However,current resource reservation architectures do not scale well for a large number of flows. In this paper,we present a simple reservation protocol and a scalable admission control algorithm,which can provide QoS guarantees to individual flows without per-flow management in the network core. By mapping each flow to a definite time,this scheme addresses the problems that limit the effectiveness of current endpoint admission control schemes. The overall admission control process is described. Analysis is used to explain the reasonability of our scheme and simulation validates its performance.  相似文献   

Preface     

Richard S. Johnson  Dennis P. Jones  Wayne R. Kirschling  G. Ben Lawrence  Sidney S. Micek  Allan L. Service  James R. Topping  Robert A. Wallhaus 《ASHE Higher Education Report》1977,6(4):ii-iii

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A novice mathematics teacher educator–researcher’s evolution of tools designed for in-service mathematics teachers’ professional development     

Jian-Cheng?Chen  Fou-Lai?LinEmail author  Kai-Lin?Yang 《Journal of Mathematics Teacher Education》2018,21(5):517-539

This study documented the process of evolution of the continuous design and revision of the tools of a novice mathematics teacher educator–researcher (MTE-R) as he planned and implemented design-based professional development workshops for in-service mathematics teachers in Taiwan. In order to effectively facilitate teachers designing and implementing their own conjecturing activities during the workshops, the MTE-R fostered their professional learning and growth through reflection upon students’ performance. From the perspective of activity theory, this study examined the evolution of the MTE-R’s mentoring activities and tools whose design gradually changed from being based on the literature content toward being learner-centered activities with teachers as learners. Such evolution not only enhanced teachers’ learning outcomes, but also facilitated the MTE-R’s own professional growth in different areas, including mathematics, mathematics learning, mathematics teaching, teacher education, and, in particular, the extrapolation of generic examples for understanding mathematical concepts.  相似文献   

Mixed G<Emphasis Type="Italic">l</Emphasis><Subscript>2</Subscript>/G<Emphasis Type="Italic">H</Emphasis><Subscript>2</Subscript> multi-channel multi-objective control synthesis for discrete time systems     

Wen-jun?YanEmail author  Sen-lin?Zhang 《浙江大学学报(A卷英文版)》2004,5(7):827-834

This paper proposes a new approach for multi-objective robust control. The approach extends the standard generalizedl ₂ (Gl ₂) and generalizedH ₂ (GH ₂) conditions to a set of new linear matrix inequality (LMI) constraints based on a new stability condition. A technique for variable parameterization is introduced to the multi-objective control problem to preserve the linearity of the synthesis variables. Consequently, the multi-channel multi-objective mixed Gl ₂/GH ₂ control problem can be solved less conservatively using computationally tractable algorithms developed in the paper. Project supported by the National Natural Science Foundation of China (No. 60374028), and the Scientific Research Foundation for Returned Overseas Chinese Scholars, Ministry of Education (No. [2004]176)  相似文献   

Why are some diagrams worth much less than a thousand words?     

Richard Lowe 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(2):148-149

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Media will never influence learning   总被引：30，自引：17，他引：30  

Richard E. Clark 《Educational technology research and development : ETR & D》1994,42(2):21-29

The purpose of this discussion is to explain and sharpen different points of view about the impact of media and attributes of media on learning, motivation and efficiency gains from instruction. This paper is an attempt to summarize my arguments about the research and theory in this area and to respond to Robert Kozma's criticism of my earlier discussion of these issues. I will first briefly summarize my arguments about media effects; next I will attempt to characterize the many reactions to the controversial claim that media do not influence learning or motivation. Finally, I will respond to the specific criticisms advanced by Robert Kozma this issue.This article is based in part on a debate between the author and Robert Kozma at the 1993 international convention of The European Association for Research on Learning and Instruction at Aix en Provence, France, September 4, 1993, and on a February 1991 Article by the author inEducational Technology titled When Researchers Swim Upstream:Reflections on an Unpopular Argument About Learning From Media (pp. 34–40).  相似文献   

Role of concept definition, teaching examples, and practice on concept learning from prose     

Richard Hamilton 《Contemporary educational psychology》1989,14(4)

Two experiments were performed to evaluate the effects of definition adjunct questions on concept learning. Each experiment included 132 undergraduates at a large midwestern university. In both experiments, subjects studied a passage containing matched or unmatched application questions only, matched or unmatched application questions preceded by a definition question, definition questions only, or no questions at all. The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched application questions than in the unmatched application questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. In both experiments, only unmatched application adjunct questions preceded by a definition question produced significantly higher performance on the criterion questions than definition questions only. The discussion focused on the importance of definition questions for effective use of different types of application questions.  相似文献