1,720,956 research outputs found
Teacher Presence in Asynchronous Discussion Forums: Effects on the Level of Higher Education Students’ Interaction\ud A study of Saudi context
No full textCurrently, the number of higher education institutions utilising asynchronous online discussion forums (DFs) to support the interaction between students and their instructors is dramatically increasing. Teacher presence in the DFs has a crucial role in shaping student interaction; therefore, many scholars have attempted to investigate its impact on the level of students’ interaction. However, little research has scrutinised how the type and frequency of teachers’ contributions impact the level of student interaction using both qualitative and quantitative methods. For that reason, the researcher was eager to examine this impact by means of integrating the aforementioned methods in a Saudi context.\ud
A quasi- experimental methodology was applied to investigate the impact of the frequency and the types teacher’s contributions on the level of the students’ participation in the DFs. The researcher used the content analysis approach to see what types of the teacher’s posts impacted students’ interaction in the DFs. Data were collected through online observation (discussion forums’ transcripts) and from the students’ interviews.\ud
The researcher achieved some useful findings which hoped to prove helpful to readers, and especially educators, as this study is concerned with providing guidance to the teachers with regard to the extent to which instructor intervention is required to effectively encourage student participation and learning in the DFs.\ud
The findings show that the teacher’s presence in the DFs increased students’ interaction and decreased the amount of independent messages. Thus occurred because the teacher created an engagement, encouragement environment in the DFs. Further findings demonstrate that the different types of teacher’s posts in the DFs influenced the level of student interaction. Instructional design and organisation posts, facilitating discourse posts, encouraged students’ contributions. While the Direct instruction posts which included corrective feedback posts led to a decrease in the level of participation. In addition, the teacher’s presence in the DFs negatively impacted the level of student-to-student interaction since the students were focused on their teacher’s posts and directed their contributions toward her. In the presence of the teacher, the students did not attempt\ud
III\ud
to offer solutions for the issues their classmates faced, as they were worried they would undertake the teacher’s role when she was present. However, when the teacher invited all participants to provide their help to one of their classmates, peer-to-peer interaction significantly increased
Teacher Presence in Asynchronous Discussion Forums: Effects on the Level of Higher Education Students’ Interaction A study of Saudi context
Full text linkCurrently, the number of higher education institutions utilising asynchronous online discussion forums (DFs) to support the interaction between students and their instructors is dramatically increasing. Teacher presence in the DFs has a crucial role in shaping student interaction; therefore, many scholars have attempted to investigate its impact on the level of students’ interaction. However, little research has scrutinised how the type and frequency of teachers’ contributions impact the level of student interaction using both qualitative and quantitative methods. For that reason, the researcher was eager to examine this impact by means of integrating the aforementioned methods in a Saudi context.
A quasi- experimental methodology was applied to investigate the impact of the frequency and the types teacher’s contributions on the level of the students’ participation in the DFs. The researcher used the content analysis approach to see what types of the teacher’s posts impacted students’ interaction in the DFs. Data were collected through online observation (discussion forums’ transcripts) and from the students’ interviews.
The researcher achieved some useful findings which hoped to prove helpful to readers, and especially educators, as this study is concerned with providing guidance to the teachers with regard to the extent to which instructor intervention is required to effectively encourage student participation and learning in the DFs.
The findings show that the teacher’s presence in the DFs increased students’ interaction and decreased the amount of independent messages. Thus occurred because the teacher created an engagement, encouragement environment in the DFs. Further findings demonstrate that the different types of teacher’s posts in the DFs influenced the level of student interaction. Instructional design and organisation posts, facilitating discourse posts, encouraged students’ contributions. While the Direct instruction posts which included corrective feedback posts led to a decrease in the level of participation. In addition, the teacher’s presence in the DFs negatively impacted the level of student-to-student interaction since the students were focused on their teacher’s posts and directed their contributions toward her. In the presence of the teacher, the students did not attempt
III
to offer solutions for the issues their classmates faced, as they were worried they would undertake the teacher’s role when she was present. However, when the teacher invited all participants to provide their help to one of their classmates, peer-to-peer interaction significantly increased
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Factors Influencing the Acceptance and Utilisation of Open Educational Resources by Faculty Members in Higher Education Institutions
No full textVariations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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