Tài liệu miễn phí Giáo dục học

Download Tài liệu học tập miễn phí Giáo dục học

Affinity-based learning object retrieval in an e-learning environment using evolutionary learner profile

With the abundance of learning objects (LOs) available across the web, there arises a demand for retrieving the LOs that exactly suit the learners’ requirements. In order to achieve this, the learner profile (LP) should exactly mimic the subject specific requirements of the learner as well as evolve over the learning cycle. Moreover, each LO should project itself in such a way that the learning management system is able to find it as a suitable candidate for a specific learner requirement. This paper proposes a novel method that fetches appropriate LOs for the learner by mapping his/her learner profile with those of the LOs. The LOs thus retrieved are then re-ranked according to their affinity towards the particular learner’s requirements and then presented to the learner. The experimental results demonstrated the effectiveness of the proposed method in retrieving appropriate learning content for learners.

11/29/2019 5:17:47 AM +00:00

Adding to the mix: Students use of Facebook groups and blackboard discussion forums in higher education

This paper reports on a case study of the use of Facebook in learning and teaching in higher education. Facebook was used as a venue for online discussion to support the existing Learning Management System (in this case Blackboard) in the unit Internet Collaboration and Organisation as part of the Internet Communications degree taught fully online through Open Universities Australia (OUA). Students’ posts to both Facebook and the Blackboard discussion forum were analysed for content, length, and when throughout the study period they were posted. This is significant as much of the previous work in this area has relied on students self-reporting, rather than direct observation of student behaviour.

11/29/2019 5:17:33 AM +00:00

A theory-to-practice approach for teaching science with animations

Educational psychologists have for decades conducted research into the most efficient manner by which information can be assimilated through dynamic visualizations such as animations and video. As a result, a number of research-based guidelines have been formulated to guide the designer, teacher and learner regarding the layout, presentation and self-regulation of transient information. How to apply multimedia learning principles in a considered and creative manner when teaching or learning with dynamic information in a regular classroom situation? This article presents a practical and visual guide for dealing with some of the key issues, such as split attention, signaling, segmentation and strategic learner-control. Some classroom orientated suggestions are offered for the incorporation of these principles when using animations for teaching complex information. The overall objective is to organize the pacing and sequencing of the dynamic information in a manner that is optimally aligned with the students’ prior knowledge and cognitive processing ability.

11/29/2019 5:17:21 AM +00:00

A technology enhanced course for communication incorporating empathy

This paper aims at the dissemination of a new course design, which reports and shares our experience of designing a new course to meet the new needs in the society. The higher education has been focusing on developing students’ logical thinking or reasoning skills through debate, believing that such skills would make the students succeed in the society after graduation. However, from the view point of resilience in the society after a natural disaster, which usually demolishes the fundamental infrastructure as well as human bonding through trust, the communication with empathy to build trust seems to play a more important role than the skill to debate. Is there any way to incorporate such advanced communication skill with empathy in the higher education responding to the current needs from the society before the students become members of the society? Kansai University has developed a new experimental course for advanced communication with empathy to be implemented in the general education enhanced with ICT. This paper reports Kansai University’s successful problem-solving process and endeavor in the curriculum development for the communication with empathy.

11/29/2019 5:17:09 AM +00:00

A supply sided analysis of leading MOOC platforms and universities

Investing in education is generally considered as a promising strategy to fight poverty and increase prosperity. This applies to all levels of an economy reaching from individuals to local communities and countries and has a global perspective as well. However, high-quality education is often costly and not available anytime anywhere. Therefore, any promising concept that might help to democratize education is worth pursuing, in a sense that it makes education accessible for everybody without any restrictions. The characteristics attributed to MOOC – Massive Open Online Courses are promising to contribute to this objective. Hence, our objective is to analyse MOOC as it currently operates. Obviously, there is a huge demand for free high-quality education anytime anywhere but a shortage on the supply side. So, we will concentrate on supply-sided effects and study MOOC platforms as well as content providers, particularly universities. We focus our research on some of the leading platforms and universities worldwide. Relative to their size Australia and the Netherlands are very active players in the MOOC sector. Germany is lagging behind and leading universities in the UK seem to virtually refrain from offering MOOC. Our research also shows the leading role of US universities and platform providers.

