注册 / 登录
The coaching toolkit—sub-titled “A practical guide for your school”—is perfect for beginners to the coaching process, and is set in the context of the school environment. There are many generic coaching books available, but what is great about this one is that it firmly places coaching into school life and language. The authors are a head teacher and an assistant head teacher who both have extensive experience in coaching in the school context and responsibility for continuing professional development. They put coaching into the school improvement cycle, showing how it can benefit subject action plans, the school’s self evaluation process, and individual performance development. Having coaching contextualised in thisway can really help sell it within your school, linking it so closely with its existing improvement plan.
This paper reports on the development of a scale for determining the quality of the student e-learning experience at the degree level when the student learning context is predominately a campus-based experience. Rapid developments in the use of information and communication technologies (ICT) in higher education require methods for evaluating the contribution of such tools to student learning, especially when they are complementing a face-to-face experience. We examine the psychometric functioning of a proposed e-learning scale in relation to a well-validated degree-level teaching evaluation instrument, the Student Course Experience Questionnaire. The e-learning scale has suitable reliability and validity in the present sample of undergraduate students for quality assurance activities around ICT.
The supervision of undergraduate student dissertations is an area in need of research. Although some studies have already addressed this, these are primarily based on academic staff responses. This study contributes to knowledge by gathering the responses of students and focusing on formative electronic assessment. Data was collected using a student focus group and student questionnaire. Unsurprisingly, the findings suggest that good supervisor–student communication is crucial to the supervision process and a number of students felt unhappy with this aspect. However, to facilitate this communication, the perceived absolute necessity of regular supervisor–student meetings is being questioned and a combination of technology-enabled communication is advocated. It is suggested that to improve the undergraduate student dissertation experience, a combination of face-to-face and electronic formative assessment is used. In addition, the blended e-learning skeleton of conversation model provides a sound theoretical framework that could guide supervisors and students in the supervision process. This model is advocated for use in dissertation module design and in supervisor development.
Guest Editorial – Innovations in Designing Mobile Learning Applications
How are universities involved
Information society needs of managers
Knowledge infrastructure of the future
创建一个新的学习元并添加到当前知识群
从平台上已有的学习元中，选择一个合适的学习元添加到当前知识群
知识群评论 (0条)