1,720,960 research outputs found
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
Digital Twins and Engineering Education: Current Status
Full text linkThis paper presents a comprehensive review of the use of Digital twins in engineering education among various disciplines. A total of 83 research papers were analyzed, spanning the last decade from 2012 to 2022. Almost all publications were reported after the year 2018, indicating a recent surge in interest and development in this area. The review reveals that digital twin technology offers students an interactive experience with virtual models of real-world products and systems, significantly enhancing the effectiveness of engineering education. It also improves industrial competitiveness through predictive maintenance and fault diagnosis. Digital twins can be used in various engineering disciplines and for personalized learning. However, challenges such as model accuracy and data transfer must be considered when implementing them. Overall, this technology can improve student learning outcomes, increase education accessibility and cost-effectiveness, and improve production systems\u27 safety, visibility, and accessibility. Future requirements of the field are also discussed in this paper
Socially Shared Metacognition of Students in Computer-Supported Programming Tasks and Their Stance on the Difficulty of the Task
Full text linkThe internet has brought much emphasis to online collaborative learning, where learning is connected to co-constructing understanding and knowledge about subjects and tasks through collaboration and conversation. This research centers on several groups of students undertaking a programming project in a Zoom-based environment” or “via Zoom meetings. The paper proposes that socially shared metacognition is most effective in group-based problem-solving. It is a process in which one member of the group helps regulate the whole group’s process of solving a problem and elicits other members’ reactions to this proposal. The feeling of difficulty in performing the task helps ascertain and display the role of group interaction in individual learning. The paper also proposes that the increase in socially shared metacognition decreases the level of difficulty of a problem and thus alleviates individuals’ feelings of task difficulty
Digital Twins and Engineering Education: Current Status
Full text linkThis paper presents a comprehensive review of the use of Digital twins in engineering education among various disciplines. A total of 83 research papers were analyzed, spanning the last decade from 2012 to 2022. Almost all publications were reported after the year 2018, indicating a recent surge in interest and development in this area. The review reveals that digital twin technology offers students an interactive experience with virtual models of real-world products and systems, significantly enhancing the effectiveness of engineering education. It also improves industrial competitiveness through predictive maintenance and fault diagnosis. Digital twins can be used in various engineering disciplines and for personalized learning. However, challenges such as model accuracy and data transfer must be considered when implementing them. Overall, this technology can improve student learning outcomes, increase education accessibility and cost-effectiveness, and improve production systems\u27 safety, visibility, and accessibility. Future requirements of the field are also discussed in this paper
Socially Shared Metacognition of Students in Computer-Supported Programming Tasks and Their Stance on the Difficulty of the Task
Full text linkThe internet has brought much emphasis to online collaborative learning, where learning is connected to co-constructing understanding and knowledge about subjects and tasks through collaboration and conversation. This research centers on several groups of students undertaking a programming project in a Zoom-based environment” or “via Zoom meetings. The paper proposes that socially shared metacognition is most effective in group-based problem-solving. It is a process in which one member of the group helps regulate the whole group’s process of solving a problem and elicits other members’ reactions to this proposal. The feeling of difficulty in performing the task helps ascertain and display the role of group interaction in individual learning. The paper also proposes that the increase in socially shared metacognition decreases the level of difficulty of a problem and thus alleviates individuals’ feelings of task difficulty
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