1,720,957 research outputs found
STUDENT LEARNING: 10.24250/jpe/SI/2023/MF/
No full textAcademic learning illustrates the complex process by which students develop or acquire, as appropriate, knowledge, abilities, competences, skills in order to succeed in an academic environment and, of course, to develop and continuously improve themselves. In this research, several elements related to academic learning have been investigated. The method of investigating the matter of academic learning is the inquiry conducted using the questionnaire as a tool. The sample of subjects consists of one hundred and fifty students from the University “1 Decembrie 1918” of Alba Iulia, year I, II and III of study, from the field of Pedagogy of Primary and Pre-School Education. Among the indicators presented in the questionnaire we can mention a few: the time allocated for study, organizing the learning material, the efficiency of learning, passing exams, the learning style, the success in learning, the failure in learning, etc. The conclusions are drawn based on statistical analysis and confirm the presence of unique elements about academic learning
FORMATIVE ASSESSMENT – AN OBJECTIVE IN UNIVERSITY EDUCATION: 10.24250/jpe/1/2025/MIF/
No full textThe quality of assessment in university education depends, toa considerable extent, on the professional training of teachers inthe creation of a system of practical-applicative strategies informative assessment, which is a valuable tool for adapting andadjusting the teaching-learning process. Recently, formativeassessment research has gained considerable momentum. In thecontext of post-modern education, assessment is expanding itsscope, moving beyond the end of the learning process andactively integrating into it. Thus, the student becomes an activeparticipant in the learning and assessment process, taking on therole of an actor in his or her own learning. Based on learning,formative assessment plays an essential role in universityeducation through authentic feedback between teachers andstudents. Formative assessment thus has two essential functions:on the one hand, it helps to correct the teaching process in orderto reduce the difficulties encountered by students and, on theother hand, it allows the teaching-learning process to beadjusted
ASPECTS OF FORMATIVE ASSESSMENT IN ACADEMIC EDUCATION: 10.24250/jpe/2/2024/MIF/
No full textThe main objective of this article will lead us to a descriptiveapproach to formative assessment, along with a number ofessential characteristics of this concept.Formative assessment isa continuously evolving process. This is an important concept inthe field of education and focuses on the ongoing assessment andfeedback during the learning process, in order to improvestudents' performance and comprehension. The basic idea is thatassessment should not be just a moment when grades are given,but should be an integral part of the learning process
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
Variations 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
THE MOTIVATION OF LEARNING IN STUDENTS : 10.24250/JPE/2/2022/AFR/MIF
No full textThe motivation for learning illustrates the determination each student has towards this important process. When the motivation starts from within each student, we say that it is an intrinsic motivation, and when it comes from the outside we will call it an extrinsic motivation.
The motivation for learning is the dynamic and directional energetic process of the entire learning process. Motivation is the key to our entire behavior, and therefore to our learning behaviour. It is also important to note that the motivation for learning is vital for the efficiency of learning.
In our research we aim to investigate some elements related to students` motivation for learning. The method of investigation of the problem of students` motivation in learning is the survey, conducted using the questionnaire as a tool. The sample of subjects consists of two hundred and twenty-two students from the “1 December 1918” University of Alba Iulia, year I, II and III, from different specializations. Among the indicators presented in the questionnaire we can include: aspects that lead to the increase of motivation for learning, which is the main reason for which they learn, how much time they spend daily on learning, whether they carry out a specific program when they learn; what solutions they resort to when they encounter a learning problem, etc. The conclusions are drawn up based on the statistical analysis and confirm the presence of original elements about the motivation of students’ learning
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