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Charalambos Vrasidas Michalinos Zembylas Cyprus Richard Chamberlain 《Educational Media International》2013,50(3-4):201-208
The purpose of this paper is to discuss the complexities and issues involved in the evaluation of distance education and virtual schooling. In order to provide an anchor to the issues involved in evaluating online projects we first present the evaluation design of a virtual high school project. Then, the emphasis of the paper is on the goals of the evaluation, stakeholder analysis, evaluator role, data collection, and data analysis. Finally, we discuss the need for evaluation of distance education and the ethical responsibility of the evaluators involved.De la complexité de l'évaluation de l'éducation à distance et de la scolarité virtuelle. Le but de cet article est de discuter des complexités et des problèmes posés par l'évaluation de l'éducation à distance et de la scolarité virtuelle de façon à fournir un ancrage aux problèmes impliqués dans l'évaluation de projets en lignes, nous présentons d'abord un schéma d'évaluation d'un projet d'école secondaire virtuelle. Ainsi l'article met l'accent sur les objectifs de l'évaluation, l'analyse du dépositaire d'enjeux, le rôle de l'évaluation, la collecte des données et leur analyse. Finalement, nous discutons du besoin de l'évaluation de l'éducation à distance et de la responsabilité éthique des évaluations impliquées.Komplexitäten in der Auswertung von Distance Education und virtueller Schulung. Der Zweck dieses Beitrags ist, die mit der Auswertung von Distance Education und virtueller Schulung verbundenen Komplexitäten und Fragen zu erörtern. Als Ausgangspukt zu den Fragen, die mit der Bewertung von Online-Projekten verbunden sind, zeigen wir zuerst den Auswertungsentwurf für ein virtuelles High-School-Projekt. Dann liegt der Schwerpunkt des Papiers auf den Zielen der Auswertung, Interessengruppenanalyse, Auswerterrolle, Datenerfassung und Datenanalyse. Zuletzt erörtern wir den Bedarf nach Auswertung von Distance Education und die ethische Verantwortung der eingebundenen Auswerter. 相似文献
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Agathangelou Sofia A. Charalambous Charalambos Y. 《Journal of Mathematics Teacher Education》2021,24(5):431-458
Journal of Mathematics Teacher Education - Given the scarcity of studies explicitly exploring the often tacit assumption that teachers’ content knowledge (CK) is pre-requisite of pedagogical... 相似文献
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Elena C. Papanastasiou Michalinos Zembylas Charalambos Vrasidas 《Journal of Science Education and Technology》2003,12(3):325-332
A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old U.S.A. students, based on the data from the Program for International Student Assessment (PISA). The results of this study show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example, after controlling for the student's socioeconomic status in the United States of America, the results indicated that the students who used computers frequently at home, including for the purpose of writing papers, tended to have higher science achievement. However, the results of this study also show that science achievement was negatively related to the use of certain types of educational software. This indicates a result similar to that found in the TIMSS data, which might reflect the fact that teachers assign the use of the computer and of educational software to the lower achieving students more frequently, so that these students can obtain more personal and direct feedback through educational software. 相似文献
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David Blazar David Braslow Charalambos Y. Charalambous Heather C. Hill 《Educational Assessment》2017,22(2):71-94
New systems that seek to evaluate teachers with regard to their classroom quality often rely on observation instruments that capture general instructional pedagogies. However, decades of research suggest that content-specific dimensions of instruction also are important to differentiate teachers and improve student outcomes. We explore the degree of overlap between a general and a content-specific instrument when capturing upper elementary teachers’ mathematics instruction. To do so, we conducted exploratory and confirmatory factor analyses on data from more than 2,000 videotaped lessons scored using both the Classroom Assessment Scoring System, a general instrument, and the Mathematical Quality of Instruction, a content-specific instrument. Findings indicate that there is some overlap between instruments but that preferred factor structures include both general and content-specific practices. 相似文献
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Charalambos Vrasidas 《Educational Media International》2013,50(2):97-98
The authors were asked to design and develop a large-scale, web-based learning environment that would effectively assist international aid workers in conducting their daily tasks in the field, at home and in the office in a safer and more secure fashion. The design, development and dissemination of the training needed to be done quickly, inclusively and on a broad scale. This article describes related analysis, design and development, and in doing so illustrates the adoption and use of a unique, blended design approach. 相似文献
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Charalambos Vrasidas 《Educational Media International》2013,50(1):1-2
The present qualitative research study addressed the overall research question of college students’ pretention dynamics in the context of a university setting. Thirty‐five Mac users were interviewed on a university campus that exclusively supports PC machines. Mac users shared four self‐admitted pretensions related to using Macintosh computers. First, participants asserted that Apple brand computers set social trends and that owning a Mac was perceived to make one to stand out positively. Second, Mac users shared their personal views that Macs are superior in technology and that PC technology is simply attempting to mimic Apple’s strides forward. Third, Mac users described various perceived social stigmas associated with owning Macs, such as the “artsy” label, the “cool” factor, and common socio‐economic assumptions associated with Mac ownership. The fourth dynamic of participants’ self‐admitted pretensions concerned their tendency to vocalize personal opinions of Mac’s superiority, with the aim of “converting” PC users. Voreinstellungen von Mac Usern an einem überwiegend PC‐nutzenden Universitätscampus Die vorliegende Qualitätforschungsstudie sprach die Bewahrungsdynamik der Collegestudenten im Kontext einer Universitätseinrichtenung an. Fünfunddreißig Mac Benutzer wurden auf einem Universitätscampus interviewt, der ausschließlich PC‐Maschinen unterstützt. Mac Benutzer bearbeiteten vier selbstdefinierte Ansprüche, die sich aus der Nutzung von Macintoshmaschinen ihrer Meinung nach ergaben. Erstens: Apple‐Computer erzeugen soziale Trends und der Besitz eines Mac‐Computers wurde für den Besitzer positiv bewertet. Zweitens: Mac‐Computer gelten als überlegene Technologie. PC‐Technologie versucht einfach, die Apple‐Technologie nachzuahmen. Drittens: Mit dem Besitz eines Mac werden auch soziale Wertungen verbunden, wie “artsy” Einstellungen oder der “cool”‐Faktor. Viertens: Es gibt eine Neigung, persönliche Meinungen der Mac‐Überlegenheit zur Beeinflussung von PC‐Benutzern zu verbalisieren. Les prétentions avouées des utilisateurs de Mac sur un campus universitaire à dominante PC La présente étude de recherche qualitative a porté sur les manifestations de prétention des étudiants dans un contexte universitaire. On a interviewé trente cinq utilisateurs de Mac sur un campus universitaire qui recommande l’usage exclusif des ordinateurs PC. Les utilisateurs de Mac ont reconnu qu’ils partageaient quatre préjugés par rapport à l’utilisation des ordinateurs Mac. Tout d’abord les ordinateurs de marque Apple vous marquent comme étant à la page sont perçus comme donnant une image positive de vous. Ensuite les Macs possèdent une technologie supérieure alors que la technologie PC semble n’être qu’une simple tentative pour imiter les avancées de Mac. Il y a ensuite des points négatifs que l’on associe à la possession des Macs comme le côté «bohême» et le facteur «sympa». Le quatrième point, c’est la tendence à crier haut et fort ce qu’on pense de la supériorité de Mac dans le but de «convertir» les utilisateurs de PC. Las pretensiones reconocidas de los usuarios de Mac en un campus universitario donde prevalecen los PC La presente investigación cualitativa trata de la dinámica presuntuosa de los estudiantes en el marco de un contexto universitario. Treinta y cinco usuarios de Mac han sido encuestados en un campus universitario que preconiza el uso exclusivo de los PC. Los usuarios de Mac segun sus propios testimonios compartían cuatro pretensiones en relación con el uso de los ordenadores Macintosh. En primer lugar los ordenadores de la marca Apple establecen modas sociales y la posesión de un Mac da la impresión de que Vd ofrece una imagen positiva. En segundo lugar, la tecnología de Mac es superior mientras la tecnología de los PC no es más que un intento para remedar los avances de Mac. En tercer lugar hay ciertos estigmas sociales acerca de la posesión de Macs, entre otros la etiqueta «bohemio» y el factor «majo». En cuarto lugar se nota la tendecia a expresar sus opiniones sobre la superioridad de Mac con el fin de «convertir» a los usuarios de PC. 相似文献
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Petros Panaou Charalambos Vrasidas Christiana Aravi 《Educational Media International》2013,50(2):151-152
Abstracts English: This study examined the effectiveness and efficiency of a three‐dimensional virtual reality simulation model designed to train kindergarten teachers in the understanding of kindergarten children's needs and perceptions. Statistical analysis of the data indicates that the kindergarten teachers who were trained through the virtual reality technology were significantly more understanding of children's needs and perceptions than those trained through the workshop method. Thus, in light of the results of the study, it is suggested that teacher trainers should favourably consider using virtual reality simulation models in the training of kindergarten teachers in order to maximize the effectiveness of the teacher‐training process. 相似文献
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Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry 总被引：1，自引：0，他引：1
This article discusses the possibility of using nonprofessional tutoring as means for advancing low achievers in secondary
school mathematics. In comparison with professional, paraprofessional, and peer tutoring, nonprofessional tutoring may seem
less beneficial and, at first glance, inadequate. The described case study shows that nonprofessional tutors may contribute
to students' understanding and achievements, and thus, they can serve as an important assisting resource for mathematics teachers,
especially in disadvantaged communities. In the study, young adults volunteered to tutor low-achieving students in an urban
secondary school. Results showed a considerable mean gain in students' grades. It is suggested that affective factors, as
well as the instruction given to tutors by a specialized counselor, have played a major role in maintaining successful tutoring. 相似文献