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The current loss of biodiversity requires efforts to increase awareness of pollinator conservation. An important tool is education which often uses the honeybee (Apis mellifera) as an exemplary organism to reach this goal. Any successful module needs to focus on reducing the perceived danger associated with fear, in order to support the willingness to protect them. Using a quasi-experimental design, we investigated the effectiveness of two educational approaches: one by authentically encountering living animals at a beehive, the other by using a remote online beehive. We monitored secondary school students’ (N = 354) perception of bees with respect to interest, danger and conservation as well as situational emotions (interest, well-being, boredom) during both interventions. In both cases positive effects on perception levels were observed, even when already a high willingness to protect bees existed. Using living animals in educational settings is crucial, especially when students’ situational emotions need targeting. However, we achieved similar intervention results in perception levels using a remote beehive, which therefore constitutes an excellent alternative to raise awareness of the conservation of bees as pollinators when working with living organisms is not possible. 相似文献
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Greville Rumble 《Open Learning》2013,28(3):221-222
The first article in this issue raises some fascinating issues that relate to my own background in research into student learning and experience of courses in conventional higher education. Richardson, Long and Woodley have administered the Academic Engagement Form', used widely in colleges in the USA, and the 'Course Experience Questionnaire', used widely in universities in Australia, to distance learning students. John Richardson and various colleagues have previously shown that these questionnaires, separately, work as well in distance learning contexts as they do in conventional contexts: that is, they identify the same factors as components of students' experience, and the same factors relating to overall perceptions of quality of experience, as in conventional contexts. Of the many findings reported in the study reported in this issue of Open Learning, two stand out for me. First, academic engagement is shown to play a key role in students' perceptions of academic quality: engaged students perceive their course to be of higher quality. This does not tell us if students who are happy with their courses become more engaged or if those who are engaged become happier with their courses, however, merely that they are related. 'Engagement' here encompasses both social and academic engagement as defined in Tinto's model of student retention. Second, students' overall perceptions of academic quality are mediated by their perceptions of their tutors. The authors conclude: '... the attitudes and behaviours of tutors are crucial to students' perceptions of the academic quality of courses in distance education'. In conventional contexts the item on the Course Experience Questionnaire that relates most closely to student performance concerns the quality of teacher feedback, not teaching, and this is easy to understand in a distance context. The methodology of this paper (relying on factor analysis of questionnaires and multivariate analysis of the relationship between questionnaire scale scores and background variables such as age, gender, educational qualifications, workload and hearing status) may be relatively unfamiliar to readers of Open Learning. What is perhaps more familiar is that such an analysis adds to similar conclusions about the centrality of the tutorial role in ODL students' learning from very different kinds of study (such as of the relationship between tutorial attendance and student performance). There is a growing body of evidence that the same variables are involved in student perceptions of courses and of academic quality in distance learning contexts as in conventional contexts. 相似文献
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Online learning: the brave new world of massive open online courses and the role of the health librarian 
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下载免费PDF全文 Hannah Spring 《Health information and libraries journal》2016,33(1):84-88
In a wired, virtual and information rich society, MOOCs (Massive Open Online Courses) are leading us into a brave new world in which their key role is to support lifelong networked learning. This feature looks at the broad role of MOOCs and considers them within the context of health, and health librarianship. In particular, it provides examples of where health librarians have developed MOOCs and what opportunities there are in the future for health librarians to collaborate in the development and delivery of health MOOCs. H.S. 相似文献
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H. Forsyth R. Laxton C. Moran J. van der werf R. Banks R. Taylor 《Higher Education》2009,57(5):641-655
Coursework masters degrees in Australia have experienced rapid, decentralised growth since deregulation at the end of the
1980s. The result is an extraordinarily high level of diversity and some confusion as to standards, strategic positioning,
purpose and educational approaches. Throughout this period of growth, a sense that large-scale (often distance-education based)
collaboration between universities and with industry would be beneficial has not always led to successful outcomes. Using
a new collaborative, industry-funded postgraduate coursework program as a case study, this paper describes the issues that
decision-makers need to address and evaluates the challenges and benefits of the coursework masters in higher education. The
outcomes of industry surveys, student interviews and action research suggest that postgraduate coursework can facilitate technology
transfer and aid capacity building, through mechanisms similar to ‘mode 2’ research. With some additional systems to ensure
sustainability and standards, this could position coursework masters to be uniquely valuable nationally.
