ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00304.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractCoauthor Edwards has developed and delivered an undergraduate first year course in which students were encouraged to take more responsibility for their own learning. The techniques used included giving students responsibility for:1setting their own objectives, and working at their own pace2making self‐assessments of their own work, and the marks to be awarded for it3arranging their own visits, individually or in small groups, to public or private organisations4liaising with external lecturers, and agreeing the content of their lectures with them5keeping their own diaries of work plans and achievements6arranging and moderating their own computer‐based electronic conference.Coauthor Sutton was invited to be an external observer of the operation of the course. He met the students in large and small groups on several occasions; observed the processes involved in self‐assessment; and used two questionnaires to help elicit the students’ feelings about the course. This article discusses the course, its content, the learning methods used, the students’ reactions, and the results

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00305.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractVisualisation is a powerful tool in research; visual, dynamic and interactive representations help learners using simulations and microworlds to gain qualitative understanding of concepts. Recorded video can bring reality to computer assisted learning. The author argues that the two approaches, while complementary, are not entirely compatible; that is, the use of video images in simulations often implies a trade‐off against qualitative modelling power. Appropriate roles for video are discussed in the light of this contentio

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00306.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThe article describes a survey of the attitudes of sixth form students towards an Advanced level course in sociology taught by open learning strategies. The problems of open learning for the 16–19 year age group are highlighted and suggestions made for the use of key questions in performance monitoring which may identify learning difficulties for other open learners in this age group. The findings suggest that younger students entering such open learning programmes may need study methods counselling and additional tutorial suppor

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00307.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThe author reviews models of staff development in higher education. Micro models of staff development practice are distinguished and evaluated. He categorises models into product‐orientation, prescription‐orientation, process‐orientation, problem‐orientation and eclecticism and commends the latter model. He identifies three macro models of staff development responsibility: ‘management’, ‘shopfloor’ and ‘partnership’, and a variation of the latter, ‘decentralisation’. Of the various micro‐macro combinations which are possible, eclectic decentralisation is commended to higher education institutions for the

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00308.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThis study was designed to assess the instructional potential of two learning strategies—post‐questioning and concept mapping—in the presence and absence of systematic instructional feedback. It is a first attempt to test combinations of these treatments experimentally in the context of a course in distance education. Five research questions, drawn from the literature of post‐questioning, concept mapping and feedback, were formulated to guide the design and analysis. Substantial differences in achievement outcomes were found for four of the five questions. These results are discussed in relation to the existing literature on outcomes of learning strategies and their implication for practice in distance ed

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00309.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00310.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00311.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Conlon, Tom and Cope, Petereds(1990)Computing in Scottish Education: the First Decade and Beyond.Jonassen, David and Mandl, Heinz(1990)eds Designing Hypermedia for Larning.Britton, Bruce and Glyn, Shawn(1989)Computer Writing Environments.Tufte, Edward R(1990)Envisioning Information.Fisher, P(1990)Education 2000: Educational Change With Consent.Sutcliffe, J(1990)Adults with Learning DiffcukltiesOpen University Press.Hathaway, Warren(1990)Education and Technology at the Crossroads: Choosing a New Direction.Hammond, M and Colins, R(1991)Self‐Directed Learning: Critical Practice.Bates, A W(1990)(ed) Media and Technology in European Distance Education.Moore, Michael G(1990)(ed) Contemporary Issues in American Distance Educatio

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00312.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY