Abstract: The leaders of 24 computer facilitated learning projects in higher education were inter... more Abstract: The leaders of 24 computer facilitated learning projects in higher education were interviewed about their educational beliefs and practices, and the transcripts and associated documents were coded on 16 belief and 16 practice dimensions. Shared patterns of beliefs and practices were sought by clustering the projects with the aid of hierarchical methods. Three example profiles are provide to illustrate the belief/practice connections which, although apparent, are not simply defined. Subsequent analyses will be based upon project narratives. The impetus for the present work came from recent interest in the beliefs and understandings that academics bring to their teaching (Kember, 1997; Samuelowicz & Bain, 1992) including their use of educational technology (Bain & McNaught, 1996). There is some research suggesting that academics ’ educational beliefs and practices are closely coupled (Bain 1998; Quinlan, 1999), but more work is needed to uncover the details of the relationsh...
Academics Stories 423 42 Not Just Another Brick in the Wall Rick Snell Щек Snéllìs a Léçtürèr in^... more Academics Stories 423 42 Not Just Another Brick in the Wall Rick Snell Щек Snéllìs a Léçtürèr in^táyv at the Ünfyér^sífy of Tasmania, Hobart. jn the mid Jp90s Rick transformed himself from an accidental tertiary teacher into a Public Law teacher with a mission to strive for ...
... Initial teacher education courses and 1999, 2000 and 2001 completions Roy Ballantyne John D. ... more ... Initial teacher education courses and 1999, 2000 and 2001 completions Roy Ballantyne John D. Bain Barbara Preston June 2002 Higher Education Group Department of Education, Science and Training Page 2. ... 49 Figure 7 Numbers of completions: trends (TAS) . . . . ...
The research reported here is concerned with the design and use of computer-facilitated learning ... more The research reported here is concerned with the design and use of computer-facilitated learning (CFL) in higher education, and is based on the premise that the educational context in which students learn is heavily influenced by the epistemological and educational assumptions of their academic teachers. The paper reports a preliminary analysis and comparison of two illustrative cases drawn from a larger study in which the beliefs and CFL practices of 24 university academics were studied through intensive interviews supplemented by resource and archival material. The research uses qualitative/ interpretative methods to describe academics’ beliefs about teaching and learning practices. The cases are introduced by narrative descriptions which provide an overview of their salient features and of the connections between beliefs and practices. The cases are then analysed and compared on 12 dimensions some of which were drawn from Reeves, some from an earlier study of ours based on archiv...
Page 1. JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 31, NO. 8, PP. 833-846 (1994) Gender Differe... more Page 1. JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 31, NO. 8, PP. 833-846 (1994) Gender Differences in Response to Questions on the Australian National Chemistry Quiz Richard Walding Science Department, Moreton Bay College, Wynnum QLD. ...
... gratefully acknowledge the assistance of K. Hirschfeld and P. Hopkins at the Princess Alexand... more ... gratefully acknowledge the assistance of K. Hirschfeld and P. Hopkins at the Princess Alexandra Hospital; G. Stuart and T. Coyne at the Royal Brisbane Hospital; E. Mullaly and R ... Factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum. Gronwall, DMA, & Sampson, H. (1974). ...
Journal of Experimental Psychology Learning Memory and Cognition, Aug 31, 1990
Page 1. Journal of Experimental Psychology: Learning, Memory, and Cognition 1990, Vol. 16, No. 5,... more Page 1. Journal of Experimental Psychology: Learning, Memory, and Cognition 1990, Vol. 16, No. 5,813-824 Copyright 1990 by the American Psychological Association, Inc. 0278-7393/9O/SO0.75 Associative Interference Effects in Recognition and Recall ...
As the pendulum swings from instructivist to constructivist implementations of educational techno... more As the pendulum swings from instructivist to constructivist implementations of educational technology, we may be at risk of losing sight of some important lessons from classical educational practice. In this paper I will use a project of my own-based upon a constructivistinspired statistics application-to raise questions about current theorising. In so doing I will refer to literature concerned with situated learning and authentic tasks (e.g., Herrington, Oliver, Herrington & Sparrow, 2000), with the development of understanding (e.g., Perkins, 1998), and with cognitive approaches to learning (e.g., Anderson, Reder & Simon, 1997). My aim is to seek further complementarities between the situated and cognitive approaches (Anderson, Greeno, Reder & Simon, 2000), including whether complex understandings should be decomposed and practised separately, and whether there is sufficient practising of understanding during typical authentic learning tasks.
