1,720,965 research outputs found
Learning with Smartphones: A Hermeneutic Phenomenological Study of Young People’s Everyday Mobile Practices
Get PDFThis study aims to understand how young people in Malaysia use their smartphones for learning and to uncover the meaning of these lived experiences. A review of the research literature reveals an apparent lack of theoretical and conceptual understanding of everyday mobile practices with regard to learning with smartphones. Applying the principles and practices of hermeneutic phenomenology, this study seeks to gain access to a phenomenon that is often subconscious and to interpret the participants’ learning experiences. Hermeneutic phenomenological research methods comprised the use of interviews, and a written reflective exercise. 12 youths ranging from 16-19 years old, participated in 3 rounds of semi-structured interviews over a period of 6 months.
The findings reveal that participants’ learning is associated with self-identity and management of their images; dependent on their perception of its value and subject to influences from their peers, parents and the community at large. This study’s contribution lies in the discovery that for the participants, learning embedded in everyday mobile practices can be either serendipitous or purposive. Beyond the serendipitous and fragmentary learning of everyday mobile practices, there is evidence of deep, prolonged and purposive learning activities with the engagement lasting from 30 minutes to 4 hours per day. Both learning practices are characterized by personal agency, satisfaction and joy in the learning.
The findings would suggest the importance of understanding more about the different types of learning occurring with the use of smartphones, the values attached by learners to this learning and the transferability of such skills and knowledge across spaces, time and dimensions. Further research including careful qualitative studies is suggested to better theorize the phenomenon. Policy makers and education authorities should support a research agenda developed and aimed at theorizing learning with smartphones and other smart devices using a range of quantitative and qualitative approaches. These studies should relate to one another by focusing on developing knowledge and understanding of learning with smartphones and would enable policy makers and practitioners to develop more well-informed polices and strategies to enhance learning, either in the classroom or outside it
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Variations on the Author
Get PDF“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
Get PDFWe 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
Get PDFWe 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
Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners
No full textWriting anxiety has been identified as a significant obstacle for Englishas a Foreign Language (EFL)learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing performance, with limited attention paid to exploring writing anxiety during the writing process and its sources in depth. This study applied a qualitative method to explore Chinese EFL learners’ writing anxiety in the writing process. Thematic analysis was used foranalyzing data collected through semi-structured interviews with 18 Chinese EFL learners. The results revealed seven primary themes, including lack of knowledge about the writing topic, inexperience with the genre, challenges with brainstorming or coming up with ideas, trouble with structuring or arranging information, difficulty with integrating sources, linguistic difficulty, and negative or no feedback from instructors. The findings indicated that writing anxiety accompanies throughout the writing process. EFL learners need strategies to alleviate writing anxiety, including clear instructions on how to approach writing tasks, provision of appropriate resources, individualized feedback, and a supportive learning environment.La ansiedad por escribir es un obstáculo significativo para los estudiantes de inglés como lengua extranjera (ILE) en China, afectando negativamente su rendimiento según estudios previos. Sin embargo, la mayoría de la investigación se ha centrado en la relación entre la ansiedad y el rendimiento, descuidando explorarla durante el proceso de escritura y sus fuentes. Este estudio usó un enfoque cualitativo para analizarla en estudiantes de ILE chinos. Se realizaron entrevistas semiestructuradas con 18 estudiantes y se aplicó análisis temático a los datos. Los resultados revelaron siete temas principales: falta de conocimiento sobre el tema, inexperiencia con el género, dificultad para generar ideas, problemas de estructuración, integración de fuentes, dificultad lingüística y retroalimentación negativa. La ansiedad por escribir está presente en todo el proceso. Se necesitan estrategias para aliviarla, como instrucciones claras, recursos adecuados, retroalimentación individualizada y un entorno de aprendizaje deapoyo
Adolescents' views on celebrity worship: A Qualitative study
No full textA phenomenological study was conducted to explore the experiences of celebrity worshipers in Malaysia in order to identify the factors motivating celebrity worship, the meanings and impact gained from the worship experience. A purposive sample of 15 adolescents who identified themselves as celebrity worshipers, were interviewed. Thematic analysis revealed that 3 major factors influenced participants to become celebrity worshipers: celebrity products, personal characteristics of the celebrity, and peer influence. Also, the themes that emerged that described participants’ perceived impact of celebrity worship included emotional impact, development of strong self-determination and cultural awareness, and the enhancement of personal and social relationships. Generally, adolescents did not think there was a negative impact of their worship experiences. The study has revealed insights into how celebrities play an important role by inspiring young generation in positive ways
Explorando la Ansiedad por la Escritura Durante el Proceso de Escritura: Un Análisis de las Percepciones en Estudiantes Chinos de Inglés como Lengua Extranjera (ILE)
Get PDFWriting anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing performance, with limited attention paid to exploring writing anxiety during the writing process and its sources in depth. This study applied a qualitative method to explore Chinese EFL learners’ writing anxiety in the writing process. Thematic analysis was used for analyzing data collected through semi-structured interviews with 18 Chinese EFL learners. The results revealed seven primary themes, including lack of knowledge about the writing topic, inexperience with the genre, challenges with brainstorming or coming up with ideas, trouble with structuring or arranging information, difficulty with integrating sources, linguistic difficulty, and negative or no feedback from instructors. The findings indicated that writing anxiety accompanies throughout the writing process. EFL learners need strategies to alleviate writing anxiety, including clear instructions on how to approach writing tasks, provision of appropriate resources, individualized feedback, and a supportive learning environment.La ansiedad por escribir es un obstáculo significativo para los estudiantes de inglés como lengua extranjera (ILE) en China, afectando negativamente su rendimiento según estudios previos. Sin embargo, la mayoría de la investigación se ha centrado en la relación entre la ansiedad y el rendimiento, descuidando explorarla durante el proceso de escritura y sus fuentes. Este estudio usó un enfoque cualitativo para analizarla en estudiantes de ILE chinos. Se realizaron entrevistas semiestructuradas con 18 estudiantes y se aplicó análisis temático a los datos. Los resultados revelaron siete temas principales: falta de conocimiento sobre el tema, inexperiencia con el género, dificultad para generar ideas, problemas de estructuración, integración de fuentes, dificultad lingüística y retroalimentación negativa. La ansiedad por escribir está presente en todo el proceso. Se necesitan estrategias para aliviarla, como instrucciones claras, recursos adecuados, retroalimentación individualizada y un entorno de aprendizaje de apoyo
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