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C. Carbonell Carrera J. L. Saorín Pérez J. de la Torre Cantero A. M. Marrero González 《European Journal of Engineering Education》2011,36(5):505-512
The aim of this research was to determine whether the new geographic information technologies, included as teaching objectives in the new European Space for Higher Education Engineering degrees, develop spatial abilities. Bearing this in mind, a first year seminar using the INSPIRE Geoportal (Infrastructure for Spatial Information in Europe) was designed, involving 46 engineering students from the University of La Laguna. The spatial orientation ability development was analysed through statistical inference methods, using the Perspective Taking/Spatial Orientation Test. 相似文献
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Bart Rienties Natasa Brouwer Katerina Bohle Carbonell Danielle Townsend Anne-Petra Rozendal Janneke van der Loo 《欧洲师范教育杂志》2013,36(4):480-495
Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers’ skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers’ TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research. 相似文献
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Nicholas G. Round Richard Hitchcock Ovidio Carbonell David Wasserstein Mikel de Epalza John O. Voll 《Al-Masaq: Islam & the Medieval Mediterranean》1990,3(1):63-91
De Epalza, Míkel. Jésus Otage: Juifs, chrétiens et musulmans en Espagne (VI e‐XVII e s.(. Paris: Les Éditions du Cerf, 1987. 238pp.
Rubiera Mata, María Jesús. Bibliografia de la Literatura Hispano‐Arabe. Alicante: Universidad de Alicante, 1988. 75pp.
Bernabé Pons, Luis F. El cántlco Islámico del morisco hispano‐tunecino Taybili. Zaragoza: Institución Fernando el Católico, 1988. 275pp.
Smith, Colin. Christians and Moors in Spain, 1: 711–1150. War‐minster: Arls and Phillips, 1988. xii+179pp., 2 maps; £19.95 hardback; £8.25 paperback.
López García, Bernabé. Política y movimientos sociales en el Mágreb. Madrid: Centro de Investigaciones Sociológicas et Siglo XXI de España, 1988. xlv+207pp.
Esposlto, John L. Islam, The Straight Path. New York: Oxford University Press, 1988. x+230pp., index; paperback.
Sharq Al‐Andalus: Estudios Arabes Ed. Mikel de Epalza. Alicante: Universidad de Alicante. 2 (1985) 310pp.; 3 (1986) 296pp.
Powers, David S. Studies In Qur'ān and Hadith: The Formation of the Islamic Law of Inheritance. Berkley and Los Angeles: University of California, 1986. xiii + 263pp.
Abun‐Nasr, Jamil M. A History of the Maghrib in the Islamic period, Cambridge: Cambridge University Press, 1987.XVI + 455pp., 6 maps; £42.50 hardback; £17.50 paperback.
Thomas, C. G. (editor). Paths from Ancient Greece. Leiden: E.J. Brill, 1988. 206pp, HF1.58. 相似文献
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The purpose of this study was to explore the factors that contributed to the academic success of Haitian‐American women. This study was also conducted to determine if factors attributed to by academically successful Haitian women are related to selected demographic characteristics. Two hundred and thirteen Haitian women selected from the National Haitian Student Alliance, with at least a Bachelor’s degree, participated. They completed an online survey designed to elicit demographic information and their perception of the factors. Our results indicate that self‐motivation, financial assistance, access to resources, self‐perception and time management are among the most important factors that contributed to their academic success. Less important are community support and knowledge of a second language. Statistically significant relationships were found between a linear combination of the 16 success factors and only the following demographic characteristics: birthplace, years taken to complete college, father’s level of education and participant’s residence region. 相似文献
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This article describes the application of Problem‐Based Learning (PBL) methodology in the context of a student congress, arguing that such new approaches to learning are best‐suited to the goals of the Bologna Process. The Congress in question enabled Spanish graduate students in Psychology, many of them mid‐career professionals, to increase their learning motivation, delve deeper into the learning experience, and further apply their learning and research. By taking an interdisciplinary approach, all the teachers concerned were able to coordinate their involvement. Feedback received from students and professors confirms that the Congress promoted new strategies and skills including self‐directed learning. 相似文献
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Gwen Noteborn Katerina Bohle Carbonell Amber Dailey-Hebert Wim Gijselaers 《The Internet and Higher Education》2012,15(3):176-183
This paper analyzed the role of emotions in a virtual world (Second Life) through students' level of enjoyment and boredom and their influence on students' achievement level. The virtual world was an educational tool used to fully immerse students in the content of the course. In addition to supporting prior research on the importance of task value on academic enjoyment, the current research provides a new perspective on the relationship between academic emotions and academic success, particularly for virtual worlds. A regression analysis was conducted to measure the relationship of task value and emotions on two types of academic performance: Individual exam scores and team scores on their Second Life assignment. Pekrun's Academic Emotions Questionnaire (AEQ) was used to measure two academic emotions: boredom and enjoyment. Both academic emotions were measured on an individual level. Results from this study show that task value was positively related to enjoyment and negatively related to boredom, yet it was unrelated to academic performance. While enjoyment had a positive relationship to exam performance, boredom also had a positive relationship to the team assignment conducted in the virtual world. The possibility that students might have answered the AEQ relating to the theoretical aspects of the course instead of the practical aspects of the Second Life Assignment, may be one possible explanation for this result. 相似文献
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