Empirical evaluation of educational interactive systems

Educational software systems are usually highly interactive systems that needs to be evaluated from two different perspectives, first as interactive software, mainly using usability and accessibility approaches, and second as an educational product that needs to be evaluated from its learning impact. The empirical evaluation methods may be quantitative, with a more deductive reasoning, or qualitative, with a more inductive reasoning, oriented, however mixed approaches have been used extensively because they combine the both main methods with a more pragmatic knowledge focusing on knowing the consequences or solving problems. The empirical evaluation of interactive educational software due to its own characteristics requires a mixed approach typically. This special issue is devoted to identify, share and valorise best practices and experiences, with a very solid modelling background, that are focused on the empirical evaluation of educational interactive systems with a special emphasis on mixed quantitative and qualitative approaches.     

“软件工程”教学策略探讨

以“卓越软件工程师教育培养计划”为背景,分析软件工程在专业中的位置和意义。对软件工程教学中存在的问题进行了深入探讨,提出了一种软件工程教学策略,指出提升教学效果和教学质量的实践改革思路。     

基于网络环境的会计教学问题探究

随着互连网与通讯技术、计算机软硬件设备与科技的快速进步,信息技术将是会计教育与教学中的必要元素,信息技术与会计学科领域整合将是未来会计教育的主流。新的教育环境要求会计教育必须转变教育理念,改变传统的教学模式、更新教学内容、探究新的教学方法。本文就网络环境下的会计教育理念、教学模式、教学内容、教学方法等进行了研究。     

Alternative quality standards in qualitative research?

Qualitative researchers often use other principles for judging the quality of their study than quantitative researchers. This inhibits a straightforward assessment of the quality and comparability of different types of studies, as well as decision-making about their usefulness for further research and practice. In this article, we question the use of alternative criteria, and argue for one coherent and inclusive framework of quality criteria for both qualitative and quantitative studies. We developed such a framework, based on a comparison and operationalization of different criteria, and the elaboration of procedures to realize them. Its usability is demonstrated by the application in a qualitative case study research and a mixed-methods study. This framework enhances advancing and judging the basic quality of any type of scientific research, promoting the assessment of the quality and hence usability of studies for further research or decision-making about practice.     

Integrating Quantitative and Qualitative Analysis Using Latent and Manifest Variables

The relative virtues of quantitative and qualitative research have been vigorously debated. Several researchers recommend combining methodologies but there is little evidence in the literature to suggest how different research methods might be integrated (Bryman, 1988). The current study addresses this deficiency in the research by examining the use of latent variables in quantitative and qualitative research as a means of blending the two approaches. A study of entrepreneurial Locus of Control where quantitative and qualitative data were available illustrates the methodological issues. Analysis of quantitative data was conducted using LISREL (7.20) and qualitative data were categorised using NUD.IST (Non-numerical Unstructured Data Indexing Searching and Theorising computer software). Detailed comparisons are made between the methods described in this paper and other approaches to content analysis.     

The Use of Triangulation in a Study of Refugee Well-Being

This article illustrates the use of triangulation in a study of refugee well-being. While the study was driven by a qualitative paradigm, information and data from qualitative and quantitative methods were integrated in order to fully explore, describe and understand the phenomena being studied. Hence, through triangulating information and data from an ethnographic interview, demographic and health questionnaires, and observations, the subjective and objective aspects of refugee experience and well-being were fully revealed. The advantages of triangulation, its pitfalls, and the controversy surrounding this methodology within the scientific health community are discussed. Finally, the author offers recommendations pertaining to the use of methodological triangulation for other investigators who might consider employing this design in future research.     

Research in schools and the case for methodological integration

In spite of the fact that qualitative/ethnographic research into education has gained in popularity in recent years, its relationship with quantitative research is far from resolved. The authors argue that there are strong arguments for a research strategy which combines the two approaches. A case study of methodological integration is provided in which an ethnographic stance dovetailed with the use of a quantitative technique, viz. the triadic elicitation method. The implications of the research are explored in terms of the advantages that accrue to research into classrooms. In particular, it is argued that a superior over-all account emerges, than that which could be provided by a total reliance on one style of research.     

