Blended learning in higher education: professional development in a Hong Kong university     

Jennifer Catharine Evans  Hennie Yip  Kannass Chan  Christine Armatas  Ada Tse 《高等教育研究与发展》2020,39(4):643-656

ABSTRACT

Online learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning.  相似文献   

COMPENSATORY EDUCATION AND INTEGRATION     

Charles V. Willie 《Equity & Excellence in Education》2013,46(6):25-30

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Trying to Move Forward While Looking Backward: A New Boston School Desegregation Trick     

Charles V. Willie 《Equity & Excellence in Education》2013,46(2):95-102

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MINNESOTA COMMUNITY COLLEGE FACULTY ACTIVITIES AND ATTITUDES, 1956–1980     

John E. Stecklein Sr.  Reynold Willie 《Community College Journal of Research & Practice》2013,37(3):217-237

A six‐page questionnaire sent in 1980 to a 25% random sample of teachers in Minnesota's 18 public community colleges provides information that is compared with similar information collected in 1956 and 1968. The nature and extent of professional activities, sources of satisfaction and dissatisfaction with careers, attitudes toward collective bargaining, and some demographic variables of Minnesota community college teachers are described and compared.

Minnesota community college faculty members in 1980 were generally contented, as they were in 1956 and 1968. In all periods they spent most of their time on teaching‐related activities. Although the proportion involved in consulting with schools, business, and industry has doubled in the past 12 years, faculty involvement in off‐campus services is still limited. Research and scholarly writing is not a function of most of the faculty. About three‐fourths of the respondents supported collective bargaining in 1980. The most serious source of dissatisfaction, reported by 40% of the respondents in 1980 was inadequate salary. The chief source of satisfaction reported in all three periods was the opportunity to help college‐age students learn and develop. Implications of the results for a re‐examination of community college functions are discussed.

The pecking order in this state does not reflect the major contribution of this system to higher education. Working conditions, particularly in terms of load and support services are primitive. Financial rewards, the status and extra income of consulting fees are severely limited. I can no longer afford five percent salary increases and twenty percent inflation. I am currently looking for a position in private industry, which seems to have the resources education does not. (Sociology instructor)

I cannot remember a profession/job that could be more personally rewarding, spiritually constructive or totally satisfying as college teaching. (English/history instructor)  相似文献   

Assessing and Developing the Concept of Assumptions in Science Teachers     

Yip  Din Yan 《Journal of Science Education and Technology》2001,10(2):173-179

The practical work of the Hong Kong A-level biology course has been dominated by recipe-type activities. This can be related to the inadequate knowledge and skills of the teachers in teaching investigative work. Based on the responses to a written test, the present study indicates that most of the biology teachers attending a post-graduate teacher education course demonstrated a poor understanding of the notion of assumptions and could not evaluate experimental evidence with reference to the assumptions made. By using small-group and whole-class discussions with guiding questions, the teachers were able to construct successfully the concept of assumptions and develop a better appreciation of the nature and limitations of the process of scientific inquiry.  相似文献   

AN EXPERIENTIALLY‐BASED TRAINING PROGRAMME IN CIVIL ENGINEERING     

Chen Charng‐Ning  Yip Woon Kwong 《Assessment & Evaluation in Higher Education》1987,12(1):2-23

An innovative training programme providing second year students with a real taste of civil engineering practice through the construction of full‐size structures was introduced at the Nanyang Technological Institute, Singapore. Students are divided into companies, each responsible for executing the construction project for a profit, and in accordance with contract requirements in the forms of specifications and design drawings. Each company is sub‐divided into management, office and field groups. Thus the students, through a mandatory rotation of the role play, gain valuable experience in the field, office and management functions through personal involvement in such a real‐life project. To reflect the objectives of the programme, a system of assessment was developed based on the student performance at the team, group and individual levels. Due to the short history of the programme and since a true test of the effectiveness of this type of training is through the performance of the graduates, a summative evaluation is difficult to make at the present time. However, some interim feedback from the students, staff members and industrialists on students’ performance subsequent to their second year course work suggest that the programme has served well in achieving its intended objectives.  相似文献   

Autonomy in learning: Educational change as evangelism     

Willie Henderson 《Higher Education》1988,17(6):713-724

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Feasibility of the MTAI as a Selection Instrument for Pre-Service Teacher Education — A Pilot Project     

Eng Soo Peck  Katherine Yip  Lily Wong  Amy Farn  Larn Tit Loong  Frances Lee 《Asia Pacific Journal of Education》1983,5(2):20-42

The Institute of Education is the only institution in Singapore that trains and prepares individuals for the task of teaching. In order to ensure that its products, the teachers, are of a respectable calibre, not only should the training programme be reviewed regularly, but also the method of selecting trainees.  相似文献   

Context effects and the processing of spoken homophones     

Li  Ping  Yip  Michael C. 《Reading and writing》1998,10(3-5):223-243

This study examined the role of context effects in the processing of homophones in Chinese and Chinese-English bilingual speech. In Experiment 1, Chinese speakers were presented with successively gated portions of a homophone in a sentence context, and they identified the homophone on the basis of its increasing acoustic information. In Experiment 2, Chinese-English bilinguals were presented with a cross-language homophone in a sentence context, and they named a visual probe that had or did not have phonological overlaps with the homophone. Results indicate that prior sentence context has an early effect on the disambiguation of various homophone meanings, shortly after the acoustic onset of the word, in both monolingual and bilingual situations. The results are accounted for by interactive activation models of lexical processing, in which the recognition of a homophone is a result of the interactions among phonological, lexical, and contextual information at an early stage.  相似文献   

Controlled choice assignments: A new and more effective approach to school desegregation     

Michael J. Alves  Charles V. Willie 《The Urban Review》1987,19(2):67-88

The authors argue that conventional mandatory and voluntary school desegregation techniques have failed to provide minority students with maximum feasible relief from invidious discrimination because they do not redress the root causes of segregation. They demonstrate that residential-based student assignment plans as well as plans that give students limited access to a few educationally enriched magnet schools are not asymmetrical remedies to wrongful segregation and thus work to perpetuate the racial and social inequities that they purport to correct. The authors offer an alternative approach to school desegregation—controlled choice—that operates independently from residential housing patterns and which explicitly seeks to maximize personal choice within a racially unitary, equitable, and educationally enhanced system of public schooling. Controlled choice was originally pioneered in Cambridge, Mass. during the early 1980s and has recently been adopted in Little Rock, Ark., and Fall River, Mass. The policy is also being actively reviewed by several of the nation's largest school districts including Seattle, Memphis, and Boston.  相似文献