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51.
On the day of Epiphany,the guests arrived.Thedoor was open,the lock broken,I had not hearda thing.I just happened to go out into the hall asthe cuckoo clock struck,and there they were.When I,pleased and confused,held the livingroom door open for them,one of the walls had caved in over 相似文献
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Elke Emmers Dorien Jansen Katja Petry Saskia van der Oord Dieter Baeyens 《Journal of Further & Higher Education》2017,41(4):435-447
Due to an increasing number of students with ADHD in higher education and the difficult course of their academic career, a comprehensive overview of participation and functioning of this group is needed. A comprehensive search was performed in MEDLINE (PubMed), EMBASE, CINAHL and ERIC electronic databases in June 2014. This systematic literature review synthesises 22 articles. Most selected articles focused on body functions and structures (n = 16). If we want to support students with ADHD in higher education (e.g., by implementing effective accommodations), it is important to take into account characteristics of the individual student as well as the environment. 相似文献
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Pascal Marquet Elke Nissen Frindte Wolfgang Köhler Thomas 《Educational Media International》2013,50(2-3):159-164
La forte incitation actuelle de la part des autorités scolaires À recourir aux médias numériques en classe pose une nouvelle fois la question des arguments mis en avant. Et comme À l'occasion d'incitations antérieures (télévision scolaire, audiovisuel, informatique éducative), partisans et détracteurs s'appuient sur différents travaux qui attestent ou non de telle ou telle amélioration ou dégradation. Cette contribution se propose de montrer que les concepts et les modèles convoqués dans certains travaux, y compris les nÔtres et notamment le programme IN-TELE (Internet-Based Teaching and Learning), établissent entre les situations d'enseignement-apprentissage considérés comme classiques et celles qui sont supposées innovantes des distinctions parfois non pertinentes, qui se traduisent par des résultats outrageusement significatifs ou non significatifs. C'est donc le schéma modèle-observation-interprétation que nous interrogeons en suggérant que les outils de pensée disponibles et les procédés d'observation mis en m uvre aujourd'hui dans les différentes disciplines académiques qui s'intéressent aux usages pédagogiques des TIC contraignent, voire altèrent, notre compréhension des phénomènes éducatifs induits par les 'nouveaux' médias. Measuring the pedagogic effects of CIT: traps and illusions of cutting out actuality, and the administration of proof. The strong current encouragement of school authorities to have recourse to digital media in the classroom poses once again the question of the arguments that have been advanced. And, as at the tine of earlier encouragement, (for school television, audiovisual, educational informatics), partisans and detractors rely on different works which support, or not, such-and-such a praise or detraction. This contribution attempts to show that the concepts and the models brought together in certain works, including our own and notably the IN-TEL (Internet-Based Teaching and Learning) programme, which establish between the teaching-training situations considered as classic and those which are supposed to be innovative, distinctions which sometimes are not pertinent, which are translated into results which are outrageously significant – or non-significant. It is, then, the schema of model-observation-interpretation that we question in suggesting that the mental tools available and the observational procedures used today in the different academic disciplines which are interested in the pedagogic use of CIT constrain us to see, may even, alter our understanding of the educational phenomenon introduced by the 'new' media. Analyse der pädagogischen Auswirkungen von ICT (Information and Communcation Technologies) : Fallen und Illusionen aus der Wirklichkeit, sowie die Beweisführung. Die gegenwärtig stark geförderte Umstellung des Unterrichtsmaterials auf digitale Medien durch die Schulbehörden, stellt erneut die bereits vorgebrachten Argumente in Frage. Und wie schon bei vorangegangenen Einführungen (von Schulfernsehen, Audiovision, pädagogische Informatik) beziehen sich Befürworter und Gegner auf verschiedene Studien, die den Nutzen oder Unnutzen attestieren. Dieser Beitrag versucht aufzuzeigen, dass herangezogene Konzepte und Modelle in verschiedenen Arbeiten - einschliesslich der unseren und insbesondere des Programms IN-TELE (Internet-Based Teaching and Learning) - sich zwischen klassischen Bildungssituationen und denen als innovativ angenommenen wiederfinden - auch wenn diese Unterscheidung nicht immer treffend ist. Wir stellen also das Schema Modell-Observation-Interpretation in Frage, indem wir suggerieren, dass die heute applizierten Denkmodelle und Observationsverfahren - der verschiedenen akademischen Disziplinen, die sich für den pädagogischen Gebrauch von ICT interessieren - für unser Verständnis des pädagogischen Einflusses durch Multimedia hinderlich sind, ja wenn nicht sogar deren Gebrauch nachteilig beeinflussen. 相似文献
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Sekeris Elke Verschaffel Lieven Luwel Koen 《European Journal of Psychology of Education - EJPE》2022,37(1):19-38
European Journal of Psychology of Education - Computational estimation is seen as an important mathematical competence. Little is known, however, about the mathematical skills that are predictive... 相似文献
56.
Justin D. Cochran Stacy M. Campbell Hope M. Baker Elke M. Leeds 《Research in higher education》2014,55(1):27-48
Given the continued issue of student retention for online classes, past research has suggested several “retention strategies” focused on engaging students as a way to reduce their withdrawal rate from these classes. However, a recent study testing the effects of these strategies on retention in online undergraduate business courses (Leeds et al., Int J Manage Educ 7(1/2), 2013) did not show empirical support for the effectiveness of such strategies. Taking an alternative approach that focuses on individual characteristics of students, this study takes a broader view and examines previous research literature on traditional face-to-face classes to determine how individual characteristics of students may be associated with the likelihood of withdrawal from online classes. Using a sample of undergraduate students (n = 2,314) from a large state university, results from this study identified prior performance in college classes (cumulative GPA) and class standing (senior vs. non-senior) as significant student characteristics related to student retention in online classes for all students. Other factors significantly related to retention rates for students with certain characteristics or within certain majors include previous withdrawal from online courses, gender, and receipt of academic loans. 相似文献
57.
The retrieval of documents that originate from digitized and OCR-converted paper documents is an important task for modern retrieval systems. The problems that OCR errors cause for the retrieval process have been subject to research for several years now. We approach the problem from a theoretical point of view and model OCR conversion as a random experiment. Our theoretical results, which are supported by experiments, show clearly that information retrieval can cope even with many errors. It is, however, important that the documents are not too short and that recognition errors are distributed appropriately among words and documents. These results disclose that an expensive manual or automatic post-processing of OCR-converted documents usually does not make sense, but that scanning and OCR must be performed in an appropriate way and with care. 相似文献