M [the statistics teacher] makes you explain it. Five of the students also went on to explain that it was not sufficient to state a conclusion or to demonstrate how they had analyzed the data. They also had to explain why they had analyzed the data a particular way. These five students all justified this obligation in terms of the importance of the listening students understanding the explanation.
Furthermore, it appeared that an acceptable explanation involved not merely demonstrating how the data had been analyzed but explaining why this way of organizing the data was relevant to the question or issue being addressed e. The students all indicated that they valued the fact that an analysis resulted in a number of different viewpoints rather than one correct answer.
These themes of interpretation and sense making were also evident when the students were asked what they had learned. For example, one student explained that although she already knew terms such as mean, median, and range from previous classes, she had learned when to use them to describe data.
I like using the range. I use the range when the points are spread out. It is evident from these and other comments that the students were developing an understanding of when it was appropriate to use particular statistics to compare data sets.
Their responses also indicate that their goal when they analyzed data was to identify trends and patterns that were relevant in enabling them to understand the situation or phenomenon from which the data had been generated e.
In this regard, it appears that the graphs the students created by using the computer tool were, for them, texts about these situations. In doing so, they spoke of knowing what they were doing, of coming up with good ideas, and of other people in the class talking about their analyses. In addition, we infer that the students had the experience of knowing what they were doing because the graphs they created by using the computer tool were, for them, texts about situations from which the data were generated.
It was because they could use the computer tool in this way that they could rely on their own resources to make decisions rather than, say, the judgments of the teacher. The students all commented on the resources that supported their learning and enabled them to achieve competence even though they were not questioned about this issue explicitly. Six of the 11 students described either the discussions or the computer tool as a resource. Then you sort of use that. You can use the tool to explain it.
Other students explained why they found the discussions valuable. It gave me a way to look at things differently. Normally I would just skim over things and come up with a conclusion…that would be it.
In addition, six of the students reported that they developed insights about the data they were analyzing as a consequence of working with others in a small group. Finally, the majority of the students indicated that they viewed the teacher as a resource and spoke of her both explaining the purposes of analyses clearly and valuing their contributions to discussions.
The remaining theme that came to the fore as we analyzed the interviews concerned the extent to which the students viewed the class as collective community.
All but three of the students indicated that they viewed all the other students as competent. For example, one student said that she felt regular or equal when the asked if like a good student in the class. We all do a good job because she [the teacher] explains what we're suppose to do. We talk about things so everyone knows what we're talking about. In this regard, it is noteworthy that their accounts of classroom activities and events focused primarily on their own activity rather than that of the teacher.
The findings of an investigation reported by Boaler and Greeno enable us to clarify the broader significance of this result. In the investigation that they describe, Boaler and her colleagues interviewed students who were in Advanced Placement Calculus classes at six US public high schools.
In contrast, the students in the remaining four schools typically worked individually and were expected to complete tasks by applying methods and strategies introduced by the teacher.
Interviews that Boaler and colleagues conducted with the students reveal that most of the students in the discussion-based classes valued both the creativity involved in completing the relatively open-ended tasks and the opportunities to collaborate with other students. In contrast, many of the students in the more traditional classes indicated both that they found their experiences of doing mathematics in these classes distasteful and they had come to dislike mathematics and would choose not to study it further.
Wenger uses the metaphor of an economy to emphasize that the various meanings developed by the members of a community such as that constituted by a teacher and students in a classroom compete to define events and are necessarily valued differentially. This notion therefore brings relations of power to the fore in that power is concerned with whose definition of a situation wins out.
Instead of spending more and more on courses that do not guarantee results or books that you will put on the shelf, you can download here on our site more than 25 books to learn English in PDF format so that you can go at your own pace and learn in your own time. Tenses author Ankommen — St. Gallen Source: Ankommen — St. Gallen List of Irregular Verbs author E-grammar.
Here ends our selection of free English learning books in PDF format. We hope you liked it and already have your next book! If you found this list useful, do not forget to share it on your social networks. Here we present our complete selection of English learning books:. English Grammar Books: 1. However, most of the countries in the recent past adopted the implementation of E-leaning and as a result, the online student population is increasing a relatively high rate.
