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1.
Core connections 总被引：1，自引：0，他引：1
2.
Jef C. Verhoeven Dirk Heerwegh Kurt De Wit 《Education and Information Technologies》2016,21(1):71-103
Since our first studies of information and communications technology (ICT) skills and ICT use at universities in 2004, ICT and its use by students has changed greatly. In order to obtain a more detailed picture of ICT skills, we first construct a new instrument to measure the self-perception of ICT skills (49 items) and of ICT use (53 items) by students. This allows us to find some patterns for ICT skills and ICT use. In order to explain these patterns, two basic hypotheses are formulated. The first suggests that positive ICT learning experiences at home, in school, and with peers could contribute to mastering a higher level of ICT skills and more frequent use of ICT among bachelor’s students, a hypothesis that aligns with Dewey’s learning theory. The second hypothesis suggests that there is a similarity between the characteristics of information systems and scientific research, and that students who identify more with scientific research would be more likely to have greater ICT skills and a higher frequency of ICT use. Both hypotheses are tested among bachelor’s students, using some important contextual variables (gender, domain of study, ICT course in secondary school or at university, and education level of parents). It can be concluded that there is a relationship between the ICT learning experience and the research-oriented identity commitment of bachelor’s students on the one hand, and their command of ICT skills and the frequency of use of computers, ICT instruments, and ICT programs on the other. 相似文献
3.
Many higher education (HE) system reforms in the past decades have been built on the paradigm of New Public Management (NPM). However, these reforms have not allowed HE to fully take its value for society into account. In recent years a growing call can be heard to orient the HE sector towards more collaboration, a focus on a larger set of socio-economic objectives instead of on performance alone, less pressure, more trust and legitimacy. In this article, it is stated that NPM has not sufficiently enabled the creation of public value (PV) by the HE sector. This article provides (1) insight into the flaws of NPM, (2) an understanding of PV for HE and (3) a new model to study HE reforms built on the concept of PV. 相似文献
4.
Stakeholders in Universities and Colleges in Flanders 总被引：1，自引：0，他引：1
5.
Qiuwen Chen Wenqing Shi Jef Huisman Stephen C Maberly Jianyun Zhang Juhua Yu Yuchen Chen Daniele Tonina Qitao Yi 《国家科学评论(英文版)》2020,7(9):1449
Hydropower development is the key strategy in many developing countries for energy supply, climate-change mitigation and economic development. However, it is commonly assumed that river dams retain nutrients and therefore reduce downstream primary productivity and fishery catches, compromising food security and causing trans-boundary disputes. Contrary to expectation, here we found that a cascade of reservoirs along the upper Mekong River increased downstream bioavailability of nitrogen and phosphorus. The dams caused phytoplankton density to increase with hydraulic residence time and stratification of the stagnant reservoirs caused hypoxia at depth. This allowed the release of bioavailable phosphorus from the sediment and an increase in dissolved inorganic nitrogen as well as a shift in nitrogen species from nitrate to ammonium, which were transported downstream by the discharge of water from the base of the dam. Our findings provide a new perspective on the environmental impacts of river dams on nutrient cycling and ecosystem functioning, with potential implications for sustainable development of hydropower worldwide. 相似文献
6.
Jef C. Verhoeven Dirk Heerwegh Kurt De Wit 《Education and Information Technologies》2012,17(1):109-133
Do ICT skills of freshmen change in 6 months at the university? What is the contribution of learning styles (or patterns)
to the explanation of the variance in self-perceived ICT skills and the possible change in these skills? And what is the contribution
of learning styles and of gender, social class, and ICT course attendance to the explanation of the variance in these skills?
To answer these questions, data were collected in a panel research project that recruited 714 freshmen at a large Belgian
university. The data show that the ability of the students to maintain a computer and to develop a website improves at the
university but not the ability to use the Internet or to apply basic ICT skills. The analyses show that there is a link, albeit
weak, between learning styles and self-perceived ICT skills. Learning styles can partially explain differences between groups
of students with different characteristics. The data show that having a certain learning style might influence the perception
of students of their ICT skill, but learning styles do not allow one to predict the change in the self-perceived ICT skills
of the students. 相似文献
7.
During the school year 2008?C2009, the Ministry of Education and Training of Vietnam launched the ??Year of ICT?? to produce a breakthrough in educational innovation. In light of this development we have carried out a policy analysis to study the national vision on ICT in education. The policy analysis takes into account a decade of governmental policy guidelines on ICT and education, starting from 2000??the year that the Ministry announced its Master Plan for ICT in education. A critical analysis puts rationales in perspective. Exploratory analysis at the level of five provincial teacher education institutions sheds light on the impact of these guidelines in teacher education. 783 educators completed a self-report questionnaire addressing factors of access, capacities and actual use of ICT in teaching practice. To assess the adopted discourse and operational planning, technology plans of the different institutions are analyzed. It is argued that unbalanced operational planning in the technology plans led to a gap between the current rhetoric in policy guidelines, vision statements of the institutions and the reality in teaching practice. 相似文献
8.
In this paper, we present a new approach to studying the perception- action linkage in sport. The approach and the sport-specific paradigms associated with it are aimed at exploring the 'covert' processes underlying decision-making and decision alterations before and during the course of action execution. The approach introduced here is based on Coles' (1989) work applying the chronometric approach in various paradigms using warning and imperative stimuli (i.e. valid and invalid cueing). Coles also demonstrated the efficacy of the 'lateralized readiness potential' as a measure which reflects the correct and incorrect activation of motor responses (i.e. the covert processes underlying error elicitation). The chronometric approach, which takes into account the warning and imperative stimuli as well as action initiation, execution and alteration, is recommended for the study of expertise behaviour in sport. It is predicted that lateralized readiness potential patterns will differ between experts and novice performers. Several hypotheses are derived, and paradigms suggested, to explore the 'covert processes' underlying expertise in the motor domain. 相似文献
9.
Jef Van den Branden & José Lambert 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(3):251-260
Open and Distance Learning (ODL) is much more than a didactic or technological issue. On the basis of contemporary approaches to culture, it is both an agent and a barometer of culture: culture influences the appearances, models and contents of ODL, but is influenced itself as well by the ODL phenomenon. Illustration of the point is made through an analysis of the historic roots of ODL in comparison with Europe's contemporary transnational and technology based ODL. The analysis results in an agenda for important cultural issues, such as the institutional character of ODL, its contribution to Europe's competitiveness, the shaping of a European citizenship, and the nature of European ODL in terms of its cultural barriers and cultural assets. The ambiguity of culture typically emerges when looking at language. European transnational, and especially technology based ODL, may be hindered by the multilingual societies of Europe, and remain so as long as language policies are imposed. It is advocated that language policies be replaced with language management, applied in a creative way (eg, by implementing appropriate technical solutions). The final question examined here, is whether these problems and solutions are particular to Europe, or whether there are good reasons for acknowledging the cultural origins, barriers and assets of a wider ODL model. 相似文献
10.
在阐述比利时博士生培养情况的基础上,利用比利时博士生的一系列基本数字,研究分析了比利时弗拉芒区大学在不同的研究领域、男性、女性博士研究生所获得博士学位的差异及其相关原因. 相似文献