11/29/2019 5:16:54 AM +00:00

A study on online learner profile for supporting personalized learning

Digital learning as a popular learning approach has received increasing attention in modern education. The learner profile in online learning plays a critical role in supporting personalized learning. This article uses an information flow-based approach to build the learner profile for supporting personalized learning. The learner profile includes the individual profile to capture the personal features and the community profile to capture the social features in online learning environment.

11/29/2019 5:16:44 AM +00:00

A study of university student behaviors in using eBooks in Hong Kong

The adoption rate of eBooks has multiplied exponentially in University libraries. Libraries prefer buying eBooks rather than in-print books, mainly because of their low cost-structure and also because eBooks are easier to store. However, many library users still prefer to read in-print books, as compared to reading eBooks. This therefore leads to a potential mismatch between the expectations of the library and its users. This study aims to investigate the usage of eBooks in Universities in Hong Kong. The focus of this research is to analyze the behaviors of students using eBooks at Universities in Hong Kong. Their usage experience would be observed and examined in order to identify and discover a more sustainable system for the future development of eBooks in Universities in Hong Kong. In this study, a questionnaire has been utilized for collecting the experiences of students using eBooks. The results very clearly demonstrated that printed books are the preferential choice for most students, although they were willing to accept eBooks as a substitute for printed books. The concerns of students corresponding to acceptance of eBooks have been examined in this study. This study would be beneficial for academic libraries in Hong Kong, as it would provide valuable assistance in enhancing and refining their services and developing their collection of eBooks, through understanding and appreciating the behaviors of students who use eBooks.

11/29/2019 5:16:31 AM +00:00

A standardised, holistic framework for concept-map analysis combining topological attributes and global morphologies

Motivated by the diverse uses of concept maps in teaching and educational research, we have developed a systematic approach to their structural analysis. The basis for our method is a unique topological normalisation procedure whereby a concept map is first stripped of its content and subsequently geometrically re-arranged into a standardised layout as a maximally balanced tree following set rules. This enables a quantitative analysis of the normalised maps to read off basic structural parameters: numbers of concepts and links, diameter, in- and ex-radius and degree sequence and subsequently calculate higher parameters: cross-linkage, balance and dimension. Using these parameters, we define characteristic global morphologies: ‘Disconnected’, ‘Imbalanced’, ‘Broad’, ‘Deep’ and ‘Interconnected’ in the normalised map structure. Our proposed systematic approach to concept-map analysis combining topological normalisation, determination of structural parameters and global morphological classification is a standardised, easily applicable and reliable framework for making the inherent structure of a concept map tangible.

11/29/2019 5:16:18 AM +00:00

A quantitative analysis of learning object repositories as knowledge management systems

Learning Object Repositories (LORs) are a core element of the Opening up Education movement around the word. Despite, the wide efforts and investments in this topic, still most of the existing LORs are designed mainly as digital libraries that facilitate discovery and provide open access to educational resources in the form of Learning Objects (LOs). In that way, LORs include limited functionalities of Knowledge Management Systems (KMSs) for organizing and sharing educational communities’ explicit and tacit knowledge around the use of these educational resources. In our previous work, an initial study of examining LORs as KMSs has been performed and a master list of 21 essential LORs’ functionalities has been proposed that could address the issue of organizing and sharing educational communities’ knowledge. In this paper, we present a quantitative analysis of the functionalities of forty-nine (49) major LORs, so as (a) to measure the adoption level of the LORs’ functionalities master list and (b) to identify whether this level influences LORs’ growth as indicated by the development over time of the number of the LOs and the number of registered users that these LORs include.

