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Colin Latchem Insung Jung Kumiko Aoki Ali Ekrem Ozkul 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):610-630
Japan and Korea have highly developed information and communications technology infrastructures and have recently reformed their higher education systems and encouraged e-transformation. However, Japanese universities have not embraced e-learning as wholeheartedly as their Korean counterparts. The paper concludes that this is due to governmental and institutional failure to develop a cogent vision and strategic plan for e-learning, to recognise the need for fundamental shifts in organisational cultures and structures and pedagogy and to provide training, funding, recognition and reward for such development. It attributes this to differences in the cultural perspectives, values and customs of the two countries' policy makers, managers and faculty members. The findings are seen to hold important lessons for other countries embarking on e-transformation. 相似文献
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Problem-solving is regarded as a major component of mathematical performance, and well-designed problem-solving-based learning environments have the potential to assist students in developing a meaningful understanding of mathematical concepts and procedures. In this respect, given its various features, dynamic mathematics software has been regarded by mathematics educators as a promising tool for designing such environments. This study presents an example of the use of technology to create a dynamic learning environment through a discussion of the pedagogical value of a problem selected for an activity, followed by the implementation sequence of the problem-solving activity in the classroom. The students’ experiences during the implementation of the activity are also discussed; and finally, an additional version of the problem is recommended for use in the classroom. 相似文献
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Emrullah Erdem 《International Journal of Science and Mathematics Education》2017,15(6):1157-1174
The current study examines the mental computation performance owned by students at fifth grade. This study was carried out with 118 fifth graders (11–12-year-olds) studying at 3 randomly selected primary schools that served low and middle socio-economic areas in a city of Turkey. “Mental Computation Test (MCT)” has been used to reach how participants mentally compute. In analysing data, participants’ scores on the test were calculated by using a statistical package and which mental computation level they were in was determined. Sample responses of the some students regarding some questions in the test were presented directly and discussed. Evidence was found that the total percentage of the students at quite low and low level is 7.6 % and at high and quite high level is calculated to be 78.8 %. It was also revealed that the mental computation performances of the students in addition and subtraction are better than multiplication and division. On the other hand, it was found out that the performances of the students in all operations decrease as the number of the digits increases. 相似文献
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Ibrahim Akduman Lerzan Özkale Ekrem Ekinci 《European Journal of Engineering Education》2001,26(3):231-239
In Turkey, students are more and more willing to participate in the global free movement of students and of high-skilled labour after their graduation. This is why they request international accreditation from universities. Therefore, accreditation is one of the parameters that play an important role in students' university selection. On the other hand, Turkey is aiming to be a European Union member. This imposes institutional legal and civil arrangements and harmonization. Also, the general trend of globalization dictates requirements from university graduates that are answered in best business practice in which accreditation is a major component. In this paper, accreditation efforts to achieve international recognition for Turkish universities are discussed. For this purpose information on higher education is given. Attempts for accreditation on licensure through FEANI is explained. Accreditation on department programmes by ABET (USA) and by an engineering institution (UK) are discussed and their similarities are pinpointed. Also, a Turkish, British and World Bank quality assessment pilot project for education and research is discussed. 相似文献
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Köse Mustafa Koçyiğit Mehmet Erdem Cahit Jega Idris Mohammed 《Education and Information Technologies》2021,26(4):4307-4328
Education and Information Technologies - This study aims to evaluate current locations of preschool education institutions and suggest alternative spatial arrangements in the Afyonkarahisar... 相似文献
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This study analyzes mentoring relationships in academic organizations on the basis of the perceptions of prote´ge´s. According to a study that included eighty-nine research assistants who are in postgraduate and PhD programmes, perceptions of mentoring functions were generally positive. The function of career advancement is relatively stronger than that of psychosocial support, particularly as the period of the mentoring relationship lengthens. The relationship becomes increasingly a psychosocial relationship whereby the communication between mentor and prote´ge´ strengthens itself and the relationship becomes increasingly satisfying. 相似文献
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Paans Cindy Onan Erdem Molenaar Inge Verhoeven Ludo Segers Eliane 《Metacognition and Learning》2019,14(2):189-213
Metacognition and Learning - The present study investigated the extent to which 18 dyads in 5th and 6th grade, who experienced low levels of social challenge, differed from 12 dyads who experience... 相似文献
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In this collaborative research, we designed an e-mentoring program for novice teachers and explored online interactions between mentors and mentees, participant satisfaction, and the perceived benefits of the program for mentees and mentors. Our study included 14 mentees, 14 mentors, and 6 teacher educators. Data were gathered through online messages and semi-structured interviews. We found that the interaction frequency changed based on the participant group, the e-mentoring environment was mostly problem-based, and participants provided cognitive, affective, and instrumental support. Moreover, participant-related factors, as well as factors related to the design of the e-mentoring program were found to have influenced teacher satisfaction with the program. We also determined that the e-mentoring program provided different types of benefits for the professional development of mentees and mentors. Finally, we concluded that e-mentoring can be an influential method to help novice teachers providing that the design and participants of the program are meticulously reviewed. 相似文献