A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

The Social Psychology of Groups. J. W Thibaut & H. H. Kelley. New York: alley, 1959. The team of Thibaut and Kelley goes back to 1946 when, after serving in different units of the armed services psychology program, the authors joined the Research Center for Group Dynamics, first at M.LT and then at the University of Michigan. Their continued association eventuated in appointments as fellows at the Center for Advanced Study in the Behavioral Sciences, 19561957. It is during these years that their collaboration resulted in the publication of The Social Psychology of Groups. The book was designed to "bring order and coherence to present-day research in interpersonal relations and group functioning." To accomplish this aim, the authors introduced, defined, and illustrated basic concepts in an effort to explain the simplest of social phenomena, the two-person relationship. These basic principles and concepts were then employed to illuminate larger problems and more complex social relationships and to examine the significance of such concepts as roles, norm, power, group cohesiveness, and status. The lasting legacy of this book is derived from the fact that the concepts and principles discussed therein serve as a foundation for one of the dominant conceptual frameworks in the field of family studies today-the social exchange framework. Specifically, much of our contemporary thinking about the process of interpersonal attraction and about how individuals evaluate their close relationships has been influenced by the theory and concepts introduced in The Social Psychology of Groups. Today, as a result of Thibaut and Kelley, we think of interpersonal attraction as resulting from the unique valence of driving and restraining forces, rewards and costs, subjectively thought to be available from a specific relationship and its competing alternatives. We understand, as well, that relationships are evaluated through complex and subjectively based comparative processes. As a result, when we think about assessing the degree to which individuals are satisfied with their relationships, we take into consideration the fact that individuals differ in terms of the importance they attribute to different aspects of a relationship (e.g., financial security, sexual fulfillment, companionship). We also take into consideration the fact that individuals differ in terms of the levels of rewards and costs that they believe are realistically obtainable and deserved from a relationship. In addition, as a result of Thibaut and Kelley's theoretical focus on the concept of dependence and the interrelationship between attraction and dependence, there has evolved within the field of family studies a deeper appreciation for the complexities and variability found within relationships. Individuals are dependent on their relationships, according to Thibaut and Kelley, when the outcomes derived from the existing relationship exceed those perceived to be available in competing alternatives. Individuals who are highly dependent on their relationships are less likely to act to end their relationships. This dependence and the stability it engenders may or may not be voluntary, depending on the degree to which individuals are attracted to and satisfied with their relationships. When individuals are both attracted to and dependent on their relationships, they can be thought of as voluntarily participating in their relationship. That is, they are likely to commit themselves to the partner and relationship and actively work for its continuance. Thibaut and Kelley termed those relationships characterized by low levels of satisfaction and high levels of dependence "nonvoluntary relationships. …

The Social Psychology of Groups

中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

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The New Meaning Of Educational Change

This is the first handbook where the world’s foremost “experts on expertise” review our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts’ knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge of the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise, such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.

The Cambridge Handbook of Expertise and Expert Performance

Building on research into the demands on students’ self-regulated learning when learning about conceptually rich domains with computer-based learning environments (CBLEs) (Azevedo, Current perspectives on cognition, learning, and instruction, 2008; Lajoie and Azevedo, Handbook of educational psychology, 2006), our study focuses on the research question how students self-regulate their learning in a blended learning environment. In the teaching of introductory statistics to first-year students in economics and business, the Maastricht University uses a blended learning environment that allows students to individualize by attuning available learning tools to personal preferences. The blended learning environment consists of tutorials based on the problem-based learning principle and independent learning driven by learning goals produced by these tutorials; a sequence of traditional lectures, and an electronic learning environment based on the adaptive tutorial system Assessment and LEarning in Knowledge Spaces (ALEKS). Only participation in tutorial sessions is required; the usage of other components can be set according to individual preferences. The main reason to introduce the blended learning environment had been the need to accommodate a very heterogeneous inflow of students, transferring from very different secondary school systems with large differences in prior knowledge of statistics. For example, whereas a part of prospective students has had prior schooling in statistics, the majority of the inflow is educated within secondary school systems that lack coverage of statistics. The principle of repeated formative, adaptive testing that serves as the kernel of the ALEKS tool and steers all student learning and practicing makes the tool tailored to bridge short falling prior knowledge. However, on top of accommodating cognitive differences, the tool appeared to accommodate differences in learning styles.