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5.
In the White Paper on Post-School Education and Training of 2013, the South African Department of Higher Education and Training (DHET) encourages the use of digital technology where appropriate to enhance access, improve communication and generally optimise student engagement. As a consequence, higher education and open and distance learning (ODL) must contemplate a transformation that requires high quality teaching and learning. Faculty teaching staff must therefore be reskilled not only to teach in this digitised environment, but also to become technocratic learners. In this article, we report on a literature review and an exploratory study that we conducted of sources published from 2003 to 2014 in order to map the requirements for the planning of an online course. We identify the elements needed to ensure student success in this environment, focusing on course design and the self-efficacy of students. We end with an attempt to explain why many online courses do not seem to reflect a scholarly approach. 相似文献
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Roisin Donnelly 《International Journal for Academic Development》2013,18(4):356-370
This article describes the practice of postgraduate supervision on a blended professional development programme for academics, and discusses how connectivism has been a useful lens to explore a complex form of instruction. By examining the processes by which supervisors and their students on a two-year part-time masters in Applied eLearning negotiated the blended approach adopted to supervision, it illustrates the conditions that enable connections to occur and flourish. The socio-technical context for supervision was supported using learning technologies (VLE, research wikis and ePortfolios), small group supervision (two to three supervisors and students) and traditional individual supervision. Qualitative data were obtained through surveys and focus groups, and analysed using a framework which drew on connectivist principles. Findings suggest that for increased connections between supervisors and their students, a sense of sanctuary, community and regulation within the supervision process is important; the role of technologies in unifying postgraduate supervision in professional development are discussed. 相似文献
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Pauline Roberts 《Technology, Pedagogy and Education》2018,27(3):313-326
This article discusses the implementation of an ePortfolio-based learning environment with Bachelor of Education students. The intention was for the platform to be an agency for the development of reflection. The environment scaffolded reflection through (1) exemplars of good practice, (2) the opportunity for discussions and (3) activities to support the development of reflection. There were issues within the research around the introduction of the platform at the particular stage of the students’ degrees but the environment was successful in the provision of a teaching and learning platform. The findings provided design principles for a model to guide the development of similar learning environments including (1) the need for the ePortfolio platform to be embedded across the degree programme with (2) regular tasks for the students to complete that (3) have a clear purpose that the students are aware of and (4) utilise interaction patterns that mimic the structures of social media. 相似文献
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ABSTRACTPollinating animals are profoundly affected by the current loss of biodiversity, a problem that is of concern to science, policy-makers and the public. One possibility to raise awareness for pollinator conservation is education. Unfortunately, insects such as bees are often perceived as frightening creatures; a negative emotion that may hinder successful learning processes. Thus, any educational initiative must conquer this obstacle and promote conservational knowledge. Using a quasi-experimental design, we evaluated the effectiveness of an educational programme using two student-centred learning approaches: One by encountering living honeybees (Apis mellifera) at a beehive (N?=?162), the other by using an eLearning tool connected to a remote beehive (N?=?192). We monitored secondary school students’ environmentally relevant knowledge of bees, their environmental attitudes and their perception of bees in regard to conservation and dangerousness. The results indicate that both approaches lead to the acquisition of conservational knowledge in the short and medium term. Direct experiences with nature are regarded as crucial, but using an eLearning tool in environmental education constitutes an outstanding alternative to acquire knowledge. Adolescents with low ‘green’ attitudes responded positively to the online beehive, and the perceived danger of bees played no role in the learning process. 相似文献
10.
Philippa Gerbic 《Educational Media International》2013,50(3):221-234
Teaching using a blended approach is a complex undertaking, where teachers have to address varied discipline and professional learning outcomes, different student capabilities and institutional conditions as well as creating an effective pedagogy by using the strengths of face-to-face and online settings in an integrated fashion. There is now a sizeable literature on student accounts of learning in blended environments; however, much less is known about teacher perspectives on blended teaching and that is the focus of this review. A critical analysis of the literature indicated two areas of development: (1) teacher conceptions and beliefs about blended teaching and (2) changing teacher roles, especially around course design and pedagogy. 相似文献