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Ground rules for social research 普通类
The richness and variety of the book’s content make it not only a useful manual, but also a valuable source of learning, for both experienced and novice coaches. Creative teachers who like to re-elaborate ideas from different fields to improve their work may appreciate the book’s attention to self-awareness (which is a component of self-regulation), selfconfidence (which is a component of motivation), and creativity (which influences problem solving, and much else). I enjoyed reading it; my only regret is that only a few chapters include an example; I find these always help make suggestions clear so that I understand them better.
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Motivating students to learn 普通类
These two books share the aim of helping higher education students working on their first research projects in social or education studies to understand the key ideas and practices of research and how good research studies should be conducted. Their final aim is to help students become able to use current research critically, as well as to design, organise, carry out, and write up their own research studies. There is plenty of space, in both books, for the discussion of ethical issues, in relation to demonstrating respect for, and protecting the interests of, people involved in the studies carried out. Despite their common aim and the attention to related fields, the two books are not a copy of each other, but have a different perspective on, and approach to, the acquisition of a sound research competence.
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coaching strategies and techniques 普通类
The use of technology has become an essential element of learning in higher education. The availability of high speed net access and of mobile technologies has propelled the use of technologies in the campus—both by teachers and by learners. Teachers encourage the learners to use technology in preparation of their assignments by searching for appropriate information, and in building their arguments.
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Pedagogical encounters 普通类
The longest chapter in the book concentrates valuably on stimulating students’ motivation by socialising it, through modelling motivation to learn in one’s teaching, treating students as if they are already eager learners, and avoiding practices which generate anxiety. There follows a chapter devoted to countering apathy, as the ultimate motivational problem for a teacher. The writer addresses this challenge zealously, and offers specific strategies. On the wider issue of individuality, he declares his belief that the principles he has presented and amplified throughout the book apply universally, though perhaps with varying relevance in different cases. However he acknowledges and does justice to the contrary view advocating the use of differing strategies with differing students.
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Vocational students with severe learning 普通类
SEVERI, a special needs education e-learning environment, was devised to assist the learning of students with a range of physical, communicational, emotional and cognitive disabilities, which cause learning difficulties in reading, writing and perceiving. Practitioners from five European Union (EU) countries participated in a network, sharing experiences in the implementation, testing and evaluation of the e-learning environment and in the design of learning materials. This study presents the findings on evaluation questionnaire which was conducted in January 2010 in special vocational schools in Finland, Lithuania and Hungary.Twenty-three teachers, in total, participated in the study using SEVERI with 394 students in various vocational courses (cooking, house painting dressmaking, etc ...) during the period 2007–09. In the vocational education of students with severe learning difficulties, among the key weaknesses are a rigid and inappropriate curriculum, underdeveloped individual learning plans, insufficient diagnostic assessment and insufficient use of information and communication technology (Wright, 2006). Research indicates the lack of opportunities for vocational experience and for concrete practical learning, which would gradually ensure the students’ transition to work and independent living (ibid.).
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A cost-effective classroom response system 普通类
A classroom response system is an electronic system which gives students immediate feedback on their responses to questions set by their teacher during a face-to-face teaching session. The results are anonymous and are displayed in the classroom for the benefit of the students and teacher. The system consists of a personal keypad for each student that transmits their answers to a central receiver. Computer software interprets the keypad inputs and displays an aggregate response on the classroom screen.
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A structural equation modelling of factors 普通类
The success factors of an e-learning environment are different to those in a traditional learning environment. As institutions incorporate elements of e-learning into their courses, many are looking at the factors that affect the performance of students as such findings are valuable to those institutions planning e-learning strategies. In many studies, the focus have been on students’ experiences with specific aspects of e-learning courses, eg, interaction with an instructor, learning with a specific learning management system, or certain characteristics of a course (Alexander & Golja, 2007). However, little is known about the key factors that motivate users to participate in e-learning (Paechter, Maier & Macher, 2010). Although e-learning has many advantages, the essential condition of a successful system is that learners are satisfied with the system.
