American Journal of Distance Education最新文献_第3页

Teacher Positioning, Student Engagement, and Mathematics Identity Development in Online Mathematics Classrooms 在线数学课堂中的教师定位、学生参与和数学身份发展

IF 3.2

American Journal of Distance Education Pub Date : 2024-01-10 DOI: 10.1080/08923647.2024.2303325

Allan M. Canonigo

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The Effect of Video-Based Laboratory Application on Self-Efficacy and Self-Learning in Nursing Students: A Comparative Study 基于视频的实验室应用对护理专业学生自我效能感和自学能力的影响：比较研究

IF 3.2

American Journal of Distance Education Pub Date : 2024-01-10 DOI: 10.1080/08923647.2024.2303339

Serap Kaynak, Sibel Ergün

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Speaking Personally – with Otto Peters 奥托-彼得斯的个人演讲

IF 3.2

American Journal of Distance Education Pub Date : 2023-12-26 DOI: 10.1080/08923647.2023.2294668

Olaf Zawacki-Richter

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“I Shouldn’t Have to Hunt You Down”: Online Dissertation Students’ Expectations of Their Chairs "我不应该找你"：在线论文学生对导师的期望

IF 3.2

American Journal of Distance Education Pub Date : 2023-12-20 DOI: 10.1080/08923647.2023.2294667

Letha Williams, Cande Tschetter

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Special Issue Spotlight: Advancing e-learning and critical media literacy in the digital age – A Year in Review of The American Journal of Distance Education 特刊聚焦:数字时代推进电子学习和批判性媒体素养——《美国远程教育杂志》一年回顾

IF 3.2

American Journal of Distance Education Pub Date : 2023-11-29 DOI: 10.1080/08923647.2023.2271276

William C. Diehl

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Critical Convergences: Special issue on e-learning and critical media literacy 批判性融合:电子学习与批判性媒体素养专题

IF 3.2

American Journal of Distance Education Pub Date : 2023-11-29 DOI: 10.1080/08923647.2023.2194200

Michael Hoechsmann, Nolan Higdon, Sara Osuna Acedo

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Exploring Supports to Enhance Learning from Online Virtual Experiments in Science 探索科学在线虚拟实验促进学习的支持手段

American Journal of Distance Education Pub Date : 2023-10-22 DOI: 10.1080/08923647.2023.2267932

Lexi Elara, Kathryn S. McCarthy

{"title":"Exploring Supports to Enhance Learning from Online Virtual Experiments in Science","authors":"Lexi Elara, Kathryn S. McCarthy","doi":"10.1080/08923647.2023.2267932","DOIUrl":"https://doi.org/10.1080/08923647.2023.2267932","url":null,"abstract":"ABSTRACTVirtual experiments offer opportunities for students to engage in the scientific process and observe scientific phenomena. However, virtual experiments are not always effective for learning. The current study examined how two small manipulations might support better learning from virtual experiments and the extent to which this varied across learners. Undergraduates in an introductory biology class (n = 415) were randomly assigned to a 2(agency: active, passive) × 2(strategy instruction: control condition, control of variables [CVS] strategy instruction) between-subjects design and completed two prior knowledge tests (topic, general science). Comprehension tests results indicated that the students had relatively good comprehension of the experiment content, but that performance was driven by prior knowledge. Although there were no significant effects of the agency or strategy instruction manipulations, exploratory interactions suggest a need to further investigate which types of virtual experiment supports might be most beneficial for different learners.KEYWORDS: Science simulationsvirtual science experimentsprior knowledgelearner guidancecomprehension Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Per IRB requirements, students were allowed to complete the study for extra credit without consenting to have their data used in this research study. Students who selected “no” on the informed consent form were given credit and their data was removed from the data files.Additional informationFundingThis research was supported in part by funding from the Spencer Foundation (201900217) and the American Psychological Association (APA) Division 15. The research reported herein was also supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B200020 to Florida State University. The opinions expressed are those of the authors and do not represent views of the Spencer Foundation, APA, or the Institute of Education Sciences or the U.S. Department of Education.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":"55 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Análisis Bibliométrico de Artículos Sobre Innovación Educativa en Educación a Distancia: Un Reto Para la Pedagogía Crítica y la Educación Mediática 远程教育教育创新文章的文献计量分析：批评教育学和媒体教育面临的挑战

IF 3.2

American Journal of Distance Education Pub Date : 2023-08-26 DOI: 10.1080/08923647.2023.2241715

