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Niels R. Faber Laura Maruster René J. Jorna Rob J.F. van Haren 《Educational Research and Evaluation》2013,19(6):519-539
In small businesses with no employees, learning environments have a low learning readiness. Consequently, learners need to rely on their own agency to shape their learning experiences. Results from a study of agricultural entrepreneurs indicated that the components of motivation and self-regulated learning strategies shape learner's agency and explain learning environment configuration in small businesses with no employees. Configuration of the learning environment was found to be a weak determinant of the learning performance of these learners. However, results showed that prior performance of learners in small businesses with no employees dictates how their agency operates and what learning effect is achieved; higher prior performance results in higher learning effects. We conclude that mechanisms that underlie learning in traditional learning environments work similarly in learning environments in small businesses with no employees. 相似文献
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《Research Policy》2019,48(8):103696
Digital-technology usage in dynamic and complex work practices is a core phenomenon in innovation research. There are, however, few detailed analyses of how people organize the use of digital tools in their work practices. We aim to offer more insight into how individual actors use digital technology, how these actors organize its use in collectives, and how they organize their work with that of other actors in order to realize collective-level goals. We implemented a qualitative research design, based on interviews in architectural firms complemented with observations and archival data. By analyzing interactions of multiple individual actors with digital technology, we found that actors organize usage in collectives through activities that we call configuring-in-use and reflecting; and that they combine these two organizational activities in order to realize collective-level goals. We identify the combination of these organizational activities as configurational usage. We contribute to literature on the usage of pervasive digital technology by providing a detailed empirical investigation of organized usage of digital technology. Furthermore, we refine the conceptualization of configurational usage, improving understanding of core processes of digital innovation. 相似文献
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Sangwon Lee Taehyun Ha Daeho Lee Jang Hyun Kim 《Information processing & management》2018,54(6):1115-1128
Majority opinions are often observed in the process of social interaction in online communities, but few studies have addressed this issue with empirical data. To identify an appropriate theoretical lens for explaining majority opinions in online environments, this study investigates the skewness statistic, which indicates how many “Likes” are skewed to major comments on a Facebook post; 3489 posts are gathered from the New York Times Facebook page for 100 days. Results show that time is not an influential factor for skewness increase, but the number of comments has a logarithmic relation to skewness increase. Regression models and Chow tests show that this relationship differs depending on topic contents, but majority opinions are significant in overall. These results suggest that the bandwagon effect due to social affordance can be a suitable mechanism for explaining majority opinion formation in an online environment and that majority opinions in online communities can be misperceived due to overestimation. 相似文献
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阐述构式语法和功能承受性(affordance),并以其作为视角,选择适当样本进行实证试验,通过SPSS软件分析研究得出构式和功能承受性,对英语名转动词语句的理解具有动态促进作用,针对相关问题,提出相应教改建议。 相似文献
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Android MID作为一种新出现的个人便携式智能处理设备,具备了潜在的外语教育功能。其教育功能可见性、符合当代教育中自主学习、合作学习的需要、可以真正实现以学生为中心的教学模式等特点,使得其一定能成为未来外语教育中新的亮点,它不断发展的趋势和在教育中的应用会从根本上改变传统的外语教学模式。 相似文献
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Nick Bozic Rebecca Lawthom Janice Murray Jeremy Oldfield 《Journal of Research in Special Educational Needs》2021,21(3):280-289
Over the last twenty-five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which support the expression of particular strengths. In this study, we took a situative perspective to explore how specific classroom practices facilitated strengths. A multiple case study design was used to analyse practices nominated by three children/young people with special educational needs. Qualitative analysis revealed how aspects of practice afforded the opportunity for each child to participate in ways which they equated with their strengths. This style of strength-based assessment led to a more sustained examination of supportive practice features than would have been achieved through interview alone. 相似文献
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Hazreena Hussein 《Support for Learning》2013,28(2):73-78
This study investigated the seated activity among children educated in special schools and their adult carers in two sensory gardens in the United Kingdom. Seated activity was established whether the seating was used as intended or whether users preferred to sit on other attributes during their learning session. The objectives of this study are to explore opportunities for users' activity and their engagement with the attributes, whether activity is possible or if opportunities are not being actualised because of barriers. Observation and behaviour mapping methods were carried out alongside affordance theory. The outcome suggests that the number of users, the number of attributes and the total area of the zone did not relate to the median time spent per user; rather, it was the richness of the attributes that did so. 相似文献
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Although music software has become increasingly affordable and widely adopted in today’s classrooms, concerns have been raised about a lack of consideration for users’ needs during the software development process. This paper examines intra- and inter-sectoral communication pertaining to software development and music education to shed light on the improvement of the educational affordances for music software in classroom teaching and learning. Semi-structured interviews with music software developers (n = 3) and music teachers (n = 15) are used to gain insights into how to enhance the educational affordances of music software. The findings of this study fill a gap in the literature by detailing the knowledge exchange required to effectively develop music education software. Improving the synergy between the knowledge bases of software development and music education could enhance novel educational affordances, providing music teachers with the opportunity to develop new, pedagogically sound music teaching and learning activities. 相似文献
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蒋涵 《自然科学博物馆研究》2021,(3):13-22
虚拟博物馆中的情感体验是博物馆研究中长期被忽视的话题。本文从现象学视角入手,考察虚拟博物馆体验与情感可供性之间的关系。基于伦敦科学博物馆“物与故事”系列线上资源的案例研究表明,感官形态的参与和视角转换是两种创造情感可供性的渠道。 相似文献