1,721,059 research outputs found
Learner and teacher electronic relations: experiences of one distance learning health studies programme
No full textThe technological opportunities provided by digital learning environments for electronic communicative transactions between learners and teachers, now common in Higher Education in the United Kingdom (UK) challenge the traditional concept of a learner and teacher relationship. This paper considers electronic interaction between learners and module facilitators and draws on a small study that evaluated the experiences of twenty five post-qualifying health and social care practitioners studying on a BSc (Hons) Health Studies programme. A case study approach was used to explore how learners and module facilitators communicated and interacted using the electronic system as part of their support structure. The aim of the study was to explore in what ways interaction with teachers using electronic communication systems influence the learning confidence of learners studying at a distance.A key finding of this study indicates that learners and teachers developed close, partnership style relations that confirm interpersonal and social presence in a non-contiguous, technologically mediated learning environment (Morgan 2002). The possibility of developing close relations is explored in this paper in the context of a distance learning programme, a range of contributing factors and outcomes are suggested that represent close learning relations and implications for education practice and future research are discussed
A journey towards increasing learning confidence: Health and social care practitioners learning at a distance
No full textAvailable from British Library Document Supply Centre- DSC:DXN064876 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
Facilitating online reflective learning for health and social care professionals
No full textHealth and social care education has a long established association with reflective learning as a way of developing post-qualifying professional practice. Reflective learning is also a key feature of self-regulatory learning, which is an essential aspect of life-long learning for today’s National Health Service workforce. Using a small-scale case study of practice this paper considers the experiences of 25 learners who, as qualified health and social care practitioners studying a B.Sc. (Hons.) Public Health programme, used Blackboard to reflect online. Questionnaires, a focus group discussion and examination of online dialogue were used to collect data. Findings suggest that learners developed more extensive reflective accounts than they had done previously when reflecting in traditional classroom environments. They reflected further, spent longer reflecting, self-managed their reflective learning and recognised significant learning achievements through reflection. Data indicate varying levels of engagement in the online reflective process, with not all learners achieving a deep level of critical analysis. This paper considers the design and construction of the online learning activity and environment before discussing the findings of the evaluation and implications
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
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