开放大学面临的挑战：来自韩国的案例     

帕克·达克·杰伊  金桑素 《开放教育研究》2004,10(6):28-33

韩国国立开放大学有过成功的历史，但目前它正处在困境之中。本文通过数据分析，描述了开放大学所存在的主要困难：①报名人数和在学学生的人数急剧减少；②学生注册率呈连续下降趋势；③学生出现女性化和大龄化的趋势；④学生数量少于招生指标的院系数目增多，不同院系学生数量之间的差距增大。根据韩国开放大学的经验，作者提出以下建议：把学生数维持在一个合理的范围内；开放大学要尽力提高教育质量。  相似文献   

Examining the development of action learning practice in South Korea     

Yonjoo Cho  Hyeon-Cheol Bong  Hyeong-Sook Kim 《Action Learning: Research and Practice》2019,16(1):5-22

This year marks the 25th anniversary since action learning (AL) was first introduced in 1993 in South Korea. Although AL has greatly contributed to meeting organizational needs so that it would result in its strong presence as an organizational learning tool, there is no single review study on the development of AL practice in Korea. The purpose of this study, therefore, was to examine the development of AL practice in Korea to understand its current state and envision the future. To that end, two research questions guided our inquiry: What are the distinctive features of the development of AL practice in Korea? What is unique about the development of AL practice in Korea? To answer the two research questions, we conducted semi-structured interviews with 13 AL practitioners who have experienced AL practice for many years, analyzed 13 annual AL conference proceedings published since 2005, and reviewed Korean publications on AL published since 2000. Based on the triangulated data analysis, we discuss the uniqueness of the development of AL practice in Korea and implications for research and practice.  相似文献   

Reading Achievement in the Middle School Years: A Study Investigating Growth Patterns by High Incidence Disability     

Mary E. Yakimowski  Michael Faggella-Luby  Yujin Kim  Yan Wei 《Journal of Education for Students Placed at Risk》2016,21(2):118-128

Numerous research studies (e.g., Anderson, Kutash, &; Duchnowski, 2001; Lane, Carter, Pierson, &; Glaeser, 2006 Lane, K. L., Carter, E. W., Pierson, M. R., &; Glaeser, B. C. (2006). Academic, social and behavioral characteristics of high school students with emotional disturbances or learning disabilities. Journal of Emotional and Behavioral Disorders, 14, 108–117. doi:10.1177/10634266060140020101[Crossref], [Web of Science ®] , [Google Scholar]; Volpe, Dupaul, Jitendra, &; Tresco, 2009 Volpe, R. J., Dupaul, G. J., Jitendra, A. K., &; Tresco, K. E. (2009). Consultation-based academic interventions for children with attention deficit hyperactivity disorder: Effects on reading and mathematics outcomes at 1-year follow-up. School Psychology Review, 38, 5–13.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]; Wei, Blackorby, &; Schiller, 2011 Wei, X., Blackorby, J., &; Schiller, E. (2011). Growth in reading achievement of students with disabilities, age 7 to 17. Exceptional Children, 78, 89–106.[Web of Science ®] , [Google Scholar]) have shown that students with disabilities generally exhibit lower reading scores than their peers without disabilities. However, questions remain about the possibility of longitudinal differences among high-incidence disability classifications (e.g., speech/language impairments, SLI; emotional disturbances, ED; learning disabilities, LD; and attention deficit disorders, ADD). This study investigated growth patterns in reading achievement among middle school students from 5th to 8th grade with different high incidence disability classifications on one state's high-stakes assessment. After a repeated measures analysis of variance and post hoc testing, results reveal that students identified as LD and SLI evidenced more growth in reading than those classified as either ADD or ED. In light of the No Child Left Behind Act of 2001 legislation, findings about the various growth patterns are discussed with respect to policy, measurement, and practical implications.  相似文献   

Text signals influence second language expository text comprehension: knowledge structure analysis     

Kyung Kim  Roy B. Clariana 《Educational technology research and development : ETR & D》2017,65(4):909-930

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On the construction of cryptographically strong Boolean functions with desirable trade-off     

REN Kui  PARK Jaemin  KIM Kwangjo 《浙江大学学报(A卷英文版)》2005,6(5):358-364

INTRODUCTION A variety of desirable criteria for functions have been identified: balancedness, local and global ava-lanche characteristics, high nonlinearity, etc. These properties are also very important for cryptographic purpose. Obtaining optimal tradeoffs among so many properties is hard. If we take into account more crite-ria, it is more difficult to generate Boolean functions satisfying those properties purely by constructive algebraic methods. How to construct Boolean func-tions …  相似文献   

Demystifying Creativity: What Creativity Isn’t and Is?     

