Introduction to the Special Issue on Postsecondary Instruction: The Old Science of Phrenology and the New Science of College Teaching     

Philip C. Abrami  Gretchen Lowerison  Eva Mary Bures 《Educational Research and Evaluation》2013,19(4-6):289-301

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Student Motivation to Learn via Computer Conferencing   总被引：1，自引：0，他引：1  

Bures  Eva Mary  Abrami  Philip C.  Amundsen  Cheryl 《Research in higher education》2000,41(5):593-621

This study investigates why some university students appear motivated to learn via computer conferencing (CC) whereas others do not, exploring the correlations of three key aspects of student motivation—reasons for engaging in academic learning (goal orientation), beliefs that they can acquire the ability to use CC (self-efficacy), and beliefs that learning to use CC will help them learn the course material (outcome expectations)—with satisfaction and with the frequency of CC contributions. Participants (n = 79) came from 4 graduate-level face-to-face courses and 1 undergraduate DE course. The results suggest that students who believe that CC will help them learn the course material are more likely to express satisfaction and to be active online, that students who believe that they are capable of learning how to use CC are more likely to be active online, and that students who are concerned about their relative performance compared to others tend to send fewer messages to conferences where online activity is not graded. Practical implications for instructors and suggestions for future research are described.  相似文献   

Designing a Moodle course with the CADMOS learning design tool     

Eva Mary Bures  Richard F. Schmid  Philip C. Abrami 《Educational Media International》2013,50(4):317-334

CADMOS is a graphical learning design (LD) authoring tool that helps a teacher design a unit of learning in two layers: (i) the conceptual layer, which seems like a concept map and contains the learning activities with their associated learning resources and (ii) the flow layer, which contains the orchestration of these activities. One of CADMOS’ main innovative features is that it can bridge the gap between the design of a unit of learning and its enactment into Moodle. This paper presents how one can create a LD using CADMOS and deploy it into Moodle. Also, the paper shows the findings from a case study which was organized in order to evaluate the usability of the tool, its pedagogical flexibility and the usefulness of its innovative feature of deploying a LD into Moodle. CADMOS seems to be an easy-to-use tool, which offers guidance and flexibility during the design process.  相似文献