|Dertig dagen zonder televisie: mogelijkheden te over
Peters, K.B.M. ; Rijnierse, J. - \ 2007
Vrijetijdstudies 25 (2007)2. - ISSN 1384-2439 - p. 55 - 59.
massamedia - vrijetijdsactiviteiten - televisie - effecten - nadelige gevolgen - sociale gevolgen - lichamelijke opvoeding - studieresultaat - leerprestaties - geletterdheid - kinderen - schoolkinderen - nederland - mass media - leisure activities - television - effects - adverse effects - social impact - physical education - academic achievement - educational performance - literacy - children - school children - netherlands
Van kinderen in de leeftijd van 4-11 jaar kijkt bijna 60% meer dan 9 uur televisie per week. Nederlandse kinderen kijken gemiddeld 2 uur per dag naar de televisie. Het feit dat kinderen televisie kijken, krijgt veel aandacht vanwege de negatieve gevolgen die dit zou hebben op de ontwikkeling van kinderen. In deze bijdrage wordt uiteengezet wat kinderen gaan doen als ze nu eens 30 dagen geen televisie mogen kijken. Hoe beleven kinderen een dergelijke periode? Wat gaan ze doen als de tv niet meer aan mag? Dit artikel geeft de hoofdlijnen weer van Wagenings onderzoek
Ivoren toren op het vlakke land
Rekittke, J. - \ 2007
Topos : periodiek over landschapsarchitectuur, ruimtelijke planning en sociaal-ruimtelijke analyse 17 (2007)1. - ISSN 1572-302X - p. 34 - 35.
academische maatstaven - studieresultaat - universitaire onderwijsprogramma's - universiteiten - persoonlijke ontwikkeling - persoonlijkheid - oriëntatie - karakteristieken - lokalisatie - landschapsarchitectuur - fysiografische elementen - reorganisatie - academic standards - academic achievement - college programs - universities - personal development - personality - orientation - characteristics - localization - landscape architecture - physiographic features - reorganization
Twee columns in het thema: ‘Bakens van/en herkenning’ Krostof van Assche over het nut van de variatie in bakens en ‘Ivoren toren op het vlakke land’ van Jörg Rekittke over academische waarden en opbouwen van een moderne universiteit
Student collaboration and learning : knowledge construction and participation in an asynchronous computer-supported collaborative learning environment in higher education
Mahdizadeh, H. - \ 2007
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans. - [S.l.] : S.n. - ISBN 9789085047230 - 221
computerondersteund onderwijs - hoger onderwijs - studenten - informatie - informatietechnologie - kennis - leren - studieresultaat - leeractiviteiten - kennisoverdracht - computer assisted instruction - higher education - students - information - information technology - knowledge - learning - academic achievement - learning activities - knowledge transfer
Since we moved into the third millennium, there has been a gradual shift from the so-called information society to a networked society. One of the main characteristics of this new society is working in distributed companies and teams. The big challenge for educational systems in a networked society is preparing students for living, working and enjoying themselves in such a society. New advanced information and communication technology (ICT) influences all aspects of human life. One of the main applications of e-learning which captivates and fascinates so many researchers in the field of education is “Computer-Supported Collaborative Learning (CSCL)”. According to Stahl (2003), CSCL environments are tools designed to support the building of shared knowledge and knowledge negotiation. In CSCL environments students try to learn collaboratively through the Web and they practice working in distributed teams which seems to be a crucial competency for living in a networked society. Although, theoretically, e-learning and CSCL environments are seen as powerful tools for learning processes, the results of empirical research in the field are contradictory. While some research in the field reported low levels of participation, interaction and depth of learning, many studies described and concluded positive effects of CSCL environments, positive effects of face-to-face teaching supported by CSCL applications, and positive effects of CSCL environments applied in combination with face-to-face learning situations. This dissertation reports a PhD study which concentrated on performing tasks in asynchronous computer-supported collaborative learning environments as a blended learning approach for on-campus students. The blended learning approach, which aims at integrating e-learning techniques and traditional teaching methods, is seen as a way to improve the quality of education and reduce the costs of education for all students. The blended learning approach in higher education is a combination of regular, conventional, face-to-face and individual learning activities with web-based learning activities. It aims at integrating different learning approaches and modes of course material delivery into education. The current PhD project was designed to investigate students’ processes of learning (knowledge construction) and learning outcomes (quality of constructed knowledge) while performing different study tasks in university courses in which CSCL has been implemented. More specifically, the main objective of the study was to investigate the implementation of ACSCL environments in conventional face-to-face and on-campus higher education following a blended learning approach. The following research questions were addressed: What is the current use of e-learning environments in general and CSCL environments in particular in higher education?What is the opinion of teachers about e-learning environments in general and CSCL environments in particular in higher education?What is the opinion of students about implementing tasks in ACSCL environments in higher education?How do students participate in learning processes and knowledge construction while performing tasks in ACSCL environments? How can peer group feedback, supported by ACSCL, improve learning quality and facilitate learning processes? The dissertation is composed of four different studies which address several specific research questions to investigate different aspects of implementing ACSCL in higher education. The first two studies concern two main parties involved in the process of learning: teachers and students. The third study aims at exploring the process of knowledge construction and quality of learning outcomes while performing tasks in ACSCL environments, and finally, the fourth study is designed to investigate the effect of PGF supported by ACSCL on the process of learning. Study 1: teachers’ use of e-learning environments The purpose of the first study was to investigate teachers’ use of e-learning environments as teaching and learning tools in higher education and to explore factors which explain teachers’ use of those e-learning environments. In the study the following research questions were formulated: 1. Which functions of e-learning environments do teachers most often use? 2. What added value do teachers perceive of e-learning environments? 3. Which factors influence teachers’ use of different functions and capabilities of e-learning environments? 4. What are the barriers for implementing e-learning environments in the learning process? In e-learning environments, general course information functions (like course calendar and schedule and course announcement and news), content management functions (like presenting course material and literature and PowerPoint presentations) and non-interactive communication functions (like mail and mailing lists) are used most frequently. Other communication functions (like video conferencing, chatting, and voice conferencing) and collaboration functions (like online discussion, online collaboration, shared whiteboard, and application sharing) are the least used features of the e-learning environments. Comparable to the pattern of the actual use of e-learning environments mentioned above, results indicate that teachers believe that presentation of course materials and literature, presentation of information about the courses, PowerPoint presentations, and E-mail have the most added value for teaching and learning processes. Voice conferencing, shared whiteboard, videoconferencing and net-meetings are believed to have the least added value for teaching and learning processes. The assumed added value of online discussion and online collaboration is low as well. In addition, teachers believe they do not face serious technical problems when working with ICT tools and e-learning environments. Finally, teachers are satisfied with the facilities and connectivity but they feel that they do not have access to relevant software, websites and content. Running exploratory and confirmatory factor analysis we identified different factors like Knowledge Construction Teaching and Learning Approach (KC), Teachers’