Students as political actors? Similarities and differences across six European nations     

Rachel Brooks  Achala Gupta  Sazana Jayadeva  Jessica Abrahams  Predrag Lažetić 《British Educational Research Journal》2020,46(6):1193-1209

Drawing on data from students, higher education staff and policymakers from six European countries, this article argues that it remains a relatively common assumption that students should be politically engaged. However, while students articulated a strong interest in a wide range of political issues, those working in higher education and influencing higher education policy tended to believe that students were considerably less politically active than their predecessors. Moreover, while staff and policy influencers typically conceived of political engagement in terms of collective action, articulated through common reference to the absence of a ‘student movement’ or unified student voice, students’ narratives tended not to valorise ‘student movements’ in the same way and many categorised as ‘political’ action they had taken alone and/or with a small number of other students. Alongside these broad commonalities across Europe, the article also evidences some key differences between nation-states, institutions and disciplines. In this way, it contributes to the comparative literature on young people’s political engagement specifically, as well as wider debates about the ways in which higher education students are understood.  相似文献   

Evaluation of mobile assessment in a learning management system     

Zorica Bogdanović  Dušan Barać  Branislav Jovanić  Snežana Popović  Božidar Radenković 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):231-244

This article discusses the problem of using and delivering educational content from the Moodle learning management system to mobile devices. The primary goal of this study was to investigate the students' habits, motivations and technical possibilities in order to incorporate mobile‐learning activities in the e‐learning process. A mobile quiz has been chosen as an activity to be delivered on mobile devices. The developed mobile quiz application was integrated into Moodle. The application interface was tailored to various types of mobile devices aiming to foster mainstreaming of mobile technologies in e‐learning. For the purposes of the evaluation, an experiment was conducted within the e‐learning system at the Faculty of Organizational Sciences, the University of Belgrade. Data were obtained from the students who attended e‐learning courses in the area of e‐business. Research findings have shown that integration of the mobile quiz application into Moodle improves students' results and increases satisfaction and motivation for using mobile devices in their learning process.  相似文献   

The evolution of trust in information technology alliances   总被引：2，自引：0，他引：2  

Candace E. Ybarra  Thomas A. Turk   《The Journal of High Technology Management Research》2009,20(1):62-74

As strategic alliances become an increasingly important weapon for companies in achieving a competitive advantage, an important subject of investigation has become those factors that contribute to the success of the alliance. Trust between the alliance partners has been proposed to be one of those critical success factors. The high levels of uncertainty and interdependence that characterizes high technology alliances make trust particularly important in these contexts. Very little is known, however, about the process of trust creation or erosion in strategic alliances. This study addresses this shortcoming in cross-sectional trust research by utilizing a longitudinal survey design to examine the antecedents and outcomes of trust formation between strategic alliance partners. We contrast a transaction cost economics view of trust with a social exchange perspective to more fully explore what may influence changes in the level of trust between partners. Results suggest that the development of trust was not a function of the formal incentive systems that transaction cost economists deem necessary to prevent opportunistic behavior. Conversely, factors from social exchange theory – communication, shared values, and relationship equity – provide a more thorough explanation of what contributes to the development of higher levels of organizational trust. Finally, this study provides evidence that as trust increases between partners, the alliance benefits by displaying higher levels of dependence, higher levels of partner learning, and higher levels of performance.  相似文献   

When do Online Audiences Amplify Benefits of Self-Disclosure? The Role of Shared Experience and Anticipated Interactivity     

Rachel Kornfield  Catalina L. Toma 《广播与电子媒介杂志》2020,64(2):277-297

ABSTRACT

As individuals increasingly write about their distressing experiences online, it is important to understand how perceived online audiences influence the effects of self-disclosure. In an experiment, participants wrote about recent breakups for online audiences purportedly varying in 1) whether they shared recent breakup experiences and 2) their ability to leave comments. Participants perceiving audiences with shared experience showed more cognitive processing in their writing and reported increased post-traumatic growth at follow-up than participants perceiving general audiences. Those anticipating comments wrote less about emotions than those who did not. Mechanisms accounting for the benefits of shared experience warrant further investigation.  相似文献   

Davorin Trstenjak     

Nedjeljko Kujundžić 《Prospects》1994,24(3-4):671-676

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Intrinsic Motivation of Pre‐service Primary School Teachers for Learning Chemistry in Relation to their Academic Achievement     

Mojca Juriševič  Iztok Devetak  Cveta Razdevšek Pučko  Saša A. Glažar 《International Journal of Science Education》2013,35(2)

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Study of health information needs among adolescents in Croatia shows distinct gender differences in information seeking behaviour     

Ivana Martinović PhD  Sung Un Kim PhD  Snježana Stanarević Katavić PhD 《Health information and libraries journal》2023,40(1):70-91

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Growth and structure of Slovenia’s scientific collaboration network     

Matjaž Perc 《Journal of Informetrics》2010,4(4):475-482

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The effects of middle-school career intervention on students’ career readiness     

Babarović  Toni  Dević  Ivan  Blažev  Mirta 《International Journal for Educational and Vocational Guidance》2020,20(2):429-450

International Journal for Educational and Vocational Guidance - The study examines the effectiveness of a career intervention in middle schools. The intervention was organized in eight...  相似文献   

Practical Components in Teacher Training Programmes in Slovenia (Yugoslavia)     

B. Marentič Požarnik  N. Kotnik 《欧洲师范教育杂志》1988,11(1):41-48

For the present development of teacher training system in Slovenia (Yugoslavia) two trends are characteristic: the prolongation of studies for elementary school teachers (grades 1‐8) from two to four years and an institutional shift of responsibility for subject teacher training from ‘mono‐technical’ (pedagogical academies) to ‘polytechnical’ institutions (different faculties or departments of the universities).

These trends are having important implications for the scope of practical training and its relationship to other parts of the studies. Traditional forms of practical training that had developed at pedagogical academies are being discontinued but the new ones are not yet firmly established.

The existing forms of practical training of student teachers are briefly described (exercises in general professional courses, exercises in classroom observation, teaching attempts and block practice). In addition, the role of teachers of special didactics and the role of practice teachers is analysed.

The pragmatic character of practical training has to be overcome on the basis of systematic attempts to confront students’ subjective theories on teaching and learning, based on experience, with scientific theories throughout the process of their training.

An important prerequisite for the necessary integration of different components of study and especially of theory and practice is cooperation between university teachers of academic, general professional subjects and special didactics. How do we achieve such a cooperation and overcome the negative attitude of teachers of academic subjects toward professional and practical training of students? This remains one of the open problems in the reform of teacher training in Slovenia.  相似文献