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Barbara Lindsey

The relationship between tolerance for ambiguity and need for course structure | Journa... - 0 views

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ambiguity creativity tolerance pedagogy teaching learning

shared by Barbara Lindsey on 27 Dec 09 - Cached
  • Results suggest that tolerance for ambiguity may be an important variable to assess and train so that students are better prepared for unstructured elements of a course that promote critical thinking and parallel the complexities of the applied world.
  • Although many other researchers have theorized that tolerance for ambiguity is associated with critical thinking, empirical evidence to support the relationship between tolerance for ambiguity and critical thinking is lacking (Murphy, 1999). Johnson, Court, Roersma & Kinnaman (1995) have suggested that instructors of undergraduate programs actively examine tolerance for ambiguity as an important element in development of flexible, integrative, and independent thinking.
  • Assessment of the relationship between comfort with ambiguity and affinity to structured elements of classroom teaching and evaluation seem important to address given the changing nature of the classroom environment.
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  • Collectively, these findings suggest that tolerance for ambiguity is a dimension particularly worthy of examination in individuals in training or practice for the mental health field.
Barbara Lindsey

The Way We'll Be - 0 views

www.zogby.com/...Readreviews.cfm

distance learning survey education

shared by Barbara Lindsey on 01 Dec 08 - Cached
  • a prominent pollster, John Zogby, says in a book being released on Tuesday that it won’t be long before American society takes to distance education as warmly as it has embraced game-changing innovations like microbrewed beers, Flexcars, and “the simple miracle of Netflix.”
  • The factor that will close that “enthusiasm gap” is the growing use of distance education by well-respected universities, Mr. Zogby predicts in the book, The Way We’ll Be: The Zogby Report on the Transformation of the American Dream (Random House).
  • Mr. Zogby says polls detect signs of society’s emerging resistance to big institutions, and its de-emphasis on things and places. “We’re redefining geography and space,” he says — and a widening acceptance of online education is part of that trend.
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  • “There’s a sense that those who define the standard haven’t caught on yet,” he said.
  • His polling also points to other challenges that colleges will face as they race to serve a worldwise generation of 18-to-29-year-olds that Mr. Zogby calls “First Globals.”
  • Only 27 percent of respondents agreed that “online universities and colleges provide the same quality of education” as traditional institutions. Among those 18 to 24 years old, only 23 percent agreed.
  • An even greater proportion of those polled said it was their perception that employers and academic professionals thought more highly of traditional institutions than online ones.
  • Yet in another national poll in December 2007, conducted for Excelsior College, 45 percent of the 1,004 adults surveyed believed “an online class carries the same value as a traditional-classroom class,” and 43 percent of 1,545 chief executives and small-business owners agreed that a degree earned by distance learning “is as credible” as one from a traditional campus-based program.
  • As with changing perceptions about other cultural phenomena, “these paradigm shifts really are moving at lightning speed.”
  • Mr. Zogby also highlights the emerging influence of the First Globals, whom his book calls “the most outward-looking and accepting generation in American history.” First Globals, he says, are more socially tolerant and internationally aware.
  • First Globals, he writes, who are shaping what he says is nothing short of a “fundamental reorientation of the American character away from wanton consumption and toward a new global citizenry in an age of limited resources.”
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