Christina Vogt - Academia.edu (original) (raw)
Papers by Christina Vogt
Academic exchange quarterly, Dec 22, 2001
Abstract For nearly a decade, the Internet has been widely touted as the educational tool of the ... more Abstract For nearly a decade, the Internet has been widely touted as the educational tool of the future wherein sophisticated educational web-sites would compete with, if not replace, the chalk and blackboard. Yet, web page design elements of color, text, illustrations and multimedia may not be effectively implemented to optimize online instructional environments that facilitate the learning process. Online materials should be presented in a manner so that they incorporate not only different learning modalities but are capable of reducing cognitive load, increasing retention and problem-solving transfer, facilitating the process of building internal and external connections among and between information while meeting educational objectives. As a result, meaningful student learning may be dramatically enhanced as a result of vigilantly employing state-of-the-art design techniques, which reduce cognitive load. After examination of the current research in this area, recommendations are made for more innovative use of color, text, illustrations and multimedia when designing and building web-sites for online instruction. ********** Overview of Web-Based Learning Education is currently facing a paradigm shift in how it delivers instruction to learners. This shift is increasingly away from traditional classroom instruction to cyber-classroom learning environments in which learners and instructors are often geographically separated from one another. Helping to induce this paradigm shift is the rapid and continued development of the Internet and World Wide Web (WWW), or what is commonly referred to as "the web". This is providing educators with new and exciting opportunities for delivering effective instruction revolutionizing the way the learning process is being facilitated and enhanced. The web is ideally suited as a vehicle to deliver education since it incorporates constructivist principles, which engage learners in authentic activities for seeking and creating their own knowledge. This teaching strategy employs learner-directed problem solving strategies that can be used to sharpen critical thinking skills of students. Moreover, the web can add a dynamic richness to the curriculum that is virtually impossible to incorporate with conventional educational methods (Starr, 1997). Truly, the web has the potential to become a tremendous learning resource on which instructional designers expect to capitalize on in order to deliver large amounts of information in a student-centered, non-linear manner while allowing for multiple alternative inputs from online classmates as well as from classroom and/or distant instructors. Furthermore, properly designed and constructed learning and instruction websites have the power to provide interactivity between teacher and learner, to afford the learner control of the information he or she processes, and to give and receive feedback about the knowledge being constructed. These enhanced learning opportunities apparently are all too often missing from traditional classroom settings. However, these learning characteristics can also be absent from poorly, carelessly designed and constructed instructional web-sites which fail to incorporate reliable design concepts (El-Tigi & Branch, 1997). There are several key features of the web that are unique in delivering materials to facilitate the learning process. The first of these is the web's ability to use hypertext links, which provide swift navigation and the simplest form of learner interaction, enabling learner-centered control of information. This feature enables the web-site designer to create multiple links independent of a rigid hierarchical structure allowing the learner to seek immediate elaboration of hyper-linked words or images, to choose which topic to view, or to follow individualized, non-linear pathways through the learning materials. The second, and perhaps the most important feature of using the web for instruction, is its increasing ability to incorporate multi-media learning. …
Past research has found that women held stronger beliefs in scientific success due to effort, whe... more Past research has found that women held stronger beliefs in scientific success due to effort, whereas men believed in success based upon ability. While this does not seem problematic, because females have been more likely to attribute their successes to effort, this may have compromised their perceived intellectual ability in the eyes of ability-referenced academics and peers. Females, in traditionally male subjects, with their sense of ability, academic confidence and self-efficacy compromised, may feel compelled to leave engineering. While this basis for departure may be a common phenomenon amongst engineering majors, many studies have measured the effects of effort and ability on self-efficacy. However, what is not understood are the effects of these variables on test-anxiety by gender. Data from approximately 700 university engineering students across four universities indicated that belief in ability lowered females' self-efficacy, producing greater test-anxiety and potentially lowering GPA. Conversely, beliefs in effort raised self-efficacy, lowered test-anxiety and may result in higher GPA. Therefore, faculty might adjust their teaching practices to reinforce effort as the cause for success in engineering courses
Academic exchange quarterly, Dec 22, 2002
Abstract Web-based instruction, a non-linear hypermedia and/or hypertext learning technology, off... more Abstract Web-based instruction, a non-linear hypermedia and/or hypertext learning technology, offers educators a method to deliver instruction that may enhance the learning process. However, educators are still inquiring why some learners may benefit more than do others. Therefore, the purpose of this paper is to review current research studies examining the role of different learning strategies employed by learners and report how these strategies influence students' failures or successes in acquiring information presented through Web-based instruction. Research studies reviewed reported effective learning strategies play a significant role in academic achievement. However, this paper concludes more research is needed to identify which learning strategies are most effective for high academic achievers involved in Web-based instruction. ********* Background: Relevant Pedagogical Issues in Web-based Learning The rapid evolution of computer and Internet technologies over the past few years has transformed the World Wide Web (WWW), a global library of multimedia documents, into