Research into Practice: Current Trends in Educational Technology Research: The Study of Learning Environments     

William Winn 《Educational Psychology Review》2002,14(3):331-351

Educational technology research has passed through a number of stages, focusing, in turn, on the content to be learned, the format of instructional messages, and the interaction between computers and students. The field is now concerned with the study of learning in complete, complex, and interactive learning environments. These environments allow both the simulation of experiences that students might have in the real world and also the creation of compelling experiences that cannot normally be experienced directly. Learning environments also often allow students to communicate their own ideas with the use of a variety of symbol systems. These environments are also frequently inhabited by more than one person, making learning within them a social activity where learning is distributed among both people and artifacts. Finally, these learning environments are complex. Studying how they contribute to learning therefore requires research methods other than controlled experiments. This paper reviews research on learning environments to give both an historical perspective on educational technology research and a selective view of the current state of the discipline. It concludes by identifying implications for both practice and future research.  相似文献   

Student Loans: are the Policy Objectives being Achieved?     

Sandra Winn  & Richard Stevenson 《Higher Education Quarterly》1997,51(2):144-163

This paper examines two of the stated objectives of the government's student loans scheme, 'to increase the resources available to students' and 'to increase economic awareness among students, and their self reliance'. Following Farrell and Tapper (1992) we also consider a third, less explicit objective, that of exerting an influence on the shape of higher education itself, through economic pressure on students to select courses that are earnings related and vocationally oriented.
The results of a survey of a random sample of students conducted annually between 1992 and 1996 at the University of Brighton demonstrate a substantial increase in student debt over this period. Among students increasing support for the principles underlying the loan scheme was found, as were high levels of 'economic awareness' and 'self-reliance'. There was no evidence of a demand for changes in the pattern of course provision and it is suggested that this is because of the way in which students have responded to their changed financial situation, in particular the high reliance of many on part-time employment in preference to student loans and a desire to maximise current rather than future earnings.  相似文献   

Co-operation,learning and co-operative values     

Joss Winn 《教育政策杂志》2017,32(2):253-254

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Is there a link between hearing aid use, employment, and income?     

Winn S 《American annals of the deaf》2006,151(4):434-440

This paper examines hearing aid use by 60 congenitally deaf individuals who attended special education units in South Australia. The study indicates that only one-third to half of deaf adults wore their hearing aids in social situations for speech detection. Just over one-third (n = 22) of the deaf adults involved in this study wore their hearing aids at work and less than half (n = 27) wore their hearing aids at home. Younger deaf adults were more likely to wear their hearing aids in the home than older deaf adults. Younger deaf adults tended to wear their hearing aids more frequently when they were at school if they had perceived their teachers had a positive attitude to deafness. This study found that there was no statistically significant relationship between wearing hearing aids and employment status. There was also no statistically significant difference in hearing aid use between men and women. The low use of hearing aids could be attributed at least in part to the current Australian policy regarding supply and servicing of hearing aids to congenitally deaf individuals which ceases to be free after the individual reaches 21 years of age.  相似文献   

The structure of multiple free associations to words,black-and-white pictures,and color pictures     

William Winn 《Educational technology research and development : ETR & D》1976,24(3):273-293

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Visualization in learning and instruction: a cognitive approach     

William Winn 《Educational technology research and development : ETR & D》1982,30(1):3-25

This article is based on the premise that instruction involves the control of cognitive processes by means of carefully selected instructional strategies. Visual cognitive processes having to do with perception, the assimilation of new information, and learning by means of analogy are examined, and particular instructional strategies by which each process can be controlled are identified. Ways of improving mental skills (i.e., those visual processes at which the learner is relatively adept) are discussed. Conclusions are drawn regarding relationships between visual learning and instruction, and implications for research and design are examined. Research for this article was conducted while the author was a visiting scholar in the Department of Instructional Technology, University of Southern California. The research was supported by a grant from the University of Calgary. The author wishes to thank Richard Clark for his helpful comments on an earlier draft of the article.  相似文献   

Megabits     

Andrew Stein  Con Nikakis  John Bentley  Rob Jovanovic 《TechTrends》2001,45(2):27-27

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The effect of the spatial arrangement of simple diagrams on the interpretation of english and nonsense sentences     

William Winn  Cliff Solomon 《Educational technology research and development : ETR & D》1993,41(1):29-41

In two experiments, subjects received problem sets consisting of a simple diagram accompanied by two sentences and were asked to select the sentence that best expressed the meaning of the diagram. Each diagram showed a relationship between two concepts. The relationships were category membership, possession of a property, and causality. The relative placement of the concepts was varied. In the first experiment, the concepts were given nonsense names. Significant biases in response frequencies were found, suggesting that, in the absence of semantic content, the interpretation of the diagrams was largely determined by syntactic rules of English. In the second experiment, similar biases were found for diagrams whose concepts were given English names. However, the biases were less evident when the diagrams violated the rules of English syntax. This suggested that conflict between the sense of English and a diagram's spatial arrangement makes consistent interpretation unlikely. Conclusions are drawn concerning the relationships between the spatial arrangement of diagrams and the meaning of relationships among concepts stated in sentences. Suggestions for diagram design are offered.  相似文献   

Critical consciousness in adult education and intergenerational dialogue     

Ira Winn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(3):381-384

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Learning oceanography from a computer simulation compared with direct experience at sea     

William Winn  Frederick Stahr  Christian Sarason  Ruth Fruland  Peter Oppenheimer  Yen‐Ling Lee 《科学教学研究杂志》2006,43(1):25-42

Considerable research has compared how students learn science from computer simulations with how they learn from “traditional” classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three‐dimensional model of physical oceanography. The other class learned by spending a day on a research ship using scientific tools and instruments to measure physical properties of the ocean directly. In classes preceding and following the simulation or field experience, students performed the same exercises regarding currents and salinity, had the same instructor presentations, and did the same homework. The study found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class. These and other findings shed light on what computer simulations can and cannot help students learn, and what concepts are best learned in the real environment. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 25–42, 2006  相似文献