接受与生成的互动--读者对现代文学生存状态的独特意义     

李春雨  刘勇 《天津师范大学学报(社会科学版)》2006,5(2):53-60

在现代文学的生成与发展过程中,读者的接受和参与程度是一个重要的环节,读者与消费者、批评者是多重身份互融互动的特定关系,读者对现代文学的多样化、商品化格局的形成起着独特的作用。读者常常通过文学市场成为决定文学生存与发展的某种关键性因素。从文学生产、传播和消费的社会化过程考察近现代读者与现代文学生存状态的整体关系,对准确把握中国近现代文学的本质特征有着不可或缺的重要意义。  相似文献   

做好教学科研仪器设备购置的论证与验收工作   总被引：1，自引：0，他引：1  

张勇 《中国教育技术装备》2006,(12):4-5,7

论述高校教学科研仪器设备购置过程中“论证”和“验收”环节的重要性,分析。论证和验收工作存在的主要问题,探索如何加强论证和验收工作,提高投资效益,更好地为教学科研服务。  相似文献   

The technique of probing acceptance as a tool for teachers' professional development: A PCK study          下载免费PDF全文

Gerfried J. Wiener  Sascha M. Schmeling  Martin Hopf 《科学教学研究杂志》2018,55(6):849-875

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基于结构方程模型的再生水回用公众接受程度研究     

罗福周  吴晓萍  付汉良 《科技管理研究》2018,(4):247-253

以西安市公众为例开展问卷调查,构建公众接受程度影响机制的假设模型,运用AM0S21.0软件对获得的584份有效样本数据和假设模型进行结构方程模型的拟合检验,并分析不同群组公众的结构方程模型拟合参数的特点。研究结果表明,再生水回用公众风险感知(β=0.213)、主观规范(β=0.271)和感知行为控制(β=0.379)通过回用态度间接影响接受程度,态度直接影响公众接受程度(β=0.699),最后从立法、监督、宣传3个方面提出进一步促进城市再生水回用的建议。  相似文献   

中国学者对学术论文公开同行评议的接受度研究     

杜杏叶  李贺  王玲  刘远颖  易飞  徐健  王传清  王善军  刘晶晶 《图书情报工作》2018,62(2):73-81

[目的/意义]同行评议作为一种评审制度一直受到"主观"而不够"客观"的批评。公开同行评议可以在一定程度上缓解这个问题。学者对公开同行评议的接受度如何是学术期刊实施该制度首要考虑的问题。[方法/过程]首先通过文献调研对学术论文公开同行评议的概念、相比传统同行评议的优势和不足进行论述,接着就公开评审流程中的公开内容对来自中国各个学科及研究领域的研究人员进行问卷调查,获得中国学者对学术论文公开同行评议的接受度数据,并对中国学者对论文开放同行评议的接受度进行分析。[结果/结论]问卷调查对象来自不同的学科领域,其中100%有发文经历,70%以上具有审稿经历,40%以上曾为国际期刊审过稿。调查结果表明,半数（占50.33%）中国学者对学术论文公开评审是接受的,在学术论文评审的不同阶段,中国学者的接受度不同。经过非参数统计检验,不同学科同行评议者接受度有所差异;是否具有国际期刊审稿经验的同行评议专家接受度差异不明显。论文相关分析数据可为中文学术期刊实施公开同行评议制度提供支持。  相似文献   

Fostering children's acceptance of educational apps: The importance of designing enjoyable learning activities     

Chimezie O. Amaefule  Jasmin Breitwieser  Daniel Biedermann  Lea Nobbe  Hendrik Drachsler  Garvin Brod 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1351-1372

Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9–14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.

Practitioner notes

What is already known about this topic

• Educational applications provide children with unrestricted access to mobile learning resources.
• Positive attitudes towards educational applications predict behavioural intention to use these applications, at least in young adults.
• There is a need for more research examining the relevance of enjoyable learning activities in fostering children's sustained usage of an educational application.

What this paper adds

• Positive attitude towards the use of emojis during learning activities uniquely contributed to children's behavioural intention to use the application.
• Perceived enjoyment predicted behavioural intention to use the application.
• Perceived enjoyment mediated the effect of attitude towards using learning activities on the behavioural intention to use the mobile educational application.

Implications for practice and/or policy

• These findings highlight the importance of enjoyment for children's' acceptance of educational applications.
• Enjoyable learning activities are necessary to ensure sustained usage of educational applications.
• The paper provides a concrete example of how emojis can be used to boost enjoyment of a typical mobile learning activity.

