Expert Panel: A New Strategy for Creating a Student‐Centred Learning Environment for Software Applications     

Sy‐Chyi Wang 《The International Journal of Art & Design Education》2011,30(1):113-122

Education reforms from teacher‐centred to student‐centred courses usually come with the adoption of new teaching strategies. However, following the growing design and development of student‐centred teaching and learning innovations in many fields of study, not many efforts have been found in the field of software application teaching. Therefore, this study aims to develop a new strategy for creating a student‐centred learning environment for software applications, in which students learn in a more active, collaborative environment with reduced reliance on teachers. This study puts forward a teaching innovation, called Expert Panel, designed in three stages of activities: exploration, experimentation and reflection. Thirty‐eight college students and one teacher participated in the implementation of the innovation. This article describes the design specifications of the innovation, and reports the preliminary findings of the implementation. The findings show that the teacher derived a certain degree of pleasure and surprise at being a true ‘facilitator’ rather than solely an instructor. Students felt engaged in the activities and motivated throughout the learning process. However, the student‐centred learning method challenged the students’ understanding of the traditional teacher's role. Therefore, accommodating not only teachers but also students in the acquisition of new concepts of teaching and learning was suggested. Several possible solutions for the drawbacks and pitfalls in the strategy were drawn up at the end for further development of the strategy.  相似文献   

Data practices during COVID: Everyday sensemaking in a high-stakes information ecology     

Josh Radinsky  Iris Tabak 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1221-1243

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Mother–child joint writing and storybook reading and their effects on kindergartners’ literacy: an intervention study     

Iris Levin  Dorit Aram 《Reading and writing》2012,25(1):217-249

This study assessed the effects of three different intervention programs on low-SES mother?Cchild joint activities and on their kindergarten-age children??s progress in early literacy and language. Parents in three groups (119 mothers, 5 fathers) were coached to mediate child learning, respectively, in: interactive storybook reading, writing, or visuomotor skills. A group-specific workshop was followed by 7?weeks of tri-weekly structured dyadic interactions and weekly tutorial home visits. A fourth group (control) received no intervention. Results showed implementation success: Mothers coached in interactive storybook reading or writing mediation improved in the coached activity from pretest to immediate posttest and to delayed posttest. Interactive storybook reading improved less for older than younger children, whereas writing mediation improved more for older than younger children. No transfer emerged from one activity to the other: Coaching on reading had no effect on writing or visuomotor skills, and coaching of writing had an effect only on writing. Children??s alphabetic skills were enhanced in the writing mediation-coached group, whereas linguistic competencies, unexpectedly, were not enhanced in the interactive storybook reading-coached group. The significance of writing mediation as a dyadic activity promoting literacy is emphasized.  相似文献   

Quantifying the degree of research collaboration: A comparative study of collaborative measures     

Chien Hsiang Liao  Hsiuju Rebecca Yen 《Journal of Informetrics》2012,6(1):27-33

This article reports a comparative study of five measures that quantify the degree of research collaboration, including the collaborative index, the degree of collaboration, the collaborative coefficient, the revised collaborative coefficient, and degree centrality. The empirical results showed that these measures all capture the notion of research collaboration, which is consistent with prior studies. Moreover, the results showed that degree centrality, the revised collaborative coefficient, and the degree of collaboration had the highest coefficient estimates on research productivity, the average JIF, and the average number of citations, respectively. Overall, this article suggests that the degree of collaboration and the revised collaborative coefficient are superior measures that can be applied to bibliometric studies for future researchers.  相似文献   

The handbook of sustainability literacy: skills for a changing world     

Iris Bergmann 《Environmental Education Research》2012,18(5):719-722

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Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives     

Danielle Lester  Gregory J. Skulmoski  Darren P. Fisher  Vishal Mehrotra  Iris Lim  Alexander Lang  Justin W. L. Keogh 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1748-1770

While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.

Practitioner notes

What is already known about this topic

• Gamification and game-based learning may have many benefits for university students.
• The majority of university educators do not routinely use gamification and game-based learning in their teaching.

What this paper adds

• University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
• University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
• These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.

Implications for practice and policy

• Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
• A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.

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