perhaps the most economical and democratic medium for learning and teaching at a distance. The Web has become an increasingly powerful, ubiquitous, interactive, and dynamic medium for sharing information; it provides educators with the opportunity to develop new learning experiences for students not previously possible (Stair, 1997). Additionally, Web-based instruction furnishes an innovative method for delivering instructional materials to geographically dispersed learners using the Web as the catalyst. Most Web-based instruction has two prominent forms: hypertext and hypermedia instructional formats that utilize the numerous attributes and existing resources of the World Wide Web to create a richer, meaningful environment in which learning is fostered and supported (O'Hanlon, 1999). However, here lies the caveat: students must employ effective learning strategies in order to be academically successful in this new, yet often challenging learning environment. As a greater number of institutions of higher learning incorporate Webbased instruction into their curriculums, educators are asking important questions such as 1) Which learning strategies are successful in Web-based instruction?, 2) Are there certain learning strategies being used with success in traditional classroom instruction transferable to Web-based instruction?, 3) Is there a whole new set of learning strategies that must be used by students in this new learning environment, and 4) If Web-based instruction does require new learning strategies, how do we teach them to our students? Definitions In order to provide a background for this paper, working definitions of key terms are presented to avoid ambiguity for the reader. While these common terms may be defined differently than those typically found, they provide a common basis for understanding this article. Hypermedia Hypermedia systems are computer-based software modules, which may combine text, images, sound and video. While hypermedia was once confined to CD-ROM and videodisk medium, the Web is now becoming more capable of delivering hypermedia learning modules. These systems are designed, as non-linear, reticulate structures of linked ideas, with no predefined path to traverse when navigating through a mesh of information. This unique characteristic of hypermedia allows for a high degree of learner control. Therefore, learners are free to select which learning strategy or strategies are the most effective and efficient at achieving learning tasks (Wilhelm, Fiedemann & Erickson, 1998). Nevertheless, as with Web-based learning, all students may not have the requisite learning skills to benefit from this type of learning environment. Hypertext A hypertext system works like a database that stores text-based learning materials. …
Despite many differences, both China and Taiwan have given priority to a variety of education ref... more Despite many differences, both China and Taiwan have given priority to a variety of education reforms since 1949. With a U.S. model and aid, the Taiwanese educational system has largely achieved the 15 percent enrollment threshold identified by Hayhoe as required to support economic expansion. In China, major reforms of the 1970s and 1980s leave China, at 10 percent of that target, short of the threshold. Comparing both nations, this paper adds significant data to Hayhoe's four indicators of quality: (1) role of private institutions (2) gender equality; (3) scientific focus; and (4) prevalence of short-cycle versus 4-year institutions. A fifth indicator, the .role of government, is included. In both nations, private schools contribute to stratification and inequalities in higher education. Women confront substantial obstacles in both, though with fewer students and educators in higher education, women seem worse off in China. Both nations focus heavily on science, with Taiwan largely successful, and China risks "technocracy" by neglecting the humanities and social sciences. In Taiwan, short-cycle schools largely promoted equality and industrialization and are now in decline, while in China, short-cycle schools no longer promote greater equality even as they proliferate. Centralization in both implies ideological controls and pressures in education. Although female enrollment is roughly equal, China risks losing gains in equality from the Mao era. In China, reintroduction of standardized entrance exams and the end of guaranteed employment promote nepotism and a decline in rural schools and women's participation. (Contains 14 references.) (TEJ) Reproductions supplied by EDRS are the best that can be made from the original document.
A survey of University of Kuwait medical students' perceptions of the English-language curriculum... more A survey of University of Kuwait medical students' perceptions of the English-language curriculum had three objectives: to compare their attitudes with those of Arabs from other Arab countries; elicit students' opinions of the English-based medical and science curriculum and the adequacy of their English language preparation; and assess the medical school's admission requirements. The language situation in Kuwaiti education and the university are described in some detail, and the study is reported. Subjects were 82 randomly-selected medical students studying English in the medical school program, administered a questionnaire concerning attitudes toward the English-language program, motivations for studying English, and educational background. Nine students failing their first-semester English course were also interviewed. Results indicate the students generally favor English language instruction and science instruction in English. Students' attitudes and motivation were consistent with those of Arab counterparts in other countries and university settings. Students not performing well in their first semester of English felt they had inadequate secondary school English language preparation, despite adequate academic preparation. It is concluded that the Faculty of Medicine must be sensitive to potential problems encountered by students with insufficient English language training. (Contains 18 references.) (MSE)
Journal of Women and Minorities in Science and Engineering, 2003
Current Issues in Comparative Education
EU Project ECROPOLIS – Contract No. 218477-2 (FP 7)
2007 Annual Conference & Exposition Proceedings
2006 Annual Conference & Exposition Proceedings
National Academy of Engineering Dr. Vogt has specialized in analysis of women's performance in no... more National Academy of Engineering Dr. Vogt has specialized in analysis of women's performance in non-traditional settings. As a former computer scientist and educator, she has been interested in closing the gender gap in all aspects of engineering education and high-tech workplaces.
