Schlagwort: The Hitchhiker’s Guide to the Galaxy

@article{Akcayir2018,

title = {The flipped classroom: A review of its advantages and challenges},

author = {Gökçe Akçayır and Murat Akçayır},

url = {http://www.sciencedirect.com/science/article/pii/S0360131518302045

https://doi.org/10.1016/j.compedu.2018.07.021},

doi = {10.1016/j.compedu.2018.07.021},

issn = {0360-1315},

year  = {2018},

date = {2018-08-01},

urldate = {2019-05-25},

journal = {Computers & Education},

volume = {126},

pages = {334–345},

abstract = {This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hahm2019,

title = {Das Potenzial administrativer Daten für das Qualitätsmanagement an Hochschulen},

author = {Sabrina Hahm and Johanna Storck},

url = {https://www.zfhe.at/index.php/zfhe/article/view/1113},

issn = {2219-6994},

year  = {2018},

date = {2018-03-07},

urldate = {2019-05-25},

journal = {Zeitschrift für Hochschulentwicklung},

volume = {13},

number = {1},

address = {Graz},

abstract = {Der Beitrag beschreibt verschiedene Möglichkeiten zur Analyse administrativer Daten der Studierenden- und Prüfungsverwaltung für die evidenzorientierte Qualitätsentwicklung in der Hochschullehre. Es werden sowohl Verfahren zur explorativen Datenanalyse als auch zur Kausalanalyse vorgestellt und am Beispiel von entsprechenden Untersuchungen an der Humboldt-Universität zu Berlin (HU Berlin) illustriert.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Maillot2012,

title = {Effects of interactive physical-activity video-game training on physical and cognitive function in older adults},

author = {Pauline Maillot and Alexandra Perrot and Alan Hartley},

url = {https://psycnet.apa.org/doiLanding?doi=10.1037{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}2Fa0026268

https://dx.doi.org/10.1037/a0026268},

doi = {10.1037/a0026268},

issn = {0882-7974},

year  = {2012},

date = {2012-09-01},

urldate = {2019-05-25},

journal = {Psychology and Aging},

volume = {27},

number = {3},

pages = {589–600},

abstract = {The purpose of the present study was to assess the potential of exergame training based on physically simulated sport play as a mode of physical activity that could have cognitive benefits for older adults. If exergame play has the cognitive benefits of conventional physical activity and also has the intrinsic attractiveness of video games, then it might be a very effective way to induce desirable lifestyle changes in older adults. To examine this issue, the authors developed an active video game training program using a pretest-training-posttest design comparing an experimental group (24 × 1 hr of training) with a control group without treatment. Participants completed a battery of neuropsychological tests, assessing executive control, visuospatial functions, and processing speed, to measure the cognitive impact of the program. They were also given a battery of functional fitness tests to measure the physical impact of the program. The trainees improved significantly in measures of game performance. They also improved significantly more than the control participants in measures of physical function and cognitive measures of executive control and processing speed, but not on visuospatial measures. It was encouraging to observe that, engagement in physically simulated sport games yielded benefits to cognitive and physical skills that are directly involved in functional abilities older adults need in everyday living (e.g., Hultsch, Hertzog, Small, & Dixon, 1999).},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Thomas2012,

title = {The Effects of Aerobic Activity on Brain Structure},

author = {Adam Thomas and Andrea Dennis and Peter Bandettini and Heidi Johansen-Berg},

url = {https://www.frontiersin.org/article/10.3389/fpsyg.2012.00086

https://doi.org/10.3389/fpsyg.2012.00086},

doi = {10.3389/fpsyg.2012.00086},

issn = {1664-1078},

year  = {2012},

date = {2012-03-23},

urldate = {2019-05-25},

journal = {Frontiers in Psychology},

volume = {3},

pages = {86},

abstract = {Aerobic activity is a powerful stimulus for improving mental health and for generating structural changes in the brain. We review the literature documenting these structural changes and explore exactly where in the brain these changes occur as well as the underlying substrates of the changes including neural, glial, and vasculature components.  Aerobic activity has been shown to produce different types of changes in the brain. The presence of novel experiences or learning is an especially important component in how these changes are manifest.  We also discuss the distinct time courses of structural brain changes with both aerobic activity and learning as well as how these effects might differ in diseased and elderly groups.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Fedewa2011,

title = {The Effects of Physical Activity and Physical Fitness on Children's Achievement and Cognitive Outcomes},

author = {Alicia L. Fedewa and Soyeon Ahn},

url = {https://doi.org/10.1080/02701367.2011.10599785},

doi = {10.1080/02701367.2011.10599785},

year  = {2011},

date = {2011-01-23},

urldate = {2019-05-25},

journal = {Research Quarterly for Exercise and Sport},

volume = {82},

number = {3},

pages = {521–535},

publisher = {Routledge},

abstract = {Abstract It is common knowledge that physical activity leads to numerous health and psychological benefits. However, the relationship between children's physical activity and academic achievement has been debated in the literature. Some studies have found strong, positive relationships between physical activity and cognitive outcomes, while other studies have reported small, negative associations. This study was a comprehensive, quantitative synthesis of the literature, using a total of 59 studies from 1947 to 2009 for analysis. Results indicated a significant and positive effect of physical activity on children's achievement and cognitive outcomes, with aerobic exercise having the greatest effect. A number of moderator variables were also found to play a significant role in this relationship. Findings are discussed in light of improving children's academic performance and changing school-based policy.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}