Authorware携手几何画板走入数学课堂

信息技术与教学内容的整合已成为教育信息化进程中的一大热点问题。本文从高效教学的角度出发,结合Authorware和几何画板4.X软件在中学数学课程上的应用,将Authorware良好的交互功能、高效的多媒体集成功能与几何画板独特的数学表征联姻,作为学生学习数学和解决问题的强有力工具,实现不同教学情景下数学高效教学的理想效果,在教学的多媒体环节进行有益探索。     

多媒体技术在教学中的应用

随着多媒体技术日益成熟,多媒体技术中的应用也越来越普遍。多媒体计算机辅助教学是当前国内外教育技术发展的趋势,已成为计算机辅助教学中的一个重要组成部分。这种多媒体技术在教学中的应用,关键是设计并编制出符合教学需要的多媒体教学软件,这种多媒体教学软件的开发需要在教学理论的指导下,做好教学设计、系统结构设计、导航策略设计和交互界面设计等工作,并在教学实践中所反复使用,不断修改,才能使开发的多媒体教学软件符合教学规律,取得良好的教学效果。     

Qualitative methodology and its pitfalls in educational research

There is considerable controversy in educational research with respect to the use of qualitative and quantitative data and as to what constitutes scientific research. The objective of this study is to explore the degree to which in-service teachers understand the difference between qualitative/quantitative data and methods, validity/authenticity, generalization and how these can be used to solve problems faced by the teachers. The study is based on 84 participants who had registered for a 10-week course on Methodology of Investigation in Education, as part of their Master’s degree program. The course is based on 11 readings drawing on a history and philosophy of science perspective (positivism, constructivism, Popper, Kuhn, Lakatos). Course activities included written reports, class room discussions based on participants’ presentations, and written exams. Based on the results obtained it is concluded: (a) Most participants understood that the problem to be investigated precedes the method and determines the methodology to be used; (b) As all observations are theory-laden, it is preferable that interpretations based on both qualitative and quantitative data be allowed to compete in order to provide validity to our research findings; (c) The difference between validity and authenticity was controversial and most participants considered the need for interpreting data and hence favored authenticity; (d) Discussions led to the idea of ‘degrees of validity’ as both validity in the quantitative sense and authenticity in the qualitative sense, ultimately depend on critical appraisals of the community; (e) Generalizability of results obtained from qualitative studies was a controversial topic and most participants agreed that it is not desirable to generalize; (f) Discussions suggested an alternative: In both qualitative and quantitative research generalizability is possible, provided we are willing to grant that our conceptions/theories are not entirely grounded in empirical evidence but rather on the degree to which the community can uphold such a consensus; (g) Most teachers considered the use of participant observation in qualitative research as non-controversial. Class discussions led to the understanding that emphasizing observations may lead us to the Aristotelian ideal of empirical science; (h) Formulation of hypotheses, manipulation of variables, and the quest for causal variables was considered by many teachers to be equivalent to the scientific method. Discussions facilitated the understanding that this led to idealization and thus helped to reduce the complexity of a problem.     

Examining academic Internet use using a combined method

Since the inception of the Internet in South Korea, the Internet has become an important medium for information and communication among collegians due to its complete integration into everyday school lives. This study examines the scholarly use and role of advanced computer and communications technologies in general and the Internet in particular via an open-ended, qualitative survey among Korean university students. Through word frequency analysis and semantic mapping, this paper identifies the key issues in academic Internet use. In addition to information science methods, content analysis is used to investigate the attitudinal and behavior dimensions in scholarly Internet use. The results are expected to enable professors and policymakers to target populations who underutilize the educational potential of Internet technologies and to design e-learning programs for such students.     

Combination of long term and short term forecasts, with application to tourism demand forecasting

Forecast combination is a well-established and well-tested approach for improving the forecasting accuracy. One beneficial strategy is to use constituent forecasts that have diverse information. In this paper we consider the idea of diversity being accomplished by using different time aggregations. For example, we could create a yearly time series from a monthly time series and produce forecasts for both, then combine the forecasts. These forecasts would each be tracking the dynamics of different time scales, and would therefore add diverse types of information. A comparison of several forecast combination methods, performed in the context of this setup, shows that this is indeed a beneficial strategy and generally provides a forecasting performance that is better than the performances of the individual forecasts that are combined.As a case study, we consider the problem of forecasting monthly tourism numbers for inbound tourism to Egypt. Specifically, we consider 33 individual source countries, as well as the aggregate. The novel combination strategy also produces a generally improved forecasting accuracy.     

Strategy,Valuation, and Forecast Accuracy: Evidence from Italian Strategic Plan Disclosures

Using a sample of 264 strategic plan presentations by Milan Stock Exchange firms during 2001–2012, we present evidence of both a security price reaction and an increase in the accuracy of analysts’ earnings forecasts pursuant to plan disclosure. In the cross-section, the information content of the plan disclosures and the accuracy increase are incrementally associated with the extent of forward-looking narrative disclosures in the plan, after controlling for other disclosures within and outside the plan presentation and the fact that the firm has self-selected into the sample. Both quantitative and qualitative narrative disclosures are informative to investors and analysts. The results are driven by narrative disclosures about company strategy and action plans rather than about the business environment in which the company operates. Our study informs the current debate on the use of voluntary comprehensive, integrated, long-run-oriented strategic plan disclosure as a potential complement for disclosures such as quarterly earnings forecasts that have been described as an example of ‘short-termism’.     