Academic Exchange Quarterly, Dec 22, 2002
Abstract Web-based instruction, a non-linear hypermedia and/or hypertext learning technology, off... more Abstract Web-based instruction, a non-linear hypermedia and/or hypertext learning technology, offers educators a method to deliver instruction that may enhance the learning process. However, educators are still inquiring why some learners may benefit more than do others. Therefore, the purpose of this paper is to review current research studies examining the role of different learning strategies employed by learners and report how these strategies influence students' failures or successes in acquiring information presented through Web-based instruction. Research studies reviewed reported effective learning strategies play a significant role in academic achievement. However, this paper concludes more research is needed to identify which learning strategies are most effective for high academic achievers involved in Web-based instruction. ********* Background: Relevant Pedagogical Issues in Web-based Learning The rapid evolution of computer and Internet technologies over the past few years has transformed the World Wide Web (WWW), a global library of multimedia documents, into perhaps the most economical and democratic medium for learning and teaching at a distance. The Web has become an increasingly powerful, ubiquitous, interactive, and dynamic medium for sharing information; it provides educators with the opportunity to develop new learning experiences for students not previously possible (Stair, 1997). Additionally, Web-based instruction furnishes an innovative method for delivering instructional materials to geographically dispersed learners using the Web as the catalyst. Most Web-based instruction has two prominent forms: hypertext and hypermedia instructional formats that utilize the numerous attributes and existing resources of the World Wide Web to create a richer, meaningful environment in which learning is fostered and supported (O'Hanlon, 1999). However, here lies the caveat: students must employ effective learning strategies in order to be academically successful in this new, yet often challenging learning environment. As a greater number of institutions of higher learning incorporate Webbased instruction into their curriculums, educators are asking important questions such as 1) Which learning strategies are successful in Web-based instruction?, 2) Are there certain learning strategies being used with success in traditional classroom instruction transferable to Web-based instruction?, 3) Is there a whole new set of learning strategies that must be used by students in this new learning environment, and 4) If Web-based instruction does require new learning strategies, how do we teach them to our students? Definitions In order to provide a background for this paper, working definitions of key terms are presented to avoid ambiguity for the reader. While these common terms may be defined differently than those typically found, they provide a common basis for understanding this article. Hypermedia Hypermedia systems are computer-based software modules, which may combine text, images, sound and video. While hypermedia was once confined to CD-ROM and videodisk medium, the Web is now becoming more capable of delivering hypermedia learning modules. These systems are designed, as non-linear, reticulate structures of linked ideas, with no predefined path to traverse when navigating through a mesh of information. This unique characteristic of hypermedia allows for a high degree of learner control. Therefore, learners are free to select which learning strategy or strategies are the most effective and efficient at achieving learning tasks (Wilhelm, Fiedemann & Erickson, 1998). Nevertheless, as with Web-based learning, all students may not have the requisite learning skills to benefit from this type of learning environment. Hypertext A hypertext system works like a database that stores text-based learning materials. …
Academic Exchange Quarterly, Dec 22, 2001
Abstract For nearly a decade, the Internet has been widely touted as the educational tool of the ... more Abstract For nearly a decade, the Internet has been widely touted as the educational tool of the future wherein sophisticated educational web-sites would compete with, if not replace, the chalk and blackboard. Yet, web page design elements of color, text, illustrations and multimedia may not be effectively implemented to optimize online instructional environments that facilitate the learning process. Online materials should be presented in a manner so that they incorporate not only different learning modalities but are capable of reducing cognitive load, increasing retention and problem-solving transfer, facilitating the process of building internal and external connections among and between information while meeting educational objectives. As a result, meaningful student learning may be dramatically enhanced as a result of vigilantly employing state-of-the-art design techniques, which reduce cognitive load. After examination of the current research in this area, recommendations are made for more innovative use of color, text, illustrations and multimedia when designing and building web-sites for online instruction. ********** Overview of Web-Based Learning Education is currently facing a paradigm shift in how it delivers instruction to learners. This shift is increasingly away from traditional classroom instruction to cyber-classroom learning environments in which learners and instructors are often geographically separated from one another. Helping to induce this paradigm shift is the rapid and continued development of the Internet and World Wide Web (WWW), or what is commonly referred to as "the web". This is providing educators with new and exciting opportunities for delivering effective instruction revolutionizing the way the learning process is being facilitated and enhanced. The web is ideally suited as a vehicle to deliver education since it incorporates constructivist