1,720,967 research outputs found
Generating pictures as aid for comprehension in learning from texts
No full textGenerating pictures requires learners to identify global structures of the learning content, thus fostering processes of understanding. In two experimental studies we analyzed whether adult learners make use of the strategy of generating pictures for understanding or whether this strategy could or should be supported by instruction. Learners should externalize given texts in any way (neutral instruction) or in a pictorial way (pictorial instruction) so that they could solve recall and comprehension tasks based on these representations. The first experiment (n = 17) showed that learners produced significantly more pictures when instructed and also showed better learning outcomes. In the second experiment (n = 38) learners produced more pictures but not better pictures. Moreover learners' spatial abilities turned out to be crucial: with lower abilities learners showed a mediation deficit, because even instruction could not foster-the appropriate use of pictures, whereas learners with higher abilities remained unaffected from instruction, thus their abilities compensated for the lacking instruction
Learning by note-taking vs. learning by drawing as a follow-up strategy for learning from texts
No full textEvaluation einer arbeitsprozessorientierten IT-Weiterbildung: "IT-Spezialisten"
Full text linkMit der Einführung der "Arbeitsprozessorientierten" (APO) Weiterbildung im IT-Bereich, haben sich neue Formen der Kenntnisvermittlung, des Coaching und der gesamten Betreuung der Teilnehmer herausgebildet. Gemeinsam mit der lokalen Industrie- und Handelskammer (IHK) hat der Autor 2004, mit dem "Erfurter Modell" einen ersten methodischen Ansatz zur Umsetzung der APO IT-Weiterbildung in der Ebene der "IT-Spezialisten" entwickelt.
Als Forschungsgegenstand nimmt der Autor das "Erfurter Modell". Durch eine Evaluation werden Untersuchungen zu Optimierungsmöglichkeiten durchgeführt, die einerseits die Sinnfälligkeit und andererseits die Wirksamkeit der APO IT-Weiterbildung betreffen. Ergänzend wird daraus ein neuer Fragebogen für weitere Trendanalysen entwickelt.
Methodisch bedient der Autor sich einer Vorstudie, basierend auf Interviews, um Leitfragen für die Fragebogen der angeschlossenen Hauptstudie abzuleiten. Für eine eingehende Beurteilung wird eine zeitversetzte externe Studie (SCHUBERT 2011) als "follow-up" herangezogen und nach den erarbeiteten Kriterien ausgewertet. Anschließend werden die Ergebnisse verglichen.
Über drei Aggregationsstufen (mittlere Merkmalsausprägung bzw. Zustimmungsgrad > Indikator > Leitfrage) wird eine Struktur vorgegeben, die anschließend mittels Datenerhebung geprüft wird. Als einheitliches Verfahren der Strukturprüfung verschiedener Merkmale wird die Kreuztabellierung und Kontingenzanalyse herangezogen.
Die Auswertung umfasst neben der Entwicklung des neuen Fragebogens auch Kernaussagen zur Optimierung der APO IT-Weiterbildung nach dem "Erfurter Modell". Auffällig zeigt die Auswertung Potenzial in der Beratung, dem Coaching, der Organisation sowie der Verzahnung von Theorie und Praxis.
Diese Erkenntnis ist bedeutsam, denn sie impliziert, dass der Kontakt zur Praxis und die Integration des Unternehmens sehr stark den Abschluss und den Geschäftserfolg des Unternehmens beeinflussen.With the introduction of "work-process-oriented" (WPO) further training in the IT sector, new forms of imparting knowledge, coaching and the overall supervision of participants have emerged. Together with the local Chamber of Industry and Commerce (CIC), the author developed an initial methodical approach to the implementation of WPO further IT training at the level of "IT specialists" in 2004 with the "Erfurter model".
The author takes the "Erfurter model" as his object of research. Analyses of possibilities for optimization are implemented by means of an evaluation, on the one hand concerning the manifestness and on the other the effectiveness of WPO further IT training. This is then developed into a new questionnaire for further trend analyses.
Methodically, the author draws on a preliminary study, based on interviews, in order to derive central questions for the questionnaire of the associated main study. For a detailed assessment, a time-shifted external study (SCHUBERT 2011) is drawn on as a "follow-up", analysed according to criteria of the main study and the results are compared.
A structure is given over three aggregation levels (median characteristics value or degree of agreement > indicator > central question), which is then checked by means of data collection. As a consistend method of testing the structure of different characteristics, cross-tabulation and contingency analysis are used.
As well as development of the new questionnaire, the analysis includes core statements on optimizing WPO further IT training according to the "Erfurter model". The analysis clearly shows potential in counselling, coaching, organization and the dovetailing of theory and practice.
