Computer Self-Efficacy and Motivation to Learn in a Self-Directed Online Course     

Marcia J. Simmering  Clay Posey  Gabriele Piccoli 《Decision Sciences Journal of Innovative Education》2009,7(1):99-121

Despite the increased use of new learning technologies, there is still much to be learned about the role of learner characteristics in online learning. The purpose of this study was to examine how subjects' characteristics normally associated with effective training (i.e., initial motivation to learn and self-efficacy) related to learning in a self-directed online course. From an analysis of 190 respondents, computer and Internet usage prior to the start of class were positively related to individuals' computer self-efficacy and computer self-efficacy was positively related to learning. However, contrary to expectations, computer self-efficacy was not related to initial motivation to learn and motivation to learn was not related to learning in the class. Post hoc analysis of qualitative data enabled a rich explanation of the findings, including an evaluation of the unexpected relationships among the variables of interest and the nature of self-directed courses in virtual learning environments.  相似文献   

A conflict among geniuses: challenges to the classical paradigm in Sweden, 1828–1832     

Isak Hammar 《History of education》2013,42(6):713-730

This article examines challenges to the classical paradigm of education in Sweden that followed in the wake of state-initiated attempts at school reform in the first decades of the nineteenth century. When the internal disputes of the so-called ‘Genius Committee’ resulted in a failure to overcome the increasing divide between reformers, a prolific opportunity to argue the value of practical subjects and natural science arose. This article demonstrates that this conflict over knowledge was characterised by a humanistic consensus that rested on the idea of formal education as well as on the shared commitment to a moral education. As a result, challengers attempted to attribute the same value that gave classical study its supremacy over their rival subjects. The article argues that this aspect of the European educational debates is an overlooked key to understanding the continued relevance of classical education throughout the nineteenth century.  相似文献   

Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate     

Gabriele Steuer  Gisela Rosentritt-Brunn  Markus Dresel 《Contemporary educational psychology》2013

Errors are often perceived by students as self-threatening and not as learning opportunities. The present work focuses on contextual influences on reactions to errors and learning processes. Based on prior research, a conceptualization of perceived error climate in the classroom with eight subdimensions and one superordinate uniform factor is proposed and a newly developed student questionnaire for its assessment is presented. Results of a study with N = 1116 students from 56 mathematics classrooms in German secondary schools indicated the validity of the error climate conceptualization and the suitability of the questionnaire. Moreover, the results showed that perceived error climate in the classroom predicted the adaptivity of students’ individual reactions to errors above and beyond perceived classroom goal structures and personal achievement motivation (academic self-concept, mastery goal orientation). In addition, the study provided evidence that perceived error climate affects – partially mediated through students’ individual reactions to errors – the quantity and self-regulation of students’ effort.  相似文献   

The teacher work sample: A tool for scaffolding and assessing preservice teachers' early field experiences     

John E. Henning  Andrea DeBruin‐Parecki  Becky Wilson Hawbaker  Curtis P. Nielsen  Elana Joram  Anthony J. Gabriele 《The Teacher Educator》2013,48(3):188-207

Abstract

This article describes adapting teacher work sample methodology from the student teaching level to a 4‐week, 25‐hour field experience occurring relatively early in a teacher education program. The goals of the project were twofold: (a) to examine whether an adapted version of the teacher work sample would promote planning and reflection in preservice teachers, and (b) to explore the potential of an adapted teacher work sample as an assessment tool. Adaptations to the original, such as emphasizing formative over summative assessment, are briefly described. Survey and focus group data from a pilot combined with survey data from a semester of full implementation with 270 teacher candidates indicate the teacher work sample is useful for promoting reflection and an understanding of student assessment. The advantages of the teacher work sample are maximized when teacher candidates are engaged in whole class instruction.  相似文献   

The influence of situational emotions on the intention for sustainable consumer behaviour in a student-centred intervention     

Gabriele Fröhlich  Daniela Sellmann  Franz X. Bogner 《Environmental Education Research》2013,19(6):747-764