principles, which engage learners in authentic activities for seeking and creating their own knowledge. This teaching strategy employs learner-directed problem solving strategies that can be used to sharpen critical thinking skills of students. Moreover, the web can add a dynamic richness to the curriculum that is virtually impossible to incorporate with conventional educational methods (Starr, 1997). Truly, the web has the potential to become a tremendous learning resource on which instructional designers expect to capitalize on in order to deliver large amounts of information in a student-centered, non-linear manner while allowing for multiple alternative inputs from online classmates as well as from classroom and/or distant instructors. Furthermore, properly designed and constructed learning and instruction websites have the power to provide interactivity between teacher and learner, to afford the learner control of the information he or she processes, and to give and receive feedback about the knowledge being constructed. These enhanced learning opportunities apparently are all too often missing from traditional classroom settings. However, these learning characteristics can also be absent from poorly, carelessly designed and constructed instructional web-sites which fail to incorporate reliable design concepts (El-Tigi & Branch, 1997). There are several key features of the web that are unique in delivering materials to facilitate the learning process. The first of these is the web's ability to use hypertext links, which provide swift navigation and the simplest form of learner interaction, enabling learner-centered control of information. This feature enables the web-site designer to create multiple links independent of a rigid hierarchical structure allowing the learner to seek immediate elaboration of hyper-linked words or images, to choose which topic to view, or to follow individualized, non-linear pathways through the learning materials. The second, and perhaps the most important feature of using the web for instruction, is its increasing ability to incorporate multi-media learning. …
A survey of University of Kuwait medical students' perceptions of the English-language curriculum... more A survey of University of Kuwait medical students' perceptions of the English-language curriculum had three objectives: to compare their attitudes with those of Arabs from other Arab countries; elicit students' opinions of the English-based medical and science curriculum and the adequacy of their English language preparation; and assess the medical school's admission requirements. The language situation in Kuwaiti education and the university are described in some detail, and the study is reported. Subjects were 82 randomly-selected medical students studying English in the medical school program, administered a questionnaire concerning attitudes toward the English-language program, motivations for studying English, and educational background. Nine students failing their first-semester English course were also interviewed. Results indicate the students generally favor English language instruction and science instruction in English. Students' attitudes and motivation were consistent with those of Arab counterparts in other countries and university settings. Students not performing well in their first semester of English felt they had inadequate secondary school English language preparation, despite adequate academic preparation. It is concluded that the Faculty of Medicine must be sensitive to potential problems encountered by students with insufficient English language training. (Contains 18 references.) (MSE)
Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences.
Proceedings. Frontiers in Education. 36th Annual Conference, 2006
Past research has found that women held stronger beliefs in scientific success due to effort, whe... more Past research has found that women held stronger beliefs in scientific success due to effort, whereas men believed in success based upon ability. While this does not seem problematic, because females have been more likely to attribute their successes to effort, this may have compromised their perceived intellectual ability in the eyes of ability-referenced academics and peers. Females, in traditionally male subjects, with their sense of ability, academic confidence and self-efficacy compromised, may feel compelled to leave engineering. While this basis for departure may be a common phenomenon amongst engineering majors, many studies have measured the effects of effort and ability on self-efficacy. However, what is not understood are the effects of these variables on test-anxiety by gender. Data from approximately 700 university engineering students across four universities indicated that belief in ability lowered females' self-efficacy, producing greater test-anxiety and potentially lowering GPA. Conversely, beliefs in effort raised self-efficacy, lowered test-anxiety and may result in higher GPA. Therefore, faculty might adjust their teaching practices to reinforce effort as the cause for success in engineering courses
2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports, 2007
Approximately 40% of those who begin college with the intention of undertaking engineering do not... more Approximately 40% of those who begin college with the intention of undertaking engineering do not complete their programs of undergraduate studies indicating that in the case of engineering studies, a central problem is one of persistence. In these classrooms and lecture halls, faculty may, or may not, realize the critical role they play in a student's decision to persist in
Peace Review, 2001
... ISSN 1040-2659 print; ISSN 1469-9982 online/01/030371-04 Ó 2001 Taylor & ... The New Femi... more ... ISSN 1040-2659 print; ISSN 1469-9982 online/01/030371-04 Ó 2001 Taylor & ... The New Feminist Movement Across Three Decades of Change, Steggenbord claims that social ... physical institution, only a commitment coupled with the Internet, to databases, networks, listservs and ...
