Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning     

Dolores R. Serrano  Maria Auxiliadora Dea‐Ayuela  Elena Gonzalez‐Burgos  Alfonso Serrano‐Gil  Aikaterini Lalatsa 《European Journal of Education》2019,54(2):273-286

Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor.  相似文献   

Islamic religious education and the plan against violent radicalization in Spain     

Jose Antonio Rodríguez García 《British Journal of Religious Education》2019,41(4):412-421

ABSTRACT

This article analyses the importance of Islamic religious education in public schools in Spain as an instrument in the prevention and fight against violent radicalisation. In this article, we examine the legal status of Islamic religious education and the latest regulations on Islamic religious education that emphasise the fight against Islamist terrorism. We also study the regulation of teachers of Islamic religious education and their role in the counter-narrative required to deter the message of Islamist terrorists and prevent violent radicalisation.  相似文献   

Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks     

Trinidad García  Celestino Rodríguez  Paloma González-Castro  Julio Antonio González-Pienda  Mark Torrance 《Metacognition and Learning》2016,11(2):139-170

Calibration, or the correspondence between perceived performance and actual performance, is linked to students’ metacognitive and self-regulatory skills. Making students more aware of the quality of their performance is important in elementary school settings, and more so when math problems are involved. However, many students seem to be poorly calibrated, with a tendency towards over-confidence. The present study analyzes the relationship between post-performance calibration accuracy and the metacognitive process shown by 524 fifth- and sixth-grade students while solving two math problems. After calculating a calibration index and establishing the stability of students’ judgments and actual performance, differences in the metacognitive process exhibited by students with different calibration accuracy (Accurate vs. Inaccurate groups) were analyzed. The emergence of different calibration patterns and differences in the metacognitive process as a function of mathematics achievement and grade level were also examined. Results indicated that: (a) students in the overall sample were little calibrated and over-confident, showing high stability in their judgments and actual performance across problems; (b) inaccurate students reported using information representation sub-processes (drawing/summarizing) less frequently, but writing and reviewing (and also correcting mistakes) more frequently than their accurate peers; and (c) differences in calibration patterns and the metacognitive process were found when achievement level was considered, whereas grade level did not generate any important effect. These findings suggest the usefulness of process-based measures to examine the metacognitive processes involved in making post-performance judgments, considering achievement and its possible mediating role in this relationship.  相似文献   

Where form and substance meet: using the narrative approach of re-storying to generate research findings and community rapprochement in (university) mathematics education     

Elena Nardi 《Educational Studies in Mathematics》2016,92(3):361-377

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Planning and Doing in Professional Teaching Practice. A Study with Early Childhood Education Teachers Working with ICT (3–6 years)     

Elena Ramírez  María Clemente  Adriana Recamán  Jorge Martín-Domínguez  Inés Rodríguez 《Early Childhood Education Journal》2017,45(5):713-725

Planning is one of the professional tasks teachers have to carry out before their direct action in the classrooms. This planning is closely interrelated to the way teachers teach. The question about how and why teachers reach their decisions in their pre-class planning is a classical one in the research into curricular design and development. The aim of this paper will therefore be to establish whether there is a relationship between curricular planning and curricular practices, studying how nine early childhood education teachers using an ICT resource plan their actions and execute them. For the research, we obtained video recordings of classroom practices and interviewed the teachers just before they went into class. By applying qualitative data analysis, we have been able to identify the elements taken into consideration when the teachers make decisions in lesson, their conceptions about ICT, and the types of activity that are held in all the classes. The results confirm the conclusions reached by previous studies on the relationships between planning and doing, in the sense that the activities, understood to be teaching strategies, are the ones that link the design of what is to be done and direct action. Likewise, the results ratify prior research on the role of materials and resources as aspects that teachers can rely on for support in the management and presentation of classroom tasks and content. The introduction of ICT does not modify the teachers’ curricular planning and development.  相似文献   

Development of a spatially uniform low-temperature hydrogen combustor     

Hendrik Dubbe  Elena Holl  Adriaan Spierings  Konrad Wegener  Ulrich Nieken 《浙江大学学报(A卷英文版)》2018,19(10):735-745