Current Psychological Research Reviews, May 31, 1984
Page 1. Does a Concurrent Memory Load Interfere with Reasoning? GRAEME S. HALFORD, JOHN D. BAIN, ... more Page 1. Does a Concurrent Memory Load Interfere with Reasoning? GRAEME S. HALFORD, JOHN D. BAIN, and MURRAY T. MAYBERY University of Queensland, Australia Adult participants were required to solve algebraic ...
Processes involved in the acquisition of cognitive skills were studied through an investigation o... more Processes involved in the acquisition of cognitive skills were studied through an investigation of the efficacy of initially encoding knowledge of a cognitive skill in either declarative or procedural form. Subjects were 80 university students. The cognitive skill, learning the steps to program a simulated video cassette recorder (VCR), was taught and tested through computer simulation. One group was given the task using declarative cues (stating each step in the sequence) and response demands, and another group was given procedural cues (touching each button in sequence) and response demands. Two other groups were given a combination of cue and response modes. The pattern of significant results suggested that the cognitive skill of programming a simulated VCR was developed most efficiently when subjects were prompted to respond to instruction using the procedures they would eventually be asked to use wh'm performing the task. This supports the argument of D. E. Broadbent that cognitive skills are encoded in procedural form. (Contains 5 tables and 19 references.) (SLD)
Abstract: The leaders of 24 computer facilitated learning projects in higher education were inter... more Abstract: The leaders of 24 computer facilitated learning projects in higher education were interviewed about their educational beliefs and practices, and the transcripts and associated documents were coded on 16 belief and 16 practice dimensions. Shared patterns of beliefs and practices were sought by clustering the projects with the aid of hierarchical methods. Three example profiles are provide to illustrate the belief/practice connections which, although apparent, are not simply defined. Subsequent analyses will be based upon project narratives. The impetus for the present work came from recent interest in the beliefs and understandings that academics bring to their teaching (Kember, 1997; Samuelowicz & Bain, 1992) including their use of educational technology (Bain & McNaught, 1996). There is some research suggesting that academics ’ educational beliefs and practices are closely coupled (Bain 1998; Quinlan, 1999), but more work is needed to uncover the details of the relationsh...
Academics Stories 423 42 Not Just Another Brick in the Wall Rick Snell Щек Snéllìs a Léçtürèr in^... more Academics Stories 423 42 Not Just Another Brick in the Wall Rick Snell Щек Snéllìs a Léçtürèr in^táyv at the Ünfyér^sífy of Tasmania, Hobart. jn the mid Jp90s Rick transformed himself from an accidental tertiary teacher into a Public Law teacher with a mission to strive for ...
... Initial teacher education courses and 1999, 2000 and 2001 completions Roy Ballantyne John D. ... more ... Initial teacher education courses and 1999, 2000 and 2001 completions Roy Ballantyne John D. Bain Barbara Preston June 2002 Higher Education Group Department of Education, Science and Training Page 2. ... 49 Figure 7 Numbers of completions: trends (TAS) . . . . ...
The research reported here is concerned with the design and use of computer-facilitated learning ... more The research reported here is concerned with the design and use of computer-facilitated learning (CFL) in higher education, and is based on the premise that the educational context in which students learn is heavily influenced by the epistemological and educational assumptions of their academic teachers. The paper reports a preliminary analysis and comparison of two illustrative cases drawn from a larger study in which the beliefs and CFL practices of 24 university academics were studied through intensive interviews supplemented by resource and archival material. The research uses qualitative/ interpretative methods to describe academics’ beliefs about teaching and learning practices. The cases are introduced by narrative descriptions which provide an overview of their salient features and of the connections between beliefs and practices. The cases are then analysed and compared on 12 dimensions some of which were drawn from Reeves, some from an earlier study of ours based on archiv...
Page 1. JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 31, NO. 8, PP. 833-846 (1994) Gender Differe... more Page 1. JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 31, NO. 8, PP. 833-846 (1994) Gender Differences in Response to Questions on the Australian National Chemistry Quiz Richard Walding Science Department, Moreton Bay College, Wynnum QLD. ...
