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Student engagement in technology rich classrooms and its relationship to professors' conceptions of effective teaching
No full textThe benefit of computer related tools in supporting student learning is influenced by the engaging nature of the learning environment and the design of the learning activities. Professors have considerable role in the design of learning environments and activities and the way they design the environment is found to depend on their conceptions of teaching. However, professors' conceptions of (effective) teaching have not been studied in relation to technology use and student engagement. This dissertation study examined a) professors' conceptions of effective teaching and their perceived technology use in technology rich classrooms, and b) the nature and extent of student engagement in these classrooms and its relationship to professors' conceptions of effective teaching. Semi-structured interviews were used to obtain data from 13 professors who were teaching in active learning classrooms in a large research university in Eastern Canada in winter 2011. Interview questions focused on capturing professors' conceptions of effective teaching in relation to the course they were teaching in the classroom, their expected learning outcomes for students, their instructional strategies, and the role they saw for computers and the type of software they used and/or expected their students to use in relation to the course. Following interviews with the professors, a survey was administered to their students in the end of the term. The instrument, Student Engagement in Technology Rich Classrooms (SETRC) was developed to determine aspects and extent of student engagement in the context. Two hundred thirty two students consented to participate in the research and completed the paper copy of the survey. Analysis of interview data using a holistic inductive approach with constant comparison resulted in three conceptions of effective teaching—transmitting knowledge, engaging students, and developing learning independence. Transmitting knowledge highlighted organizing and presenting subject matter to students. Engaging students focused on student involvement in various activities such as discussion, presentation, collaboration, and hands on exercises. Developing learning independence and self-reliance related to holistic development of students as professionals and independent learners. This third conception also considered effective teaching to be designing learning environments with more emphasis on students' involvement. Principal component analysis with varimax rotation was applied to the student survey data. The analysis resulted in four components of student engagement: cognitive and applied engagement, social engagement, reflective engagement, and goal clarity. Subsequent multivariate analysis considering professors' conception as independent variable and the four student engagement components as dependent variables yielded significant relationship between professors' conceptions and student engagement. Students in classrooms of professors who consider effective teaching to be developing learning independence/self-reliance reported the highest score on cognitive and applied engagement; the score was the least for students in classrooms of professors who consider effective teaching to be transmitting knowledge. The difference was statistically significant. Concerning social engagement, students in classrooms of professors who consider effective teaching to be engaging students reported the highest score among the three groups and it was significantly higher than scores of students in classrooms of professors who consider effective teaching to be transmitting knowledge. Analysis results did not show any significant different in terms of reflective engagement and goal clarity. The study has implication for understanding conceptions of effective teaching in relation to computer use, determining students' course/classroom level engagement, and designing and assessing technology rich natural learning environments.Les avantages de technologies d'information et de communication (TICs) comme support d'apprentissage dans le milieu éducatif sont influencés par la qualité engageante de l'environnement d'apprentissage et le design des activités d'apprentissage. Les professeurs jouent un rôle considérable dans le design d'environnements et d'activités d'apprentissage. Il a été démontré que leur conception d'enseignement influe sur le design des environnements d'apprentissage. Cependant, les conceptions d'enseignement (efficace) que possèdent les professeurs n'ont pas été étudiées jusqu'à lors en ce qui a trait à l'utilisation des TICs et l'engagement étudiant. Cette thèse de doctorat a étudié a) les conceptions d'enseignement efficace de professeurs et les perceptions de leur utilisation de technologie dans des salles de classe richement équipés en TICs, et b) la nature et l'étendue de l'engagement étudiant dans ces salles de classe et sa relation aux conceptions d'enseignement efficace des professeurs.Des entrevues semi-structurés furent employés pour obtenir des données de 13 professeurs qui enseignaient dans des salles de classe d'apprentissage active d'une grande université de recherche dans