This paper reports on outcomes from a White Rose Centre for Enterprise funded project Managing Innovation in the Digital Economy. This project aims to incorporate learning for enterprise into undergraduate and postgraduate curricula in information management and information systems. The paper presents results from a survey distributed to postgraduate information management and information systems students following completion of a module in E‐Business and E‐Commerce delivered by the Department of Information Studies at the University of Sheffield. The findings suggest that differences in levels of prior knowledge of business studies and in cultural background can impact on students’ acquisition of domain knowledge and intellectual and information research skills during collaborative development of a business plan. Implications of the results for web‐based instruction are addressed, by identifying teaching and learning strategies that support differential treatment of learners in terms of content and process. It is concluded that empirical investigation of individual differences within a student body can inform more effective methods for information systems and information management graduates to learn about and for entrepreneurship. 相似文献
Students' conceptions of how objects are seen directly, and in mirrors, were explored in an analysis of their written and
drawn responses to common visual phenomena depicted in cartoons with brief text. Students in Grades K-10 (n=214) completed
a questionnaire and some were interviewed. Evidence was sought to support an hypothesis for increasingly sophisticated responses
related to the concepts of sight, light, reflection and image. The developmental model used in this analysis was the updated
SOLO Taxonomy (Biggs & Collis, 1991; Collis & Biggs 1991). It appears from the results that different modes of functioning
can interfere to produce factually incorrect recollections of experience particularly in the age group 7 to 13 years approximately.
Also, this is associated with the common spurious conception that mirrors have a lateral inversion property. Explanations
involving light were extremely rare and its role related to the production of an image ‘in the mirror’ but not to the perception
of an image in the eyes.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. 相似文献
Achieving fluency in important mathematical procedures is fundamental to students’ mathematical development. The usual way to develop procedural fluency is to practise repetitive exercises, but is this the only effective way? This paper reports three quasi-experimental studies carried out in a total of 11 secondary schools involving altogether 528 students aged 12–15. In each study, parallel classes were taught the same mathematical procedure before one class undertook traditional exercises while the other worked on a “mathematical etude” (Foster International Journal of Mathematical Education in Science and Technology, 44(5), 765–774, 2013b), designed to be a richer task involving extensive opportunities for practice of the relevant procedure. Bayesian t tests on the gain scores between pre- and post-tests in each study provided evidence of no difference between the two conditions. A Bayesian meta-analysis of the three studies gave a combined Bayes factor of 5.83, constituting “substantial” evidence (Jeffreys, 1961) in favour of the null hypothesis that etudes and exercises were equally effective, relative to the alternative hypothesis that they were not. These data support the conclusion that the mathematical etudes trialled are comparable to traditional exercises in their effects on procedural fluency. This could make etudes a viable alternative to exercises, since they offer the possibility of richer, more creative problem-solving activity, with comparable effectiveness in developing procedural fluency. 相似文献
Filling in the gaps in what humans see is a fundamental perceptual skill, but little is known about the developmental origins of occlusion perception. Three experiments were conducted with infants between 2 and 6 months of age to investigate perception of the continuity of an object trajectory that was briefly occluded. The pattern of results across experiments provided little evidence of veridical responses to trajectory occlusion in the youngest infants, but by 6 months, perceptual completion was more robust. Four-month-olds' responses indicated that they perceived continuity under a short duration of occlusion, but when the object was out of sight for a longer interval, they appeared to perceive the trajectory as discontinuous. These results suggest that perceptual completion of a simple object trajectory (and, by logical necessity, veridical object perception) is not functional at birth but emerges across the first several months after onset of visual experience. 相似文献
This study had two purposes: (1) to learn how hearing students in a mainstream college setting perceive deaf students as classmates, and (2) to discover how those perceptions influence the integration of deaf and hearing students on campus. Thirty full-time students at the Rochester Institute of Technology in Rochester, New York, were interviewed using in-depth, open-ended interview strategies. It was found that even in this setting, designed expressly to integrate deaf and hearing students, full integration did not occur. Deaf students were successfully placed on the campus with hearing students for educational purposes; however, social integration did not occur. 相似文献
While on-campus student housing availability has been shown to improve retention, the interdependence between students and providers in creating the value of campus living has not been explored. This paper, therefore, draws on theories from marketing and education to investigate the role of shared responsibility in educational service outcomes (perceived utilitarian value, perceived hedonic value, satisfaction, and positive word-of-mouth) in the context of university housing. Analysis using a general linear model shows that all dependent variables increase as students’ sense of shared responsibility increases. These results contribute to the literature by introducing the notion of shared responsibility to the examination of student housing value perceptions. After implications for various stakeholders are discussed, recommendations for future research are given. 相似文献
The Aircraft Integrated Meteorological Measuring System 20 Hz(AIMMS-20) has been used by the Hong Kong Observatory(HKO),China in data collection for tropical cyclone situations over the South China Sea and windshear and turbulence measurement at the Hong Kong International Airport(HKIA).This paper discusses possible methods for further enhancing the quality of the wind and temperature measurements from the system.For wind measurement,the enhancement methods include:error modelling of the accelerometer(e.g.,bias offset and cross-axis rate sensitivity),global positioning system(GPS) phase lag consideration,better representation of the inertial measurement unit(IMU) velocity based on the GPS velocities and considering their location differences,consideration of the slower update of GPS velocity,and wing flexure.For temperature measurement,the methods include the consideration of the temperature sensor response and the sensor housing response.The results of typical flights using AIMMS-20 show that the accuracy of the wind and temperature data could be improved by 20%-30%.Though the discussion in the present paper is related mainly to a specific meteorological measuring system on a particular aircraft,the techniques so employed should be a useful reference for similar systems installed on other aircraft. 相似文献
Confidence assessment (CA) involves students stating alongside each of their answers a confidence rating (e.g. 0 low to 10 high) to express how certain they are that their answer is correct. Each student’s score is calculated as the sum of the confidence ratings on the items that they answered correctly, minus the sum of the confidence ratings on the items that they answered incorrectly; this scoring system is designed to incentivize students to give truthful confidence ratings. Previous research found that secondary-school mathematics students readily understood the negative-marking feature of a CA instrument used during one lesson, and that they were generally positive about the CA approach. This paper reports on a quasi-experimental trial of CA in four secondary-school mathematics lessons (N = 475 students) across time periods ranging from 3 weeks up to one academic year, compared to business-as-usual controls. A meta-analysis of the effect sizes across the four schools gave an aggregated Cohen’s d of –0.02 [95% CI –0.22, 0.19] and an overall Bayes Factor B01 of 8.48. This indicated substantial evidence for the null hypothesis that there was no difference between the attainment gains of the intervention group and the control group, relative to the alternative hypothesis that the gains were different. I conclude that incorporating confidence assessment into low-stakes classroom mathematics formative assessments does not appear to be detrimental to students’ attainment, and I suggest reasons why a clear positive outcome was not obtained.