For this reason the need to adopt this new system in India has become highly inevitable as the traditional model has proven to be quite inappropriate in equipping the students from the complexities they are likely to encounter in the rapidly developing society. The Government of India and the University Grants Commission UGC has come to realization that information and communication technology ICT in higher education would bring the benefits into the current higher education system.
Nowadays, E-learning is the most valued trend in India, but implementation of E-learning systems however comes with as many challenges as the benefits, which need to be identified prior to making any major investment in the E-learning system of education.
This is the reason why we have carry out a study in order to establish the benefits, limitations and barriers which are likely to face the expansion of E-learning in higher educational institutions in India. This information is likely to assist the effective implementation of new education system in order to make the process of sharing knowledge easier, faster and cheaper for many students in India and other nations across the globe.
Identifying the barriers and other limiting factors will also help specialists to address such issues before hand thus improving the chances of achieving the much needed benefits of e-learning in Indian Universities. In the past few years, advances in information and communication technologies couple with the continued changes in the society structure have created new paradigms for higher education all over the world.
The adoption of ICT systems has led to an increased demand for open, flexible and distance learning systems, which are comprehensively referred to as E-learning. The commercialization of E-learning has made higher education easily accessible to many people across the globe thus facilitating the smooth flow of information at a cheaper cost. E- Available online on - WWW. Apart from providing virtual education, E-learning can be used to improve classroom learning processes as well as blended learning.
The application of ICT in traditional systems is bound to have a significant impact on the overall education system by enhancing the accessibility of adverse education opportunities and improving its qualities within minimum costs. For maximum benefits of E-learning at minimum costs, proper policies and strategies must be implemented to integrate the available local technologies with the current education system.
To meet the increased demand for flexible learning systems in the local and international market today, the University Grants Commission UGC in India has resolved to take advantage of ICTs to improve virtual education through E-learning in most of its institutions of higher learning.
This calls for the development and implementation of a well-designed E-learning plan both at the national level as well as the institutional level. While teaching can be based in or out of the classrooms, the use of computers and the Internet forms the major component of E-learning.
E-learning can also be termed as a network enabled transfer of skills and knowledge, and the delivery of education is made to a large number of recipients at the same or different times. The technology based e-learning encompasses the use of the internet and other important technologies to produce materials for learning, teach learners and also regulate courses in an organization Fry, 2 E-learning has a promising future in India due to increasing internet connectivity and masses using e- learning as an aid to gain knowledge.
But most of students and knowledge seekers are unaware of these amazing E- learning. E-learning raises the level of education, literacy and economic development in countries where technical education is expensive, opportunities are limited and economic disparities exist A learning system based on formalized teaching but with the help of electronic resources is known as E- learning.
Earlier, it was not accepted wholeheartedly as it was assumed that this system lacked the human element required in learning. E- Learning involves the use of digital media and technology to deliver learning experiences. A learning experience attempts to simulate the real-world classroom learning process. It involves assembling great content, distributing it to facilitate learning, managing the learning process and providing validations.
In the current era, where technology is rapidly evolving, education has also taken the support of ICT and now offers convenient ways to help increase the knowledge, education and literacy status of people. E-learning platform provides anywhere, anytime easy access for upgradation of knowledge and skills. It provides a platform wherein the individual gets a customized package related to key thematic areas, through a self-guided process.
Studies support that e-learning process some disadvantages. This information will help to avoid the barriers that are likely to hinder the development and expansion of E-learning in higher educational institutions. E-learning can also be seen as a promising way for improving the quality of higher education and effectiveness of learning. It can give increased flexibility of learning experience to student, enhances access to information resources for more students.
E-learning could also lead to the enhancement of quality in higher education by leading to innovative pedagogical methods, new ways of learning and interacting by the easy sharing of the new practices among learners and teacher s communities, as well as by more transparency and easier comparison and cross fertilization of materials and methods. The e-learning system not only provides learning objectives but also evaluates the progress of the student and credit can be earned towards higher learning institutions.
E-learning has opened new avenues to education in India and has changed the dynamics of educational content. Today, with changing times, basic education is taught with a single computer in rural villages and has helped several children to get exposed to primary levels of education.
Many of the universities and colleges are conducting their course online and also certificated will be provided online. The e-learning scenario in India is still growing and at an experimental stage. E-learning is not only inexpensive, but also convenient.
0コメント