Traditional research on collaborative learning employs a “black box” approach that makes it difficult to gain a deeper understanding
of the differential effects of collaborative learning. To make the black box transparent, researchers have studied the process
of collaboration, in order to establish which interaction features are likely to make learning more effective and efficient
for group members. Although cognitive load theory has been developed in the context of individual learning situations, it
may provide a promising new way of looking inside the black box, assuming that students working in groups have more processing
capacity than students working individually. The aim of this article is to provide an overview of the process-oriented and
cognitive-load approaches to conducting collaborative learning research, to highlight their respective advantages and disadvantages,
and to suggest how they can be combined in order to address new research questions. 相似文献
Animated models explicating how a problem is solved and why a particular method is chosen are expected to be effective learning
tools for novices, especially when abstract cognitive processes or concepts are involved. Cognitive load theory was used to
investigate how learners could be stimulated to engage in genuine learning activities. It was hypothesized that illusion of
control would impede transfer performance compared to a condition without illusion of control. Moreover, we hypothesized that
learners who first studied an animated model and then solved the same problem would perform better on transfer than learners
who studied the same animated model twice or who first solved the problem and then studied the animated model. In a 2 × 3
factorial experiment (N = 90) with the factors illusion of control (yes vs. no) and instruction method (study–practice, practice–study, study–study) only the first hypothesis was confirmed. Implications for the design of animated
models are discussed. 相似文献
This study examined the relation between losing a game and players’ destructive voice about the coach. As team performances would suffer when such behaviours are not managed properly, we tested the motivational climate as a potential mechanism by which coaches can manage these destructive behaviours. Twelve volleyball and basketball teams (N = 136) were weekly assessed during eight weeks using questionnaires. Players rated the extent to which their teammates expressed destructive voice about their coach. Each player’s indegree centrality (i.e. the average score received from all teammates) functioned as measurement of his/her destructive voice about the coach. As hypothesized, losing a game increased players’ expression of destructive voice about the coach. At both the within- and between-person level, perceived mastery (performance) climate negatively (positively) predicted players’ destructive voice about the coach. When players perceived a more salient performance climate than usual after a loss, their increase in destructive voice about the coach was magnified. These results highlight the dynamics of players’ destructive voice about the coach and how a single loss can start the utterance of such voice. A coach would be able to counter this process by increasing the focus on a mastery rather than a performance climate. 相似文献
Abstract The voice is, next to the face, a defining aspect of the persona of popular music stars. This article seeks to understand the voice prior to lyrical content and genre convention. How does the voice relate to a singer and his or her body? Is the singing voice a sign of an individual? Does it rather embody a tradition, a nation or a generation? Or are the voices of Chinese popular music radically disembodied and phony? 相似文献
The purpose of this article is to identify and discuss the possible uses of higher education journal rankings, and the associated advantages and disadvantages of using them. The research involved 40 individuals - lecturers, university managers, journal editors and publishers - who represented a range of stakeholders involved with research into higher education. The respondents completed an online questionnaire that consisted mainly of open questions. Although clear support for or opposition to journal rankings was split about equally, over two-thirds of the respondents reported having used or referred to a journal ranking during the previous 12 months. This suggests wide acceptance of the use of journal rankings, despite the downsides and problematic nature of these rankings being clearly recognised. It raises the question why the very diverse field of higher education does not show more resistance against the rather homogenising instrument of journal rankings.
Individual consumers in the household sector increasingly develop products, services and processes, in their discretionary time without payment. Household sector innovation is becoming a pervasive phenomenon, representing a significant share of the innovation activity in any economy. Such innovation emerges from personal needs or self-rewards, and is distinct from and complementary to producer innovations motivated by commercial gains. In this introductory paper to the special issue on household sector innovation, we take stock of emerging research on the topic. We categorize the research into four areas: scope, emergence, implications for business, and diffusion. We develop a conceptual basis for the phenomenon, introduce the articles in the special issue, and show how each article contributes new insights. We end by offering a research agenda for scholars interested in the salient phenomenon of household sector innovation. 相似文献
A number of educationists have attacked the concept of cultural transmission as being unable to cover adequately the complex process of interaction that takes place in education. This attack poses a serious challenge to educational research, which generally assumes that cultural transmission has an important place in the educational process. Should this assumption prove to be unfounded, the foundations of educational research would be undermined. This article defends the concept of cultural transmission against the three main criticisms that have been levelled against it, and concludes that it remains a valuable one for educational researchers. 相似文献
Senior pre-university education (SPE) students experience difficulties applying mathematics to physics. This paper reports the outcome of an online explorative quantitative study of teachers' belief systems about improving transfer of algebraic skills from mathematics into physics, conducted among 503 mathematics and physics teachers working in SPE. We used a questionnaire with 16 beliefs about improving transfer, and asked teachers to select a top 5 and distribute 50 points among them. We used agglomerative hierarchical clustering to cluster qualified SPE teachers with more than 10 years of teaching experience. We found 3 large clusters, each containing naïve and desirable beliefs about transfer. These clusters turned out to be rather coherent sets of beliefs. Hence, these clusters can be interpreted as belief systems, to a certain extent justifying Ernest's [(1991). The philosophy of mathematics education. London: Falmer.] idea to cluster teachers based on their belief systems. We found relations between our groups and those of Ernest. Since naïve beliefs turn out to be weak in each cluster, science teacher educators can help science teachers to change their harmful naïve beliefs, into desirable transfer enhancing beliefs. Furthermore, we discuss some implications of our results for science teacher educators, curricula, teachers and textbooks. 相似文献