1,720,955 research outputs found
The Efficiency Of Online Assignments As An Asynchronous E-learning Tool
No full textThe online learning experience that accompanied the Covid-19 pandemic has been diverse. Both teachers and students have had to discover new online learning methods and tools in order to cope with the new phase. Some teachers relied on virtual meetings and synchronous instruction, whereas others either solely relied on asynchronous instruction through e-assignments or combined the latter to other methods like synchronous e-meetings. While the integration of synchronous tools in distance instruction seems to be more relevant, asynchronous assignments may have an important potential in e-learning given that not all students can access the course at the same time. Indeed, one of the advantages of asynchronous e-assignments is learning anytime, anywhere. For this, the in-hand paper seeks to focus on online assignments and their efficiency to university EFL students. Our purpose is to discover how students view these assignments, and whether they are efficient in learning according to them. We also wish to investigate whether students prefer synchronous online meetings or asynchronous learning tools like e-assignments. In this regard, the sample is made up of fifth-year EFL students at ENSB. By and large, the main findings of this study demonstrate that the majority of EFL students consider asynchronous e-assignments as an efficient e-learning tool
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
Coming into Teaching: The Impact of the Profession on Novice Teachers’ Feelings, Identities, and Wellbeing
No full textTeaching is considered a difficult, demanding, and exhausting job. The interplay of several features, components, and hardships in the profession renders its sustainment arduous. Often, teachers have to learn and re-learn on the job, thus undergoing multi-layered transformations that provoke many tensions. Drawing upon the existing literature and a mixed-method study, this article examines the influence of the teaching profession on novice teachers’ feelings, identities (professional and personal), and wellbeing. To collect data, a cohort of novice Algerian EFL teachers participated in the exploration through an online survey. The results, analysed graphically and qualitatively (thematically), reveal that novice teachers find teaching overwhelming and consuming. The participant teachers reckon that teaching has added to their stress and anxiety levels, affecting their physical and mental health, memory, and concentration. Therefore, it is concluded that teaching transforms novices’ feelings, identities, and wellbeing through its processes, routines, responsibilities, and commitments. The study recommends relying on a support system that assists teachers in coping with the impact and adversity of the profession. Providing assistance and encouragement for teachers is also advised. Moreover, improving one’s reflective practice, resilience, stress management, self-care, and dedication to the job can be functional mental and emotional resources for teachers.
 
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
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND BURNOUT AMONG EFL UNIVERSITY STUDENTS: A CASE STUDY
Get PDFThe present study seeks to explore the relationship between Algerian EFL students’ emotional intelligence (EI) and their burnout status. To determine the levels of these variables and reach the purpose of the study, two self-report scales are employed with a sample of 57 EFL third-year students at Ecole Normale Supérieure of Bouzareah (ENSB), in Algiers. The first scale is the Brief Emotional Intelligence Scale (BEIS-10), used to measure the students’ EI level, while the second one is the Maslach Burnout Inventory–Student Survey (MBI-SS), used to measure their burnout level. Surprisingly, the findings reveal no significant relationship between the EI level of EFL students and their burnout level since the Pearson’s Correlation demonstrates that r= .024, which suggests that EI is not a factor that affects burnout. The results also show that 60% of the students have a high level of EI, and 40% have a high level of burnout
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