Kyung Hee Kim 《Roeper Review》2019,41(2):119-128

To understand creativity is to recognize and develop the creative potential within oneself and others. This article examines what creativity is not and then what creativity is. First, the six leading misconceptions about creativity are discussed: Creativity belongs solely to the arts; creativity is quickly recognizable; innovators always work alone; mental illness enhances creativity; creativity is a divine flash of inspiration; and newness is a prerequisite to creativity. Then, using the research-based CATs model, what creativity is and how creativity develops into innovation are discussed: (a) cultivate creative climates; (b) nurture creative attitudes; and (c) develop creative thinking skills. Creativity does not come from nature but from nurture, and developing gifted children’s creativity should be the goal of parenting and education.  相似文献   

Teaching with student response systems in elementary and secondary education settings: A survey study   总被引：2，自引：0，他引：2  

William R. Penuel  Christy Kim Boscardin  Katherine Masyn  Valerie M. Crawford 《Educational technology research and development : ETR & D》2007,55(4):315-346

This study examined how 498 elementary and secondary educators use student response systems in their instruction. The teachers all completed an online questionnaire designed to learn about their goals for using response systems, the instructional strategies they employ when using the system, and the perceived effects of response systems. Participants in the study tended to use similar instructional strategies when using the technology as have been reported in higher education. These include posing questions to check for student understanding and diagnose student difficulties, sharing a display of student responses for all to see, asking students to discuss or rethink answers, and using feedback from responses to adjust instruction. A latent class analysis of the data yielded four profiles of teacher use based on frequency of use and breadth of instructional strategies employed. Teachers who used the technology most frequently and who employed broadest array of strategies were more likely to have received professional development in instructional strategies and to perceive the technology as more effective with students.  相似文献   

The protective effects of religiosity on maladjustment among maltreated and nonmaltreated children     

Kim J 《Child abuse & neglect》2008,32(7):711-720

OBJECTIVE: The aim of this study was to investigate the role of child religiosity in the development of maladaptation among maltreated children. METHODS: Data were collected on 188 maltreated and 196 nonmaltreated children from low-income families (ages 6-12 years). Children were assessed on religiosity and depressive symptoms, and were evaluated by camp counselors on internalizing symptomatology and externalizing symptomatology. RESULTS: Significant interactions indicated protective effects of religiosity. Child reports of the importance of faith were related to lower levels of internalizing symptomatology among maltreated girls (t=-2.81, p<.05). Child reports of attendance at religious services were associated with lower levels of externalizing symptomatology among nonmaltreated boys (t=1.94, p=.05). CONCLUSION: These results suggest that child religiosity may largely contribute to stress coping process among maltreated and nonmaltreated children from low-income families. The results also indicate that the protective roles of religiosity varied by risk status and gender. PRACTICAL IMPLICATIONS: The results indicate that a range of child religiosity behaviors and practices can be assessed in translational prevention research. It is recommended that healthcare professionals, psychologists, and social workers working with maltreated children and their families assess for salience of religiosity and may encourage them to consider the role religiosity plays in the development of prevention and intervention programs to alleviate distress and enhance stress coping.  相似文献   

Primary assessment activity and learner perceptions of attitude change in four MOOCs     

Sunnie Lee Watson  William R. Watson  Woori Kim 《Educational Media International》2017,54(3):245-260

This study seeks to examine perceptions of attitudinal change in relation to the primary assessment activity within four Massive Open Online Courses (MOOCs) that were designed for attitudinal learning. The purpose of this study was twofold. First, we sought to understand if by focusing on assessing cognitive learning (quizzes) as opposed to behavioral learning (personal projects), the courses would result in greater reported attitude change in the respective areas. The second component of the study examined whether learners who identified cognitive learning (quizzes) as opposed to behavioral learning (personal projects) as the most impactful learning activity (or vice versa) reported stronger learning in the respective attitudinal component. Using an author-created survey that included learner reported attitudinal learning, perceptions of attitude change were collected. Results revealed that learners who utilized assessment activities focusing on behavioral learning did not report higher perceptions of behavioral learning. In contrast, learners utilizing assessment activities that focused on cognitive learning did report higher perceptions of cognitive learning. We conclude with a discussion of instructional design and facilitation of learning in MOOCs, as well as instruction for attitudinal learning within open-learning environments.  相似文献   

An Experimental Study of the Internal Consistency of Judgments Made in Bookmark Standard Setting          下载免费PDF全文

Brian E. Clauser  Peter Baldwin  Melissa J. Margolis  Janet Mee  Marcia Winward 《Journal of Educational Measurement》2017,54(4):481-497

Validating performance standards is challenging and complex. Because of the difficulties associated with collecting evidence related to external criteria, validity arguments rely heavily on evidence related to internal criteria—especially evidence that expert judgments are internally consistent. Given its importance, it is somewhat surprising that evidence of this kind has rarely been published in the context of the widely used bookmark standard‐setting procedure. In this article we examined the effect of ordered item booklet difficulty on content experts’ bookmark judgments. If panelists make internally consistent judgments, their resultant cut scores should be unaffected by the difficulty of their respective booklets. This internal consistency was not observed: the results suggest that substantial systematic differences in the resultant cut scores can arise when the difficulty of the ordered item booklets varies. These findings raise questions about the ability of content experts to make the judgments required by the bookmark procedure.  相似文献