排序方式： 共有26条查询结果，搜索用时 31 毫秒
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Ravi C. Paul William Swart Aixiu Monica Zhang Kenneth R. MacLeod 《Distance Education》2015,36(3):364-382
Transactional distance has been defined as barriers to students’ engagement with learning in the online environment. This research updates Zhang’s (2003) scale of transactional distance, which quantified the extent of the barriers, in light of the massive changes in today’s web-based learning environment. The resulting revised scale of transactional distance (RSTD) is a parsimonious version with 12 elements (compared to 31 original) that measure the transactional distance between student and teacher, student and student, and student and content. The RSTD has excellent factorial validity and reliability, yields better fit statistics, and is easier and less time-consuming to apply. The transactional distance values are unique predictors of student satisfaction, which is correlated to learning and persistence (a major concern with massive open online courses). This information can form the basis for a systematic approach to improving the design of today’s contemporary open, flexible, distance education courses and thus serve as a valuable tool for researchers and educators alike. 相似文献
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This paper describes teacher educators’ understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students’ language use and provide better support for knowledge construction. Personal practical knowledge originates from teachers’ professional practice and is based on their past experience, current awareness and future expectation. Data from focus group interviews with teacher educators (N = 35) were used for content analysis. Findings demonstrate an emerging conceptualization resulting in two language modalities of personal practical knowledge, specified as: ‘language-sensitive and interpersonally oriented’ and ‘language-focused and pedagogically oriented.’ The insights contribute to building a professional practical knowledge base of language and communication-oriented teaching. 相似文献
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Marloes Muijselaar Nicole Swart Esther Steenbeek-Planting Mienke Droop Ludo Verhoeven Peter de Jong 《The Journal of educational research》2018,111(6):690-703
Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a strategy intervention to intact classrooms, consisting of reciprocal teaching and delivered by teachers. Participants were 510 typically developing fourth-grade students. A clustered randomized controlled trial was conducted with pretest, posttest, and follow-up measures to assess knowledge of reading strategies and reading comprehension. The results revealed that the intervention had an effect on knowledge of reading strategies at posttest and follow-up. However, the intervention did not affect reading comprehension performance. Together with the results of earlier studies, the present study raises the question whether strategy interventions are the most efficient to improve fourth-grade students' reading comprehension. 相似文献
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Elzette Fritz Estelle Swart 《International journal of qualitative studies in education》2013,26(4):375-387
This article gives an ethnographic glimpse of how an urban South African school mirrored a community’s sense‐making during times of rapid social change. The glimpse is extracted largely from an ethnography that was composed in 2000. In this study of school life, the biennial play was central to the year’s activities. In the play the tone, content and style reflected a performance of the discourse of the school community – a discourse of fear and despondency, while searching for hope in spiritual song. Today this previously all White, Afrikaner school is still predominantly White, as Black children’s parents prefer English‐medium schools. On the surface the school appears to be a safe haven for those who were fearful of losing their social position, their language and their way of living, but the initial breakdown of the fabric of the school does not seem to have healed during the time after the study had been completed. 相似文献
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AbstractThere has been limited research on brand legacies of the 2010 FIFA World CupTM; hence, this research examined brand image legacies of this tournament in the long run in South Africa in relation to determining the changes in international football tourists’ perceptions of South Africa as result of hosting this event. A quantitative methodology was employed to survey 391 international football tourists at fan parks and stadium precincts in five metropolitan cities in France during the 2016 UEFA European Championship, using a spatially based systematic sampling technique. The findings reveal statistically significant differences in most aspects between football tourists’ perceptions prior to, and six years after, the tournament. International football tourists’ perceptions changed positively six years after the event, including those features that were highlighted as major concerns prior to the tournament. The key findings of this study have a wider applicability to sport mega-events legacy research and body of knowledge. 相似文献
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Nathan Mitchell J. Swart Michael I. 《Educational technology research and development : ETR & D》2021,69(4):1925-1954
Educational technology research and development - Materialist design is presented as an embodied perspective on educational design that can be applied to redesign of classroom-based learning... 相似文献
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William W. Swart Kenneth R. MacLeod 《Decision Sciences Journal of Innovative Education》2020,18(1):119-137
We show how the principles of flipped learning that have been successfully applied to analytics classes taught face‐to‐face (F2F) at the undergraduate and graduate levels were emulated in corresponding online classes. Student satisfaction in the online flipped analytics classes was compared to student satisfaction in the F2F flipped analytics classes. Data were collected between the Spring 2016 and Fall 2018 semesters and involved two instructors with a sample of 726 students. The results of an independent samples t‐test showed that there was no significant difference in satisfaction between the online and F2F offerings. A binary logistics regression analysis on the data revealed that whether the flipped course was taught F2F or online had no significant effect on students recommending the course to their peers. The results suggest that flipped learning is transferrable to online analytics courses and yields student satisfaction at par with equivalent F2F flipped courses. 相似文献
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James William Swart Jennifer Richards Weiyi Zhao 《Journal of Food Science Education》2020,19(2):74-84
Consumer confidence and trust, as it relates to the food system, is one of the most sensitive areas within consumers’ understanding of food. Surveys have shown that a large majority of people would like to learn more about agriculture and food manufacturing, with young people being among those most eager for more information about where their food comes from. Food‐focused educational resources often go unused due to teachers’ lack of familiarity with the subject area, the pressures of standardized testing, and lack of alignment to state content standards. Building on the success of the Hands On Classrooms platform that developed and validated curricula with high adoption rates by teachers and a demonstrated impact on student knowledge and self‐efficacy, a new curriculum on food system and food processing was developed and pilot tested. Two teachers from rural Virginia and Tennessee participated in the study. Both teachers received online professional development prior to implementation. Students were given pretests and posttests to measure (a) what impact does the curriculum have on students’ knowledge of food systems and processing and (b) to what extent does the curriculum have an impact on student's self‐reported skills related to these topics? A total of 87 students completed the assessments and showed significant improvements from pretest to posttest on both knowledge (p < .001) and skills (p < .001) related specifically to where food comes from and how it is processed, content that is typically not covered in middle school curriculum. Further research can be undertaken to measure the impact on others in different geographic and socioeconomic areas to provide additional data to validate the program. 相似文献
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Marietjie Oswald Estelle Swart 《International Journal of Disability, Development & Education》2011,58(4):389-403
This article recounts the findings of a study that investigated pre-service teachers’ attitudes and concerns regarding inclusive education and their degree of comfort when interacting with people with disabilities after completing courses on inclusive education. One hundred and eighty pre-service teachers from one higher education institution in South Africa completed the Sentiments, Attitudes and Concerns about Inclusive Education Scale. They were all being prepared to teach at either the primary (41%) or secondary (59%) level of education. Pre-service teachers’ mean scores on the sentiments scale increased following the intervention (p < 0.001), as did the mean scores on the attitudes scale (p < 0.001). However, mean scores related to their concerns decreased (p = 0.01). With respect to the latter finding, as a result of the intervention the pre-service teachers became more worried about resources to support inclusive education (p < 0.001), the reality of large classes (p = 0.01) and their workload (p = 0.04). Recommendations based on the research findings are made, suggesting that the quality of courses on inclusive education should be enhanced in higher education institutions. 相似文献