Journal of Women and Minorities in Science and Engineering, 2003
Gender, Technology and Development, 2004
Christina Vogt, Loyola Marymount University, Los Angeles, California, USA. Peiying Chen, Universi... more Christina Vogt, Loyola Marymount University, Los Angeles, California, USA. Peiying Chen, University of Southern California, Los Angeles, California, USA. This is a story about how the Internet has allowed two individuals with US $200 startup capital and a few friends to use electronic communications to aid in the positive transformation of the lives of individuals. When we were starting GenderWatch(ers) in the late 1990s, it was unknown how much power the Internet might have for creating change. We
Academic exchange quarterly, Dec 22, 2001
Abstract For nearly a decade, the Internet has been widely touted as the educational tool of the ... more Abstract For nearly a decade, the Internet has been widely touted as the educational tool of the future wherein sophisticated educational web-sites would compete with, if not replace, the chalk and blackboard. Yet, web page design elements of color, text, illustrations and multimedia may not be effectively implemented to optimize online instructional environments that facilitate the learning process. Online materials should be presented in a manner so that they incorporate not only different learning modalities but are capable of reducing cognitive load, increasing retention and problem-solving transfer, facilitating the process of building internal and external connections among and between information while meeting educational objectives. As a result, meaningful student learning may be dramatically enhanced as a result of vigilantly employing state-of-the-art design techniques, which reduce cognitive load. After examination of the current research in this area, recommendations are made for more innovative use of color, text, illustrations and multimedia when designing and building web-sites for online instruction. ********** Overview of Web-Based Learning Education is currently facing a paradigm shift in how it delivers instruction to learners. This shift is increasingly away from traditional classroom instruction to cyber-classroom learning environments in which learners and instructors are often geographically separated from one another. Helping to induce this paradigm shift is the rapid and continued development of the Internet and World Wide Web (WWW), or what is commonly referred to as "the web". This is providing educators with new and exciting opportunities for delivering effective instruction revolutionizing the way the learning process is being facilitated and enhanced. The web is ideally suited as a vehicle to deliver education since it incorporates constructivist principles, which engage learners in authentic activities for seeking and creating their own knowledge. This teaching strategy employs learner-directed problem solving strategies that can be used to sharpen critical thinking skills of students. Moreover, the web can add a dynamic richness to the curriculum that is virtually impossible to incorporate with conventional educational methods (Starr, 1997). Truly, the web has the potential to become a tremendous learning resource on which instructional designers expect to capitalize on in order to deliver large amounts of information in a student-centered, non-linear manner while allowing for multiple alternative inputs from online classmates as well as from classroom and/or distant instructors. Furthermore, properly designed and constructed learning and instruction websites have the power to provide interactivity between teacher and learner, to afford the learner control of the information he or she processes, and to give and receive feedback about the knowledge being constructed. These enhanced learning opportunities apparently are all too often missing from traditional classroom settings. However, these learning characteristics can also be absent from poorly, carelessly designed and constructed instructional web-sites which fail to incorporate reliable design concepts (El-Tigi & Branch, 1997). There are several key features of the web that are unique in delivering materials to facilitate the learning process. The first of these is the web's ability to use hypertext links, which provide swift navigation and the simplest form of learner interaction, enabling learner-centered control of information. This feature enables the web-site designer to create multiple links independent of a rigid hierarchical structure allowing the learner to seek immediate elaboration of hyper-linked words or images, to choose which topic to view, or to follow individualized, non-linear pathways through the learning materials. The second, and perhaps the most important feature of using the web for instruction, is its increasing ability to incorporate multi-media learning. …
Past research has found that women held stronger beliefs in scientific success due to effort, whe... more Past research has found that women held stronger beliefs in scientific success due to effort, whereas men believed in success based upon ability. While this does not seem problematic, because females have been more likely to attribute their successes to effort, this may have compromised their perceived intellectual ability in the eyes of ability-referenced academics and peers. Females, in traditionally male subjects, with their sense of ability, academic confidence and self-efficacy compromised, may feel compelled to leave engineering. While this basis for departure may be a common phenomenon amongst engineering majors, many studies have measured the effects of effort and ability on self-efficacy. However, what is not understood are the effects of these variables on test-anxiety by gender. Data from approximately 700 university engineering students across four universities indicated that belief in ability lowered females' self-efficacy, producing greater test-anxiety and potentially lowering GPA. Conversely, beliefs in effort raised self-efficacy, lowered test-anxiety and may result in higher GPA. Therefore, faculty might adjust their teaching practices to reinforce effort as the cause for success in engineering courses
Academic exchange quarterly, Dec 22, 2002