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An exploration of instructors' perceptions about online proctoring and its value in ensuring academic integrity     

Michele Gribbins  Curtis J. Bonk 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1693-1714

As universities moved to remotely taught courses during the COVID-19 pandemic, the importance of maintaining academic integrity in online environments intensified. In response, this study explores instructors' perceptions about the role of online proctoring as a tool for their courses with the intent of enhancing the understanding of online proctoring's usefulness in ensuring academic integrity and the factors that may be swaying instructors' adoption decisions. An online survey was completed by 158 instructors at a variety of higher education institutions with 118 responding to an open-ended question that allowed respondents to share any additional thoughts about or experiences with using online proctoring. A thematic review of the qualitative comments illustrates the multifaceted impact of online proctoring on instructors and students. Results identified instructors' perceived benefits and challenges of online proctoring to them, their students and the learning process. In addition, instructors voiced numerous legal, ethical and social concerns about the use of online proctoring, including concerns related to students' privacy. Despite these concerns, some instructors identified strong use cases for online proctoring while others provided alternative strategies for ensuring academic integrity in online courses. As institutions consider the role of online proctoring in ensuring academic integrity, a holistic approach that balances instructional design best practices, student-friendly policies and proctoring tools is recommended to serve the complex needs and concerns of instructors, students and their institutions.

Practitioner notes

What is already known about this topic

• Prior research findings are mixed as to whether proctoring is valuable for ensuring academic integrity in online courses.
• Studies investigating grade performance in proctored versus unproctored exam settings have conflicting results; however, studies have found that students completing proctored formative exams perform better on summative exams than students completing non-proctored formative exams.

What this paper adds

• Qualitative data were collected to provide an overview of instructors' perceptions about and experiences with online proctoring.
• Analysis suggests that online proctoring is beneficial to some instructors, students and the overall learning process. At the same time, its use is also concerning to other instructors and students. Among the issues raised by instructors are concerns for student privacy, increases in student test anxiety and discriminatory proctoring practices.

Implications for practice and/or policy

• Institutions must be proactive in ensuring that the use of online proctoring aligns with their institutional values and the changing legal landscape.
• Institutional policies should strive to find a balance between ensuring academic integrity and promoting a positive experience for students and instructors. Since there are strong use cases for online proctoring, these policies should include flexibility whenever possible.

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促进农村地区技术进步的模块化金融创新研究:以湖北为例   总被引：1，自引：0，他引：1  

李志平 《科技管理研究》2010,30(14)

在后金融危机时期,农村地区技术进步日益成为缓解"三农问题"的关键所在.但是,当前我国农村的科技资源转变为生产力却存在诸多限制,出现 "金融抑制--技术固化--分散生产"三者相互恶化的低水平均衡陷阱,进而使得流入农村的外部资源和农村内部的发展良机一再丧失.本文以湖北农村为例,设计了依靠依靠金融创新来激活农村互助合作经济组织的同时,整合农村和农业的科技资源,将农村的技术进步推入自我循环良性轨道上.  相似文献   

城镇化进程对提升落后地区创新技术接受能力的作用分析   总被引：1，自引：0，他引：1  

杨军 《科技管理研究》2010,30(14)

通过借助佩德森模型,分别从落后地区城镇与发达地区城镇的空间距离、等级规模系数的距离、从事创新技术人员数量、质量差距,论述了落后地区城镇化加速推进对提升落后地区创新技术接受能力的作用,揭示了只有通过加速城镇化进程才能有效地提高落后地区接受创新技术的能力.  相似文献   

Video demonstrations can predict the intention to use digital learning technologies     

David A. Sprenger  Adrian Schwaninger 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):857-877

The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended technology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it.

Practitioner notes

What is already known about this topic

• The technology acceptance model helps decision-makers to determine whether students and teachers will adopt a new technology.
• Technology acceptance is typically measured after users have used the technology for three to twelve months.
• Perceived usefulness is a strong predictor of intention to use the technology.
• The predictive power of perceived ease of use for the intention to use varies from insignificant to strong.

What this paper adds

• For the four digital learning technologies (classroom chat, classroom response system, e-lectures and mobile virtual reality), we measure technology acceptance after a video demonstration and again after three months of usage.
• Using structural equation modelling, we are able to predict intention to use after three months, with perceived usefulness measured after the video demonstration.
• We replicate these findings with a second study using the general extended technology acceptance model.

Implications for practice and/or policy

• Short video demonstrations can provide information for educators to predict whether students will use a technology.
• Early impressions of perceived usefulness are very important and valuable to predict whether students will use a technology.

  相似文献