‘Fathers and sons’ in Xenophon’s teaching of the man taking care of himself     

Victoria Pichugina  Vitaly Bezrogov 《History of education》2017,46(3):275-289

This article considers the oeuvre of Xenophon (c.430–354 bc) as providing an insight into the concept of ‘care of the self’ in Greek education. In many of his works the leading characters are men who take care of themselves through education. Addressing the theme of ‘fathers and sons’, Xenophon aimed to show that ‘care of the self’ is a particular way of upbringing in the family and in the polis, where the older instruct the younger in fulfilling their duties according to their age, following model examples of thought and conduct during work and leisure. Thus, with the help of specific situations involving parents and children, mentors and their pupils, Xenophon established a general framework for understanding the ancient citizens and family men, to whom education and self-education were a special means of finding their own identity in their culture.  相似文献   

Higher education and information technology: The Russian Federation state policy     

Aleksei G. Matveyev  Vitaly A. Zhuravlyov 《Educational technology research and development : ETR & D》1997,45(4):97-106

  相似文献   

Collaborative learning at the computer; How social processes ‘interface’ with human-computer interaction     

Blaye  Agnès  Light  Paul  Rubtsov  Vitaly 《European Journal of Psychology of Education - EJPE》1992,7(4):257-267

In drawing an ‘outline sketch’ of the field of research on interactional learning situations with computers, this paper attempts to provide a general framework for the contributions which follow. After a brief overview of the theoretical grounding of studies in the field, we examine the extent to which learner-computer interaction and learner-learner interaction can interfere with or support one another.

The need for a change of theoretical perspective on the role of social interaction in learning is highlighted. It is argued that viewing collaborative learning in terms of joint negotiation of a common problem space might help in defining the optimal characteristics of educational software.

Finally, the critical role of social dimensions such as social comparisons between partners is pointed out. In conclusion, the need for more local theories, taking particular account of the learning domain, is stressed.

  相似文献   

Students’ Perceptions of Learning in an Online Multiround Business Simulation Game: What Can We Learn from Them?     

Vitaly Brazhkin  Honey Zimmerman 《Decision Sciences Journal of Innovative Education》2019,17(4):363-386

Multiround business simulation games have been gaining popularity in higher education. However, certain aspects of experiential learning of individual students in the game remain unaddressed in research literature. Team assessments, such as team papers, appear a common, “natural” choice given the team‐based nature of the games but may potentially mask individual learning outcomes. In this study we use a qualitative method to glean from individual students’ papers a deeper understanding of the process of learning of individual students in a team‐based, multiround business simulation game. Our findings indicate that individual and timely assessments are necessary to identify cases of not meeting the expected individual learning outcomes for the instructor's corrective intervention. This study contributes to the understanding of the process and outcomes of student learning in a multiround business simulation game, methods of teaching a supply chain and operations class with a simulation, and methods for better aligning course goals and assessments.  相似文献   

Group work with the computer: the developing organisation of joint action     

Vitaly Rubtsov 《European Journal of Psychology of Education - EJPE》1992,7(4):287-293

This article is concerned with joint problem-solving at the computer. In particular it is concerned with the organisation of joint activity in this context (ie. the distribution and exchange of actions), and with the way in which children master the relationship between their action-organisation and the task objective. A study is reported in which pairs of 7 and 13 years olds worked on a variety of computer-based tasks involving construction of a complex motion trajectory on a display screen. Some of the pairs at both ages remained oriented toward the external characteristics of the pattern they were tracing. By contrast, some of the older pairs were very clearly oriented towards the means of pattern construction, rather than to the pattern itself. Such orientation, displayed in varying degrees by different pairs of subjects across the two samples, was reflected in the ability not only to maintain but also to successfully alter and reconstruct the coordination of individual into joint actions in the course of solving complex variants of the task.  相似文献