This realization is significant, as it implies that contact to praxis and the integration of the company have a very strong impact on the qualification and the business success of the company
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
Untersuchung des Einflusses von adaptivem E-Learning auf die Lernmotivation von Studierenden: benutzerzentrierte Weiterentwicklung und Evaluation einer adaptiven E-Learning Plattform für die Hochschullehre
Full text linkE-Learning Angebote gewinnen im Hochschulkontext als Ergänzung zu Präsenzlehrveranstaltungen zunehmend an Bedeutung. Voraussetzung ist diesbezüglich eine hohe situativ wirksame Lernmotivation. Das Vorhaben widmete sich der Untersuchung der zentralen Fragestellung, inwiefern sich adaptives E-Learning zur Förderung der Lernmotivation in selbstregulierten Lernsettings eignen könnte. Zur Bearbeitung des Themas wurden theoretische Grundlagen zu adaptiven E-Learning Systemen und Lernmotivation im Kontext des selbstregulierten Lernens aufgearbeitet. Es wurde eine Analyse von Komponenten und Techniken adaptiver Lernsysteme durchgeführt. Im Themenschwerpunkt Lernmotivation erfolgte eine Begriffsabgrenzung für Lern- und Leistungssituationen. Darüber hinaus wurde ein Prozessmodell zur Beschreibung der Lernmotivation beim selbstregulierten Lernen operationalisiert. Aus der Synthese der theoretischen Grundlagen wurden Forschungsfragen und ein geeignetes Untersuchungsdesign abgeleitet. Weiterhin wurde eine bestehende E-Learning Plattform für die Hochschullehre als Fallbeispiel identifiziert. Zur Weiterentwicklung und Evaluation der gewählten Lernplattform NanoTecLearn wurde ein dreiphasiges Untersuchungsdesign umgesetzt. Dieses zielte insbesondere auf die Evaluation des Verlaufs der Lernmotivation beim Lernen mit der Plattform sowie auf die Konzeption von Adaptationstechniken ab. Im ersten Forschungsschwerpunkt wurden geeignete Motivationsindikatoren als Ausgangspunkt der Adaptation abgeleitet und passende Adaptationstechniken konzipiert, umgesetzt und vergleichend evaluiert. Den zweiten Forschungsschwerpunkt bildete die vergleichende Evaluation der Beschaffenheit und des Verlaufs der Lernmotivation beim selbstregulierten Lernen mit nicht-adaptiven und adaptiven Versionen der Lernplattform. Die Auswertung der Teilstudien des Untersuchungsdesigns zeigte, dass adaptives E-Learning bei den Studierenden eine allgemein hohe Zustimmung sowie Akzeptanz erfuhr. Zudem zeigte sich eine durchweg hohe Lernmotivation beim Einsatz der verschiedenen Versionen der Lernplattform während der Laborstudien. Eine signifikante Verbesserung der Lernmotivation sowie des Benutzererlebnisses während des Lernens durch adaptives E-Learning konnte im Vergleich zur nicht-adaptiven Version der Lernplattform letztendlich nicht nachgewiesen werden.E-learning systems gain in importance as an addition to classroom teaching in university contexts. Regarding this, a prerequisite is situational efficacious learning motivation. The thesis was dedicated to the examination of the key issue to what extent adaptive e-learning could foster learning motivation in self-regulated learning-settings. For handling the topic, theoretical foundations regarding adaptive e-learning systems and learning motivation in the context of self-regulated learning were processed. Components and techniques of adaptive e-learning systems were analyzed. The key subject learning motivation was defined for learning and achievement situations. Furthermore, a process model for describing learning motivation in self-regulated contexts was operationalized. Based on the synthesis of the theoretical foundations, research questions and a suitable study design were derived. Also, an existing e-learning platform for university teaching was identified as a case-study. For the further development and evaluation of the chosen learning platform NanoTecLearn a study design consisting of three phases was implemented. The study design focused especially on the evaluation of the process of the learning motivation while learning with the platform and on the conception of adaptation techniques. Within the first study focal point appropriate motivational indicators as a basis for the adaptation were derived and matching adaptation techniques were conceptualized, implemented and evaluated comparatively. The second study focal point consisted of a comparative evaluation of the quality and process of learning motivation within a self-regulated learning process with non-adaptive and adaptive versions of the learning platform. The evaluation of the partial studies of the study design showed that adaptive e-learning for the student-target group led to overall high levels of approval and acceptance. Also, a consistently high learning motivation while learning with the different versions of the learning platform was identified during the lab studies. In the end, a significant improvement of the learning motivation and user experience while learning with adaptive e-learning compared to the non-adaptive version of the platform could not be proven
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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