... gratefully acknowledge the assistance of K. Hirschfeld and P. Hopkins at the Princess Alexand... more ... gratefully acknowledge the assistance of K. Hirschfeld and P. Hopkins at the Princess Alexandra Hospital; G. Stuart and T. Coyne at the Royal Brisbane Hospital; E. Mullaly and R ... Factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum. Gronwall, DMA, & Sampson, H. (1974). ...
Journal of Experimental Psychology Learning Memory and Cognition, Aug 31, 1990
Page 1. Journal of Experimental Psychology: Learning, Memory, and Cognition 1990, Vol. 16, No. 5,... more Page 1. Journal of Experimental Psychology: Learning, Memory, and Cognition 1990, Vol. 16, No. 5,813-824 Copyright 1990 by the American Psychological Association, Inc. 0278-7393/9O/SO0.75 Associative Interference Effects in Recognition and Recall ...
As the pendulum swings from instructivist to constructivist implementations of educational techno... more As the pendulum swings from instructivist to constructivist implementations of educational technology, we may be at risk of losing sight of some important lessons from classical educational practice. In this paper I will use a project of my own-based upon a constructivistinspired statistics application-to raise questions about current theorising. In so doing I will refer to literature concerned with situated learning and authentic tasks (e.g., Herrington, Oliver, Herrington & Sparrow, 2000), with the development of understanding (e.g., Perkins, 1998), and with cognitive approaches to learning (e.g., Anderson, Reder & Simon, 1997). My aim is to seek further complementarities between the situated and cognitive approaches (Anderson, Greeno, Reder & Simon, 2000), including whether complex understandings should be decomposed and practised separately, and whether there is sufficient practising of understanding during typical authentic learning tasks.
Current Psychological Research Reviews, May 31, 1984
Page 1. Does a Concurrent Memory Load Interfere with Reasoning? GRAEME S. HALFORD, JOHN D. BAIN, ... more Page 1. Does a Concurrent Memory Load Interfere with Reasoning? GRAEME S. HALFORD, JOHN D. BAIN, and MURRAY T. MAYBERY University of Queensland, Australia Adult participants were required to solve algebraic ...
Processes involved in the acquisition of cognitive skills were studied through an investigation o... more Processes involved in the acquisition of cognitive skills were studied through an investigation of the efficacy of initially encoding knowledge of a cognitive skill in either declarative or procedural form. Subjects were 80 university students. The cognitive skill, learning the steps to program a simulated video cassette recorder (VCR), was taught and tested through computer simulation. One group was given the task using declarative cues (stating each step in the sequence) and response demands, and another group was given procedural cues (touching each button in sequence) and response demands. Two other groups were given a combination of cue and response modes. The pattern of significant results suggested that the cognitive skill of programming a simulated VCR was developed most efficiently when subjects were prompted to respond to instruction using the procedures they would eventually be asked to use wh'm performing the task. This supports the argument of D. E. Broadbent that cognitive skills are encoded in procedural form. (Contains 5 tables and 19 references.) (SLD)
Student teachers face many challenges when they plan and practise teaching in another teacher’s c... more Student teachers face many challenges when they plan and practise teaching in another teacher’s classroom. They soon discover that there are no surefire procedures for successful teaching, and that to be effective they have to plan and adjust constantly. The longstanding problem is how to do this in an informed and enjoyable way that will enhance their professional development.
Reflection is providing the answer.
This book aims to assist student teachers to reflect deeply upon their professional practice and the broader issues confronting school education.
The book is introduced with a brief chapter summarising the research literature on reflection, and another in which the 5Rs framework for reflective writing is introduced and illustrated.
However, the main emphasis of the book is upon student teachers’ reflections on their practicum experiences in primary and secondary schools. Their contributions—together with responses from practising teachers, school administrators and teacher educators—are grouped under five broad headings:
Teaching for Learning Classroom Organisation and Management Behaviour Management Professional Concerns Assessment
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Papers by John D Bain
Reflection is providing the answer.
This book aims to assist student teachers to reflect deeply upon their professional practice and the broader issues confronting school education.
The book is introduced with a brief chapter summarising the research literature on reflection, and another in which the 5Rs framework for reflective writing is introduced and illustrated.
However, the main emphasis of the book is upon student teachers’ reflections on their practicum experiences in primary and secondary schools. Their contributions—together with responses from practising teachers, school administrators and teacher educators—are grouped under five broad headings:
Teaching for Learning
Classroom Organisation and Management
Behaviour Management
Professional Concerns
Assessment