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This article is about the quantitative research practices and methodologies that are used in distance education (DE). It begins with an analysis and assessment of a segment of the DE research literature, DE/classroom comparison studies, based on a recently completed meta-analysis of that literature from 1985 to 2002. Overall, the 232 studies reviewed were judged to be of poor methodological quality and severely lacking in critical information about research practices. Studies of synchronous and asynchronous DE are discussed separately and recommendations are made for improving designs and measures within these patterns. Suggestions for future quantitative research areas are provided. In discussing these findings, we recognize that high-quality research is being conducted in the field and that qualitative forms of research contribute greatly to the mosaic of evidence that is the base of available knowledge about DE. Finally, three organizations, the What Works Clearinghouse (USA), EPPI-Centre (UK), and the Campbell Collaboration (international), all devoted to improving the quality of research and research synthesis in education, are described briefly; suggestions are made as to how their philosophies and approaches for judging the worthiness of research evidence can be used to improve DE research. 相似文献
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Robert M. Bernard Dai Zhang Philip C. Abrami Fiore Sicoly Evgueni Borokhovski Michael A. Surkes 《Thinking Skills and Creativity》2008,3(1):15-22
Critical thinking (CT) has been of longstanding interest among scholars, educators, and others who are concerned with thinking skills. The Watson–Glaser Critical Thinking Appraisal (WGCTA) is the oldest and among the most widely used and studied CT measure. It was constructed around five subscales (or CT skills): inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. This paper describes a two part analysis of the psychometric properties of the WGCTA, based on 13 sets of subscale inter-correlations and 60 sets of subscale means retrieved from published studies. We performed a meta-analysis on the inter-correlations of the10 combinations of subscales and found that all of the average correlations that resulted were significant, but that all but one was significantly heterogeneous. Subsequently, we conducted principal components analysis on 60 subscale means of two different versions of the WGCTA. Each produced a one-factor solution, accounting for 82.69% and 79.55% of the total variance, respectively. Together these two parts of this study suggest that the WGCTA should be viewed as a measure of general competency, and that the subscales should not be interpreted individually. 相似文献
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Diane Pruneau Jackie Kerry Sylvie Blain Evgueni Evichnevetski Paul Deguire Pierre-Yves Barbier 《The Journal of environmental education》2013,44(4):217-231
Since coastal communities are already subjected to the impacts of climate change, adaptation has become a necessity. This article presents competencies demonstrated by Canadian municipal employees during an adaptation process to sea level rise. To adapt, the participants demonstrated the following competencies: problem solving (highlighting components of the problem and identifying constraints), futures thinking, risk prediction, vulnerability analysis, local knowledge, planning, and communication. However, some competencies that could be potentially useful in adaptation were used less frequently by participants: developing solutions, knowledge of adaptation, math skills, hope, and self-efficacy. 相似文献
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