1,720,956 research outputs found
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
How learners establish their metacognitive awareness in collaborative learning
Get PDFAbstract
This dissertation explores metacognitive awareness in collaborative learning at multiple levels. It examines how learners’ individual metacognitive awareness relates to their social level of metacognitive awareness, how learners’ individual and social levels of metacognitive awareness affect task performance, and how learners’ social and environmental levels of metacognitive awareness relate to their facial expressions of emotion.
Three datasets were collected in studies conducted in authentic learning situations. The first data collection was conducted in an advanced physics course in a junior secondary school, the second in a business simulation for university students, and the third in a collaborative task among high school students. The data collected included facial expressions of emotion gathered from video data, performance measures (knowledge tests), questionnaires, and situated self-reports. The results are reported in three empirical articles.
The results suggest that students who have high metacognitive beliefs are better able to transfer their knowledge of strategy use and concepts to novel situations regarding task perceptions. Further, learners’ individual metacognitive beliefs do not predict learning outcomes; rather, it is the learners’ situation-specific interpretations that predict performance. The results lay emphasis on the importance of facial expressions of emotion that play a metacognitive role in collaborative learning.
The findings highlight the significance of the collaborative learning setting as a valuable means to enhance metacognitive awareness at the individual level as well as in interactions among group members and with the learning environment. Theoretically, the dissertation contributes to research on socially shared regulation of learning by displaying both static and dynamic aspects of metacognitive awareness in collaborative learning. Methodologically, this dissertation provides facial expression recognition as a novel methodological tool and data channel to comprehend metacognitive awareness. For the implications for practice, the findings highlight metacognitive awareness and inform the design of artificial intelligence in education systems regarding when students are having trouble understanding a task or whether they are aware of their metacognition. Original papers Çini, A., Malmberg, J., & Järvelä, S. (2023). How individual metacognitive awareness relates to situation-specific metacognitive interpretations of collaborative learning tasks. Educational Studies, 49(1), 54–75. https://doi.org/10.1080/03055698.2020.1834359 https://doi.org/10.1080/03055698.2020.1834359 Çini, A., Järvelä, S., Dindar, M., & Malmberg, J. (2023). How multiple levels of metacognitive awareness operate in collaborative problem solving. Metacognition and Learning, 18(3), 891–922. https://doi.org/10.1007/s11409-023-09358-7 https://doi.org/10.1007/s11409-023-09358-7 Self-archived version Çini, A., Järvelä, S., & Dindar, M. (2024). How do emotions interact dynamically with metacognitive awareness in collaborative learning? Manuscript submitted for publication. Tiivistelmä
Tämä väitöskirja tutkii metakognitiivista tietoisuutta yhteistoiminnallisessa oppimisessa monella tasolla. Se tarkastelee, kuinka oppijoiden yksilöllinen metakognitiivinen tietoisuus liittyy heidän sosiaaliseen metakognitiiviseen tietoisuuteensa, kuinka oppijoiden yksilölliset ja sosiaaliset metakognitiiviset tietoisuustasot vaikuttavat tehtävien suorituskykyyn, ja kuinka oppijoiden sosiaalinen ja ympäristöllinen metakognitiivinen tietoisuus liittyy heidän tunteidensa ilmeisiin.
Kolme aineistoa kerättiin tutkimuksissa, jotka toteutettiin autenttisissa oppimistilanteissa. Ensimmäinen aineistonkeruu toteutettiin edistyneellä fysiikan kurssilla yläkoulussa, toinen yliopisto-opiskelijoiden liiketoiminnan simulaatiossa ja kolmas lukiolaisten yhteistoiminnallisessa tehtävässä. Kerätty aineisto sisälsi tunteiden ilmeitä videomateriaalista, suorituskykymittareita (tietotestit), kyselylomakkeita ja tilanteeseen liittyviä itsearviointeja. Tulokset raportoidaan kolmessa empiirisessä artikkelissa.
Tulokset viittaavat siihen, että opiskelijat, joilla on korkea metakognitiivinen uskomus, pystyvät paremmin siirtämään strategian käytön ja käsitteiden tietämystään uusiin tilanteisiin tehtävän havaintojen suhteen. Lisäksi oppijoiden yksilölliset metakognitiiviset uskomukset eivät ennusta oppimistuloksia; sen sijaan oppijoiden tilanteeseen liittyvät tulkinnat ennustavat suoritusta. Tulokset korostavat tunteiden ilmeiden merkitystä, joka toimii metakognitiivisena roolina yhteistoiminnallisessa oppimisessa.
