scholarly journals Self-Evaluation Mandalas – An Innovative and Motivating Tool in Distance Learning Courses (Results from the VTT-Project)

2019 ◽  
pp. 213-221
Author(s):  
Peter Mazohl ◽  
Harald Makl
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
School Education ◽  
The Self ◽  
High Quality ◽  
Self Evaluation

This paper refers to the ERASMUS+ Project 2017-1-ES01-KA201-038199 (School Education). The project aims to develop a toolbox to assist teachers to develop and create high quality distance learning courses.The innovation in the project is the self-evaluation mandala. This is a newly developed tool used in distance learning courses and in blended learning.

scholarly journals Remote Learning Under the Self-evaluation Microscope – Students’ Opinions about Their Learning During the Covid-19 Pandemic

2021 ◽  
Vol 73 (1) ◽  
pp. 124-137
Author(s):  
Monika Maciejewska
Keyword(s):  
Distance Learning ◽  
Young People ◽  
Evaluation Research ◽  
The Self ◽  
Research Projects ◽  
Remote Education ◽  
Self Evaluation ◽  
Mode Of Operation ◽  
Teachers And Students ◽  
The Subject

Abstract The impetus for the research presented in this article was the fact that universities have changed their mode of operation into distance learning as a result of the Covid-19 pandemic. This shift was universal and forced, and triggered significant changes in the way the classes were carried out. Therefore, questions arose about how the main actors of this scene, namely teachers and students, cope with the new educational reality. The course conducted by the author of this article, covering the fundamentals of evaluation, under which students each year accomplish evaluation research projects addressing important issues related to education at the Faculty, has provided an excellent opportunity to reflect in this regard. To this end, students prepared and accomplished self-evaluation projects, the subject of which was their functioning in the remote education mode. The analysis of the collected data made it possible to distinguish the elements of remote education, which are particularly important from the perspective of young people studying in new, atypical conditions.

scholarly journals Procrastination in Blended Learning The Role of General Self-efficacy, and Active and Passive Procrastination

2019 ◽  
Vol 5 (2) ◽  
pp. 49-65
Author(s):  
Elżbieta Sanecka
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Self Efficacy ◽  
The Self ◽  
Learning Activities ◽  
Academic Procrastination ◽  
University Course ◽  
General Self Efficacy ◽  
Negative Link

Despite the growing empirical interest in academic procrastination in the distance learning, there are only limited studies on the determinants of this phenomenon in the blended learning programmes. The present study investigates the relationships between general self-efficacy, two types of procrastination (active and passive procrastination), and the behavioural tendency to postpone learning activities in a blended learning university course using Moodle platform. Results indicate that passive procrastination is strongly positively associated with procrastination in blended learning, while perceived self-efficacy and active procrastination are unrelated to the self-reported task delays during the blended learning course. In addition, the negative link between the reported number of previous completed blended-learning courses and procrastination in blended learning is observed. Practical and theoretical implications of these findings for a blended learning environment are discussed.

I Like Her, Because I Like Myself: Self-Evaluation as a Source of Interpersonal Attitudes

2003 ◽  
Vol 50 (4) ◽  
pp. 239-246 ◽  
Author(s):  
Eva Walther ◽  
Claudia Trasselli
Keyword(s):  
Opposite Effect ◽  
Learning Phase ◽  
The Self ◽  
Attitude Formation ◽  
Formation Processes ◽  
False Feedback ◽  
Self Evaluation ◽  
Evaluation Group ◽  
Group A ◽  
The Difference

Abstract. Two experiments tested the hypothesis that self-evaluation can serve as a source of interpersonal attitudes. In the first study, self-evaluation was manipulated by means of false feedback. A subsequent learning phase demonstrated that the co-occurrence of the self with another individual influenced the evaluation of this previously neutral target. Whereas evaluative self-target similarity increased under conditions of negative self-evaluation, an opposite effect emerged in the positive self-evaluation group. A second study replicated these findings and showed that the difference between positive and negative self-evaluation conditions disappeared when a load manipulation was applied. The implications of self-evaluation for attitude formation processes are discussed.