Abstract Web-based instruction, a non-linear hypermedia and/or hypertext learning technology, off... more Abstract Web-based instruction, a non-linear hypermedia and/or hypertext learning technology, offers educators a method to deliver instruction that may enhance the learning process. However, educators are still inquiring why some learners may benefit more than do others. Therefore, the purpose of this paper is to review current research studies examining the role of different learning strategies employed by learners and report how these strategies influence students' failures or successes in acquiring information presented through Web-based instruction. Research studies reviewed reported effective learning strategies play a significant role in academic achievement. However, this paper concludes more research is needed to identify which learning strategies are most effective for high academic achievers involved in Web-based instruction. ********* Background: Relevant Pedagogical Issues in Web-based Learning The rapid evolution of computer and Internet technologies over the past few years has transformed the World Wide Web (WWW), a global library of multimedia documents, into perhaps the most economical and democratic medium for learning and teaching at a distance. The Web has become an increasingly powerful, ubiquitous, interactive, and dynamic medium for sharing information; it provides educators with the opportunity to develop new learning experiences for students not previously possible (Stair, 1997). Additionally, Web-based instruction furnishes an innovative method for delivering instructional materials to geographically dispersed learners using the Web as the catalyst. Most Web-based instruction has two prominent forms: hypertext and hypermedia instructional formats that utilize the numerous attributes and existing resources of the World Wide Web to create a richer, meaningful environment in which learning is fostered and supported (O'Hanlon, 1999). However, here lies the caveat: students must employ effective learning strategies in order to be academically successful in this new, yet often challenging learning environment. As a greater number of institutions of higher learning incorporate Webbased instruction into their curriculums, educators are asking important questions such as 1) Which learning strategies are successful in Web-based instruction?, 2) Are there certain learning strategies being used with success in traditional classroom instruction transferable to Web-based instruction?, 3) Is there a whole new set of learning strategies that must be used by students in this new learning environment, and 4) If Web-based instruction does require new learning strategies, how do we teach them to our students? Definitions In order to provide a background for this paper, working definitions of key terms are presented to avoid ambiguity for the reader. While these common terms may be defined differently than those typically found, they provide a common basis for understanding this article. Hypermedia Hypermedia systems are computer-based software modules, which may combine text, images, sound and video. While hypermedia was once confined to CD-ROM and videodisk medium, the Web is now becoming more capable of delivering hypermedia learning modules. These systems are designed, as non-linear, reticulate structures of linked ideas, with no predefined path to traverse when navigating through a mesh of information. This unique characteristic of hypermedia allows for a high degree of learner control. Therefore, learners are free to select which learning strategy or strategies are the most effective and efficient at achieving learning tasks (Wilhelm, Fiedemann & Erickson, 1998). Nevertheless, as with Web-based learning, all students may not have the requisite learning skills to benefit from this type of learning environment. Hypertext A hypertext system works like a database that stores text-based learning materials. …
Despite many differences, both China and Taiwan have given priority to a variety of education ref... more Despite many differences, both China and Taiwan have given priority to a variety of education reforms since 1949. With a U.S. model and aid, the Taiwanese educational system has largely achieved the 15 percent enrollment threshold identified by Hayhoe as required to support economic expansion. In China, major reforms of the 1970s and 1980s leave China, at 10 percent of that target, short of the threshold. Comparing both nations, this paper adds significant data to Hayhoe's four indicators of quality: (1) role of private institutions (2) gender equality; (3) scientific focus; and (4) prevalence of short-cycle versus 4-year institutions. A fifth indicator, the .role of government, is included. In both nations, private schools contribute to stratification and inequalities in higher education. Women confront substantial obstacles in both, though with fewer students and educators in higher education, women seem worse off in China. Both nations focus heavily on science, with Taiwan largely successful, and China risks "technocracy" by neglecting the humanities and social sciences. In Taiwan, short-cycle schools largely promoted equality and industrialization and are now in decline, while in China, short-cycle schools no longer promote greater equality even as they proliferate. Centralization in both implies ideological controls and pressures in education. Although female enrollment is roughly equal, China risks losing gains in equality from the Mao era. In China, reintroduction of standardized entrance exams and the end of guaranteed employment promote nepotism and a decline in rural schools and women's participation. (Contains 14 references.) (TEJ) Reproductions supplied by EDRS are the best that can be made from the original document.
A survey of University of Kuwait medical students' perceptions of the English-language curriculum... more A survey of University of Kuwait medical students' perceptions of the English-language curriculum had three objectives: to compare their attitudes with those of Arabs from other Arab countries; elicit students' opinions of the English-based medical and science curriculum and the adequacy of their English language preparation; and assess the medical school's admission requirements. The language situation in Kuwaiti education and the university are described in some detail, and the study is reported. Subjects were 82 randomly-selected medical students studying English in the medical school program, administered a questionnaire concerning attitudes toward the English-language program, motivations for studying English, and educational background. Nine students failing their first-semester English course were also interviewed. Results indicate the students generally favor English language instruction and science instruction in English. Students' attitudes and motivation were consistent with those of Arab counterparts in other countries and university settings. Students not performing well in their first semester of English felt they had inadequate secondary school English language preparation, despite adequate academic preparation. It is concluded that the Faculty of Medicine must be sensitive to potential problems encountered by students with insufficient English language training. (Contains 18 references.) (MSE)
Journal of Women and Minorities in Science and Engineering, 2003
Current Issues in Comparative Education
EU Project ECROPOLIS – Contract No. 218477-2 (FP 7)
2007 Annual Conference & Exposition Proceedings
2006 Annual Conference & Exposition Proceedings
National Academy of Engineering Dr. Vogt has specialized in analysis of women's performance in no... more National Academy of Engineering Dr. Vogt has specialized in analysis of women's performance in non-traditional settings. As a former computer scientist and educator, she has been interested in closing the gender gap in all aspects of engineering education and high-tech workplaces.
