Relational Communication in Computer-Mediated Interaction Revisited: A Comparison of Participant–Observer Perspectives     

《Communication monographs》2012,79(4):492-516

Studies of online environments estimate that the majority of members in online forums do not contribute to ongoing discussions and only observe or “lurk” (e.g., Nonnecke & Preece, 2000). Despite the prevalence of this form of information acquisition, direct comparisons between the experiences of these “observers” (or “lurkers”) and active participants are lacking. The present research draws on previous research examining perceptual differences between participants and observers as well as social information processing theory (Walther, 1992) and reports on three studies examining such differences in computer-mediated communication (CMC). Study 1 examined the effects in the context of interpersonal interaction in synchronous CMC. Study 2 examined the effects in the context of group interaction in both synchronous and asynchronous CMC. Study 3 replicated and extended the results of the previous studies across two time periods. The overall results (a) support the presence of participant–observer differences in CMC, (b) show that the presence of anticipated future interaction moderates said differences, and (c) provide mixed evidence that participant and observer interpretations of relational messages converge over time.  相似文献   

Enhancing preschool children's vocabulary: Effects of teacher talk before,during and after shared reading     

Jorge E. Gonzalez  Sharolyn Pollard-Durodola  Deborah C. Simmons  Aaron B. Taylor  Matthew J. Davis  Melissa Fogarty  Leslie Simmons 《Early childhood research quarterly》2014

This observational study analyzed patterns of teacher extratextual talk as it occurs before, during, and after reading books to children, and the frequency and duration of teacher questioning by type (label, define, associate) on preschoolers’ receptive and expressive vocabulary knowledge. Over the course of 18 weeks, 13 teachers and 100 children participated in ninety 20-min small-group sessions of teacher-guided shared reading instruction. Teachers’ reading instruction was examined through videotaped observations using the Multi-Option Observation System for Experimental Studies (MOOSES™; Tapp, Wehby, & Ellis, 1995). Two findings, in particular, yielded relevant educational and theoretical implications. First, time spent after reading was significantly related to expressive vocabulary. However, question timing did not seem to matter in terms of receptive vocabulary outcomes. Second, duration of teacher association questioning was significantly related to receptive vocabulary outcomes while both frequency and duration of teacher vocabulary-related association-level questioning were related to expressive vocabulary. For receptive vocabulary, both vocabulary- and comprehension-related association-level questioning mattered. These findings complement the body of work demonstrating that engaging children in interactive shared reading that elicits their active participation is related to meaningful gains in children's language and literacy growth. Limitations of the study and directions for future research are discussed.  相似文献   

Scaffolding learning from molecular visualizations     

Hsin‐Yi Chang  Marcia C. Linn 《科学教学研究杂志》2013,50(7):858-886

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Athletic goal achievement: A critical antecedent of event satisfaction,re-participation intention,and future exercise intention in participant sport events     

《Sport Management Review》2020,23(2):256-270

The purpose of this study is to develop a comprehensive understanding of consumer experiences in participant sport events. The authors explored two traditionally prominent components (i.e., service quality and perceived economic value) and one emerging factor (i.e., athletic goal achievement) of consumer experiences at participant sport events. The authors examined the effects of these three factors on re-participation intention and the effect of athletic goal achievement on future exercise intention. Results of moderated serial mediation analyses based on data from a sample of marathon runners (N = 3186), all three factors exerted significant effects on re-participation intention. In particular, athletic goal achievement was positively associated with re-participation intention and future exercise intention through the serial mediation of performance satisfaction and overall event satisfaction. However, the moderating effects of athletic goal importance on the serial indirect relationship between athletic goal achievement and two outcome variables (i.e., re-participation intention and future exercise intention) were not significant. The findings of this study offer participant sport service providers with insights to manage participants’ athletic performance, service quality, and perceived economic value for better consumer experiences. Such efforts should result in higher participant satisfaction, better retention rates, and a higher post-event physical activity level.  相似文献   

如何教会学生进行作文观察     

皮衍佩 《中国教育发展研究杂志》2007,4(4):87-88

观察对写作具有重要作用，是获得写作材料的主要途径。要培养学生的观察能力，教师就要引导学生做生活的观察者和参与者；培养学生的观察兴趣；指导学生从不同角度观察事物的来龙去脉；善于把观察的任务具体化；必要时对事物进行反复观察、仔细研究。  相似文献   

开放式的多媒体课件——云的识别     

石潇  罗润生  何微  黄九莲 《科技广场》2007,(9):163-165

根据云的观测教学现状,分析了云的观测在大气探测中的重要性以及教学中的难点,提供了利用多媒体技术模拟云的内部变化和外部形状的方法。介绍了模拟系统所使用的开发平台、系统交互的多样性、模块化管理、系统的开放式管理等特点,结合素材和测试题的动态加载,重点论述了开放式系统的实现。  相似文献   

Teacher evaluation: Are principals’ classroom observations accurate at the conclusion of training?     

《Studies in Educational Evaluation》2017

Teacher evaluation commonly includes classroom observations conducted by principals. Despite widespread use, little is known about the quality of principal ratings. We investigated 1,324 principals’ rating accuracy of six teaching practices at the conclusion of training within an authentic teacher evaluation system. Data are from a video-based exam of four 10-minute classroom observations. Many-Facet Rasch modeling revealed that (1) overall principals had high accuracy, but individuals varied substantially, and (2) some teaching episodes and practices were easier to rate accurately. For example, promotes critical thinking was rated more accurately than uses formative assessment. Because Many-Facet Rasch modeling estimates individuals’ accuracy patterns across teaching episodes and practices, it is a useful tool for identifying areas that individual principals, or groups, may need additional training (e.g., evaluating formative assessment). Implications for improving training of principals to conduct classroom observations for teacher evaluation are discussed.  相似文献   

对质、量结合的人文关怀式研究法初探——以中小学课堂学习方式改革的质性研究为例     

杨滨  任新英 《现代教育技术》2010,20(8):27-31

文章以具体的教育一线的质性研究为案例,通过对研究过程的反思,详细阐述了质性研究结合量化手段应用工艺学记录方式来收集和分析材料的科学性、可信性,探索了教学中应用质、量结合的具有人文关怀的研究方法的理论基础。  相似文献   

基于UML用例图的网上花店系统需求分析     

楼明珠 《科技广场》2012,(10):41-43

UML是用于描述、可视化和构架软件系统以及商业建模的标准语言,它的应用是以系统的开发流程为背景的。不同的组织、不同的应用领域需要不同的开发过程,软件系统的开发流程中,需求分析是其中决定性的一步。本文的主旨就在于探讨如何将UML应用于软件的需求分析阶段,并以"网上花店系统"为例进行了UML建模。  相似文献   

笼天地于形内　挫万物于笔端──谈观察与写作     

石万鹏 《丹东师专学报》2000,(2)

观察是人们认识客观世界的基础,它也是写作练习中重要的一步。观察是一种能力,要培养这种能力就需要循序渐进、按部就班地训练,本文便着重介绍了培养观察能力的方法与步骤。  相似文献