Havainnot korostavat yhteistoiminnallisen oppimisympäristön merkitystä arvokkaana keinona lisätä metakognitiivista tietoisuutta sekä yksilötasolla että ryhmän jäsenten ja oppimisympäristön välisten vuorovaikutusten tasolla. Teoreettisesti väitöskirja edistää sosiaalisesti jaetun oppimisen säätelyn tutkimusta esittämällä sekä staattisia että dynaamisia metakognitiivisen tietoisuuden näkökulmia yhteistoiminnallisessa oppimisessa. Menetelmällisesti tämä väitöskirja tarjoaa tunteiden ilmeiden tunnistamisen uutena menetelmällisenä työkaluna ja datakanavana metakognitiivisen tietoisuuden ymmärtämiseksi. Käytännön sovellusten osalta havainnot korostavat metakognitiivista tietoisuutta ja antavat tietoa tekoälyn suunnittelusta opetuksen järjestelmissä koskien sitä, milloin opiskelijat kokevat vaikeuksia tehtävän ymmärtämisessä tai ovatko he tietoisia omasta metakognitiostaan. Osajulkaisut Çini, A., Malmberg, J., & Järvelä, S. (2023). How individual metacognitive awareness relates to situation-specific metacognitive interpretations of collaborative learning tasks. Educational Studies, 49(1), 54–75. https://doi.org/10.1080/03055698.2020.1834359 https://doi.org/10.1080/03055698.2020.1834359 Çini, A., Järvelä, S., Dindar, M., & Malmberg, J. (2023). How multiple levels of metacognitive awareness operate in collaborative problem solving. Metacognition and Learning, 18(3), 891–922. https://doi.org/10.1007/s11409-023-09358-7 https://doi.org/10.1007/s11409-023-09358-7 Rinnakkaistallennettu versio Çini, A., Järvelä, S., & Dindar, M. (2024). How do emotions interact dynamically with metacognitive awareness in collaborative learning? Manuscript submitted for publication. Academic dissertation to be presented with the assent of the Doctoral Programme Committee of Human Sciences of the University of Oulu for public defence in Lapinsali (L3), Linnanmaa, on 4 October 2024, at 12 noonAbstract
This dissertation explores metacognitive awareness in collaborative learning at multiple levels. It examines how learners’ individual metacognitive awareness relates to their social level of metacognitive awareness, how learners’ individual and social levels of metacognitive awareness affect task performance, and how learners’ social and environmental levels of metacognitive awareness relate to their facial expressions of emotion.
Three datasets were collected in studies conducted in authentic learning situations. The first data collection was conducted in an advanced physics course in a junior secondary school, the second in a business simulation for university students, and the third in a collaborative task among high school students. The data collected included facial expressions of emotion gathered from video data, performance measures (knowledge tests), questionnaires, and situated self-reports. The results are reported in three empirical articles.
The results suggest that students who have high metacognitive beliefs are better able to transfer their knowledge of strategy use and concepts to novel situations regarding task perceptions. Further, learners’ individual metacognitive beliefs do not predict learning outcomes; rather, it is the learners’ situation-specific interpretations that predict performance. The results lay emphasis on the importance of facial expressions of emotion that play a metacognitive role in collaborative learning.
The findings highlight the significance of the collaborative learning setting as a valuable means to enhance metacognitive awareness at the individual level as well as in interactions among group members and with the learning environment. Theoretically, the dissertation contributes to research on socially shared regulation of learning by displaying both static and dynamic aspects of metacognitive awareness in collaborative learning. Methodologically, this dissertation provides facial expression recognition as a novel methodological tool and data channel to comprehend metacognitive awareness. For the implications for practice, the findings highlight metacognitive awareness and inform the design of artificial intelligence in education systems regarding when students are having trouble understanding a task or whether they are aware of their metacognition.Tiivistelmä
Tämä väitöskirja tutkii metakognitiivista tietoisuutta yhteistoiminnallisessa oppimisessa monella tasolla. Se tarkastelee, kuinka oppijoiden yksilöllinen metakognitiivinen tietoisuus liittyy heidän sosiaaliseen metakognitiiviseen tietoisuuteensa, kuinka oppijoiden yksilölliset ja sosiaaliset metakognitiiviset tietoisuustasot vaikuttavat tehtävien suorituskykyyn, ja kuinka oppijoiden sosiaalinen ja ympäristöllinen metakognitiivinen tietoisuus liittyy heidän tunteidensa ilmeisiin.
Kolme aineistoa kerättiin tutkimuksissa, jotka toteutettiin autenttisissa oppimistilanteissa. Ensimmäinen aineistonkeruu toteutettiin edistyneellä fysiikan kurssilla yläkoulussa, toinen yliopisto-opiskelijoiden liiketoiminnan simulaatiossa ja kolmas lukiolaisten yhteistoiminnallisessa tehtävässä. Kerätty aineisto sisälsi tunteiden ilmeitä videomateriaalista, suorituskykymittareita (tietotestit), kyselylomakkeita ja tilanteeseen liittyviä itsearviointeja. Tulokset raportoidaan kolmessa empiirisessä artikkelissa.
Tulokset viittaavat siihen, että opiskelijat, joilla on korkea metakognitiivinen uskomus, pystyvät paremmin siirtämään strategian käytön ja käsitteiden tietämystään uusiin tilanteisiin tehtävän havaintojen suhteen. Lisäksi oppijoiden yksilölliset metakognitiiviset uskomukset eivät ennusta oppimistuloksia; sen sijaan oppijoiden tilanteeseen liittyvät tulkinnat ennustavat suoritusta. Tulokset korostavat tunteiden ilmeiden merkitystä, joka toimii metakognitiivisena roolina yhteistoiminnallisessa oppimisessa.
Havainnot korostavat yhteistoiminnallisen oppimisympäristön merkitystä arvokkaana keinona lisätä metakognitiivista tietoisuutta sekä yksilötasolla että ryhmän jäsenten ja oppimisympäristön välisten vuorovaikutusten tasolla. Teoreettisesti väitöskirja edistää sosiaalisesti jaetun oppimisen säätelyn tutkimusta esittämällä sekä staattisia että dynaamisia metakognitiivisen tietoisuuden näkökulmia yhteistoiminnallisessa oppimisessa. Menetelmällisesti tämä väitöskirja tarjoaa tunteiden ilmeiden tunnistamisen uutena menetelmällisenä työkaluna ja datakanavana metakognitiivisen tietoisuuden ymmärtämiseksi. Käytännön sovellusten osalta havainnot korostavat metakognitiivista tietoisuutta ja antavat tietoa tekoälyn suunnittelusta opetuksen järjestelmissä koskien sitä, milloin opiskelijat kokevat vaikeuksia tehtävän ymmärtämisessä tai ovatko he tietoisia omasta metakognitiostaan
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
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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