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11.
Han Jeongyun Huh Sun Young Cho Young Hoan Park SoHyun Choi Jinhan Suh Bongwon Rhee Wonjong 《Educational technology research and development : ETR & D》2020,68(5):2055-2071
This study investigates the possibility of utilizing online learning data to design face-to-face activities in a flipped classroom. We focus on heterogeneous group formation for effective collaborative learning. Fifty-three undergraduate students (18 males, 35 females) participated in this study, and 8 students (3 males, 5 females) among them joined post-study interviews. For this study, a total of 6 student characteristics were used: three demographic characteristics obtained from a simple survey and three academic characteristics captured from online learning data. We define three demographic group heterogeneity variables and three academic group heterogeneity variables, where each variable is calculated using the corresponding student characteristic. In this way, each heterogeneity variables represents a degree of diversity within the group. Then, a two-stage hierarchical regression analysis was conducted to identify the significant group heterogeneity variables that influence face-to-face group achievement. The results show that the academic group heterogeneity variables, which were derived from the online learning data, accounted for a significant proportion of the variance in the group achievement when the demographic group heterogeneity variables were controlled. The interviews also reveal that the academic group heterogeneity indeed affected group interaction and learning outcome. These findings highlight that online learning data can be utilized to obtain relevant information for effective face-to-face activity design in a flipped classroom. Based on the results, we discuss the advantages of this data utilization approach and other implications for face-to-face activity design.
相似文献12.
Lord's Wald Test for Detecting DIF in Multidimensional IRT Models: A Comparison of Two Estimation Approaches 
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下载免费PDF全文 Lord's Wald test for differential item functioning (DIF) has not been studied extensively in the context of the multidimensional item response theory (MIRT) framework. In this article, Lord's Wald test was implemented using two estimation approaches, marginal maximum likelihood estimation and Bayesian Markov chain Monte Carlo estimation, to detect uniform and nonuniform DIF under MIRT models. The Type I error and power rates for Lord's Wald test were investigated under various simulation conditions, including different DIF types and magnitudes, different means and correlations of two ability parameters, and different sample sizes. Furthermore, English usage data were analyzed to illustrate the use of Lord's Wald test with the two estimation approaches. 相似文献
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Ashraf Kagee Eun-Jung Suh Anthony V. Naidoo 《International journal for the advancement of counseling》2004,26(3):313-320
Despite its successes in the United States and Europe, cognitive behavioural therapy (CBT) has a short history in South Africa. Local cultural realities and social conditions have been cited as obstacles to the implementation of CBT at community health centres. Yet, CBT's successes in ameliorating a variety of psychological conditions, including symptoms of PTSD, necessitate examination of its relevance and applicability in South African communities. The present study reports on counsellors' attitudes and opinions to CBT for the treatment of psychological trauma. We presented a two-day workshop on CBT and assessed counsellors' opinions and attitudes prior to and following the workshop. Results are discussed in the context of the high rate of traumatic events that occur in South African communities. 相似文献
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Holly A. Stadler Suhyun Suh Debra C. Cobia Renee A. Middleton Jamie S. Carney 《Counselor Education & Supervision》2006,45(3):193-206
To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated. 相似文献
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This paper describes procedures by which two types of measures of Pedagogical Content Knowledge (PCK) were developed and validated: (a) PCK Survey and (b) PCK Rubric. Given the topic-specificity of PCK, the measures centered on photosynthesis as taught in high school classrooms. The measures were conceptually grounded in the pentagon model of PCK and designed to measure indispensable PCK that can be applied to any teacher, in any teaching context, for the given topic. Because of the exploratory nature of the study, the measures focus on two key components of PCK: (a) knowledge of students’ understanding in science and (b) knowledge of instructional strategies and representations. Both measures have established acceptable levels of reliability as determined by internal consistency and inter-rater agreement. Evidence related to content validity was gathered through expert consultations, while evidence related to construct validity was collected through analysis of think-aloud interviews and factor analyses. Issues and challenges emerging from the course of the measure development, administration, and validation are discussed with strategies for confronting them. Directions for future research are proposed in three areas: (a) relationships between PCK and teaching experiences, (b) differences in PCK between science teachers and scientists, and (c) relationships between PCK and student learning. 相似文献
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The note of discord: Examining educational perspectives between teachers and Korean parents in the U. S. 总被引：1，自引：0，他引：1
Kyee Yum Kwon Younjung Suh Yoo-Seon Bang Jeesun Jung Seungho Moon 《Teaching and Teacher Education》2010
This study examined and compared the educational perspectives of Korean parents of elementary school students and their teachers. 430 parents and 143 teachers in the New York metropolitan area participated in the survey and 16 teachers, administrators, and parents were interviewed. The findings indicated that the teachers not only misunderstood the parents' perspectives on the goals of schooling, but also underestimated the parents' ways of supporting their children's education. Regarding the current school/teacher practices, the two groups also expressed different perspectives. We discussed the urgency of educators' critical reflection on diverse cultures and the considerations for increasing parents' school involvement. 相似文献
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Lee Jungmin Fernandez Frank Ro Hyun Kyoung Suh Hongwook 《Research in higher education》2022,63(5):825-848
Research in Higher Education - This study examines relationships between dual enrollment and high school graduation, college enrollment, college choice (2-year or 4-year), and persistence in... 相似文献
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Based on issue ownership theory, this study identifies the effects of issue obtrusiveness, issue congruence, and crisis response strategies on the level of acceptance of crisis communication messages employing 2 × 2 × 3 (issue obtrusiveness × issue congruence × response strategies: scapegoat, justification, reminder) experimental research. Two large Korean business groups (Hyundai and SK) were selected. There was a main effect in crisis response strategies and a three-way interaction effect. A crisis communication message was effective when a corporation owns congruent and unobtrusive issues. Implications for public relations research and practices were discussed. 相似文献
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Yonjoo Cho Sunyoung Park Sung Jun Jo Susan Suh 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):677-694
The purpose of this study was to conduct a citation network analysis of Educational Technology Research and Development (ETR&D) to examine the trends and issues of the educational technology field's scholarly community that have evolved in the past two decades. The distinctive features of citation network analysis used in this study derive from a social network analysis approach to see relational and network patterns in the citation data. From this citation network analysis, we obtained the following results: (1) the ETR&D network revealed structural attributes that help us understand the features regarding how the field has developed and how scholarly works have interacted; (2) the most influential papers and scholars in the field were identified; (3) frequently co‐cited papers were recognized as having a strong relationship by a few researchers and (4) five cohesive subgroups (factions) generated key research themes in the field including: instructional design, learning environments, the role of technology, educational technology research and psychological foundations. Implications and limitations of the study were discussed for future research. 相似文献