排序方式： 共有9条查询结果，搜索用时 218 毫秒
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ByHowardFerfon 《电子出版》1997,(11):45-45
美国历史上最富传奇色彩的事件是加利福尼亚淘金潮。1948年在Sutter’sHill发现开会后不久，有4万多个淘金者手持工具涌向加利福尼亚寻找财富。不幸的是他们当中很少人迅速致富，而许多声称“找到了金子”的人，他们的发现最终被证明只是灿烂的石头或愚人金。从很多意义上来讲，互联网（WorldWideWeb）是1997年的淘金热潮。许多公司纷纷创立网页，进入国际互联网，意欲迅速致富。在网页中有没有金子？还是你将财力物力花在网页设计上，却发现一大堆的愚人金呢？很少国际互联网企业迅速致富，例外的只有一些将国际互联网用作直接销售渠道的… 相似文献
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Student Motivation to Learn via Computer Conferencing 总被引：1，自引：0，他引：1
This study investigates why some university students appear motivated to learn via computer conferencing (CC) whereas others do not, exploring the correlations of three key aspects of student motivation—reasons for engaging in academic learning (goal orientation), beliefs that they can acquire the ability to use CC (self-efficacy), and beliefs that learning to use CC will help them learn the course material (outcome expectations)—with satisfaction and with the frequency of CC contributions. Participants (n = 79) came from 4 graduate-level face-to-face courses and 1 undergraduate DE course. The results suggest that students who believe that CC will help them learn the course material are more likely to express satisfaction and to be active online, that students who believe that they are capable of learning how to use CC are more likely to be active online, and that students who are concerned about their relative performance compared to others tend to send fewer messages to conferences where online activity is not graded. Practical implications for instructors and suggestions for future research are described. 相似文献
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Kemi OJ Rognmo O Amundsen BH Stordahl S Richardson RS Helgerud J Hoff J 《Journal of sports sciences》2011,29(2):161-170
Maximal strength training with a focus on maximal mobilization of force in the concentric phase improves endurance performance that employs a large muscle mass. However, this has not been studied during work with a small muscle mass, which does not challenge convective oxygen supply. We therefore randomized 23 adult females with no arm-training history to either one-arm maximal strength training or a control group. The training group performed five sets of five repetitions of dynamic arm curls against a near-maximal load, 3 days a week for 8 weeks. This training increased maximal strength by 75% and improved rate of force development during both strength and endurance exercise, suggesting that each arm curl became more efficient. This coincided with a 17-18% reduction in oxygen cost at standardized submaximal workloads (work economy), and a 21% higher peak oxygen uptake and 30% higher peak load during maximal arm endurance exercise. Blood flow assessed by Doppler ultrasound in the axillary artery supplying the working biceps brachii and brachialis muscles could not explain the training-induced adaptations. These data suggest that maximal strength training improved work economy and endurance performance in the skeletal muscle, and that these effects are independent of convective oxygen supply. 相似文献
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Two hypotheses derived from Keegan's theoretical framework of reintegration in distance education formed the focus for this investigation. Opportunities for peer contact and support were re‐integrated into an existing distance education program for the purpose of affecting achievement, self‐perception of learning achievement, final academic standing (including non‐completion), and attitudes. The analysis was conducted in two parts; one based on an experimental sample and the other based on a larger general sample. No significant differences were found between levels of the experimental variable, but peer contact was found to significantly discriminate between levels of both course completion and final academic standing in one of the targeted courses based on the general sample. 相似文献
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Lynn McAlpine Cheryl Amundsen Mieke Clement Greg Light 《Studies in Continuing Education》2013,35(3):261-280
In this paper, academic developers from universities in three countries explore underlying assumptions about what we as developers do and why we do it in relation to evaluating development programs. Through addressing three questions, key ideas emerge that highlight what is often overlooked in day-to-day practice: the fact that academic development has a ‘signature pedagogy’ defined by the ‘learning paradigm’; the potential role of different stakeholders in setting criteria for evaluation; and the inclusion of non-traditional academic development literatures (e.g., adult education, educational change, organizational development) to avoid perpetuating established practices. Our intent is to intellectually challenge ourselves and others to move beyond sharing program and evaluation activities to explore ideas and literature not often considered in our day-to-day work. While the context is academic development, we believe the questions and the answers that emerged are of value to all involved in staff and professional development. 相似文献
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Identity and agency: pleasures and collegiality among the challenges of the doctoral journey 总被引：1，自引：1，他引：0
How do doctoral students develop their identities as academics? In this analysis, we explore identity from the perspective of agency – humans as active agents. The analysis was based on the collective data from three earlier studies in different contexts. Embedded in the data were expressions of agency linked to affect – both positive and negative – in which doctoral students were acting to shape and not just be shaped by their experiences. Key findings were evidence of collective student identity as well as supervisors modeling and affirming student agency. Both these findings are pertinent in rethinking doctoral pedagogies: the latter provides a model for supervisors to explicitly model student agency, and the former suggests the value of creating opportunities for collective identity in which students act as positive agents in improving their own doctoral experiences. 相似文献
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Our longitudinal qualitative research program examining doctoral student, post‐PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena; and encompassing transitions across roles. This paper demonstrates how the construct of ‘identity‐trajectory' which links a narrative approach with identity construction contributes to understanding how early career academics learn through experience and navigate their journeys. 相似文献
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