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41.
Natalie Gerhart Daniel Peak Victor R. Prybutok 《Decision Sciences Journal of Innovative Education》2017,15(2):191-218
This research builds a new model by drawing upon e‐textbook adoption models developed in two recent publications, which share similarities but have different findings. Although they both achieve positive results, these two prior e‐textbook studies employ different methods and background theories. This research bridges these earlier models and develops a third, parsimonious, blended model for e‐textbook adoption. Using a survey of undergraduate students, the authors first assess each model independently. Broadening the diversity of the sample population yields results that are similar, yet slightly different from those found in the prior two studies. Next, this study develops a single blended, parsimonious model that explains a higher proportion of the variance than the prior studies with just three constructs: perceived usefulness, hedonic motivation, and habit. In addition to developing and testing a new parsimonious model, this research provides theoretical and practical guidance for e‐textbook usage. 相似文献
42.
Stanley E. Fawcett Francois Charles Giraud‐Carrier Amydee M. Fawcett 《Decision Sciences Journal of Innovative Education》2020,18(2):172-202
Students select majors like supply chain management largely because they want to obtain a high‐paying job at graduation. They expect that after 4 or 5 years of studies, they will be ready to achieve early‐career success. Data, however, reveal that students often are not prepared. Recruiters are noticing. In various studies, employers say that a large majority of graduates are not workplace ready. We argue that this readiness gap results from a mismatch between academia's focus on knowledge transfer and employers’ expectations that new hires possess real competencies. To remedy this readiness gap, we redesigned our curriculum to adopt a deliberate practice pedagogy. What have we learned? Deliberate practice is hard work. Both faculty and students must learn and practice new behaviors. The good news: deliberate practice helps students acquire real expertise that recruiters value. This article makes the case for deliberate practice and outlines a proven path to transformation. 相似文献
43.
Michael Prosser Elaine Martin Keith Trigwell Paul Ramsden Heather Middleton 《Instructional Science》2008,36(1):3-16
There has been a growing research debate over the relations between university teaching and research. This paper contributes
to that debate by describing the variation in the way university academics’ experience research, then linking that empirical
evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject
matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are
associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to
each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers
who were unable to explain their understanding of their subject matter in these ways were more likely to experience their
teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first
type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed
to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews
have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching
and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia.
The study methods and results are described and we conclude that qualitative variation in the experience of research is related
(a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter.
相似文献
| Keith TrigwellEmail: |
44.
The relationship between conceptions of teaching and approaches to teaching was explored in a study of 18 secondary school art teachers in Hong Kong. Conceptions of teaching approaches were fitted to a four‐category model. Each of the categories was distinguished by reference to six relevant dimensions. As is the case in higher education, approaches to teaching lower forms, with little pressure from external examinations or school ethos, followed logically from conceptions of teaching. There was also evidence that contextual influences, if they were sufficiently strong, could play a part in teachers’ approaches to teaching in the lower forms. For senior forms, the most marked contextual influence on approaches to teaching came from the external examination syllabus. Of the 13 teachers who taught senior form students, eight reported using approaches to teaching that were significantly different from those they used for lower forms. The remaining four used essentially the same approach for junior and senior forms because these were consistent with the orientation of examinations that measure skill and knowledge acquisition. Finally, the data suggest that both the educational background of the teachers and the banding levels (designation of the school as high or low achieving) of the schools they were teaching in were related to the combined conceptions and approaches. The influence of banding levels could be due either to teachers choosing a type of school consistent with their beliefs or the environment of the school influencing teachers’ beliefs and practices. 相似文献
45.
Although students in Introductory Information Systems courses are taught new technology concepts, the complexity and constantly changing nature of these technologies makes it challenging to deliver the concepts effectively. Aiming to improve students’ learning experiences, this research utilized the five phases of design science methodology to develop an experiment to solve a real‐world problem, and then implemented it in an undergraduate classroom. As part of their classwork, students participated as subjects testing new information technologies to solve a real‐world problem. They were asked to complete a questionnaire and answer questions in a focus group to assess the effectiveness of the technologies tested and determine whether the experience had added to the learning they gained from the course. The results revealed that the students were able to use the new technologies effectively and provide useful feedback to the company sponsoring the study, contributing to the release of a new commercial product line. Students also reported that participating in this research project improved their satisfaction with the introductory MIS course. These results encourage educators to conduct hands‐on experience involving real‐world research projects since they provide valuable additional learning opportunities in introductory MIS courses. 相似文献
46.
《British Journal of Educational Studies》2012,60(2):105-119
Abstract This paper will discuss the introduction of Restorative Approaches (RA) in schools, contextualising this within a discussion of international concerns about school safety, (in)discipline and school violence. It will explore questions about the compatibility of RA with zero tolerance and positive/assertive discipline approaches and the use of disciplinary exclusion in a ‘risk society’. 相似文献
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48.
There is increasing acknowledgement that differences exist in the levels of achievement of boys and girls in English primary schools, as evidenced by performances in National Curriculum tests at Key Stages 1 and 2. This article briefly examines the nature of these differences, both nationally and specifically within the context of a pilot study of four schools in different socio-economic contexts. Some of the underlying factors behind these differential achievements are considered, particularly within the context of literacy issues and of boys' constructions of masculinity. An analysis of the approaches towards creating a context for achievement of both girls and boys in these four schools is then offered, with a focus on pedagogic, organizational and socio-cultural strategies. It is suggested that, while intervention strategies which have the potential to raise the achievement levels of boys (and girls) are being successfully developed in each pilot school, there is as yet only limited evidence to suggest how and why these interventions are most effective, and indeed, how these interventions might be successfully adapted and transferred to other school contexts. 相似文献
49.
This article reports the findings of a survey of 558 teachers in England. It describes how conceptual and empirical insights from the literature informed the construction of questionnaire items to provide answers to questions about the way in which teachers value different classroom assessment practices and how congruent with these values they perceive their practices to be. Results from item, factor and cluster analyses reveal three underlying dimensions of assessment practice, sizeable values-practice gaps on two dimensions that appear to be in tension (promoting learning autonomy and performance orientation), and differences among teachers which show that over half of this sample report that they are unable to sustain practices across all dimensions in line with their values. We conclude that teachers are demonstrably committed to the values (not just the methods) of assessment for learning within a moral framework that gives importance to the quality of students' learning, yet they experience and need to resolve contradictions in order to realize their values. 相似文献
50.
Sofie M.M. Loyens David Gijbels Liesje Coertjens Daniel J. Côté 《Studies in Educational Evaluation》2013
Problem-based learning (PBL) represents a major development in higher educational practice and is believed to promote deep learning in students. However, empirical findings on the promotion of deep learning in PBL remain unclear. The aim of the present study is to investigate the relationships between students’ approaches to learning (SAL) and academic achievement in a PBL environment, taking into account the role of self-study time and students’ professional behavior in the PBL tutorial groups. In addition, different knowledge categories that determine achievement (i.e., understanding of concepts, understanding of the principles that link concepts, and the linking of concepts and principles to conditions and procedures for application) were taken into account. A hypothesized structural equation model including these variables was tested. Results showed that the PBL students in this study reported more use of a surface compared to a deep approach to learning. The hypothesized model demonstrated an excellent fit of the model with the data. The relationship between SAL and academic achievement was mediated by self-study time and professional behavior. These findings imply that self-study time and professional behavior are crucial variables to take into account when studying SAL. 相似文献