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11.
Jef C. Verhoeven Dirk Heerwegh Kurt De Wit 《Education and Information Technologies》2012,17(1):109-133
Do ICT skills of freshmen change in 6 months at the university? What is the contribution of learning styles (or patterns)
to the explanation of the variance in self-perceived ICT skills and the possible change in these skills? And what is the contribution
of learning styles and of gender, social class, and ICT course attendance to the explanation of the variance in these skills?
To answer these questions, data were collected in a panel research project that recruited 714 freshmen at a large Belgian
university. The data show that the ability of the students to maintain a computer and to develop a website improves at the
university but not the ability to use the Internet or to apply basic ICT skills. The analyses show that there is a link, albeit
weak, between learning styles and self-perceived ICT skills. Learning styles can partially explain differences between groups
of students with different characteristics. The data show that having a certain learning style might influence the perception
of students of their ICT skill, but learning styles do not allow one to predict the change in the self-perceived ICT skills
of the students. 相似文献
12.
During the school year 2008?C2009, the Ministry of Education and Training of Vietnam launched the ??Year of ICT?? to produce a breakthrough in educational innovation. In light of this development we have carried out a policy analysis to study the national vision on ICT in education. The policy analysis takes into account a decade of governmental policy guidelines on ICT and education, starting from 2000??the year that the Ministry announced its Master Plan for ICT in education. A critical analysis puts rationales in perspective. Exploratory analysis at the level of five provincial teacher education institutions sheds light on the impact of these guidelines in teacher education. 783 educators completed a self-report questionnaire addressing factors of access, capacities and actual use of ICT in teaching practice. To assess the adopted discourse and operational planning, technology plans of the different institutions are analyzed. It is argued that unbalanced operational planning in the technology plans led to a gap between the current rhetoric in policy guidelines, vision statements of the institutions and the reality in teaching practice. 相似文献
13.
Boezerooij Petra van der Wende Marijk Huisman Jeroen 《Tertiary Education and Management》2007,13(4):313-330
Tertiary Education and Management - Integrating e-Learning in their educational delivery and support processes is one way of strategy formation higher education institutions can deploy to respond... 相似文献
14.
Institutional Diversity in Higher Education: a Cross-National and Longitudinal Analysis 总被引：1，自引：0，他引：1
This paper contributes to the debate on institutional diversity in higher education systems by looking at the phenomenon from a comparative (cross‐national) and longitudinal perspective. Despite the attention to diversity in policy debates, surprisingly, only a limited amount of studies address methodological issues. In addition, the number of empirical studies on institutional diversity is low as well. Data on various Western higher education systems are used to illustrate developments in systems' diversity. Furthermore, these data are put in the context of current national (and supranational) policy debates, particularly the role of governments and markets, on maintaining or increasing diversity. 相似文献
15.
There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback. 相似文献
16.
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
17.
18.
Jeroen Huisman Jorunn D. Norgård Jøgen Rasmussen Bjørn Stensaker 《Tertiary Education and Management》2002,8(4):316-332
In the late 60s and early 70s,several universities were set up in variousEuropean countries with the intention ofproviding an alternative to establishedinstitutions of higher education. The newuniversities were expected, amongst otherthings, to experiment with new forms ofleadership and management internally, giveteaching and learning higher priority, and tobe regional relevant institutions for the areain which they were located. The paper analysesto what extent three such universityestablishments: Aalborg University in Denmark,Maastricht University in the Netherlands andTromsø University in Norway have managed tomaintain and develop their alternative profileduring the last thirty years. The studysuggests that even though the universities insome areas have adapted to environmentalpressure, they have managed to keep theirprofile as innovative and alternative. 相似文献
19.
In this paper, we present a new approach to studying the perception- action linkage in sport. The approach and the sport-specific paradigms associated with it are aimed at exploring the 'covert' processes underlying decision-making and decision alterations before and during the course of action execution. The approach introduced here is based on Coles' (1989) work applying the chronometric approach in various paradigms using warning and imperative stimuli (i.e. valid and invalid cueing). Coles also demonstrated the efficacy of the 'lateralized readiness potential' as a measure which reflects the correct and incorrect activation of motor responses (i.e. the covert processes underlying error elicitation). The chronometric approach, which takes into account the warning and imperative stimuli as well as action initiation, execution and alteration, is recommended for the study of expertise behaviour in sport. It is predicted that lateralized readiness potential patterns will differ between experts and novice performers. Several hypotheses are derived, and paradigms suggested, to explore the 'covert processes' underlying expertise in the motor domain. 相似文献
20.
Jef Van den Branden & José Lambert 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(3):251-260
Open and Distance Learning (ODL) is much more than a didactic or technological issue. On the basis of contemporary approaches to culture, it is both an agent and a barometer of culture: culture influences the appearances, models and contents of ODL, but is influenced itself as well by the ODL phenomenon. Illustration of the point is made through an analysis of the historic roots of ODL in comparison with Europe's contemporary transnational and technology based ODL. The analysis results in an agenda for important cultural issues, such as the institutional character of ODL, its contribution to Europe's competitiveness, the shaping of a European citizenship, and the nature of European ODL in terms of its cultural barriers and cultural assets. The ambiguity of culture typically emerges when looking at language. European transnational, and especially technology based ODL, may be hindered by the multilingual societies of Europe, and remain so as long as language policies are imposed. It is advocated that language policies be replaced with language management, applied in a creative way (eg, by implementing appropriate technical solutions). The final question examined here, is whether these problems and solutions are particular to Europe, or whether there are good reasons for acknowledging the cultural origins, barriers and assets of a wider ODL model. 相似文献