Research on Education and Media最新文献_第9页

Discussion boards as a culturally responsive tool in the ESL classroom 讨论板作为ESL课堂的文化响应工具

Research on Education and Media Pub Date : 2019-12-01 DOI: 10.2478/rem-2019-0019

Laura E. Mendoza

引用次数: 2

Examining associations between social media use, depression, global health, and sleep disturbance among emerging adults 研究新兴成年人中社交媒体使用、抑郁、全球健康和睡眠障碍之间的关系

Research on Education and Media Pub Date : 2019-12-01 DOI: 10.2478/rem-2019-0022

M. A. Karaman

引用次数: 2

The feasibility of a student-centred approach to the presentation of vicarious experience information within online learning 在线学习中以学生为中心的替代体验信息呈现方法的可行性

Research on Education and Media Pub Date : 2019-12-01 DOI: 10.2478/rem-2019-0017

N. Wilde, Anne S. Hsu

{"title":"The feasibility of a student-centred approach to the presentation of vicarious experience information within online learning","authors":"N. Wilde, Anne S. Hsu","doi":"10.2478/rem-2019-0017","DOIUrl":"https://doi.org/10.2478/rem-2019-0017","url":null,"abstract":"Abstract Previous researchers have emphasised the need for more student-centred approaches to online learning. This study presents and assesses the feasibility of a tailoring system, which adapts vicarious experience information to best benefit the learners’ self-efficacy (SE), based upon the model–observer similarity hypothesis. This hypothesis states that the benefit of vicarious experience information is positively correlated with the levels of similarity between the model within the information and the individual observing it. Participants took part in online learning, which included a set task. Before completing the set task, they were shown vicarious experience information in the form of a fictional testimonial from a previous individual who had completed the task. Participants were exposed to one of two types of testimonials: a testimonial chosen by the tailoring system to ensure high levels of model–observer similarity, or a generic testimonial. Overall, the results found that using a tailoring system to ensure high levels of model–observer similarity did result in the testimonial information having a more positive effect on an individual’s task-specific SE when compared to generic testimonial information. The results support the feasibility of tailoring within online learning to increase the effectiveness of testimonial information in increasing an individual’s efficacy beliefs.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"11 1","pages":"3 - 18"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48710558","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

The impact of technology as a communication tool within the class: the teachers’ perceptions 技术作为课堂交流工具的影响：教师的认知

Research on Education and Media Pub Date : 2019-12-01 DOI: 10.2478/rem-2019-0021

Alessandro Soriani

引用次数: 0

Hybridising media education and social pedagogy: the (missed) opportunity in educational intervention with refugees in the ‘Italian reception system’ 媒体教育与社会教育学的混合:在“意大利接收系统”中对难民进行教育干预的(错失的)机会

Research on Education and Media Pub Date : 2019-12-01 DOI: 10.2478/rem-2019-0020

Stefano Pasta

{"title":"Hybridising media education and social pedagogy: the (missed) opportunity in educational intervention with refugees in the ‘Italian reception system’","authors":"Stefano Pasta","doi":"10.2478/rem-2019-0020","DOIUrl":"https://doi.org/10.2478/rem-2019-0020","url":null,"abstract":"Abstract The thesis of this article is that in the informational society, social and intercultural education must be hybridized with media education. From this strong incorporation of media in education comes an approach to citizenship education as a new field of action in media education. The case study analysed deals with the flow of refugees into Italy as of 2013, following which there was a substantial investment in financing and in educating personnel in the reception system. Historically, there has always been a strong correlation between technology and migration; technology’s role as an active agent pertains not only to refugees’ departure but also to the entire migratory itinerary and the later process of integrating into the local community. Smartphones, global positioning systems, social networks and applications can make the difference between success and failure along the migration route. However, at reception centres, training practices in the digital environment do not characterise the structured educational offer but instead are more customary in refugees’ informal self-studies and build digital literacy. On the contrary, it appears useful to develop and promote refugees’ digital knowledge and literacy through practices that are not left to chance but are planned with pedagogical attention.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"11 1","pages":"38 - 44"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44984959","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: 1

