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11.
Tarja Tuononen Anna Parpala Sari Lindblom-Ylänne 《Assessment & Evaluation in Higher Education》2019,44(4):581-595
A successful transition from university to working life requires that graduates are able to employ their education and academic competences in real working-life contexts. Our previous research showed that graduates varied in how they were able to reflect on their competences at the time of graduation. The present longitudinal mixed-method study follows the same graduates and explores their evaluations of the usefulness of university education and career success, three years after graduation. The follow-up data consisted of 57 graduates’ survey answers analysed by quantitative and qualitative methods. The results showed that graduates who were able to describe and evaluate more competences at the time of graduation perceived their current jobs to correspond more to their education. Graduates with more limited evaluations of their competences, on the other hand, had experienced more challenges related to employment and were more uncertain of their goals. The results also showed that having diverse competences and an ability to recognise them at the time of graduation is important for later career success and may also be related to what kind of challenges graduates face in working life. 相似文献
12.
Alexandra Okada Ingrid Noguera Lyubka Alexieva Anna Rozeva Serpil Kocdar Francis Brouns Tarja Ladonlahti Denise Whitelock Ana-Elena Guerrero-Roldán 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3264-3282
Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust-based e-Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e-assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e-assessment best practices and course team support. 相似文献
13.
This study highlights teachers’ experiences with transition from Swedish preschool to preschool class, i.e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children’s learning within the target areas that the policy documents specify for preschool. Empirical data were collected through a combination of a questionnaire and interviews. The study shows that transition activities occur between institutions. These are in place to allow for a safe transition for children rather than to allow for continuous and long-term learning in the target areas in the curriculum. Care for children and beliefs about the types of school activities have an impact on the activities and standpoints in the transition processes. Professional assessment of children’s learning and the need for greater consensus within various types of schools in terms of the learning of the individual child in different fields are discussed. 相似文献
14.
Tarja Alatalo 《Scandinavian Journal of Educational Research》2016,60(5):477-499
In this study, Swedish teachers of grades 1–3, with various teacher-training backgrounds, were tested to determine if they have the requisite awareness of language elements and the way these elements are represented in writing. The results were poor, yet the indication was that teachers with a good educational background in literacy and a good deal of teaching experience know significantly more than teachers whose teacher training included fewer or no courses in literacy instruction and who had less experience. The results indicate that it may be difficult for many teachers in the sample to provide adequate instruction in basic reading and writing. However, the study did not investigate how knowledge is used in practice, on which further research is needed. The importance of professional content knowledge is discussed. 相似文献
15.
Many factors influence students’ progress in higher education. However, the students’ own voices are seldom heard. Using a qualitative approach, the study explored students’ own experiences of the factors that have influenced their studying. Research has indicated that students’ experiences are often related to their approaches to learning. Therefore, experiences of enhancing and impeding factors were explored here in relation to different study profiles. Altogether 736 open-ended answers were analysed by qualitative context analysis. After establishing the categories of enhancing and impeding factors and creating the student profiles, the differences between the profiles were examined using chi-square tests. The results revealed that the students had experienced a broad variety of factors that influenced their studying. These experiences varied widely with regard to the students’ study profiles. In particular, those in the Students applying a surface approach and Unorganised students applying a deep approach profiles appeared to experience more obstacles in their studies than the students in other profiles. Characteristic of these two profiles was the students’ low ability to organise their studies, that is, manage their time and effort. The study suggests that at least part of the variation in students’ experiences of the factors influencing their progress is explainable by the students’ learning profiles. Whether it would be useful to identify different student profiles rather than concentrate on asking the students directly about their experiences of enhancing and impeding factors is discussed. 相似文献
16.
Tarja KOSKINEN‐OLSSON 《Learned Publishing》2008,21(2):93-102
Access to knowledge is a critical issue when intellectual property rights are debated among governments in such fora as the World Intellectual Property Organization and the World Trade Organization. Scientific and scholarly materials became available online long before other types of copyright‐protected works, such as music and films. It is therefore particularly interesting to analyse how this specific field of publishing has adapted to the new digital landscape. Lessons can be learnt from related business sectors. Licensing is a key component in creating access, on terms and conditions that are fair and balanced for users in all parts of the world; this will encourage writing and publishing both now and in the future. 相似文献