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Comparative Study on Educational Management in Public and Private Institutions in the Twin Cities of Pakistan

of honor. Total Quality Management, 5(6), 375-390. Muralidharan, K., & Kremer, M. (2006).Public and private schools in rural India.Harvard University, Department of Economics, Cambridge, MA. Narang, R. (2012). How do management students perceive the quality of education in public institutions?.Quality Assurance in Education, 20(4), 357-371. Ploom, K and Haldma, T. (2012), “Balanced performance management in the public education system”, Baltic Journal of Management, Vol. 8 No. 2, pp. 183-207 PROBE

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Fostering oral presentation skills by the timing of feedback: an exploratory study in virtual reality

References Biemans, H. J., & Simons, P. R. J. (1996). CONTACT-2: A computer-assisted instructional strategy for promoting conceptual change. Instructional Science, 24 (2), 157-176. https://doi.org/10.1007/BF00120487 Campbell, K. S., Mothersbaugh, D. L., Brammer, C., & Taylor, T. (2001). Peer versus self-assessment of oral business presentation performance. Business Communication Quarterly, 64 (3), 23–42. https://doi.org/10.1177/108056990106400303 Chan, V. (2011). Teaching oral communication in undergraduate science: Are we doing enough and

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Digital manipulation versus real one: learning and motivation in a case study on Storytelling

Abstract

In this work, a Storytelling FabLab has been designed for the realization of virtual performances on a Shakesperian play in an elementary school. In this FabLab, many elements have been digitally manipulated: text, audio files, virtual actors on a 3D stage, and 3D Greek masks. Learning of contents and motivation have been assessed and compared to those of a traditional class working on the construction of real masks as artefacts. Regarding learning effectiveness, data show that there is no great difference between the score gained by the experimental group and the control one; however, results emphasize a high intrinsic motivation for both experimental and control groups. Moreover, qualitative results of both groups highlight the positive feeling of doing things reflecting user’s own interest: pupils want to invent their own stories and realize them (physically or digitally).

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Student Discussion from an Evolutionary Perspective

. L., MCDONOUGH, M., SMITH, M. K., OKOROAFOR, N., JORDT, H., & WENDEROTH, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 201319030. GEARY, D. C. (2000). Principles of evolutionary educational psychology. Learning and individual differences, 12(4), 317-345. GLASSMAN, R. M. (1986). Democracy and despotism in primitive societies: A neo-Weberian approach to political theory. Port Washington, N.Y: Associated Faculty Press. HILL, K. R., WALKER, R. S

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From Big Data to Learning Analytics for a personalized learning experience

://www.nmc.org/publications/horizon-report-2012-higher-ed-edition Papamitsiou, Z., & Economides, A. (2014). Learning Analytics and Educational Data Mining in Practice: A Systematic Literature Review of Empirical Evidence. E ducational Technology & Society , 17(4), 49–4. Perspectives on Curriculum Evaluation, Rand McNally, Chicago. Park, Y., & Jo, I. H. (2015). Development of the Learning Analytics Dashboard to Support Students’ Learning Performance. J. UCS , 21 (1), 110-133. Quagini, M. (2015). SMARTechnology. Crm & Digital Innovation per creare valore in azienda: Crm & Digital Innovation

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Augmented reality environments for teaching innovation

augmented reality . EdSurge News, Retrieved from https://www.edsurge.com/news/2015-11-02-how-to-transform-your-classroom-with-augmented-reality . Chen, P., Liu, X., Cheng, W., Huang, R. (2017). A review of using Augmented Reality in Education from 2011 to 2016 . In: Popescu et al. (Eds.). Innovations in Smart Learning , Singapore: Springer ScienceBusiness Media. https://doi.org/10.1007/978-981-10-2419-1_2 Clark, R. C. (2000). Four architectures of instruction. Performance Improvement , 39 (10), 31-77. Dunleavy, M., Dede, C. (2014). Augmented

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Opportunities and challenges of e-portfolios in teacher education. Lessons learnt

., Pigg, M. J., Chung, R. R., & Souviney, R. J. (2005). Performance Assessment and Electronic Portfolios: Their Effect on Teacher Learning and Education. The Clearing House: A Journal of Educational Strategies, Issues and Ideas , 78 (4), 164–176. https://doi.org/10.3200/TCHS.78.4.164-176 Ray, B. B., & Coulter, G. A. (2008). Reflective Practices Among Language Arts Teachers: The Use of Weblogs. Contemporary Issues in Technology and Teacher Education , 8 (1), 6–26. Rothland, M., & Terhart, E. (2007). Beruf: Lehrer — Arbeitsplatz: Schule. In M. Rothland

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Preservice teacher disengagement with computer-based learning environments

the concept, state of the evidence. Review of Educational Research, 74 (1), 59-109. Gong, Y., Beck, J. E. & Heffernan, N. T. (2010). Comparing knowledge tracing and performance factor analysis by using multiple model fitting procedures. In Proceedings of the 10th International Conference on Intelligent Tutoring Systems (pp. 35-44). Greer, J. & Mark, M. (2015). Evaluation Methods for Intelligent Tutoring Systems Revisited. International Journal of Artificial Intelligence in Education , 389-390. Hannafin, M. J. (1995). Open-ended learning

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The Beautiful Stranger – Szekler Teenagers’ Role Models

Abstract

The social learning theory emphasizes that model giving or guiding has always been one of the most powerful means for transmitting values, for demonstrating and accentuating the expected attitudes, habits, thinking, and behaviour (Bandura, 1986; Crosswhite et. al., 2003). Studies have shown that a role model could motivate a teenager’s sporting habits and performance in a positive way. They also found that the top athletes, those celebrities who appear frequently in the media, can become role models. Do Szekler teenagers have role models? Do they choose their role model from their physical environment or the international popular media stars or mediatized persons become their idolized model? We wanted to find out who those teenagers are from our region who choose as their role model a star, a famous person, a media celebrity – a well-known person but still a stranger for the teenagers of Szeklerland. If so, who are their icons and role models? Who are those people that have an exemplary behaviour in their eyes? To whom they would like to compare themselves when they grow up? And what are those characteristics which have decisive roles in choosing as role model a person they have never met before? The analysis is based on three important surveys conducted among teenagers from Romania (Covasna, Harghita, and Mureş counties). The surveys took place in the springs of 2012, 2014, and 2016. About two thousand pupils in the 7th and 11th grades were involved each time. On the basis of variables, such as age, gender, and type of residency, we will present general profiles and general types of Szekler teenagers regarding the role models of their choice.

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Pirate Television Stations in the Years 1990-1994

“Polish Radio and Television” of 2 December 1960 , Journal of Laws of 1960, no. 54, item 307. Act on control of publications and performances of 31 July 1981 , Journal of Laws of 1981, no. 20, item 99.

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