Next Issue
Volume 5, March
Previous Issue
Volume 4, September
 
 

Educ. Sci., Volume 4, Issue 4 (December 2014) – 3 articles , Pages 213-264

  • Issues are regarded as officially published after their release is announced to the table of contents alert mailing list.
  • You may sign up for e-mail alerts to receive table of contents of newly released issues.
  • PDF is the official format for papers published in both, html and pdf forms. To view the papers in pdf format, click on the "PDF Full-text" link, and use the free Adobe Reader to open them.
Order results
Result details
Section
Select all
Export citation of selected articles as:
381 KiB  
Article
Student Engagement and Blended Learning: Making the Assessment Connection
by Norman Vaughan
Educ. Sci. 2014, 4(4), 247-264; https://doi.org/10.3390/educsci4040247 - 27 Nov 2014
Cited by 72 | Viewed by 21383
Abstract
There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student [...] Read more.
There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty and external experts, leading to increased student success and satisfaction. Full article
(This article belongs to the Special Issue Blended Learning: A Global Perspective)
Show Figures

Graphical abstract

151 KiB  
Article
Exploring the Impact of the Increased Tuition Fees on Academic Staffs’ Experiences in Post-92 Universities: A Small-Scale Qualitative Study
by Elizabeth A. Bates and Linda K. Kaye
Educ. Sci. 2014, 4(4), 229-246; https://doi.org/10.3390/educsci4040229 - 7 Nov 2014
Cited by 15 | Viewed by 10358
Abstract
The introduction of the new tuition fee regime in the UK academic session 2012–2013 has resulted in concerns in the Higher Education (HE) community that students’ expectations may become unmanageable. Previous research has explored the expectations and experiences of undergraduate psychology students; the [...] Read more.
The introduction of the new tuition fee regime in the UK academic session 2012–2013 has resulted in concerns in the Higher Education (HE) community that students’ expectations may become unmanageable. Previous research has explored the expectations and experiences of undergraduate psychology students; the current study extended this by considering whether the increased tuition fees have changed the experiences of academic staff in HE. To achieve this, five semi-structured interviews with psychology staff in two post-92 Higher Education Institutions (HEIs) were undertaken. Results suggested staff perceptions have undergone minimal change in their day-to-day experiences. However, perceptions of the wider HE issues, such as meeting targets and fulfilling requirements of the role, appear to be enhanced following the contextual changes of HE. Finally, the results reported here suggest generally good staff satisfaction, regardless of these changing times within the sector. Future research and the need for more widespread, large scale studies are discussed. Full article
(This article belongs to the Special Issue Global Perspectives on Higher Education)
658 KiB  
Article
Learning about Drinking Water: How Important are the Three Dimensions of Knowledge that Can Change Individual Behavior?
by Christian Fremerey and Franz X. Bogner
Educ. Sci. 2014, 4(4), 213-228; https://doi.org/10.3390/educsci4040213 - 6 Nov 2014
Cited by 13 | Viewed by 7510
Abstract
Clean drinking water, our most important resource, needs comprehensive protection. Due to its ubiquitous availability, the awareness of the importance of clean drinking water has partially vanished. Therefore, sensitizing within this context and improving individual ecological behavior has become an important issue in [...] Read more.
Clean drinking water, our most important resource, needs comprehensive protection. Due to its ubiquitous availability, the awareness of the importance of clean drinking water has partially vanished. Therefore, sensitizing within this context and improving individual ecological behavior has become an important issue in science curricula. We developed a student-centered guided-learning module based on nine workstations, with the themes: occurrence rates, purification methods, cleaning guidelines, distribution patterns, use and consumption, pollution, problems, types of drinking water and virtual water. One hundred and seventy four ninth to eleventh graders participated in our outreach intervention. All tasks presented via workstations were completed before participants inspected a nearby reed sewage treatment plant and completed hands-on experiments. For empirical analyses, we collected the newly acquired knowledge in three dimensions: system-knowledge, action-related knowledge and effectiveness knowledge, which together are assumed to provide a sufficient basis for conservation behavior. System knowledge directly affects action-related and effectiveness knowledge and these two types of knowledge, in turn, affect directly the ecological behavior. At all three test schedules, the three dimensions of knowledge correlated with each other, especially in both follow-up tests. The relevance of these results for schools is discussed. Full article
Show Figures

Figure 1

Previous Issue
Next Issue
Back to TopTop