What Students Want: A Vision of a Future Online Learning Experience Grounded in Distance Education Theory     

Rick L. Shearer  Tugce Aldemir  Jana Hitchcock  Jessie Resig  Jessica Driver  Megan Kohler 《The American journal of distance education》2020,34(1):36-52

ABSTRACT

As online learning continues to evolve many have proposed that we think differently about our pedagogical approaches, to move beyond the replication of the face-to-face experience. Here we explore the student and faculty visions of the future using a Zaltman Metaphor Elicitation (ZMET) method that uses images to metaphorically represent how individuals feel or relate to particular concepts. Focus group interviews with a small sample of faculty and students suggest a desire for a more personalized learning experience, but one that is still highly social within learning communities.  相似文献   

新西兰专业法定团体对专业教育的影响   总被引：2，自引：0，他引：2  

罗莎琳德·切奇曼  大卫·伍德豪斯  倪小敏  王俊华 《高等教育研究》2004,25(3):98-101

专业教育是按职业要求实施的教育。围绕专业教育有着不同的利益群体,政府、专业团体、专业学院是专业教育的主要利益群体。它们之间不同的利益追求主要通过专业法定团体以契约关系的形式来协调;这种契约关系又通过专业法定团体的专业鉴定对专业教育过程、内容以及质量加以保障。  相似文献   

The German Dual System: educational Utopia?     

Rosalind M. O. Pritchard 《比较教育学》1992,28(2):131-143

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Undergraduate science students' images of science     

Jim Ryder  John Leach  Rosalind Driver 《科学教学研究杂志》1999,36(2):201-219

This article describes views about the nature of science held by a small sample of science students in their final year at the university. In a longitudinal interview study, 11 students were asked questions about the nature of science during the time they were involved in project work. Statements about the nature of science were characterized and coded using a framework drawing on aspects of the epistemology and sociology of science. The framework in this study has three distinct areas: the relationship between data and knowledge claims, the nature of lines of scientific enquiry, and science as a social activity. The students in our sample tended to see knowledge claims as resting solely on empirical grounds, although some students mentioned social factors as also being important. Many of the students showed significant development in their understanding of how lines of scientific enquiry are influenced by theoretical developments within a discipline, over the 5–8 month period of their project work. Issues relating to scientists working as a community were underrepresented in the students' discussions about science. Individual students drew upon a range of views about the nature of science, depending on the scientific context being discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 201–219, 1999  相似文献   

Institutional lifecycles in British higher education     

Rosalind Pritchard 《Tertiary Education and Management》1998,4(1):71-80

Summary The twentieth century has witnessed exponential growth in the provision of higher education and this growth accelerates the dynamic of institutional change. The change structures discussed in the present paper can be summarized in a cyclical model of development as presented in Figure 8. Long-term development along familiar, accustomed lines is no longer the universal or ‘normal’ expectation — if indeed it ever was. Morphological change is probable, though the direction of that change may take time to clarify. One thing seems clear: the political and economic pressures on universities are much more intense now than they have ever been and these pressures can be expected to cause metamorphoses, mutations, births and deaths amongst our ‘population’ of higher education institutions.  相似文献   

Chapter news     

Mary J. Deweaver  Rosalind Cowie 《Performance Improvement》1986,25(9):35-35

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Under Stress: The concerns and coping strategies of teacher education students     

Rosalind Murray-Harvey  Phillip T. Slee  Michael J. Lawson  Halia Silins  Grant Banfield  Alan Russell 《欧洲师范教育杂志》2000,23(1):19-35

