Perceived Role of Multimedia Instructional Materials on Multicriteria Technology and Engineering Decisions*     

Victor W. Mbarika  Chetan S. Sankar  P. K. Raju 《Decision Sciences Journal of Innovative Education》2003,1(2):225-257

Studies have shown that it is difficult for people to deal with multicriteria decision‐making situations. Information technology tools such as decision‐support systems and expert systems have been developed in order to help them in such situations. Another tool that has been identified as helping managers understand complex engineering decision‐making situations is multimedia instructional materials. This research investigates the perceptions of business versus engineering students on improvement of their higher‐level cognitive skills when they participated in a multimedia‐based case study that used an expert system to model a complex engineering and technical problem. Two groups of students, business and engineering, participated in an experiment, where they analyzed the case study and made their recommendations. Two questionnaires measured their perceptions on the improvements achieved on different constructs. A structural equations model was developed in order to test the research hypotheses with business students being the experimental group and the engineering students as a control group. The major findings are no significant relationship between student major and higher‐order cognitive skills improvement, business students perceived more higher‐order skills improvement compared to engineering students, both groups perceived an improvement in learning‐driven factor, and business students valued learning‐driven factors more compared to engineering students. These results show that multimedia instructional materials were perceived to be very useful in making multicriteria engineering and technical decisions.  相似文献   

Science requirements in earth Science teacher preparation programs     

Victor J. Mayer 《科学教学研究杂志》1967,5(3):276-281

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The design of pictures for teaching children in elementary school     

Robert M. W. Travers  Victor Alvarado 《Educational technology research and development : ETR & D》1970,18(1):47-64

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Authoring systems reassessed     

Craig Locatis  Eldon Ullmer  Victor Carr  Richard Banvard  Quang Le  Raulie Lo  Matthew Williamson 《Educational technology research and development : ETR & D》1992,40(2):77-82

A study of authoring system technology was done to update a previous study done in 1985. While the earlier study focused on software selection methods, the current one emphasizes trends in authoring tool characteristics, vendor approaches to the market-place, and evaluation methods. It also raises questions about some of the often tacit assumptions underlying the technology's development and use.  相似文献   

Exploring student study behaviours in engineering: how undergraduates prepared textbook problems for online submission     

Angela Minichiello  Sherry Marx  Laurie McNeill  Christine Hailey 《European Journal of Engineering Education》2019,44(1-2):253-270

ABSTRACT

While textbooks serve as a primary source of content material and problem-solving practice for undergraduates in engineering, studies that investigate how engineering students prepare assignments based on textbook problems are limited. To examine how engineering students complete textbook-based assignments outside of class, this exploratory qualitative study retrospectively investigated the study behaviours of six undergraduates enrolled in a required, second-year undergraduate engineering course at a mid-size, public university in the western United States. Within the course, students solved textbook problems and electronically submitted problem answers for graded credit. Findings from in-depth, semi-structured interviews showed that students identified and used a variety of non-traditional and unsupported resources in personalised approaches to preparing assignments. Resource choice and use was affected by students’ preferences for timely support, convenience, and social connections. The online submission process seemed to influence students’ adoption of study behaviours and resources considered less effective for deep, conceptual learning.  相似文献   

Eye-Movement Control in RAN and Reading     

Victor Kuperman  Julie A. Van Dyke  Regina Henry 《Scientific Studies of Reading》2016,20(2):173-188

The present study examined the visual scanning hypothesis, which suggests that fluent oculomotor control is an important component underlying the predictive relationship between Rapid Automatized Naming (RAN) tasks and reading ability. Our approach was to isolate components of saccadic planning, articulation, and lexical retrieval in 3 modified RAN tasks. We analyzed 2 samples of undergraduate readers (ages 17–27). We evaluated the incremental contributions of these components and found that saccadic planning to nonlinguistic stimuli alone explained roughly one third of the variance that conventional RAN tasks explained in eye movements registered during text reading for comprehension. We conclude that the well-established predictive role of RAN for reading performance is in part due to the individual ability to coordinate rapid sequential eye movements to visual nonlinguistic stimuli.  相似文献   

Tertiary Education and Education for All: Establishing Policy Linkages     

Victor Ordonez 《Higher Education in Europe》2005,30(3-4):267-275

There are several areas of intersection between tertiary education and basic education. This article examines four such areas – teacher education, academic research, policy analysis and research, and university outreach – and explores possible policy alternatives by which collaboration in these can be strengthened and optimized. The author submits examples from case studies and policy options as related to the four areas identified. The article concludes with a reflection on the possible new paradigms of education for a vastly different future.  相似文献   

Identification and description of the momentum effect in studies of learning: An abstract science concept     

Jae-Sool Kwon  Victor J. Mayer 《科学教学研究杂志》1985,22(3):253-259

Several studies of the validity of the intensive time series design have revealed a post-intervention increase in the level of achievement data. This so called “momentum effect” has not been demonstrated through the application of an appropriate analysis technique. The purpose of this study was to identify and apply a technique that would adequately represent and describe such an effect if indeed it does occur, and to use that technique to study the momentum effect as it is observed in several data sets on the learning of the concept of plate tectonics. Subsequent to trials of several different analyses, a segmented straight line regression analysis was chosen and used on three different data sets. Each set revealed similar patterns of inflection points between lines with similar time intervals between inflections for those data from students with formal cognitive tendencies. These results seem to indicate that this method will indeed be useful in representing and identifying the presence and duration of the momentum effect in time series data on achievement. Since the momentum effect could be described in each of the data sets and since its presence seems a function of similar circumstances, support is given for its presence in the learning of abstract scientific concepts for formal cognitive tendency students. The results indicate that the duration of the momentum effect is related to the level of student understanding tested and the cognitive level of the learners.  相似文献   

Full time adult credential students'' instructional preferences at California State University, Long Beach:pedagogy or andragogy?     

WANG Victor 《浙江大学学报(A卷英文版)》2004,5(3)

This study investigated the instructional preferences of full time adult credential students after they took a live course called Principles of Adult Education at California State University, Long Beach (CSULB) in the fall semester of 2002. These full time adult credential students had been working on their adult teaching credentials to meet the competencies specified by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles out of the andragogical model developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential students enrolled in a live course to determine their instructional preferences of helping adults learn. The results of the study showed in most cases these adult learning professionals taught adult students andragogically; in some cases they taught adult students pedagogically.  相似文献   

Desarrollando sistemas de evaluación formativa y compartida en la docencia universitaria. Análisis de resultados de su puesta en práctica en la formación inicial del profesorado     

Victor M. López Pastor 《欧洲师范教育杂志》2008,31(3):293-311

In this article we present the results obtained from implementing a formative and shared assessment system in higher education (in initial physical education teacher education). This research on teacher education has been developing for more than 11 years. In this article, we present the objective of the study, a review of the literature on the topic, the methodology used, and the results obtained. Empirical data show that the assessment system has important advantages in teacher education and education generally: greater application and motivation of students, improved quality of learning processes, better learning and professional competence acquisition, better academic performance. Obviously, there are some difficulties, too, although these can be minimised and overcome with appropriate planning of the educational project and continuous assessment.  相似文献