Student evaluations of course and teacher: factor analysis and SSA approaches     

Erik H. Cohen 《Assessment & Evaluation in Higher Education》2005,30(2):123-136

The present study attempts to discover organizing principles in college students’ evaluations of their formal and informal educational programs. The study was conducted during the 1998–99 academic year. The data consisted of 14,344 assessment sheets completed by students at the Jordan Valley Regional College in Israel. Each assessment sheet contained 12 variables. Factor analysis revealed two main factors: the course (seven variables) and the teacher (five variables). A Smallest Space Analysis (SSA) revealed an additional distinction. Some of the evaluation items relate directly to the course or teacher and some relate to the interaction between the course or teacher and the students. Distinguishing between these categories could be helpful in identifying or correcting bias in student evaluations.  相似文献   

Processes of problem solving: Comparison of an American and a European view     

Erik De Corte 《Instructional Science》1980,9(1):1-13

Analysis of the ability to solve problems occupies an important place in recent research within instructional psychology. In the U.S.A. processes of problem solving are now mostly studied within the framework of the information-processing approach. A European trend in research on thinking and problem solving, that parallels this American work, is based on the action-oriented approach. Until now both approaches have developed independently. A consequence of this situation could be that differences between both conceptions will be accentuated, while points of convergence remain hidden. Therefore it seems desirable to start an exchange of ideas between the two approaches. The present article provides an example in this direction. The example relates to the work of Resnick and Glaser on problem solving in instructional settings on the one hand, and a view developed in the Netherlands during the 70s on the other.Paper presented at a seminar at the University of Pittsburgh, Learning Research and Development Center, March 1979.  相似文献   

Preparing Healthcare Professionals for Telemedicine: Results from Educational Needs Research     

David Bangert  Robert Doktor  Erik Johnson 《Interactive Learning Environments》2013,21(3):199-215

As part of an overall research program to create a set of web-based interactive distance learning modules, an educational needs assessment was conducted. The educational needs assessment is undertaken to collect information via observation and interview as to which knowledge areas are most desirable for incorporation into the interactive distance learning modules. This research is best undertaken with a neutral stance and without any preconceptions or hypotheses as to which knowledge areas are likely to be most useful. The interactive modules were designed to enhance the utilization of telemedicine by health care providers. This paper is a report on the methodology used and the findings of the needs assessment. The educational needs assessment acts as a compass to guide the creation of curricula. In the design of interactive learning, the needs assessment may be an important tool that informs not only the selection of the content, but also the selection of technology and courseware processes. The methodology described herein may be useful as a template for other authors of interactive learning courseware. The results of this study identified four clusters of content to be offered and confirmed the selection of interactive, web-based distance learning as the most appropriate delivery approach.  相似文献   

Giftedness considered from the perspective of research on learning and instruction     

Erik De Corte 《High Ability Studies》2013,24(1):3-19

This article argues that research and educational practices relating to gifted students can highly benefit by linking up more closely with the mainstream of research on learning and instruction. The CLIA-model for the design of powerful learning environments that consists of four interconnected components (Competence, Learning, Intervention, and Assessment) is thereby used as a framework. The kind of learning processes needed to acquire adaptive competence are well in tune with features of exceptional performance, namely active, constructive, self-regulated and goal-oriented learning. Therefore gifted students should be taught in powerful learning environments that induce in them learning processes that embody those characteristics. Interventions focused on gifted students such as acceleration, grouping and differentiated instruction can benefit from taking into account the components and characteristics of the CLIA-model.  相似文献   

Academic development through the contextualization of the Scholarship of Teaching and Learning: reflections drawn from the recent history of Trinidad and Tobago     

Erik Blair 《International Journal for Academic Development》2013,18(4):330-340

Whilst the case for the Scholarship of Teaching and Learning (SoTL) has been made, there has been little discussion on how such scholarship might lead academic development at the local level. Through analyzing the recent history of Trinidad and Tobago this paper proposes that the conceptualization of SoTL should embrace the nuances of its particular context. It is argued that, since gaining independence, the education system of Trinidad and Tobago has failed to shake off the remnants of its former colonizer and that the Ministry of Education has looked to import educational ‘best practice’ from other countries. This paper suggests that ‘borrowing’ the drivers of development is culturally naïve and, instead, proposes that educational change should be led through a context-specific examination of the relationship between scholars of teaching and learning and the society in which they find themselves.  相似文献   

Mentoring as a learning tool: enhancing the effectiveness of an undergraduate business mentoring program     

Caroline P. D'Abate  Erik R. Eddy 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):363-378

