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51.
Bart Huisman Nadira Saab Jan van Driel Paul van den Broek 《Assessment & Evaluation in Higher Education》2018,43(6):955-968
Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students’ writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or received anonymous written peer feedback in the context of an authentic academic writing task. In addition, we investigated whether students’ peer feedback perceptions were related to the nature of the peer feedback they received and to writing performance. Results showed that both providing and receiving feedback led to similar improvements of writing performance. The presence of explanatory comments positively related both to how adequate students perceived the peer feedback to be, as well as to students’ willingness to improve based upon it. However, no direct relation was found between these peer feedback perceptions and students’ writing performance increase. 相似文献
52.
Informal learning in blended and online settings plays an increasingly important role in the continuous professional development of individuals. Yet, how do individuals engage into these types of activities? We argue that social capital theory can provide valuable insights into how people behave and decide to take part in (in)formal learning. Using social network analysis, we provide empirical evidence on an informal learning activity, where participants collaboratively created knowledge on wiki sites on a predefined set of topics. Our results show that there are three types of active participants in these types of informal learning activities, namely leaders, collaborators and lone editors. These findings provide valuable insights for other, similar activities that aim at enhancing the professional development of individuals. 相似文献
53.
Bart K. Holland 《Teaching Statistics》2007,29(3):71-73
This article describes a classroom demonstration that may be used to encourage students’ development and understanding of the idea of hypothesis testing. 相似文献
54.
Dynamic testing of gifted and average‐ability children's analogy problem solving: Does executive functioning play a role? 
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下载免费PDF全文 Bart Vogelaar Merel Bakker Lianne Hoogeveen Wilma C. M. Resing 《Psychology in the schools》2017,54(8):837-851
In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7‐ to 8‐year‐old gifted and average‐ability children. Utilizing a pretest training posttest control group design, participants were split in four subgroups: gifted dynamic testing (n = 22), gifted unguided practice (n = 23), average‐ability dynamic testing (n = 31), and average‐ability unguided practice (n = 37). Results revealed that dynamic testing led to more advanced progression than unguided practice, and that gifted and average‐ability children showed equivalent progression lines and instructional needs. For children in both ability categories, cognitive flexibility was not found to be related to progression in analogy problem solving or training benefits. In addition, metacognition was revealed to be associated with training benefits. Implications for educational practice were provided in the discussion. 相似文献
55.
Andrea S. Horne Bart Ragon Daniel T. Wilson 《Medical reference services quarterly》2013,32(2):127-139
A library service model that provides reference and instructional services by summoning reference librarians from a single service point is described. The system utilizes Libraryh3lp, an open-source, multioperator instant messaging system. The selection and refinement of this solution and technical challenges encountered are explored, as is the design of public services around this technology, usage of the system, and best practices. This service model, while a major cultural and procedural change at first, is now a routine aspect of customer service for this library. 相似文献
56.
The history of science shows a shift from single-investigator ‘little science’ to increasingly large, expensive, multinational, interdisciplinary and interdependent ‘big science’. In physics and allied fields this shift has been well documented, but the rise of collaboration in the life sciences and its effect on scientific work and knowledge has received little attention. Research in biology exhibits different historical trajectories and organisation of collaboration in field and laboratory – differences still visible in contemporary collaborations such as the Census of Marine Life and the Human Genome Project. We employ these case studies as strategic exemplars, supplemented with existing research on collaboration in biology, to expose the different motives, organisational forms and social dynamics underpinning contemporary large-scale collaborations in biology and their relations to historical patterns of collaboration in the life sciences. We find the interaction between research subject, research approach as well as research organisation influencing collaboration patterns and the work of scientists. 相似文献
57.
Bart Rienties Simon Beausaert Therese Grohnert Susan Niemantsverdriet Piet Kommers 《Higher Education》2012,63(6):685-700
More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators
is that international students are insufficiently adjusted to higher education in their host country, both academically and
socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to
the culture of the host-institute. Several researchers argue that studies on adaptation of international students should widen
its focus to the underlying mechanisms that leads towards this “misalignment”. In a cross-institutional comparison among 958
students at five business schools in the Netherlands, differences in academic performance between local and international
students were identified by focussing on their levels of academic and social integration. Students’ academic integration was
measured with the Students’ Adaptation to College Questionnaire (SACQ), while students’ social integration was measured with
a newly developed and validated questionnaire. The results indicate that the degree of academic success of international students
is multi-faceted. International students with a (mixed) western ethnic background perform well on both academic and social
integration, and also attained higher study-performance in comparison to domestic students. In contrast, international students
with a non-Western background are less integrated compared to other international students. Nevertheless, they have a similar
study-performance. Finally, academic adjustment is the main predictor of study-performance for Dutch, Western and Mixed-Western
students. Social adjustment was negatively related to study-performance. The lack of fit for predicting long-term study success
of non-Western students indicates that their academic and social integration processes are more complex and non-linear. 相似文献
58.
Dirk T. Tempelaar Marold Wosnitza Simone Volet Bart Rienties Bas Giesbers Wim H. Gijselaers 《Higher Education》2013,66(2):253-267
Students’ learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students’ goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students’ goal setting at the one side, and students’ performance and group functioning on the other side. 相似文献
59.
Bart J. Crum 《Quest (Human Kinetics)》2013,65(3):339-356
Viewed in the light of benchmarks for professional quality, the generally weak commitment to teaching clearly becomes the main problem with current physical education. The ideological legacy of the profession—the two conventional ideas of “physical education as training of the physical” and “physical education as education through the physical”—is a main cause of confusion as well as the source for the growing lack of public support for physical education as an integral school subject. This paper looks at the theory of the self-reproducing failing of physical education as an hypothesis to explain this continuing plummet of physical education. Prospects for change are dependent on (a) creating conceptual clarity and cohesiveness among physical education teacher educators, (b) recruiting carefully, (c) maintaining “learning to reflect” as the leitmotiv of the teacher education program, and (d) developing an agreement of concepts among student teaching supervisors. 相似文献
60.
Bart Rienties Natasa Brouwer Katerina Bohle Carbonell Danielle Townsend Anne-Petra Rozendal Janneke van der Loo 《欧洲师范教育杂志》2013,36(4):480-495
Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers’ skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers’ TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research. 相似文献