The role of academic management in implementing technology-enhanced learning in higher education     

Laurence Habib  Monica Johannesen 《Technology, Pedagogy and Education》2020,29(2):129-146

ABSTRACT

This article addresses how technology-enhanced learning (TEL) is implemented in higher education institutions. The study is based on data collected from a nationwide survey and semi-structured interviews with academic managers. The findings suggest that: (1) members of the academic management staff have limited knowledge of institutional strategies; (2) there is a gap between what academic managers believe they do to support and implement TEL and what other academic staff perceive them to actually do; and (3) TEL is seldom discussed during performance assessment reviews. In addition, the study reveals that academic managers have different understandings of the use of educational technology. Those differences appear to be closely related to the individual managers’ assessment of TEL’s role in supporting teaching.  相似文献   

Educational Configurations for Teaching Environmental Socioscientific Issues Within The Perspective of Sustainability   总被引：1，自引：0，他引：1  

Jean Simonneaux  Laurence Simonneaux 《Research in Science Education》2012,42(1):75-94

Education for Sustainability has become an institutional requirement in many countries. It takes many forms that can integrate the teaching of environmental Socioscientific Issues (SSIs). In this context, we present the French notion of Socially Acute Questions (SAQs). We develop a theoretical frame to analyse educational configurations applied to the teaching of SAQs within the perspective of sustainability. This frame is built with a reference to a matrix integrating attributes of knowledge (universal, plural, engaged or contextualised), teachers’ epistemological postures (scientism, utilitarianism, skepticsm or relativism) and various didactic strategies (doctrinal, problematizing, critical or pragmatic). To illustrate this frame, three situations of teaching-learning are compared.  相似文献   

Trans-nationalization of educational policy making: from European innovation projects in adult education to an emerging European space for lifelong learning: what model for the European vocational education and training policy?     

Laurence Bonnafous 《International Journal of Lifelong Education》2014,33(3):393-410

This article is drawn from broader qualitative research on innovation in the field of professional adult training within the framework of European pilot projects such as the LEONARDO projects. This research aims at contributing to a general understanding of the phenomenon of innovation, in the context of European calls for projects, as an instrument of the European Vocational Education and Training (VET) Policy, which is supposed to transform the national training systems of EU member states according to the Lisbon Strategy. For this article, the author has chosen to present some of the results of the analysis of the European VET Policy and its transition to a lifelong learning policy. The first part of this article describes the conceptual framework and more especially three of the main concepts examined: public policy, social innovation and European space. The second part distinguishes three periods in the European VET policy’s history, identified through a genealogical examination from its first step within the European Coal and Steel Community to the present lifelong learning policy. The third part highlights the specificity of this supranational public policy model and the links between the European VET policy, the LEONARDO programme and the pilot projects. In conclusion, this article supports the idea of antagonistic logics in the evolution of this policy, on at least three levels: decision-making powers, conception of VET systems and conception of learning.  相似文献   

Philosophy and Education: a personal retrospective     

Laurence Stott 《International Journal of Research & Method in Education》2013,36(1):49-53

This article reports a follow‐up study of students who had failed or had not completed the first year of an Advanced General National Vocational Qualification (GNVQ‐‐an academic qualification with a vocational focus intended mainly for 16‐18 year‐olds) in Business Studies in 1995‐96. Failure is usually attributed to student deficiency or deficient course‐related factors. Yet student accountability assumes capability, understanding and lack of coercion in making choices. In the present research these assumptions were critically examined and found misleading. The students’ career histories since the end of the course first year are sketched and the way in which the subjects made sense of their decisions and experience is reported. It is argued that simple ideas of choice, while supporting assignment of blame to failing students and exonerating their institutions, do not illuminate factors involved in making poor choices, or the way in which students who are ‘at risk’ can be supported.  相似文献   

Recorded Student Interviews in Improving Instruction     

James F. Adams  Laurence Siegel  F. G. Macomber 《College Teaching》2013,61(3):75-78

Abstract

A Valuable Resource: Key Resources on Teaching, Learning, Curriculum, and Faculty Development By Robert J. Menges and B. Claude Mathis San Francisco: Jossey-Bass, 1988, 406 pages, index, $35. Reviewed by Ohmer Milton

Accomplished Advocates for Change: Women in Academe: Outsiders in the Sacred Grove By Nadya Aisenberg and Mona Harrington Amherst: The University of Massachusetts Press, 1988, xii + 207 pages. Reviewed by Amy A. Kass

The Power of Scientific Thought: The Cultural Meaning of the Scientific Revolution By Margaret C. Jacob Philadelphia: Temple University Press, 1988, xii + 274 pages, $29.95. Reviewed by Robert L. Spaeth  相似文献   

A Comparison of the Paris Principles and the International Cataloguing Principles     

Laurence S. Creider 《Cataloging & classification quarterly》2013,51(6):583-599

After more than forty-five years of cataloging experience with the Paris Principles and their impact on the international sharing of bibliographic data, the process of replacing them with a wider and deeper set of International Cataloguing Principles has been completed. This article compares the scope, technological context, process of decision making, conceptual framework, and amount of change involved in the adoption of the two different statements.  相似文献   

Troy D. Sadler (ed.): Socio-Scientific Issues in the Classroom: Teaching, Learning and Research     

Laurence Simonneaux 《Science & Education》2013,22(3):723-728

  相似文献   

Applications of the Hotelling T2 Statistic to Designs Involving Multiple Measures on Two Dimensions     

Hariharan Swaminathan  Linda L. Cook  Laurence Cadorette 《Journal of Experimental Education》2013,81(2):17-21

Multiple measures taken on subjects are usually classified along two dimensions: (1) measures on the same dependent variable taken at different periods of time or occasions; and (2) measures on different dependent variables taken at one testing or observation period. In this paper an appropriate procedure for the analysis of “multivariate repeated measures” designs, i.e. designs in which measures are taken along both dimensions simultaneously, is discussed. Examples are given of the application of the procedure to quasi-experimental time-series designs and to the problem of determining rater agreement when a group of individuals are rated on more than one variable.  相似文献   

School grades,school context and university degree performance: evidence from an elite Scottish institution     

Laurence Lasselle  Jonathan McDougall-Bagnall  Ian Smith 《牛津教育评论》2013,39(3):293-314

This paper investigates degree classification outcomes for students with SQA Higher qualifications at an elite Scottish university. Students are characterised according to a new indicator based on their secondary school’s academic performance relative to the national (Scottish) average. The results show that our school context indicator provides valuable information for interpreting school qualifications with respect to a student’s potential to benefit from their university studies. If school context is ignored, raw school grades alone may be an incomplete measure of academic ability and the probability of success at university.  相似文献   

Social aspects of social networking     

Melissa Cole  Laurence Brooks 《International Journal of Information Management》2009

  相似文献