Two cohorts of teacher education students provided information on their teaching practicum concerns and the strategies they used to cope with these concerns. Data were analysed to: (1) test the psychometric properties of the survey instrument; (2) identify aspects of the practicum that concern students most and least; (3) examine students' experiences of stress in relation to gender, age, and degree status; (4) define strategies that students report help them cope with practicum stresses; and, (5) investigate the relationship between stress and teaching performance. The data yielded a consistent finding of significant reduction in stress from the first to the second practicum. The critical importance of the student/supervising teacher relationship for student success in the practicum emerged both from the students' reports that seeking support from the teacher was their principal coping strategy, and from the strong link found between stress in the relationship and teachers' poorer rating of the students' performance. Deux groupes d'étudiants en éducation ont fourni des informations sur les préoccupations relatives à leur stage pratique ainsi que sur les stratégies adoptées pour y faire face. Ces données ont été analysées dans le but de: (1) tester les propriétés psychométriques de l'instrument de l'étude; (2) identifier les aspects du stage pratique qui préoccupent le plus et le moins les étudiants; (3) étudier les expériences de stress éprouvées par les étudiants en fonction de leur sexe, âge, et niveau d'éducation; (4) définir les stratégies qui, selon les étudiants, les aident à faire face au stress engendré par les stages pratiques; (5) examiner la relation entre le stress et la qualité de l'enseignement. Les données ont clairement montré une réduction des niveaux de stress entre les premier et second stages pratiques. L'importance critique de la relation étudiant-professeur d'encadrement sur le succès des stages pratiques est ressortie tant des commentaires des étudiants, selon lesquels l'appui du professeur était leur principale stratégie d'adaptation, que du lien étroit existant entre une relation tendue et l'appréciation négative des résultats des étudiants par les professeurs. Dos grupos de estudiantes de magisterio proporcionaron información sobre sus preocupaciones respecto a la práctica de la enseñanza, y las estrategias que usaban para hacer frente a esas preocupaciones. Se analizó la información para: (1) probar las propiedades psicométricas del instrumento de encuesta; (2) identificar los aspectos de la práctica que preocupaban más a los estudiantes y los que los preocupaban menos; (3) examinar las experiencias de los estudiantes relacionadas con la tensión, en cuanto a su sexo, edad, y condición con respecto a su graduación; (4) definir las estrategias que, según los estudiantes, les ayudan a hacer frente a la tensión ocasionada por la práctica; y (5) investigar la relación que existe entre la tensión y el rendimiento en la enseñanza. Los datos indicaron consistentemente que existe una reducción importante de la tensión entre la primera y la segunda práctica. La importancia crítica de la relación estudiante/profesor supervisor para que el estudiante tuviera éxito en la práctica se hizo evidente tanto en los informes de los estudiantes, de que la estrategia principal para hacer frente a la tensión era pedir apoyo al profesor, como del marcado vínculo que existe entre la tensión en la relación y las malas calificaciones que los profesores dan al rendimiento de los estudiantes. Zwei Gruppen von Pädagogikstudenten gaben Informationen über Probleme, die während des Lehrpraktikums auftraten, und über Strategien, die sie zur Bewältigung dieser Probleme benutzten. Die Daten wurden anhand folgender Gesichtspunkte analysiert: (1) Prüfung der psychometrischen Eigenschaften des Untersuchungsinstruments; (2) Identifikation der wichtigsten und unwichtigsten Probleme von Studenten im Lehrpraktikum; (3) Untersuchung der Stresserfahrungen der Studenten in Bezug auf Geschlecht, Alter und Studienfortschritt; (4) Definition der Strategien, die laut Angaben der Studenten bei der Bewältigung von Praktikumsstress behilflich sind; (5) Untersuchung der Beziehung zwischen Stress und Lehrleistung. Die Daten zeigten eindeutig eine signifikante Verringerung des Stressvolumens im zweiten Lehrpraktikum verglichen mit dem ersten Lehrpraktikum. Die entscheidende Bedeutung der Beziehung zwischen Studenten und praktikumsleitendem Lehrer für den Praktikumserfolg wurde sowohl aus den Angaben der Studenten, in denen die Bitte um Unterstützung durch den Lehrer als wichtigste Bewältigungsstrategie genannt wurde, als auch aus der eindeutig festgestellten Verbindung zwischen Stress in dieser Beziehung und der schlechteren Bewertung der Studentenleistung durch die Lehrer deutlich.  相似文献   

Stop Counting the Books! IMC is Here     

Dr. Rosalind Miller 《Clearing house (Menasha, Wis.)》2013,86(5):227-229

Students with mild disabilities have a difficult time recording notes from lectures. Accurate note taking is important because it helps students understand the content from lectures and notes serve as a document for later review. In this article, the author describes what teachers can do before, during, and after the lecture to help students become better note takers.  相似文献   

Children's ideas about ecology 1: theoretical background,design and methodology     

John Leach  Rosalind Driver  Philip Scott  Colin Wood‐Robinson 《International Journal of Science Education》2013,35(6):721-732

Abstract

This paper provides an introduction to a study of the ecological understandings of children aged 5‐16 years in schools in the north of England. Children's ideas about selected ecological concepts were elicited through a series of written tasks and individual interviews set in a range of contexts, referred to here as probes. Responses of about 200 pupils, across the age range, were obtained on each probe. In this paper, issues relating to theoretical background, design and methodology are outlined. Two further papers present the major findings of the study: the first reports children's ideas about the cycling of matter between organisms and between organisms and the abiotic environment (Leach et al. in press a); the second reports children's ideas about the interdependency of organisms in ecosystems (Leach et al. in press b).  相似文献   

Students’ conceptions and the learning of science     

Rosalind Driver 《International Journal of Science Education》2013,35(5):481-490

This introductory article to the Special Issue of the International Journal of Science Education attempts to review the theoretical contexts for research into children's conceptions in science and to identify future directions for research programmes in this field.  相似文献