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This paper reports part of an investigation into how tertiary‐level distance students use and learn from textual materials during actual study sessions. Methods used provided biographical data on students and students' perceptions of their study approaches and access to the moment‐by‐moment thinking of students during study. Close‐ups of students at work provided by analysis of these data were not flattering. They revealed that students were satisficers, processed text at a rate consistent with a surface approach, avoided in‐text questions and activities wherever possible and made limited use of aspects of the text's access structure. Reasons for the poorer‐than‐expected study performances are considered as well as ways of improving text design to enhance the quality of learning. 相似文献
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An approach to research on distance learning 总被引：2，自引：0，他引：2
Perc Marland 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):173-182
Distance education literature contains little discussion of paradigms suitable to researching learning at a distance. This is a pity, since the existence of clearly defined paradigms can offer considerable benefits to researchers in the field. In this article, the author discusses the meaning of the term 'paradigm' and advances the value of having clearly defined paradigms, as well as outlining a hybrid paradigm for research on student learning. This builds on a socio-anthropological paradigm used in research on student learning at the tertiary level and incorporates the mediating process paradigm for teaching effectiveness research. Although the paradigm could be used to study learning in a variety of contexts, here the author explores its application in distance learning research, and, in particular, in the investigation of how distance students learn from textual material. 相似文献
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P.W. Marland 《Asia-Pacific Journal of Teacher Education》1993,21(1):51-63
Research on teacher thinking has been under way now for well over a decade. Implications of this research for the education of preservice teachers have been considered by a small but growing number of writers. This material appears to have received only scant attention in the literature on reform in teacher education, even though it bears directly on the contemporary search for more effective ways of preparing teachers to be reflective professionals rather than mere technicians. The paper begins with a brief discussion of the nature of teacher thinking research and its conceptual underpinnings. The rest of the paper considers implications and reform in teacher education. 相似文献
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Steve Adams Margaret Bowes Sylvia Lindoe Michael Marland 《Pastoral Care in Education》2013,31(2):151-157
Steve Adams, Derbyshire LEA/University of Nottingham School of Education, The Evaluation of Pastoral Care, Clemett, Tony & Pearce, John, 1986, Blackwell, £5.95 pp. 180 Margaret Bowes, John Port School, Art Therapy for Groups, Marian Liebmann 1986, Croom Helm Ltd., £9.95 [Paperback], ISBN 0-7099-4108-0 Sylvia Lindoe, Westhill College, The Education of Children with Severe Learning Difficulties: Bridging the gap between Theory and Practice Coupe, J. & Porter, J. (1986), London, Croom Helm Paperback £9.95 Michael Marland, North Westminster School, “You don't have to fill in a form to have a baby” The frustrations and fulfilment of the adoption process Margaret S. Evans, 1986. Family Welfare Association. £2.95 相似文献
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Michael Marland 《Pastoral Care in Education》2002,20(4):3-11
Michael Marland has drawn on his own experiences and the recollections of others to chart the development of the role of the form tutor in the post–war era. Through the memories of key people who were once in the roles of head teachers, LEA officers and tutors themselves, a picture emerges of schools adapting to meet the perceived needs of young people, by establishing form masters, houses and eventually the emergence of the tutor. This historical journey points to the enduring purpose of pastoral care, and to the enduring value of the tutor's role in the care and guidance of the individual pupil. It also helps us to understand some of the difficulties and differences in the perception of the tutor's role, for example by revisiting the 'tutor ascendant – tutor subordinate' continuum. 相似文献
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In distance teaching we are usually concerned with indirect methods of interacting with learners, using for the most part, the written word. Quality of learning in distance education ought therefore to be closely related to the quality of textual materials provided to students. In this paper we examine some ways of facilitating learning at a distance. We begin by noting the current dearth of models for teaching through text and make a plea for diversity and experimentation in this area. Some traditional instructional strategies (including advance organizers, overviews, pretests, objectives and inserted questions) from the dominant approach to distance teaching are examined along with devices in typoraphy and graphics. Guidelines for their use are developed, based on research, everyday rationality, and from an embryonic conceptualization of distance learning. 相似文献