Computational thinking in primary education: a systematic literature review 小学教育中的计算思维:系统的文献综述

Research on Education and Media Pub Date : 2019-12-01 DOI: 10.2478/rem-2019-0023

P. Kakavas, F. Ugolini

{"title":"Computational thinking in primary education: a systematic literature review","authors":"P. Kakavas, F. Ugolini","doi":"10.2478/rem-2019-0023","DOIUrl":"https://doi.org/10.2478/rem-2019-0023","url":null,"abstract":"Abstract This study presents a 13-year (2006–2018) systematic literature review related to the way that computational thinking (CT) has grown in elementary level education students (K-6) with the intention to: (a) present an overview of the educational context/setting where CT has been implemented, (b) identify the learning context that CT is used in education, (c) highlight the ways of assessment/measurement of CT and present the learning outcomes for students who engage in CT educational activities. A set of criteria were specified to select appropriate studies for inclusion in the review. A thorough search in ten large electronic databases, meeting the inclusion criteria, revealed 53 studies on CT in primary education. The results of the study revealed a variety of educational and learning contexts that CT has been integrated. The majority of studies use the framework of programming for both plugged and unplugged activities in order to cultivate students’ CT-skills, while the main interest focuses on the subject of Computer Science and STEM field in general. However, teaching and learning issues on CT-concepts and skills, CT-measurement and the adoption of an established definition of CT remain a challenge. Based on the current findings, some recommendations and implications for future research are provided.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"11 1","pages":"64 - 94"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41878280","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: 11

«Beforehand we didn’t talk at all»: contribution of online study groups to the social and academic integration of immigrant students «之前我们根本没有交谈»：在线学习小组对移民学生社会和学术融合的贡献

Research on Education and Media Pub Date : 2019-12-01 DOI: 10.2478/rem-2019-0025

Nelly Elias, Meital Amzalag, Y. Kali

{"title":"«Beforehand we didn’t talk at all»: contribution of online study groups to the social and academic integration of immigrant students","authors":"Nelly Elias, Meital Amzalag, Y. Kali","doi":"10.2478/rem-2019-0025","DOIUrl":"https://doi.org/10.2478/rem-2019-0025","url":null,"abstract":"Abstract Inclusion of immigrant students into higher education is of major social, political and academic importance. Hence, much effort has been made to identify factors that are essential for their successful integration into the academic world. One factor that has received only little attention is online networks, and specifically—the online study groups that offer immigrant students important learning, cultural and social resources. Accordingly, this study aimed at (a) examining the obstacles that immigrant students encounter in their participation in OSGs; (b) identifying ways for a more active online participation; and (c) determining the role that such participation plays in immigrant students’ social and academic integration. These goals were achieved using a case study of students of Ethiopian origin in Israel. The study was conducted in two stages: without and with intervention, which included incorporation of a formal OSG into an academic course. The findings show that participation in the OSG enabled the immigrant students a better access to academic resources and new communication channels with the majority peers. As such, the study emphasizes that participation in OSGs can facilitate immigrant students’ integration into the student community as a significant step towards their better integration into broader social circles.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"11 1","pages":"101 - 107"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44243729","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

Designing and re-designing the e-learning course «Teaching with Episodes of Situated Learning» 设计和重新设计电子学习课程《情境学习情景教学》

Research on Education and Media Pub Date : 2019-12-01 DOI: 10.2478/rem-2019-0024

Serena Triacca, L. Petti, Pier Cesare Rivoltella

引用次数: 1

Global South teacher educators in digital landscape: implications on professional learning 数字环境下的全球南方教师教育工作者:对专业学习的影响

Research on Education and Media Pub Date : 2019-12-01 DOI: 10.2478/rem-2019-0018

Maria Antonietta Impedovo, S. Malik, Kinley Kinley

引用次数: 4

Opportunities and challenges of e-portfolios in teacher education. Lessons learnt 教师教育中电子档案的机遇与挑战。经验教训

Research on Education and Media Pub Date : 2019-06-01 DOI: 10.2478/rem-2019-0010

A. Totter, Corinne Wyss

引用次数: 4