Student Learning Preferences in a Blended Learning Environment: Investigating the Relationship Between Tool Use and Learning Approaches

An increasing number of students, professionals, and job-recruiters are using Social Network Sites (SNSs) for sharing information. There has been limited research assessing the role of individuals seeking a job and receiving information about job openings in SNSs. In this regard, do students, non-managers, and managers benefit from job offers when they are a member of SNSs such as Facebook or LinkedIn? How can differences in receiving information about job openings be explained by the strength-of-weak-ties and structural holes theorems? Results of an online survey among 386 respondents indicate that users of SNSs with more contacts are more likely to receive information about job openings than others. Most information about job openings was transmitted via LinkedIn to professionals. Regression analyses indicate that LinkedIn professionals with more links are more likely to receive information about a job opening. In contrast, the structural holes theory is not supported in this setting. The authors argue that Higher education should actively encourage and train students to use LinkedIn to enhance their employability. Finally, new generation graduates’ use of technology for different tasks and with different people than professionals is considered.

The diverging effects of social network sites on receiving job information for students and professionals

Cultural differences in learning-related dispositions are investigated amongst 7,300 first year students from 81 different nationalities, using the framework of Hofstede (Culture’s consequences: international differences in work-related values. Sage, Beverly Hills, 1980). Comparing levels and intercorrelations of implicit theories of intelligence, effort beliefs, academic motivation, achievement goals, learning styles and approaches, and subject attitudes learns that traditional dichotomies often postulated in learning theories, such as those of surface versus deep learning, intrinsic versus extrinsic motivation, self-regulation of learning versus external regulation, and mastery goals versus performance goals, do not manifest in different cultural clusters. In contrast, cluster profiles tend to be rather balanced. Cultural differences in intercorrelations are substantial and again indicate the difficulty of constructing culture-invariant learning theories. One of these differences regards the differentiation of several facets in performance goals and in different aspects of memorisation-based learning processes. Compared to students from other cultures, students of the Confucian culture appear to possess relative undifferentiated conceptions of performance goals and memorisation-based learning processes, what is at odds with contemporary theories of the Chinese learner.

Cultural Differences in Learning Dispositions

Positioning in learning networks is a process that assists learners in finding a starting point and an efficient route in the network that will foster their competence building. In order to avoid labor-intense routines in the network we explore computational approaches to services such as positioning that are based on the contents of the learning network and the behavior of those participating in it, rather than in predefined procedures and (meta-) data. We present a content-based approach to positioning that uses latent semantic analysis to compare learner portfolios to contents offered in the learning network. Initial results indicate the feasibility of the approach, but a number of important caveats are discussed.

Content-Based Positioning in Learning Networks

A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online Problem Based Learning environment. Given the complexity of CMC, we expected that autonomous learners would be more willing to contribute to cognitive discourse. In time, we expected that control-oriented learners would develop a preferential attachment to contribute to discourse from autonomous learners. Data were gathered from 37 autonomous and 39 control-oriented learners who posted 1669 messages. Using a dynamic multi-method approach of content analysis of cognitive and social discourse, social network analysis, and measures of academic motivation, we find some preliminary evidence that motivational orientation influences communication and social interaction patterns amongst learners. From the beginning, most control-oriented learners develop a preference to connect to and communicate with autonomous learners, although a separate team-analysis indicates that group dynamics also influence how learners develop connections with other learners in time. Our findings further the understanding of differences found in distance learning courses about participation and drop-out.

Bas Giesbers

Papers

Student Learning Preferences in a Blended Learning Environment: Investigating the Relationship Between Tool Use and Learning Approaches

The diverging effects of social network sites on receiving job information for students and professionals

Cultural Differences in Learning Dispositions

Content-Based Positioning in Learning Networks

A dynamic analysis of why learners develop a preference for autonomous learners in CMC