教育技术专业英语第二十章翻译

第二十章

Background

Research

in higher education has shown that shown that is a strong relationship between students' perception of their learnin

g situation,their

previous learning experiences,the manner in which they understand their currrnt learning

context,the way they go about studying in that contaxt

and the role of assessment for their r and trigwell discussed learning situations that students find themselves in,and the manner in

which

those

learning

situations

can

either

enchance

or

impair

the

outcomes

of

their

the

firld

of

statics

education,reid

and

petocz

described the need for

educators to closely align core statistical components with the intended learning outcome

and the students' own aims for

learning.

students'

expecations

of

professional

work-and

in

the

context

of

this paper, students'expectations

of

using

statistics

in their

business

career-have an impact on the sorts of things that they choose to focus on when learning.

Making an explicit connection between students'learning and their own ideas about professional work is essential to enable to find value in that

learning situation:indeed,any students, in any context,need to find value in their experiences as a instance,petocz and reid have shown

that students often expect their their to provide the enthusiasm for their impact of this finding is overwhelming.

environments,which may value and benefit of lectures or tutorials,need to provide a learning situation in which students see the value and benefit

of this finding of being in the classroo m:

students see the value and benefit of the students'

p

oint of view,a reasonable outcome from any course is that they have learned

something

that

will

better prepare

them

for

their

an

institution's perspective,a

reasonable

endpoint

lies

in

the

measurable

student

learning outcomes,often those that have been demonstrated through assessment tasks.

A growing body of literature has explored student learning outcoming in an online

course. A crucial theme is the comparison between online

courses and traditional learning majority of the studies have found that the learning outcomes have been similar for the two learning

l

reviewed

355

studies

on

distance

education

from

the

years

1928

to

discussed

what

he

called

the

no

significant

difference

phenomenon

,the

tendency

for

comparative

education

studies

to

find

no

statistically

significant

differences

between

educational

this

review,only

40

of

the

355

studies

specifically

included

computer

based

instruction,since

the

compilation p

redated

the

rapid

expansion of internet use in education that an online learning course is about as effective as (but no better than )traditional classroom teaching (for

example,Bradford,1999;)A

compilation

of

relevant

studies

concering

technology

for

distance

education

is

about

the

learning

contexts

being

compared.

Focusing on learning outcomes to determine the effectiveness of learning,several studies have concluded that there is no significants difference

between online and traditional methods in terms of examination results:some reports evwn indicate that an online approach

resulted in

worse

outcomes than the traditional l studies have provided useful recommendations and

methods for assessing online

included evalution of students' responses in threaded discussion and email for quality and clarity of evaluating and understanding whether and to

what

extent

improved

learning

approaches

have

identified

two

problems

of

relying

on

learning

outcomes:firstly,it

is

difficult

to

quantify

or

reliably

express

what

learning

is

desired,and

secondly,the

assessment

methods

chosen

tend

to

shape

what

is

being

r,learning outcomes should include content knowledge and relevant skills,but might aslo include higher level

abilities such as

synthesis

and

analysis,creativity

and

the

development

of

new

ideas

of

ques

of

assessing

outcomes

could

include

in

class

tests,professional

entry

exams,portolios

and

y,in

order

to

confirm

the

importance

of

defining

and

assessing

outcomes,Cleary

identified outcome indicators such as pass rate on examinations,improvement of critical thinking skills and writing skills.

Going beyond the comparison of online courses and traditional learning approaches,there are few studies that investigate whet

her the use of

online materials and techniques has any

effect on the quality of student investigations which include such information are reported

by Bedgood and Hibberd et al.:in each case,the results seem to indicate that students' use of the online learning environment does not significantly

improve their learning outcomes.

背景

研究在高等教育已经表明

,

表明是一个强大的关系

,

学生知觉的学习情况< /p>

,

他们以前的学习经验的方式

,

他们理解他们的

currrnt

学习上下文

,

他们去学习

,

接 触和评估的角色对他们的学习。普罗塞和

trigwell

讨论 学习的情况下

,

学生们发现自己在和那些学习的方式情况下可以 增强

或削弱他们的学习的结果。在

firld

< br>的静力学教育

,

里德和

peto cz

描述需要教育工作者密切对齐核心组件与使用统计学习结果和学生的学

习目标。学生的信念吧的专业工作的背景下

,

本文利 用统计人员的预期的学生在他们的商业生涯有影响的事情

,

他们 选择关注当学习。

做一个明确的联系和他们自己的想法

'learning

学生对专业的工作是重要的

,

使找到价值学习情境