Within the curriculum guidelines for Bavaria, we designed a hands-on educational programme for teaching sustainability with regard to agriculture, food and consumerism, partly implemented on a farm as an out-of-school learning setting. The participants were fifth graders (N?=?176). The research followed a quasi-experimental design and used the subscale consumerism of the General Ecological Behaviour Scale and situational emotions (interest, well-being, boredom) to focus data collection activities. The study monitored the students’ knowledge increase and their Inclusion of Nature in Self (INS) scores as possible influencing factors on environmental behaviour. After participation in the programme, while we found that the students intended to consume in more environmentally friendlier ways, this intention did not persistent over a seven-week time span, nor did it relate to the INS or knowledge scores. There was, however, a high correlation with positive situational emotions like interest (r?=?.46, p???.001) and well-being (r?=?.39, p???.001), and a negative correlation with boredom (r?=??.42, p???.001). We conclude that the ‘effect’ of the programme immediately measured after the intervention was strongly linked to situational (short-term) emotions, and should be considered in educational planning as well as the evaluation of sustainability teaching and learning.  相似文献   

Promoting connectedness with nature through environmental education     

Anne K. Liefländer  Gabriele Fröhlich  Franz X. Bogner  P. Wesley Schultz 《Environmental Education Research》2013,19(3):370-384

It has been suggested that a positive human–nature relationship is essential for countering today’s environmental problems. Prior environmental education research has focused largely on knowledge or attitudinal outcomes, and few studies have examined the ability of environmental education programmes to promote connectedness with nature. Therefore, our goal was to (1) examine differences in connectedness with nature among a sample of children with differing ages and academic tracks, and (2) investigate whether environmental education can help promote and sustain connectedness with nature. With a pre-, post- and retention test design, we assessed a comprehensive four-day environmental education programme on water at a school field centre, using the inclusion of nature in self (INS) scale to identify the change in connectedness of 9–10-year-old pupils and 11–13-year-old pupils. We found that younger children and university-track pupils had higher INS scores than older children and general-education-track pupils, respectively. Participating in environmental education resulted in a robust short-term increase in connectedness with nature in both age groups. However, only the younger pupils’ connectedness remained sustained four weeks following the treatment. Environmental educators should keep in mind that strengthening connectedness to nature is more sustainable before the age of 11.  相似文献   

STUDYING THE SOCIAL HISTORY OF TELECOMMUNICATIONS     

Gabriele Balbi 《Media History》2013,19(1):85-101

This article proposes a methodology for studying the social history of telecommunications grounded in the interrelations and contaminations between Anglophone and Continental literature; its originality lies in the fact that it presents and discusses both traditions. Before tackling the central theme, the reasons for studying the history of telecommunications will be discussed and three different approaches will be considered. The first is the constructivist approach which, examines ‘relevant social groups’ and their decisions regarding telecommunications. The second is socio-economic and considers both path dependence theories and concepts useful in understanding the network economy: natural monopolies, economies of scale, externalities and public services. Finally, the macro-systemic approach will be considered. In our proposal these three approaches, deriving from both the Anglophone and Continental schools of thought, form a methodological basis for studying the history of telecommunications.  相似文献   

University mergers in Russia from the students’ perspective: uncertainty and loss of identity     

Romanenko  Ksenia  Froumin  Isak 《Tertiary Education and Management》2020,26(2):233-245

University mergers are a common practice in higher education systems around the world. Merger-related aspects such as the transformation of organizational and administrative structures, the impact on the internal funding allocation mechanisms, or changes in academic strategies and profiles, are well researched. However, the role of students in university mergers and their understanding of these processes are hardly investigated. The aim of this study was to identify how students are affected by merger processes. Through the conceptual framework, integrating university organizational identity theory and studies of the human side of mergers and acquisitions, this article encompasses six institutional cases in Russian higher education. These cases were selected to illustrate different scenarios of university mergers and accordingly to analyze the variety of student experience in changing universities. The project’s data included the results of document analysis, analysis of the merged universities’ representation in the public space, interviews and focus-groups with university administrators and with students who studied during the process of university merger. It highlights such perceived effects of mergers as anxiety and perceived unfairness due to post-merger changes, activization of we-they opposition between the students of merged universities, loss or transformation of organizational identity, and clash of university cultures.

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Kindern das Wort Geben ein interkulturell-kreativer Arbeitsansatz, aufgezeigt an der Arbeit mit tibetischen Migrantenkindern     

Gabriele Rabkin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,12(2):97-121

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Preface for the Special Issue on “Video-Based Research on Teacher Expertise”     

Sigrid Blömeke  Gabriele Kaiser  David Clarke 《International Journal of Science and Mathematics Education》2015,13(2):257-266

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