11/29/2019 5:16:05 AM +00:00

A generic model for the context-aware representation and federation of educational datasets: Experience from the dataTEL challenge

Research on online interactions during a learning situation to better understand users' practices and to provide them with quality-oriented features, resources and services is attracting a large community. As a result, the interest for sharing educational data sets that translate the interactions of users with elearning systems has become a hot topic today. However, the current systems aggregating social and usage data about their users suffer from a series of weaknesses. In particular, they lack a common information model that would allow for exchanges of interaction data at a large scale. To tackle this issue, we propose in this paper a generic model able to federate heterogeneous context metadata and to facilitate their share and reuse. This framework has been successfully applied to several data sets provided by the research community, and thus gives access to a big data set that could help researchers to increase efficiency of existing learning analytics technics, and promote research and development of new algorithms and services on top of these data.

11/29/2019 5:15:51 AM +00:00

A double-loop evaluation process for MOOC design and its pilot application in the university domain

The diffusion of Massive Open Online Courses (MOOCs) is significantly changing the way people learn and update their knowledge and competencies. Although the benefits characterizing MOOCs, which leverage on free and open access to know-how and digitized materials, there are some challenges which call for improving and enhancing the existing methods and approaches for MOOCs design. By combining theory and practice, this paper presents a process of MOOCs design based on a double-loop phase of evaluation. Specifically, the paper provides evidences on how to take advantage of the learners’ and teachers’ feedback to redesign or rethink the course’s architecture, and especially the storyboard and blueprint. A pilot application of the proposed approach has been made to design a course dealing with entrepreneurship domain, and in particular with crowdfunding. The results of the application are presented to validate the approach and provide teachers and course’s designers with some recommendations.

11/29/2019 5:15:37 AM +00:00

A customizable evaluation instrument to facilitate comparisons of existing online training programs

A proliferation of retail online training materials exists, but often the person in charge of choosing the most appropriate online training materials is not versed in best practices associated with online training. Additionally, the person must consider the context of the training situation when choosing a training solution. To assist this decision-making process an evaluation instrument was developed. The instrument was designed to help decisionmakers 1) assess multiple online training programs against known best practices, and 2) consider context specific training needs via a weighting process. Instrument testing across multiple online training programs was performed, and weighted and unweighted results were examined to determine the impact of contextualized weighting. Additionally, evaluation data from the new instrument were compared to data from an existing online training evaluation instrument. Results indicated the new instrument allowed for consistent rankings by raters across multiple programs, and when the new weighting process was applied small differences were magnified making them more noticeable in overall rating scores. Thus the new weighted instrument was effective in 1) assessing multiple online training programs, and 2) providing reviewers clearer context-specific rating data on which they could make purchasing decisions.

11/29/2019 5:15:24 AM +00:00

A brief examination of predictors of e-learning success for novice and expert learners

As the prevalence of e-learning continues to grow in higher education settings, so too does the need for empirical research examining the antecedents of success in this environment. Previous research has suggested some characteristics that may determine success in an online course; however, little empirical evidence exists relating potential predictors of e-learning success with actual performance outcomes, particularly for different levels of learners. Students new to college may need different kinds of support to succeed in an online course compared to students with more experience in taking college-level courses, whether online or in-class, and navigating institutional resources. A primary goal of the current study is to determine the kinds of support needed to help lower-level and upper-level learners succeed in an e-learning environment. We assess several predictors of e-learning success and compare the relative effectiveness of these characteristics across novice and expert learners. Findings suggest that for lower-level students, access to technology predicted learner performance, whereas for upper-level students, motivation and self-discipline predicted learner performance. We discuss the implications of these results for e-learning instructors, instructional designers, and knowledge management practitioners.

11/29/2019 5:14:45 AM +00:00

The entropic knowledge dynamics as a driving force of the decision-making process

This research demonstrates that students attach the highest importance to the Entropic Knowledge Dynamics, thus, identifying knowledge transformations and interactions as the most prominent factor. The entropic knowledge dynamics shows up as a driving force of the decision-making process. As the findings also indicated, there are no statistically significant differences among the cohorts of students in terms of gender and education level; nevertheless, setting the faculty year as criterion brings forward novel insights in that three out of the four considered knowledge dimensions displayed meaningful differences.