l'Est canadien durant l'hiver 2011. Les questions d'entrevue étaient centrées sur la capture des conceptions d'enseignement efficace des professeurs en relation aux cours qu'ils enseignaient dans cette salle de classe, leurs attentes vis à vis les résultats d'apprentissage des étudiants, leur stratégies d'enseignement, et le rôle qu'ils percevaient pour l'utilisation des TICs par eux-mêmes et les étudiants dans leurs cours. Suite aux entrevues, un sondage a été mené auprès des étudiants à la fin du trimestre. Le questionnaire, Student Engagement in Technology Rich Classrooms (SETRC) a été développé pour déterminer certains aspects de l'engagement étudiant et son étendue dans ces contextes. Deux cent trente-deux étudiants ont accepté de participer dans la recherche et ont complété la copie papier du sondage. L'analyse des données d'entrevue procéda dans une optique holistique par l'entremise d'une approche inductive avec comparaison constante et résulta dans trois conceptions d'enseignement efficace—la transmission des connaissances, l'engagement étudiant, et le développement de l'autonomie apprenante. La transmission des connaissances soulignait l'organisation et la présentation du contenu d'apprentissage aux étudiants. L'engagement étudiant centrait sur la participation des étudiants dans diverses activités telles que la discussion, la présentation, la collaboration, et les exercices pratiques. Le développement de l'autonomie apprenante était relié au développement holistique des étudiants comme des apprenants professionnels et indépendants. Cette troisième conception prenait aussi en compte le design des environnements d'apprentissage avec un plus grand accent sur l'engagement étudiant.L'analyse des composantes principales avec rotation varimax fut appliquée aux données de sondage des étudiants. L'analyse résulta en quatre composantes: l'engagement cognitif et appliqué, l'engagement social, l'engagement réflexif, et la clarté et la précision des objectifs. Une analyse multivariée subséquente qui considérait les conceptions des professeurs comme variable indépendante et les quatre composantes de l'engagement étudiant comme variables dépendants a identifié des relations significatives entre les conceptions des professeurs et l'engagement étudiant. Les étudiants des cours de professeurs qui considéraient l'enseignement efficace comme le développement de l'autonomie apprenante avaient les plus hauts scores sur l'engagement cognitive et appliqué; le score le plus bas était réservé pour les étudiants des cours de professeurs qui considéraient l'enseignement efficace comme la transmission des connaissances. La différence était stastiquement significative
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
Learning with Multiple Representations: Infographics as Cognitive Tools for Authentic Learning in Science Literacy | Apprendre avec des représentations multiples: l'infographie de presse comme outil cognitif pour l'apprentissage authentique en science
Get PDFThis paper presents a descriptive case study where infographics—visual representation of data and ideas—have been used as cognitive tools to facilitate learning with multiple representations in the context of secondary school students’ science news reporting. Despite the complementary nature of the two research foci, studies on cognitive tools and multiple representations have evolved independently. This is because research on cognitive tools has narrowly focused on technological artifacts and their impact on learning outcomes with less attention to learner agency and activity structures. This has created challenges of sustainably applying cognitive tools in classroom teaching and learning. Using data from a design-based research project where secondary school students created authentic infographic-based science news reports, this study demonstrates how infographics can serve as process-oriented cognitive tools for learning and instruction of science literacy in classroom contexts. Results have implications for the study and design of learning environments involving representations.
Cet article présente une étude de cas où l'infographie de presse – offrant une représentation visuelle de données et d’idées – est utilisée comme outil cognitif pour faciliter l'apprentissage au moyen de représentations multiples dans le contexte de production de rapports scientifiques par des élèves du secondaire. Malgré la complémentarité des deux axes de recherche, les travaux sur les outils cognitifs et sur les représentations multiples ont évolué séparément. En effet, la recherche sur les outils cognitifs s'est strictement concentrée sur les artefacts technologiques et leur impact sur les résultats d'apprentissage mais a accordé moins d'attention à l’action des apprenants et aux structures des activités. Il en résulte des défis pour l’application durable d’outils cognitifs dans l'enseignement et l'apprentissage en classe. À partir de données issues d'un projet de recherche orientée par la conception (design-based research) dans lequel les élèves du secondaire ont produit des rapports scientifiques authentiques intégrant des infographies de presse, cette étude montre comment l’infographie de presse peut servi
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
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