Examples of the use of additive manufacturing and rapid prototyping in a range of applications are of great interest in order to emphasize their role in development and production technology. In this study, a catalytic low temperature burner for H₂ on a lab scale with an integrated flow distributor was designed, manufactured, and tested for functionality. Based on a theoretical approach, a flow distributor for the burner was designed and a prototype was built using fused deposition modeling (FDM). Based on test results, an optimized version of the burner was then designed and manufactured using selective laser melting (SLM). The functionality of the designed catalytic burner was proven. Several advantages were found in comparison to conventional non-catalytic burners. In particular, flameless uniform low temperature heat generation with temperatures of about 200 °C could be realized. This contribution highlights the potential of additive manufacturing in chemical engineering. Not only was the final product built using SLM, but also during the development process, FDM was used for rapid prototyping.  相似文献   

The impact of stereoscopic imagery and motion on anatomical structure recognition and visual attention performance          下载免费PDF全文

Martin Remmele  Elena Schmidt  Melissa Lingenfelder  Andreas Martens 《Anatomical sciences education》2018,11(1):15-24

Gross anatomy is located in a three‐dimensional space. Visualizing aspects of structures in gross anatomy education should aim to provide information that best resembles their original spatial proportions. Stereoscopic three‐dimensional imagery might offer possibilities to implement this aim, though some research has revealed potential impairments that may result from observing stereoscopic visualizations, such as discomfort. However, possible impairments of working memory such as decreased visual attention performance due to applying this technology in gross anatomy education have not yet been investigated. Similarly, in gross anatomy education the impact of stereoscopic imagery on learners’ recognition of anatomical‐spatial relationships and the impact of different presentation formats have only been investigated in a small number of studies. In this study, the performance of 171 teacher trainees working on the anatomy of hearing was examined, either with non‐stereoscopic or stereoscopic imagery. Static and dynamic picture presentations were applied. Overall, benefits for stereoscopic imagery on estimating anatomical‐spatial relations were found. The performance on a visual attention test indicates that the impact of stereoscopic visualizations on the human cognitive system varies more from person to person compared to non‐stereoscopic visualizations. In addition, combinations of temporarily moving pictures and stereoscopic imagery lead to decreased visual attention performance compared to combinations of moving pictures and non‐stereoscopic imagery. Anat Sci Educ 11: 15–24. © 2017 American Association of Anatomists.  相似文献   

Lexical Semantic Field as One of the Keys to Second Language Teaching     

Elena V. Varlamova  Elena A. Tulusina  Zarema M. Zaripova  Veronika L. Gataullina 《Interchange》2017,48(2):183-193

The article is devoted to the problem of the development of skills connected with the acquisition of foreign lexis (Lexis = all possible words or phrases in a language) on the basis of semantic fields (Semantic field = a lexical set of related items, e.g., colour, red, green, blue). This becomes possible due to grouping well-known and unknown to the students lexical units to systemized semantic groups—semantic fields. Semantic fields can be useful for the quantitative and qualitative enrichment of the vocabulary; they serve to choose a lexical unit correctly, to collocate lexical units according to existing norms, to use the lexis of various semantic fields in different contexts without mistakes, to guarantee conscious, automatic language skills of the students and to increase their active vocabulary.  相似文献   

Normalising: Children's activity to construct meanings for trend     

Janet Ainley  Dave Pratt  Elena Nardi 《Educational Studies in Mathematics》2001,45(1-3):131-146

This paper looks back over a number of exploratory studies which have researched young children's construction of meanings for graphs, produced from data entered in spreadsheets. In this paper we discuss children's use of normalising, an activity in which children correct data towards some perceived norm. Through normalising, children construct meanings for trend in data and in graphs. We discuss how particular aspects of the pedagogical setting including task design encourage the use of normalising.This revised version was published online in October 2005 with corrections to the Cover Date.  相似文献   

Incommensurability and Multiple Models: Representations of the Structure of Matter in Undergraduate Chemistry Students     

Fernando Flores-Camacho  Leticia Gallegos-Cázares  Andoni Garritz  Alejandra García-Franco 《Science & Education》2007,16(7-8):775-800

The notion of incommensurability has provided a rationality criterion for the development of scientific theories, as well as some insight into theories developed by students while learning science. However, the relationship between the multiple models held by students and incommensurability requires further discussion. We present the results of empirical work that investigated the multiple models of the structure of the matter held by university students and we analyze these results using the notion of incommensurability. We also point out implications in the construction of students’ scientific models as they move forward in their careers.  相似文献