A regulatory focus approach to the self evaluation process

2005 ◽  
Author(s):  
Geoffrey Leonardelli ◽  
Jessica Lakin ◽  
Robert Arkin
Keyword(s):  
Regulatory Focus ◽  
Evaluation Process ◽  
The Self ◽  
Self Evaluation

The ideal self is me: Deconstructing the self-evaluation process

2011 ◽  
Author(s):  
Corey L. Guenther ◽  
Kathryn Applegate ◽  
Steven Svoboda ◽  
Emily Adams
Keyword(s):  
Evaluation Process ◽  
The Self ◽  
Ideal Self ◽  
Self Evaluation ◽  
The Ideal

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

INDIVIDUALISATION IN FLEXIBLE LEARNING, FROM A POST-POST-FOUNDATIONALIST PERSPECTIVE

2015 ◽  
Vol 37 (2) ◽  
pp. 101-114
Author(s):  
J L Van der Walt
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Best Practice ◽  
Flexible Learning ◽  
Per Se

Most practitioners in the field of flexible learning seem to be sufficiently aware of the importance of catering to the needs of their students. However, it appears that many are rather more conscious of the needs of the students as a group than as individuals per se. Others seem to be rather more concerned about the technology involved. After touching on the foundationalist and non-, post- or anti-foundationalist approaches to the problem of individualisation in flexible learning, the article discusses a number of guidelines for individualisation from a post-post-foundationalist perspective. This is followed by a section in which these guidelines are presented in practical terms. This outline of guidelines reveals that attempting to individualise from this perspective is no simple and straightforward matter, but that there might be practitioners in the field of flexible learning (open distance learning and blended learning) who already are following this approach as a best practice. A post-post-foundationalist approach to individualisation in flexible learning offers practitioners in the field a whole new vocabulary.

scholarly journals Values and Virtues as Correlates of Quality and Stability of Romantic Relationships and Marriage in a Post-Socialist Transitional Society

2021 ◽  
Vol 10 (8) ◽  
pp. 289
Author(s):  
Maja Kus Ambrož ◽  
Jana Suklan ◽  
Dejan Jelovac
Keyword(s):  
Romantic Relationships ◽  
Relationship Quality ◽  
Intimate Relationship ◽  
The Self ◽  
Subjective Perception ◽  
Relationship Stability ◽  
Value System ◽  
Self Evaluation ◽  
Empirical Survey ◽  
Transitional Society

An individual’s value system plays an important role in their intimate relationship or marriage. Most marital satisfaction research to date has been carried out in high-income liberal Western societies. We conducted an original quantitative empirical survey of virtues and values to examine their effect on relationship quality and stability in a sample of 511 respondents from Slovenia, a post-socialist society in transition. The results showed that respondents rated health, love, and safety at the top of their hierarchy of values. The key finding was that the presence of love was associated with an individual’s subjective perception of relationship quality but had no effect on the self-evaluation of relationship stability. In addition to love, both family safety and comfort were significant correlates of relationship quality while self-respect was negatively correlated with relationship quality. Only excitement was found to have a statistically significant effect on relationship stability.

An Objective Measure of the Self-Evaluation Motive

1974 ◽  
Vol 35 (2) ◽  
pp. 873-874
Author(s):  
Lawrence R. Good ◽  
Katherine C. Good
Keyword(s):  
Objective Measure ◽  
Reliability Coefficient ◽  
The Self ◽  
Self Evaluation ◽  
True False

The development of a true-false inventory designed to measure need for self-evaluation produced a form having 25 items. A reliability coefficient (KR-20) of .79 was obtained for a sample of 177 undergraduates (88 men and 89 women).

Sign in / Sign up

Export Citation Format

Share Document