支持的問卷調查

目前,Moodle僅僅支持一些特定類型的問卷調查(在未來的版本中可能會允許您創建自己的)。

已有的問卷調查使用了教育學的概念,並且經過實用被證明在線上學習環境中是非常有效的。他們對於確定發生在參加學習者中的某種傾向是非常有用的。 (關於如何是用這些資料來進行分析的論文俄,可以在http://dougiamas.com/writing/herdsa2002找到。)


COLLES - 線上學習環境問卷調查的構成

COLLES包含了24個簡介的選項,這些問題分成6個尺度,它們中的每一個都可以幫助我們指出關乎線上教學環境質量的關鍵問題:

適當

線上學習對於學生的專業實踐能力是否適當?

反映?

線上學習是否刺激了學生進行思考?

互動性

To what extent do students engage on-line in rich educative dialogue?

助教支持

助教對於鼓勵學生參加線上學習做的如何?

相互支持

在學生之間是否提供了快捷且有激勵作用的線上支援

Interpretation

學生和助教之間在線上溝通方面是否存在障礙?

Underpinning the dynamic view of learning is a new theory of knowing: social constructivism, which portrays the learner as an active conceptualiser within a socially interactive learning environment. Social constructivism is an epistemology, or way of knowing, in which learners collaborate reflectively to co-construct new understandings, especially in the context of mutual inquiry grounded in their personal experience.

Central to this collaboration is the development of students' communicative competence, that is, the ability to engage in open and critical discourse with both the teacher and peers. This discourse is characterised by an empathic orientation to constructing reciprocal understanding, and a critical attitude towards examining underlying assumptions.

The COLLES has been designed to enable you to monitor the extent to which you are able to exploit the interactive capacity of the World Wide Web for engaging students in dynamic learning practices.

(This information has been adapted from the COLLES page. You can find out more about COLLES and the authors of it at: http://surveylearning.com/colles/)


ATTLS - Attitudes to Thinking and Learning Survey

The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment.

The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK).

People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning.

Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power.

Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, Inc.

Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.

Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.

輔助說明檔案的索引
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