Academic Exchange Quarterly, Dec 22, 2002
Abstract Web-based instruction, a non-linear hypermedia and/or hypertext learning technology, off... more Abstract Web-based instruction, a non-linear hypermedia and/or hypertext learning technology, offers educators a method to deliver instruction that may enhance the learning process. However, educators are still inquiring why some learners may benefit more than do others. Therefore, the purpose of this paper is to review current research studies examining the role of different learning strategies employed by learners and report how these strategies influence students' failures or successes in acquiring information presented through Web-based instruction. Research studies reviewed reported effective learning strategies play a significant role in academic achievement. However, this paper concludes more research is needed to identify which learning strategies are most effective for high academic achievers involved in Web-based instruction. ********* Background: Relevant Pedagogical Issues in Web-based Learning The rapid evolution of computer and Internet technologies over the past few years has transformed the World Wide Web (WWW), a global library of multimedia documents, into perhaps the most economical and democratic medium for learning and teaching at a distance. The Web has become an increasingly powerful, ubiquitous, interactive, and dynamic medium for sharing information; it provides educators with the opportunity to develop new learning experiences for students not previously possible (Stair, 1997). Additionally, Web-based instruction furnishes an innovative method for delivering instructional materials to geographically dispersed learners using the Web as the catalyst. Most Web-based instruction has two prominent forms: hypertext and hypermedia instructional formats that utilize the numerous attributes and existing resources of the World Wide Web to create a richer, meaningful environment in which learning is fostered and supported (O'Hanlon, 1999). However, here lies the caveat: students must employ effective learning strategies in order to be academically successful in this new, yet often challenging learning environment. As a greater number of institutions of higher learning incorporate Webbased instruction into their curriculums, educators are asking important questions such as 1) Which learning strategies are successful in Web-based instruction?, 2) Are there certain learning strategies being used with success in traditional classroom instruction transferable to Web-based instruction?, 3) Is there a whole new set of learning strategies that must be used by students in this new learning environment, and 4) If Web-based instruction does require new learning strategies, how do we teach them to our students? Definitions In order to provide a background for this paper, working definitions of key terms are presented to avoid ambiguity for the reader. While these common terms may be defined differently than those typically found, they provide a common basis for understanding this article. Hypermedia Hypermedia systems are computer-based software modules, which may combine text, images, sound and video. While hypermedia was once confined to CD-ROM and videodisk medium, the Web is now becoming more capable of delivering hypermedia learning modules. These systems are designed, as non-linear, reticulate structures of linked ideas, with no predefined path to traverse when navigating through a mesh of information. This unique characteristic of hypermedia allows for a high degree of learner control. Therefore, learners are free to select which learning strategy or strategies are the most effective and efficient at achieving learning tasks (Wilhelm, Fiedemann & Erickson, 1998). Nevertheless, as with Web-based learning, all students may not have the requisite learning skills to benefit from this type of learning environment. Hypertext A hypertext system works like a database that stores text-based learning materials. …
Academic Exchange Quarterly, Dec 22, 2001
Abstract For nearly a decade, the Internet has been widely touted as the educational tool of the ... more Abstract For nearly a decade, the Internet has been widely touted as the educational tool of the future wherein sophisticated educational web-sites would compete with, if not replace, the chalk and blackboard. Yet, web page design elements of color, text, illustrations and multimedia may not be effectively implemented to optimize online instructional environments that facilitate the learning process. Online materials should be presented in a manner so that they incorporate not only different learning modalities but are capable of reducing cognitive load, increasing retention and problem-solving transfer, facilitating the process of building internal and external connections among and between information while meeting educational objectives. As a result, meaningful student learning may be dramatically enhanced as a result of vigilantly employing state-of-the-art design techniques, which reduce cognitive load. After examination of the current research in this area, recommendations are made for more innovative use of color, text, illustrations and multimedia when designing and building web-sites for online instruction. ********** Overview of Web-Based Learning Education is currently facing a paradigm shift in how it delivers instruction to learners. This shift is increasingly away from traditional classroom instruction to cyber-classroom learning environments in which learners and instructors are often geographically separated from one another. Helping to induce this paradigm shift is the rapid and continued development of the Internet and World Wide Web (WWW), or what is commonly referred to as "the web". This is providing educators with new and exciting opportunities for delivering effective instruction revolutionizing the way the learning process is being facilitated and enhanced. The web is ideally suited as a vehicle to deliver education since it incorporates constructivist principles, which engage learners in authentic activities for seeking and creating their own knowledge. This teaching strategy employs learner-directed problem solving strategies that can be used to sharpen critical thinking skills of students. Moreover, the web can add a dynamic richness to the curriculum that is virtually impossible to incorporate with