11/29/2019 4:44:52 AM +00:00

Knowledge transfer to industry at selected R1 research universities in north Carolina

Public universities in the United States are divided into different levels of type by research agendas. Large public universities (typically known as R1 research oriented universities) are directed to serve the public interest by developing transferrable knowledge (patents and intellectual property) that can leverage the public investment made in these large universities and their research agendas through state and federal funding by enhancing social and commercial goals of the funding entities. This paper is an impact assessment of formal and informal industry collaboration and knowledge transfer activities study and looked at technology transfer offices, secondary information and public reports such as patent filings to determine if the level of knowledge transfers was increasing or decreasing or staying the same at three large public universities in the USA (North Carolina, UNC Charlotte and North Carolina State) and two North Carolina R1 private schools (Duke University and North Carolina State University. My primary hypothesis for the research was that much of the research and knowledge at public universities was not finding its way to industry use either through licensing or other means and that various methods (i.e., research papers) of transferring this knowledge were ineffective in making this transfer. My research concluded that despite strong state and federal funding of this research as well as private grants researchers tended to concentrate on research that enhanced their academic publications’ reputations which is resulting in fewer academic papers. The practical economic benefits of much of this research was doubtful since the correlation to outputs such as patents was not improving but plateauing over time in some cases.

11/29/2019 4:44:35 AM +00:00

Learning from an envisioned future: An empirical account

These include not only technological as well as social limitations but ‐above all‐ the way we address the future. We are used to face the future with our existing knowledge and experiences from the past. This strategy, however, can hardly lead to knowledge off the beaten path. We therefore suggest a new learning approach for organizations, which enables to literally envision a desired future scenario and thereby, allows for the creation of radical new knowledge. We argue that the created knowledge yields a higher degree of novelty and radicalness. Along with an enhanced theory of learning including learning from the future, we present our empirical findings from comparing the outputs of Learning from an Envisioned Future and learning from the past. For this purpose, we use data from two organizational learning projects; one, which was conducted with a high school in Austria and another one, which was conducted with members of the Austrian Economic Chamber. Our findings from both case studies suggest that Learning from an Envisioned Future does produce significantly more paradigm challenging knowledge compared to the output gained from conventional learning from past experiences. We conclude that the combination of both learning sources may lead to best learning outcomes in organizations.

11/29/2019 4:43:12 AM +00:00

Linking unlearning with innovation through organizational memory and technology

This paper examines the relative importance and significance of the existence of unlearning to the presence and nature of ‘organizational memory and technology’. We further examine the effect of the existence of organizational memory and information technology on conditions that promote organizational innovativeness. These relationships are examined through an empirical investigation of 291 large Spanish companies. Our analysis found that if the organization considers the establishment of an unlearning culture as a prior step in the utilization of organization memory or the technology infrastructure through organizational innovativeness, then organization memory and technology have a positive influence on the conditions that stimulate organizational innovativeness.

11/29/2019 4:41:39 AM +00:00

Sharing contextual knowledge in today’s workplace environments

Due to an evolution of business models compatible with networked economy, office environments of this age need effective support for collaboration among office workers. This article demonstrates that existing Extended Office Systems (EOS) are not specifically designed to maintain awareness and knowledge-sharing requirements of the collaborating actors of many of today’s networked office environments. Using an awareness framework for sharing of contextual knowledge in collaborative business processes, this article provides general design directives for a CollaborationAware EOS (CAEOS) system that facilitates sharing of the contextual knowledge among office workers in networked offices. In order to assess its effectiveness, this framework is applied to a network management case study with the aim of identifying the awareness requirements of the actors within that process. The results confirm effectiveness of the framework. The components of the framework, that is the process model and the awareness model, are then used as analytical tools as input to the design of CAEOS for achieving its collaborating goals. It is suggested that the process model component of the framework to constitute foundation for the knowledge-base component of the CAEOS, whereas the awareness model of the framework to constitute foundation for the inference engine of the CAEOS’.