英语专业学生书面表达中的词块研究

本文根据J.Nattinger和J.DeCarrico(2000)的理论,采用定量和定性的分析方法,旨在揭示英语专业学生在英语写作中词块使用的情况。根据一年级与三年级学生作文词块使用情况的对比提出一年级学生使用词块种类较少,显得单一,重复性高,偏口语化,错误较多;而三年级学生作文由于使用词块种类较多,运用灵活,语言则显得更加地道。本文通过对词块的调查研究,对英语教学提出了两点启示。     

中国情境下的哈佛案例教学法：多案例比较研究

本文从价值链模型和资源基础观出发,分析了哈佛案例教学法的价值活动结构与特征、作用机制及该模式的系统性和难模仿性。通过四个案例的比较研究,揭示了中国情境下的MBA管理教育中,有经验的教师如何根据中国的环境和学员情况,在学习哈佛模式的基础上,在案例来源与选择、组织方式、课堂讨论、教师总结等方面进行一系列替代和创新性活动,以取得较好的教学效果。研究表明,中国MBA管理教育中运用哈佛案例教学法必须在坚持、替代和创新中达到平衡。论文提出了国内教师在MBA教育中运用案例教学法的一个假说性的综合框架,并提出了相应的管理政策建议和进一步的研究展望。     

The distinction between qualitative and quantitative research methods is problematic

The distinction between qualitative and quantitative research is abstract, very general and its value is usually taken for granted. In contrast, this article attempts to show that the distinction between qualitative and quantitative research is unclear, poor and therefore of limited value and that its popularity risks leading to unfortunate consequences. Various arguments are presented for this conclusion. For example, it is argued that the heterogeneity of different stand-points on important issues among qualitative researchers (for example with respect to the use of quantification and causal analysis) makes the distinction as such unstable. Moreover, the presence of substantial overlap between many features of qualitative and quantitative research often makes it difficult to separate qualitative and quantitative research. It is also shown that three obvious ways of making the distinction between qualitative and quantitative research are unsatisfactory. Use of the distinction may restrict creativity in the development of new research methods and create confusion and unnecessary work. In general, it may be preferable not to conceptualize research approaches at such abstract levels as done in the context of qualitative or quantitative approaches. Instead, it is suggested that it is more fruitful to discuss the pros and cons of specific research methods, preferably in the context of specific research problems.     

Methodological criteria for the internal validity and utility of practice oriented research

For conducting practice oriented research different research strategies are available. In this paper a typology is developed for differentiating between practice oriented research strategies that are data based and participatory research strategies. The former category involves quantitative and qualitative data based research strategies. The latter category, participatory research strategies, includes knowledge based research and practice based research. At present, methodological criteria for assessing the quality of practice oriented research heavily rely on those developed for theory oriented research, in particular internal and external validity and reliability. However, we argue that for assessing the results of practice oriented research other criteria are necessary. In this paper, methodological criteria are formulated for evaluating the internal validity and practical utility of practice oriented research with the help of a Delphi study using research methodologists as experts. They agree upon the criteria of verifiability, comprehensibility and acceptance of the results, as well as holism. Moreover, different categories of participatory and data based research strategies are compared to these criteria. Practice based research and qualitative data based research are best equipped to fulfill these criteria. These findings may enable researchers to make a more deliberate choice for a specific research strategy in practice oriented research.     

浅析实例引导法在Flash软件教学中的应用

由于Flash动画的热门，高中信息技术可以尝试开设Flash软件教学这门课程。在Flash软件教学中使用实例引导法，可以使学生明白镜头该如何表现、为什么这个动作比较重要等等，这样就能够更好的提高学生主动学习的能力；同时对部分优秀的作品进行展示以及详细讲解，可以使学生了解到自己掌握的知识还有很多的不足，带给学生一些压力，加强学生的学习能动性。本文主要说明了实例引导法的定义、优势，教学基本思路以及实现方法。     

高校教学管理网络智能化建设的若干思考

随着现代信息技术在教育领域的普遍应用,我国高校教学系统的管理模式已逐步实现了网络化和智能化。然而。教学管理网络智能化在提高管理效率和管理水平的同时,也存在一些不足。文章结合湖南工业大学的教学管理网络智能信息系统的应用实际,总结高校教学管理网络智能信息化建设的成功经验,以及存在的问题,并提出若干改进建议。     

基于情境学习的高职软件项目化教学探索

针对如何落实软件开发的项目化教学，如何实现学生软件开发的职业能力培养，阐述了作为承载学生培养目标的载体——教学项目及其作用、选取与教学内容的组织。项目化教学最终要落实到项目“典型工作任务”的教学情境设计中。本文通过软件教学案例的设计，说明如何体现项目教学的情境性，如何体现“项目导向、任务驱动”的教学。结果表明通过好的教学项目的情境设计，对软件开发人才培养具有非常大的作用。