conventional educational methods (Starr, 1997). Truly, the web has the potential to become a tremendous learning resource on which instructional designers expect to capitalize on in order to deliver large amounts of information in a student-centered, non-linear manner while allowing for multiple alternative inputs from online classmates as well as from classroom and/or distant instructors. Furthermore, properly designed and constructed learning and instruction websites have the power to provide interactivity between teacher and learner, to afford the learner control of the information he or she processes, and to give and receive feedback about the knowledge being constructed. These enhanced learning opportunities apparently are all too often missing from traditional classroom settings. However, these learning characteristics can also be absent from poorly, carelessly designed and constructed instructional web-sites which fail to incorporate reliable design concepts (El-Tigi & Branch, 1997). There are several key features of the web that are unique in delivering materials to facilitate the learning process. The first of these is the web's ability to use hypertext links, which provide swift navigation and the simplest form of learner interaction, enabling learner-centered control of information. This feature enables the web-site designer to create multiple links independent of a rigid hierarchical structure allowing the learner to seek immediate elaboration of hyper-linked words or images, to choose which topic to view, or to follow individualized, non-linear pathways through the learning materials. The second, and perhaps the most important feature of using the web for instruction, is its increasing ability to incorporate multi-media learning. …
A survey of University of Kuwait medical students' perceptions of the English-language curriculum... more A survey of University of Kuwait medical students' perceptions of the English-language curriculum had three objectives: to compare their attitudes with those of Arabs from other Arab countries; elicit students' opinions of the English-based medical and science curriculum and the adequacy of their English language preparation; and assess the medical school's admission requirements. The language situation in Kuwaiti education and the university are described in some detail, and the study is reported. Subjects were 82 randomly-selected medical students studying English in the medical school program, administered a questionnaire concerning attitudes toward the English-language program, motivations for studying English, and educational background. Nine students failing their first-semester English course were also interviewed. Results indicate the students generally favor English language instruction and science instruction in English. Students' attitudes and motivation were consistent with those of Arab counterparts in other countries and university settings. Students not performing well in their first semester of English felt they had inadequate secondary school English language preparation, despite adequate academic preparation. It is concluded that the Faculty of Medicine must be sensitive to potential problems encountered by students with insufficient English language training. (Contains 18 references.) (MSE)
Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences.
Proceedings. Frontiers in Education. 36th Annual Conference, 2006
Past research has found that women held stronger beliefs in scientific success due to effort, whe... more Past research has found that women held stronger beliefs in scientific success due to effort, whereas men believed in success based upon ability. While this does not seem problematic, because females have been more likely to attribute their successes to effort, this may have compromised their perceived intellectual ability in the eyes of ability-referenced academics and peers. Females, in traditionally male subjects, with their sense of ability, academic confidence and self-efficacy compromised, may feel compelled to leave engineering. While this basis for departure may be a common phenomenon amongst engineering majors, many studies have measured the effects of effort and ability on self-efficacy. However, what is not understood are the effects of these variables on test-anxiety by gender. Data from approximately 700 university engineering students across four universities indicated that belief in ability lowered females' self-efficacy, producing greater test-anxiety and potentially lowering GPA. Conversely, beliefs in effort raised self-efficacy, lowered test-anxiety and may result in higher GPA. Therefore, faculty might adjust their teaching practices to reinforce effort as the cause for success in engineering courses
2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports, 2007
Approximately 40% of those who begin college with the intention of undertaking engineering do not... more Approximately 40% of those who begin college with the intention of undertaking engineering do not complete their programs of undergraduate studies indicating that in the case of engineering studies, a central problem is one of persistence. In these classrooms and lecture halls, faculty may, or may not, realize the critical role they play in a student's decision to persist in
Peace Review, 2001
... ISSN 1040-2659 print; ISSN 1469-9982 online/01/030371-04 Ó 2001 Taylor & ... The New Femi... more ... ISSN 1040-2659 print; ISSN 1469-9982 online/01/030371-04 Ó 2001 Taylor & ... The New Feminist Movement Across Three Decades of Change, Steggenbord claims that social ... physical institution, only a commitment coupled with the Internet, to databases, networks, listservs and ...
Journal of Women and Minorities in Science and Engineering, 2003
Gender, Technology and Development, 2004
Christina Vogt, Loyola Marymount University, Los Angeles, California, USA. Peiying Chen, Universi... more Christina Vogt, Loyola Marymount University, Los Angeles, California, USA. Peiying Chen, University of Southern California, Los Angeles, California, USA. This is a story about how the Internet has allowed two individuals with US $200 startup capital and a few friends to use electronic communications to aid in the positive transformation of the lives of individuals. When we were starting GenderWatch(ers) in the late 1990s, it was unknown how much power the Internet might have for creating change. We