Responding to Covid-19: A thematic analysis of students' perspectives on modified learning activities during an emergency transition to remote human anatomy education     

Sean C. McWatt 《Anatomical sciences education》2021,14(6):721-738

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A System's View of E‐Learning Success Model          下载免费PDF全文

Sean B. Eom  Nicholas J. Ashill 《Decision Sciences Journal of Innovative Education》2018,16(1):42-76

The past several decades of e‐learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e‐learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e‐learning success model, and such a model should incorporate the interdependent (not independent) process nature of e‐learning success. We applied structural equation modeling to empirically validate a comprehensive model of e‐learning success at the university level. Our research advances existing literature on CSFs of e‐learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e‐learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e‐learning success model satisfactorily explains and predicts the interdependency of six CSFs of e‐learning systems (course design quality, instructor, motivation, student‐student dialog, student‐instructor dialog, and self‐regulated learning) and perceived learning outcomes.  相似文献   

Experimental Alterations in Playroom Layout and their Effect on Staff and Child Behaviour     

Sean Neill 《教育心理学》1982,2(2):103-119

The influence of short‐term alterations in the visual and acoustic characteristics of a preschool playroom on the behaviour of children and staff was observed. Daily changes were made on a random schedule between four conditions; screens only, carpets only, screen and carpets and bare room without either screens or carpets. The aim was to see whether the alterations affected the time children and staff spent in a range of behaviours whose educational value could be assessed from previous studies. A scan method of observation was used. Both screens and carpeting were expected to increase educationally valuable behaviour by staff and children. Staff produced significantly more educational and social talk to children in the carpeted conditions. Staff and children spent more time in adult‐child social and educational groups in the carpets and screens condition. Screens discouraged some ‘medium involvement’ educational activities and encouraged ‘miscellaneous’ non‐educational activities. Though these differences were statistically significant, their absolute sizes were small. This appears to be due to the child‐centred orientation of preschool staff, who aimed to provide a stable environment with free choice of activities under all conditions.  相似文献   

Proofs and refutations in the undergraduate mathematics classroom     

Sean Larsen  Michelle Zandieh 《Educational Studies in Mathematics》2008,67(3):205-216

In his 1976 book, Proofs and Refutations, Lakatos presents a collection of case studies to illustrate methods of mathematical discovery in the history of mathematics. In this paper, we reframe these methods in ways that we have found make them more amenable for use as a framework for research on learning and teaching mathematics. We present an episode from an undergraduate abstract algebra classroom to illustrate the guided reinvention of mathematics through processes that strongly parallel those described by Lakatos. Our analysis suggests that the constructs described by Lakatos can provide a useful framework for making sense of the mathematical activity in classrooms where students are actively engaged in the development of mathematical ideas and provide design heuristics for instructional approaches that support the learning of mathematics through the process of guided reinvention.  相似文献   

Grip pressure distributions and associated variability in golf: a two-club comparison     

Sean M. Langlais  Jeffrey P. Broker 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(2):109-122

Teaching and playing professionals offer multiple theories concerning the manner in which forces should be applied to the handle of the club during the golf swing. This study extends recent research concerning grip pressures and forces in golf, with the purpose of exploring the similarities and differences between force profiles for a 7-iron and driver swung by proficient golfers. A secondary purpose was to further analyze the way that golfers use grip forces to manipulate the club. Grip forces were measured on eight low handicap golfers (USGA indexes 0 to 7) swinging their own 7-irons and drivers. In total, lead-hand and trail-hand grip forces were isolated as well as anatomically specific forces within the hands. Force profile variability across multiple swings for each golfer and between golfers characterized consistencies and important differences. Correlations between 7-iron and driver force profiles characterized force ‘signatures.’ The data highlight large fluctuations in grip forces during the swing. Marked differences between participants were observed, involving force magnitudes and phasing. Dominant forces arose primarily from the lead hand, specifically the last three fingers. Force profiles were highly repeatable across swings for a golfer (standard deviations < 7% of total force) and force profile correlations between 7-iron and driver for a golfer were remarkably high (r² = 0.86). Notably, within swing force variability was greatest during club acceleration, but dramatically decreased at impact.  相似文献   

Attention problems,phonological short-term memory,and visuospatial short-term memory: Differential effects on near- and long-term scholastic achievement     

Dustin E. Sarver  Mark D. Rapport  Michael J. Kofler  Sean W. Scanlan  Joseph S. Raiker  Thomas A. Altro  Jennifer Bolden 《Learning and individual differences》2012,22(1):8-19

The current study examined individual differences in children's phonological and visuospatial short-term memory as potential mediators of the relationship among attention problems and near- and long-term scholastic achievement. Nested structural equation models revealed that teacher-reported attention problems were associated negatively with composite scholastic achievement (reading, math, language), both initially and at 4-year follow-up in an ethnically diverse sample of children (N = 317). Much of this influence, however, was attenuated by phonological short-term memory's contribution to near-term achievement and visuospatial short-term memory's contribution to long-term achievement. Domain-specific reading and math models showed similar results with some exceptions. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to our understanding of the mechanisms associated with individual differences in children's scholastic achievement, and have potential implications for identifying early predictors of children at risk for academic failure, and developing remedial programs targeting phonological and visuospatial short-term memory deficits in children with attention problems.  相似文献   

The effects of experience grouping on achievement, satisfaction, and problem-solving discourse in professional technical training     

Robert Sean Mulcahy 《Educational technology research and development : ETR & D》2012,60(1):15-29

When a course designed around cooperative, problem-centered instruction attracts learners with a wide range of experience in the topic, should learners be grouped heterogeneously or homogeneously in terms of their relative expertise? In this study, learners were randomly distributed between the two types of groups; learning gains, satisfaction, and problem-solving discourse were compared. Overall, no significant differences were found between heterogeneous and homogeneous groups. However, groups solving relatively ill-structured problems exchanged significantly more elaborated explanations than groups solving relatively well-structured problems.  相似文献   

Executive functioning and preschoolers' understanding of false beliefs, false photographs, and false signs   总被引：1，自引：1，他引：0  

Sabbagh MA  Moses LJ  Shiverick S 《Child development》2006,77(4):1034-1049

Two studies were conducted to investigate the specificity of the relationship between preschoolers' emerging executive functioning skills and false belief understanding. Study 1 ( N =44) showed that 3- to 5-year-olds' performance on an executive functioning task that required selective suppression of actions predicted performance on false belief tasks, but not on false photograph tasks. Study 2 ( N =54) replicated the finding from Study 1 and showed that performance on the executive functioning task also predicted 3- to 5-year-olds' performance on false sign tasks. These findings show that executive functioning is required to reason only about representations that are intended to reflect a true state of affairs. Results are discussed with respect to theories of preschoolers' theory-of-mind development.  相似文献