1,720,959 research outputs found
We\u27ve thrown away the pens, but are they learning? Using blogs in higher education
Full text linkIn today’s university classrooms, “the time of restricting students products and learning opportunities to ink on paper are past” (Siegle, 2007). Blogs are only one of many computer-mediated technologies starting to dominate blended and wholly online courses. Most people assume that using these technologies, because it is what the students want, will translate into increased learning opportunities. As the literature continuously asserts, however, learning, and especially reflection, does not just happen (Boud, Keogh, & Walker, 1985). It seems imperative, therefore, that extra measures are taken when any technology is being implemented in a university classroom to ensure high levels of reflection and cognitive processing are being fostered. Studies must be conducted to understand how blogs can be used to help students engage in reflection, at all levels: Stimulated Reflection, Descriptive Reflection, Dialogic Reflection and, the highest, Critical Reflection. This study explored the use of blogs in a tertiary setting to learn how the tool was used, and could be better used, to foster reflection and higher-order thinking. This paper focuses on how blogs were used as one element of a learning activity in an Accounting unit in an Australian university to promote reflection. We provide an analysis of the learning environment set by the instructor, including the learning task, learning resources, and learning supports, student perceptions of the value of the task, and an examination of students’ blogs. Finally, we discuss the outcomes of the blogs in terms of levels of reflection being accomplished
Using technology to foster reflection in higher education
No full textTechnology-facilitated learning is quickly becoming mainstream in most higher education institutions. Simultaneously, although not necessarily related, tertiary administrators are calling for students exiting university to exhibit the capacity for reflection and higher order thinking. Instructors, therefore, are faced with two challenges: implementing technology and increasing reflective learning. This paper argues that technology can be used to help instructors in this feat. Technology-facilitated learning offers many opportunities for students to engage in reflective tasks, if implemented properly. Ensuring conditions for promoting reflection, as outlined in the literature, are present, will yield successful changeovers for instructors beginning to use technology, instead of traditional face-to-face methods, to foster high levels of reflection and deep learning in their classrooms
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
Using web 2.0 technologies to enhance learning in higher education
No full textThe ever increasing push to graduate students who are reflective lifelong learners has placed tertiary teaching practices under significant scrutiny. Web 2.0 technologies are being adopted at a growing rate by instructors as contexts for improving student learning. Yet, the affordances and capabilities of such technologies, although they have been touted as transformative and superior, may not always be adding value to student learning. Instructors can be left wondering why there is limited value-add from the technology and students can find themselves wondering why technology is being used in these ways. These are the issues that this thesis explores. Through a case study involving teachers and students using Web 2.0 technologies in various disciplines in higher education, the thesis investigates the relationship between teaching practices when implementing Web 2.0 technologies and subsequent student learning. In this way, the thesis explores enhanced learning outcomes from the use of Web 2.0 technologies. Enhanced learning requires students to engage in meaningful learning. The underlying premise of the study was that reflection plays a crucial role in learning: without high levels of reflection, meaningful learning will not occur. A critical reading of the principal theories surrounding learning in higher education was used to develop a conceptual framework that identified four levels of reflection indicative of learning: stimulated, descriptive, dialogic and critical. A blend of qualitative and quantitative approaches was used to gather data: instructor pre and post-activity questionnaires (open-ended) sought information about how the learning environment was constructed, how the instructor perceived the task to promote reflection and the success of the activity; student questionnaires (Likert-style and open-ended) canvassed student perceptions regarding the learning environment and levels of reflection; and, student work samples provided evidence of student reflection achieved while completing the tasks. The model of reflection and cognitive processing provided the conceptual basis through which analyses were made to identify evidence of the depth and level of learning. Consistent with other findings, theresults revealed limited occurrences of meaningful learning with Web 2.0 technologies. The study sought to explore the instructional factors that influenced learning and used these to propose strategies that could enhance outcomes. A series of strategies were proposed as a means of enhancing learning outcomes through the use of Web 2.0 technologies
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
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
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