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Facebook as a formal instructional environment 普通类
It is hypothesised that the use of social networking services such as Facebook will lead the younger generation of learners to more readily embrace e-learning in formal education. Mazer, Murphy and Simonds (2009) have found that students accessing the Facebook website of a teacher with high self-disclosure reported higher levels of teacher credibility, but the research findings on the educational potential of Facebook are limited and are mainly concerned with the conditions of use and users’ characteristics. Studies by Selwyn (2009), Greenhow and Robelia (2009), Selwyn and Grant (2009), and Usluel and Mazman (2009) lead to the conclusion suggesting students generally accept Facebook as a social technology rather than a formal teaching tool. Madge, Meek, Wellens and Hooley (2009) characterise Facebook as providing the ‘social glue’ in helping students to settle into university life’, but while recognising its educational potential, express caution about invading a social networking space that students clearly feel is theirs. Bearing these points in mind, I decided to undertake a study with a small sample of undergraduate students at Dokuz Eylul University in Turkey in order to gauge the extent towhich they appreciated the formal application of Facebook in their classes. It should be understood that, as in most similar countries, e-learning is still largely under-exploited in Turkey, so the students are unfamiliar with many of the tenets on which its adoption is based.
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Reconsidering the role of attitudein 普通类
In a recent contribution to the British Journal of EducationalTechnology colloquium,TimothyTeo (2009a) discusses the Technology Acceptance Model (TAM; Davis, Bagozzi & Warshaw, 1989), which is ‘arguably one of the most widely adopted and tested across organisational contexts, technologies and cultures’. On the one hand, there is empirical evidence that supports the role of attitude towards computer use (ATCU) as a mediator between the perceived usefulness (PU)/ perceived ease of use (PEU), and the intention to use the computer (eg, Teo, 2009b). On the other hand, in a technology acceptance study with n = 442 pre-service teachers,Teo (2009a) finds that, even if ATCU is correlated with the other model variables, it does not contribute to the overall variance in usage. Therefore, Teo regards ATCU as unnecessary for the TAM. He points at later models, such as the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh, Morris, Davis & Davis, 2003),where although ATCUwas found to be a significant predictor of the intention to use technology, it was removed from the model as being implicitly contained by other predictors, such as the performance expectancy (PE) and effort expectancy (EE). In conclusion, the role of the attitude construct for the technology acceptance models still has to be clarified. The aim of the present study was to examine the role of ATCU for acceptance models using Teo’s (2009a) method. We collected similar data for another, ongoing study aimed at verifying the UTAUT (Nistor, Wagner, Istvanffy & Dragota˘, in press), where the ATCU was additionally measured but not yet used for the model validation. The samplewas larger, bicultural and the age of the participants varied in a wider range.
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Implementing an ICT curriculum 普通类
In September 2007, the Flemish Government administered a compulsory information and communication technology (ICT) curriculum for primary schools in Flanders. The ICT curriculum is structured in terms of cross-curricular ICT attainment targets. The ICT attainment targets replace the already existing but non-binding ICT guidelines proposed by the government in 2004 (Tondeur, van Braak & Valcke, 2007). ICT attainment targets are defined as minimum objectives regarding the ICT knowledge, skills and attitudes viewed by the government as necessary for all students in compulsory education. The ICT curriculum stipulates that every child should be digitally literate when leaving compulsory education. With the formulation of an ICT curriculum, Flemish national ICT policy is moving from ICT policy with a technical rationale and a main focus on funding and resources, to a pedagogical rationale stressing pupils’ ICT competencies (Vanderlinde, van Braak & Hermans, 2009). In doing so, the Flemish Government outlined its vision of ICT for learning and expects schools to put the formal ICT curriculum into practice (Vanderlinde et al., 2009). From nowon, schools have a clear understanding of what the government expects when it comes to ICT integration. Furthermore, as the Flemish educational system is characterised by its effort to decentralise curriculum policy, schools are given strong autonomy and responsibility in translating the broadly formulated ICT attainment targets into concrete teaching and learning activities.