This study investigated how peer comments made using a video annotation tool (VAT) through an online learning community improved student-teachers’ level of reflective thinking and communication competence throughout the simulated (i.e., role-play) context of consultation practice. Eighty student-teachers from two classes of the course “Comprehensive School Guidance” participated in this study, and all recorded two videos for their tripartite practice on parent consultation for self-evaluation and peer comment. Forty student-teachers were in the comparison class and provided general comments to their peers on the learning platform, while those in the experimental class used the VAT on the learning platform to provide specific comments to their peers. Two post-practice online questionnaires and reflective journal entries, which aimed to measure communication competence and reflective thinking ability, were administered to the student-teachers after the first and second consultation practice. The reflective journal entries were segmented into units of analysis that were scored using a 4-level model of reflective thinking (from 1 to 4), with a higher score indicating demonstration of a higher level of reflective thinking for that particular segment. Both the number of reflective notes made and the average level of reflective thinking in student-teachers’ journal entries were indicators of reflective thinking ability. Two mixed ANOVAs were conducted to examine whether student-teachers in the experimental (VAT) class improved their reflective thinking ability and communication competence more significantly than those in the comparison (non-VAT) class. The results showed that student-teachers in both the VAT and non-VAT classes had statistically higher scores for communication competence and reflective thinking in the second role-play practice. Student-teachers with the support of VAT, in comparison to those without, significantly improved their average reflective thinking ability. Focus group interviews were also conducted to investigate how VAT could support student-teachers’ learning process and to learn their perceptions of the strengths and limitations of the VAT. The results indicated that the VAT could enhance student-teachers’ learning by reducing communication barriers created by the tendency to avoid direct observations of peers’ weaknesses, enhancing reflection-in-action during practice, and contextualizing written comments by referring to specific video segments. However, student-teachers felt that the VAT should also allow users to draw on the video screens.
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Shek Mabel Mei-Po Leung Kim-Chau To Peter Yee-Lap 《Education and Information Technologies》2021,26(4):4329-4352
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Nancy L. To Elizabeth L. Tighe Katherine S. Binder 《Journal of Research in Reading》2016,39(2):171-188
For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological awareness explained unique variance in word reading and reading comprehension. In addition, we investigated the effects of orthographic and phonological opacity in morphological processing. Results indicated that adults with low literacy skills were more impaired than skilled readers on items containing phonological changes but were spared on items involving orthographic changes. These results are consistent with previous findings of adults with low literacy skills reliance on orthographic codes. Educational implications are discussed. 相似文献
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张丽娟 《山西广播电视大学学报》2002,7(1):89-90
21世纪是努力使人的个性全面和谐发展的世纪.思想政治课只有在求新、求真、求美中大胆实践,不断探索,切实做到以学生为本,才能适应新世纪的要求,才能把我们的学生培养成为有理想、有道德、有文化、有纪律的社会主义事业的建设者和接班人. 相似文献
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Tiantian Kong Jun Wu Kelvin Wai Kwok Yeung Michael Kai Tsun To �� Liqiu Wang 《Biomicrofluidics》2013,7(4)
We report a facile and robust microfluidic method to fabricate polymeric core-shell microspheres as delivery vehicles for biomedical applications. The characteristics of core-shell microspheres can be precisely and easily tuned by manipulating the microfluidic double emulsion templates. The addition of a shell can significantly improve the versatility as well as functionality of these microspheres as delivery vehicles. We demonstrate that the nature of the shell material plays an important role in the properties of the core-shell delivery vehicles. The release kinetics is significantly influenced by the material of the shell and other characteristics such as the thickness. For example, by adding a poly(lactic-co-glycolic acid) (PLGA) shell to an alginate core, the encapsulation efficiency is enhanced and undesired leakage of hydrophilic actives is prevented. By contrast, adding an alginate shell to PLGA core can lead to a reduction of the initial release rate, thus extending the release period of hydrophobic actives. Microfluidic fabrication enables the generation of precisely controlled core-shell microspheres with a narrow size distribution, which enables the investigation of the relationship between the release kinetics of these microspheres and their characteristics. The approach of using core-shell particles as delivery vehicles creates new opportunities to customize the release kinetics of active ingredients. 相似文献
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This study explored the antecedents of students’ intention to participate in computer-based course evaluation. The study proposed an extended Technology Acceptance Model (TAM) that integrated subjective norm and perceived relevance into TAM. Based on the responses from 149 business school students in Macao, the study identified the direct and indirect effects of subjective norm and perceived relevance on perceived ease of use, perceived usefulness and students’ intention to participate in computer-based course evaluation. The results of structural equation modelling showed that subjective norm had a positive, strong and significant effect on perceived relevance that in turn affected perceived ease of use and perceived usefulness. Besides, subjective norm and perceived usefulness had direct effects on students’ intention to participate in computer-based course evaluation. Thus, subjective norm played a major role in affecting Chinese students’ participation in course evaluation. 相似文献
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Charles C. Helwig Sharon To Qian Wang Chunqiong Liu Shaogang Yang 《Child development》2014,85(3):1150-1167
This study examined judgments and reasoning about four parental discipline practices (induction or reasoning and three practices involving “psychological control”; Barber, 1996; two forms of shaming and love withdrawal) among children (7–14 years of age) from urban and rural China and Canada (N = 288) in response to a moral transgression. Children from all settings critically evaluated love withdrawal and preferred induction. Despite being perceived as more common in China than in Canada, with age, parental discipline based on shaming or love withdrawal was increasingly negatively evaluated and believed to have detrimental effects on children's feelings of self‐worth and psychological well‐being. Some cultural variations were found in evaluations of practices, perceptions of psychological harm, and attribution of parental goals. 相似文献
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Higher education institutions are competing with one another to recruit students. As a major developing country with emphasis on human capital development, China has the largest group of tertiary students studying locally and aboard, including cross-border students in the Greater China region. This paper examines the destination choice of cross-border Chinese students. The empirical findings reveal that the most important attributes are programme reputation, recognition of university qualifications, availability of course information, safety and cost of living in the host cities. Importance-performance analysis was applied to the survey data. Results show that students are satisfied with the safety aspect, but not with the cost of living. Regression analysis indicates that student satisfaction was significantly affected by the perceived value of the programme, followed by accessibility. These findings can help improve the quality of education services of higher education administration by addressing the perceptions and concerns of cross-border Chinese students. 相似文献
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