Mentoring can be used as a pedagogical alternative both to extend and augment the educational experience of business students. This article addresses a gap in the literature regarding the use and effectiveness of mentoring in undergraduate business education by examining improvements to an existing mentoring program. After reviewing the mentoring literature and identifying four critical elements for program success (matching, preparation, interaction and outcome assessment), the researchers used a cohort design and developed a survey to assess baseline participant satisfaction with these elements. Interventions were developed to enhance the mentoring program, and a second cohort allowed the authors to assess the benefits of these interventions. With statistically significant improvements in two out of four program elements (and a third showing marginally significant differences), the results demonstrate that the authors’ approach to evaluating and enhancing mentoring program effectiveness is useful in business education.  相似文献   

Implications of Stealing Thunder for the Impact of Expressing Emotions in Organizational Crisis Communication   总被引：1，自引：0，他引：1  

C. Erik Timmerman 《Journal of Applied Communication Research》2013,41(3):293-295

This study examines if and when spokespersons of an organization in crisis can express their genuine emotions as opposed to appearing rational. The impact of emotional (sadness) versus rational message framing on perceptions of an organization in crisis is studied by means of a 2 (crisis timing strategy: ex-antecrisis timing strategy vs. ex-postcrisis timing strategy)×2 (message framing: rational vs. emotional) between-subjects factorial experimental design with 168 participants. The findings first show that organizations can restore their reputation in times of crisis better by means of an ex-antecrisis timing strategy than by means of an ex-postcrisis timing strategy. In addition, the study illustrates that an ex-antecrisis timing strategy leads to more effective use of organizational message framing. In the case of an organizational self-disclosure, expressing sadness as a discrete negative emotion results in a better postcrisis reputation than rational message framing, whereas no impact of message framing is found for an ex-postcrisis timing strategy. Finally, the results indicate that organizations can benefit from allowing their spokespersons to express sadness because consumers will consider them more sincere.  相似文献   

Second Generation Net News: Interactivity and Information Accessibility in the Online Environment     

Erik P. Bucy 《媒体管理杂志》2013,15(1-2):102-113

This study assesses the ways in which local television news operations and major metropolitan newspapers in the top 40 U.S. media markets are making information accessible and structuring interactive experiences online as the industry transitions into a third generation of Internet news. As Net news approaches its first decade of existence, online news sites are assumed to be evolving from a noninteractive, passive model of information delivery into an environment of increased immediacy, content richness, and user control. To investigate this question, a content analysis was performed in 2 waves, once during fall 1998 and again during fall 2000. For comparative purposes, differences across years are examined. In addition, the efforts of local television news sites are contrasted with the online activities of dominant newspaper sites, which have assumed a commanding lead in building a local online audience. The analysis argues for valuing Net news sites less from a profit-loss standpoint and more for the nonmonetary contributions they make in relation to the broader news mission, namely, enhanced coverage, brand loyalty, and news credibility.  相似文献   

Aprender en la escuela con las nuevas tecnologías de la información: Perspectivas desde la psicología del aprendizaje y de la instrucción     

Erik De Corte 《Cultura y Educación》2013,25(6):93-112

La transferencia entre el dominio de la investigación básica y el de la práctica educativa no siempre se da, y cuando eso ocurre, hay un cierto riesgo de que la transferencia viaje en una sola dirección. En este artículo se analiza el estado de la cuestión respecto a las enormes posibilidades que para el mundo educativo abre la investigación en psicología cognitiva y, más concretamente, la investigación sobre la utilización del ordenador como instrumento de enseñanza-aprendizaje.  相似文献   

MIFGASHIM: A Meeting of Minds and Hearts     

Erik H. Cohen 《Journal of Jewish Education》2013,79(1-2):23-37

“Mifgashim” — structured meetings between Diaspora participants of Israel Experience Programs and Israeli youth — are organized to strengthen ties between the two populations. Two basic models of Mifgashim are offered, one emphasizing cognitive and the other affective means of achieving the same goal. The cognitive‐based model had a slightly stronger impact, especially on the Israeli participants. Nonetheless, both fall somewhat short of their potential in impact and satisfaction. We believe that the types of activities within the Mifgashim programs are not the source of the encounter's shortfalls. Rather, the difficulties include the brief time allotted, language barriers, and group functioning, in particular adolescent group dynamics. Perhaps the most fundamental problem is a widespread perception that the Mifgashim are conducted primarily for the benefit of the Diaspora youth. The objectification of the Israeli participants by program planners can be seen as reflecting attitudes in the larger field of Israel‐American relations.  相似文献