Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory     

Miguel A. Muñoz-García  Guillermo P. Moreda  Natalia Hernández-Sánchez  Vanesa Valiño 《Journal of Science Education and Technology》2013,22(5):729-734

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as “laboratory monitors.” A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area  相似文献   

Training of specialists and the labour market in Russia     

Natalia Kovaleva 《Tertiary Education and Management》2013,19(4):283-293

Abstract

In this paper the authors argue that the use of the Open Method of Coordination (OMC) in the implementation of the Bologna process presents coordination problems that do not allow for the full coherence of the results. As the process is quite complex, involving three different levels (European, national and local) and as the final actors in the implementation process higher education institutions (HEIs) have considerable degree of autonomy, assuming that the implementation of Bologna is a top‐down linear policy implementation process does not account for the developments taking place, which produce implementation difficulties at several different levels. Constraints resulting from economic concerns at European and national levels may be an obstacle for the Bologna's contribution to a social Europe.  相似文献   

Literacy in the digital university: critical perspectives on learning,scholarship and technology     

Natalia V. Smirnova 《Open Learning》2016,31(1):79-84

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Image brokers: visualizing world news in the age of digital circulation     

Natalia Kovalyova 《Critical Studies in Media Communication》2018,35(4):396-398

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Career Aspirations of Young Academics in Russia     

Natalia Karmaeva 《欧洲教育》2018,50(3):283-299

This article investigates careers of early-career academics in the Russian academic system as it strives to improve its position in the global academic landscape. The typology of “boundaried” and “boundaryless” careers is applied in order to analyze careers in Russia. Two types of academics were identified: “connectors” and “conservationalists.” “Connectors” are more likely to embrace research orientation than “conservationalists” and tend to alter their positions in academia based on research reputation in the global professional community, whereas “conservationalists” are oriented at the hierarchies of positions within universities and country-specific academic credentials.  相似文献   

Videos as learning objects in MOOCs: A study of specialist and non-specialist participants' video activity in MOOCs     

Christian Stöhr  Natalia Stathakarou  Franziska Mueller  Sokratis Nifakos  Cormac McGrath 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):166-176

Despite the emergence of massive open online courses (MOOCs) and the field of MOOC research, we have a limited understanding of the specific needs of different learner groups and how MOOCs can successfully address those needs. Video lectures and demonstrations are a central learning component of MOOCs. This paper contributes to the research community by examining the use of MOOC videos for two groups of learners. In particular, we explore whether there is an observable difference between specialists' and non-specialists' video-watching activity. We analyse data collected from three MOOCs on the edX platform. Our findings indicate that while age and educational background impacts the level of video activity, there is no significant difference between specialists and non-specialists. We conclude that the MOOC format may be suited to non-specialist groups, allowing them to self-direct their learning and utilise videos as educational resources.  相似文献   

Attachment and sensitivity among parents with ADHD – a multiple-case study     

Milla Syrjänen  Airi Hautamäki  Natalia Pleshkova  Sinikka Maliniemi 《Emotional and Behavioural Difficulties》2019,24(2):156-166

This study aimed to explore the self-protective strategies of six parents with ADHD and the sensitivity they displayed in dyadic interaction with their under 3-years-old children. The parents were interviewed using the Adult Attachment Interview. Parental sensitivity was assessed using the CARE-Index. The study showed a variation of the parents’ self-protective strategies and sensitivity. The more complex the parent’s self-protective strategy was, the less sensitive was the interaction. Some parents’ need for self-protection compromised their ability to protect their child and decreased their sensitivity. All parents displayed indications of unresolved traumas, which also impaired their sensitivity to the signals of their child and ability to engage in mutual regulation of arousal and emotion with their child. Attachment-oriented family psychological assessment, including assessments of the self-protective strategies of each family member would make possible to design a treatment adapted to the unique family needs, also in order to alleviate early risk.  相似文献   

Bidirectionality in Self‐Regulation and Expressive Vocabulary: Comparisons Between Monolingual and Dual Language Learners in Preschool          下载免费PDF全文

Natalie L. Bohlmann  Michelle F. Maier  Natalia Palacios 《Child development》2015,86(4):1094-1111

Significant differences in language and self‐regulation skills exist among children when they enter formal schooling. Contributing to these language differences is a growing population of dual language learners (DLLs) in the United States. Given evidence linking self‐regulatory processes and language development, this study explored bidirectional associations between English expressive vocabulary and self‐regulation skills for monolingual English and DLL preschool children (N = 250) from mixed‐income families in Los Angeles. Across three time points, findings provide initial support for bidirectionality between these developing skills for both monolinguals and DLLs. Results provide strong empirical support for vocabulary serving as a leading indicator of self‐regulation skills in preschool. Findings also suggest that early self‐regulation skills play a particularly important role for vocabulary development.  相似文献   

A missing link? Contemporary insights into principal preparation and training in Russia     

Nadezhda Bysik  Nadezhda Evstigneeva  Natalia Isaeva  Katsiaryna Kukso  Alma Harris  Michelle Jones 《Asia Pacific Journal of Education》2015,35(3):331-341

Over the last decade, the Russian education system has undergone significant transformation that has radically changed the expectations placed upon the school principals. This current reform process has placed far greater responsibilities and accountabilities upon principals to secure school effectiveness and improved student learning outcomes. This article offers some insights into the way in which principals in Russia are currently prepared and trained. It outlines initial quantitative findings from Russian principals, as part of a contemporary, large-scale empirical study of principal leadership preparation and training. The emerging empirical evidence highlights that the new principal standards and training requirements in Russia reinforce “managerial approaches” that are not necessarily meeting the needs of principals.  相似文献   

Validation of a Spanish version of the Distance Education Learning Environments Survey (DELES) in Spain     

Maria Dolores Fernández-Pascual  Rosario Ferrer-Cascales  Abilio Reig-Ferrer  Natalia Albaladejo-Blázquez  Scott L. Walker 《Learning Environments Research》2015,18(2):179-196

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