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Intrinsic motivation can be predicted from participants' perceptions of the social environment and the task environment (Ryan & Deci, 2000)in terms of control, relatedness and competence. To determine the degree of independence of these factors 251 students in higher vocational education (physiotherapy and hotel management) indicated the extent to which they perceived control, relatedness, and competence in different types of education, their motivation to learn, and their study behaviors. Principal component analysis showed that the perceptions of control, relatedness and competence are so strongly related that when students rate one of the constructs negatively, such as their perception of the task control, they will also rate the others (relatedness and perception of competence) more negatively. These results were confirmed by analyses of two additional data sets. Consequences for measurement issues and motivational science are discussed.

This study sought to evaluate the goals and functions of practical tests for undergraduate students in the natural sciences in university distance education (DUE) programs in the Netherlands, and to compare the findings with results from similar research conducted in regard to science practicals at the Open University of the Netherlands (OuN) and traditional university-level education (UE). Fifteen faculty at DUE institutions were asked to rate the importance of 8 general learning objectives, 102 specific learning objectives among which were 64 specific learning objectives and 38 specific end-terms for undergraduate practicals in the natural sciences. The study found that most faculty at DUE institutions approached practicals in similar ways, and that the ability to solve problems, interpret experimental data, and use knowledge and skills in unfamiliar situations were considered the most important general objectives for students at DUE institutions. It also found that although the differences between OuN and DUE rankings were larger than the difference between DUE and UE rankings, the rankings by faculty at each of the three institutions were statistically unique. Sixteen appendixes provide data on the ratings of general objectives, specific objectives, and end-terms by DUE, UE, and OuN faculty. (Contains 22 references, 16 appendices and the survey instruments.) (MDM)

A project evaluated general and specific learning objectives for undergraduate science practicals in institutes of higher education in the Netherlands. Of 50 institutes offering education in the natural sciences that were surveyed, 36 returned 2 instruments that were used to determine the perceived importance of the learning objectives and a background questionnaire. Results for university education (UE) and higher vocational education (HVE) obtained in this research were compared with each other and with results of a study of the Open University of the Netherlands (OUN). It was determined that differences between HVE and UE were smaller than differences between the OUN and UE and those between OUN and HVE; differences between the OUN and UE were smaller than those between the OUN and HVE. HVE classified more specific objectives concerning execution of experiments as indispensable than did UE. HVE emphasized practical laboratory skills, data interpretation, and confirmation of existing theories. UE attached little importance to practical skills, but emphasized hypothesis or model formulation and design of experiments to test hypotheses. The OUN emphasized the ability to define and solve problems, derive hypotheses from theories, and adapt models to new experimental results and put much less emphasis on laboratory skills. (Appendixes include 28 references and 28 data tables/charts from this study and the OUN study.) (YLB)

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focusing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students' attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed.

The article presents empirical evidence for the effectiveness and efficiency of a modified version of Trochim's (1989a, b) concept mapping approach to define the characteristics of an adaptive learning environment. The effectiveness and the efficiency of the method are attributed to the support that it provides in terms of elicitation, sharing, reflection and representation of knowledge. It produced valuable results in a very short time as compared to classical techniques such as questionnaires and interviews. The interpretation of data suggests some theoretical considerations and practical solutions for the design and development of an adaptive elearning environment. The research also points to a number of ways to improve the technique in terms of time for discussing ideas, visualization, and explicit support for generating unconventional ideas.

A series of eight manuals dealing with the triad text characteristics--learning processes--learning outcomes are being prepared for use by authors and editors as an aid in the design and writing of educational texts. These manuals are based upon a model for the functioning of text characteristics which in turn is part of a decision model for the production of educational texts. These two models are described along with the clusters of characteristics covered by the manuals and the manuals themselves. The broadly defined clusters are composed of different text characteristics related to each other on the basis of similarities in either intended function, usage or effect. The eight clusters are: (1) illustrations and symbols, encompassing illustrations (photos, drawings), diagrams, flow charts, tables and graphs; (2) adjunct questions; (3) typographical cueing and accentuation, encompassing underlining, the use of different typographies, headings and subheadings, margins, justification, etc.; (4) organizers, introductions and summaries; (5) text organization and text structure; (6) verstandlichkeit, encompassing the concepts simplicity (sentence construction, word choice), structure, succinctness (compactness) and motivational value; (7) objectives; and (8) auditory supplementation and other aids. (Author/RL)

Discusses the perceived importance of practical components in natural science undergraduate programs in distance and residential universities in the Netherlands. Surveys of faculty responsible for undergraduate practicals rated general and specific learning objectives. (Contains 26 references.) (SLW)