Javier Gil-Quintana, Sara Osuna Acedo, César H. Limaymanta, Efrén Romero-Riaño

{"title":"Análisis Bibliométrico de Artículos Sobre Innovación Educativa en Educación a Distancia: Un Reto Para la Pedagogía Crítica y la Educación Mediática","authors":"Javier Gil-Quintana, Sara Osuna Acedo, César H. Limaymanta, Efrén Romero-Riaño","doi":"10.1080/08923647.2023.2241715","DOIUrl":"https://doi.org/10.1080/08923647.2023.2241715","url":null,"abstract":"ABSTRACT La novedad de este estudio bibliométrico es su aplicación como método de investigación al concepto de Innovación Educativa y su relación con la educomunicación, realizando un análisis en 1901 documentos de Scopus, diferenciando dos periodos, desde 2000 a 2010 y desde 2011 a 2018. Se mapeo la estructura intelectual del campo de investigación de innovación educativa mediante los análisis de cocitación y coocurrencia. La evolución de tópicos ejecutada mediante mapas de superposición revela la coocurrencia entre los tópicos de: educación, enseñanza o estudiantes e innovación educativa en conjunto con aspectos de la educación a distancia como son los MOOC, el pensamiento crítico, el aprendizaje digital o el desarrollo sostenible, los cuales no se acercan a conceptos más específicos relacionados con las estrategias de educación mediática. Por otro lado, se evidencia la emergencia de paradigmas centrados en ingeniería educativa,e-learning, ecosistemas de aprendizaje y ecología. Destaca el impacto de conceptos como enseñanza, estudiantes, instrucción asistida por ordenador, aprendizaje, gamificación y desarrollo sostenible; y se observa el interés por competencias STEM, aprendizaje digital, modelos educacionales, pensamiento crítico, las habilidades, aprendizaje activo y MOOC, aspectos relacionados con la educomunicación. Los autores referentes de este campo son: Debe, Cuban, Henderson, Cabero, Ibáñez, Manes y Fullan, autores no relacionados con los ámbitos de la educomunicación. El análisis realizado constata la importancia del tema en las dos primeras décadas del siglo XXI y presenta las publicaciones de autores como Tondeur, Valcke, y Van Braak como las más influyentes en el campo de la innovación educativa.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41694540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Better Understanding Oral Communication Skills: The Impact of Perceived Personality Traits 更好地理解口头沟通技巧:感知人格特质的影响

IF 3.2

American Journal of Distance Education Pub Date : 2023-08-05 DOI: 10.1080/08923647.2023.2235950

Michelle P. Martín‐Raugh, K. Roohr, C. W. Leong, Hillary R. Molloy, Laura McCulla, Vikram Ramanarayan, Zydrune Mladineo

引用次数: 0

Analysis of the Level of Critical Competence of Teachers Participating in the Distance and Face-To-Face Education Programme of the European Project “Media in Action”, Involving Spain, Italy, Malta, and the United Kingdom 参与西班牙、意大利、马耳他和英国参与的欧洲“媒体行动”项目远程和面对面教育计划的教师的批判性能力水平分析

IF 3.2

American Journal of Distance Education Pub Date : 2023-08-05 DOI: 10.1080/08923647.2023.2234239

Sheila Peñalva, C. Marta-Lazo

{"title":"Analysis of the Level of Critical Competence of Teachers Participating in the Distance and Face-To-Face Education Programme of the European Project “Media in Action”, Involving Spain, Italy, Malta, and the United Kingdom","authors":"Sheila Peñalva, C. Marta-Lazo","doi":"10.1080/08923647.2023.2234239","DOIUrl":"https://doi.org/10.1080/08923647.2023.2234239","url":null,"abstract":"ABSTRACT Critical competence is the most demanded by researchers and the most disadvantaged when it comes to measuring it, according to the results of the project. When it comes to measuring it, according to the results of studies consulted (Livingstone, 2003; Vicent González, 2014; Fedorov et al. 2015; Ferrés, 2018 and 2020; Pereira, 2018). In the studies reviewed on critical competence, a major deficiency was noted in the case of teachers, students, and families when it came to the critical analysis of information published in the media and the use of digital resources. Both the results of scientific studies (Gutiérrez-Marín et al. 2012) and European organizations and UNESCO agree on the need to urgently implement media and critical literacy in virtual classrooms. With the aim of promoting a reflective reading of media messages, this study aims to measure teachers’ critical competence through a series of practical exercises based on the analysis of advertising images, news and hoaxes using a quantitative methodology based on a survey, provided online, to teachers in five countries: Spain, Italy, Malta, and the United Kingdom. The surveys yielded valuable data confirming the effectiveness of training teachers through distance and/or face-to-face education in addressing misinformation and media manipulation.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46105670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0