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1.
Don Passey 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):972-986
This theoretical paper is concerned with problematising the rethinking of theoretical backgrounds associated with one of the commonly used educational technology terms (fields)—technology-enhanced learning—in the wider context of scholarship. Examples will show that the term itself is now used beyond its apparent, stated scope, that it is used in a number of varied ways, and that this is in itself problematic. The ways in which the term is used will be identified, and from these a strategic categorisation to rethink the use of the single term in areas of scholarship (particularly research and teaching) will be proposed, offering terms specifically encompassing the realms in which technologies are being used. From this categorisation, it will be shown that each specific category is based on different conceptions related to or arising from practice. Consequently, ways that theoretical backgrounds should be considered will be explored in each case. While existing theoretical backgrounds enable conceptual underpinnings in some of those cases, in other cases it will be shown that there are currently no fully developed theories or limited theoretical frameworks available. The paper will conclude by identifying key research areas needed if we are to develop and take pertinent aspects of scholarship further forward. 相似文献
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Following treatment in a therapeutic day treatment program, a group of 35 maltreated children were compared to a matched group of 35 maltreated children who had not been enrolled in a therapeutic day treatment program. The results of matched pairs t-test analyses indicated that the treatment subjects had significantly higher developmental scores in five areas of development--fine motor, cognitive, gross motor, social/emotional, and language. Further, pretest and posttest comparisons of the percentile scores of the treatment group indicated that the posttest scores were significantly higher than the pretest scores. This study demonstrates that remediation of developmental delays in maltreated children under the age of 6 years can be accomplished through an intensive day treatment program. 相似文献
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Two studies ask whether scaffolded children (n = 243, 5–6 years and 9–10 years) recognize that assistance is needed to learn to use complex artifacts. In Study 1, children were asked to learn to use a toy pantograph. While children recognized the need for assistance for indirect knowledge, 70% of scaffolded children claimed that they would have learned to use the artifact without assistance, even though 0% of children actually succeeded without assistance. In Study 2, this illusion of self-sufficiency was significantly attenuated when observing another learner being scaffolded. Learners may fail to appreciate artifacts’ opacity because self-directed exploration can be partially informative, such that learning to use artifacts is typically scaffolded instead of taught explicitly. 相似文献
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From a number of ML estimators (typically unbiased) of practical interest which include the variance for a Gaussian distribution, the standard deviation for a Laplace distribution, the variance for a Rayleigh distribution and a “spread parameter” for a Cauchy distribution, we design robust estimators according to an emphasis balance between normalized performance and normalized robustness. We measure performance with inverted MSE and robustness with a differential geometric approach. 相似文献
7.
Disseminating the right information to the right audience: cultural determinants in the use (and misuse) of rankings 总被引:1,自引:0,他引:1
Rankings and league tables, or Report Cards (RCs), of Higher Education Institutions have become a global phenomenon. Their
purpose, it is claimed, is to help “student-consumers” make informed decisions. Yet the degree to which RCs succeed in helping
students in their college choice is disputed. Even though RCs are intended for all, which information is sought and how it
is used may differ between potential students hailing from different social, economic and cultural backgrounds. In particular,
RCs may neglect certain cultural determinants that influence students’ college choice behaviour. The article reviews the literature
on the cultural determinants of college choice and especially the use of RCs in the ambit of cultural determinants. In the
United States, possibly because of evident educational gaps between ethnic groups in society, the issue of cultural perceptions
in college choice has been addressed, albeit scantly. In Europe, this field of study is virtually non-existent, despite increasing
indications that second and third generation immigrants still lag behind in terms of higher education participation and graduation
rates.
相似文献
Jürgen EndersEmail: |
8.
An Assessment of Statistical Process Control-Based Approaches for Charting Student Evaluation Scores
Xin Ding Don Wardell Rohit Verma 《Decision Sciences Journal of Innovative Education》2006,4(2):259-272
We compare three control charts for monitoring data from student evaluations of teaching (SET) with the goal of improving student satisfaction with teaching performance. The two charts that we propose are a modified p chart and a z‐score chart. We show that these charts overcome some of the shortcomings of the more traditional charts for analyzing SET data. A comparison of three charts (an individuals chart, the modified p chart, and the z‐score chart) reveals that the modified p chart is the best approach for analyzing SET data because it utilizes distributions that are appropriate for categorical data, and its interpretation is more straightforward. We conclude that administrators and faculty alike can benefit by using the modified p chart to monitor and improve teaching performance as measured by student evaluations. 相似文献
9.
S.K. Richardson A. Richardson H. Trip K. Tabakakis H. Josland V. Maskill 《高等教育研究与发展》2015,34(5):986-1000
While natural disasters have been reported internationally in relation to the injury burden, role of rescuers and responders, there is little known about the impact on education in adult professional populations. A 7.1 magnitude earthquake affected the Canterbury region of New Zealand on 4 September 2010 followed by more than 13,000 aftershocks in the three years to September 2013. As part of a larger study, a mixed method survey was used to explore factors impacting nurses engaged in education through polytechnic and university courses. This paper presents factors that were self-identified by students as supporting their ability to continue with education. Participants were recruited from three nursing settings: undergraduate nursing students, Registered Nurses (RNs) engaged in post-registration education and RNs engaged in postgraduate courses. A total of 290 participants took part in the study. A number of factors identified by participants could be addressed in pre-disaster course planning and curriculum design; through education and support of both students and staff; and the active promotion of personal, professional and institutional resilience. 相似文献
10.
John T.E. Richardson 《Assessment & Evaluation in Higher Education》2015,40(3):439-455
In the UK and other countries, the use of end-of-module assessment by coursework in higher education has increased over the last 40?years. This has been justified by various pedagogical arguments. In addition, students themselves prefer to be assessed either by coursework alone or by a mixture of coursework and examinations than by examinations alone. Assessment by coursework alone or by a mixture of coursework and examinations tends to yield higher marks than assessment by examinations alone. The increased adoption of assessment by coursework has contributed to an increase over time in the marks on individual modules and in the proportion of good degrees across entire programmes. Assessment by coursework appears to attenuate the negative effect of class size on student attainment. The difference between coursework marks and examination marks tends to be greater in some disciplines than others, but it appears to be similar in men and women and in students from different ethnic groups. Collusion, plagiarism and personation (especially ‘contract cheating’ through the use of bespoke essays) are potential problems with coursework assessment. Nevertheless, the increased use of assessment by coursework has generally been seen as uncontentious, with only isolated voices expressing concerns regarding possible risks to academic standards. 相似文献