11/29/2019 4:38:26 AM +00:00

The effect of managerial power and relational trust on the skills and traits of knowledge acquisition: Evidence from the United Arab Emirates

Many organisations have recognised that knowledge is the most important resource in today’s economy. Although knowledge management is seen as central to process and product innovation and improvement, to executive decision making and to organisational adaptation and renewal, little is known on the effect of managerial power and relational trust on the traits and skills of knowledge acquisition. A survey of 140 first line managers was conducted to investigate the relationship between managerial power, relational trust and knowledge acquisition attributes. Results indicate that most, but not all, of the managerial power dimensions enable employees’ knowledge acquisition. Moreover, the findings show that relational (interpersonal) trust had a negative effect on the skills and traits of knowledge acquisition. It was also found that the dimensions of managerial power provided statistically significant additional predictive power, after having statistically controlled for the predictive effects of interpersonal trust.

11/29/2019 4:36:34 AM +00:00

Towards understanding KM practices in the academic environment: The shoemaker’s paradox

One area of omission in knowledge intensive studies is within higher education/research where there is the virtuous circle of teaching, research and consulting professional work. Using a model adapted from Handzic (2001) and a survey modified from Arthur Andersen (1998) the perceived importance and perceived implementation to faculty members is explored. The discrepancy between results of the two forced the researchers to confront their own biases. Guidance was sought from ethnographic accounts which allowed allows the researcher to state personal feelings in a confessional accompaniment to the formal findings.

11/29/2019 4:36:21 AM +00:00

Right questions to capture knowledge

Existing tools that are used to support the process of transferring tacit knowledge into explicit knowledge do not support the affection of individuals and their knowledge, but rather data and information processing. A more personalised view of knowledge is required, and a toolbox has been constructed in order to increase the individual’s capacity to describe his/her own situation within organisations. This is assumed to motivate the person to contribute with knowledge. An empirical investigation of a prototypical nature has been conducted. The empirical results are positive for eliciting knowledge.

11/29/2019 4:32:59 AM +00:00

School bullying and some associated factors among students aged 13-17 in Nghean province in 2017

Our study described the prevalence of being bullied among students aged 13-17 and associated factors in this group in two districts in Nghe An Province in Vietnam in 2017. A cross-sectional study was performed with 1074 students. The study ananlyzed data from a survey about health risk behaviors and associated factors among school students. Its questionnaire was based on GSHS survey and Center for Epidemiological Studies-Depression scale. Students aged 13-17 in two schools, in urban and rural districts in Nghe An province, were selected for the research. There were two schools in Vinh city and two in Do Luong district. This study has identified that 16% of students reported that they were bullied during the last month. The majority of victims were bullied on 1 to 5 days over 30 days. Among bullied students, verbal bullying behaviors were more prevalent than physical behaviors (38% compared 9%). Being bullied was significant more prevalent among younger students and independent form gender. Students who reported ever having health risk behaviors including tobacco and alcohol consumption; and mental health problems were significant more likely to be bullied than those who never reported such problems. In conclusion, violence in school is becoming a persistent issue not only in Vietnam but also all over the world. Findings support that the development of prevention strategies for victims is crucial to reducing the effect of school bullying on children’s future.

11/29/2019 4:31:19 AM +00:00

Xu hướng bỏ học giáo dục phổ thông Việt Nam giai đoạn 1998-2006

Bài viết nghiên cứu về vấn đề bỏ học giữa chừng của học sinh phổ thông qua phân tích xu hướng chung, xu hướng bỏ theo vùng, xu hướng bỏ học theo từng tuổi; tỷ lệ bỏ học phân theo giới tính. Những nguyên nhân bỏ học cũng được nêu rõ.

11/29/2019 1:24:37 AM +00:00

Việc cải cách giáo dục của Pierre Pasquier ở Việt Nam đầu thập niên 30, thế kỷ XX

Bài viết trình bày việc cải cách giáo dục của Pierre Pasquier ở Việt Nam đầu thập niên 30, thế kỷ XX. Để nắm chi tiết nội dung nghiên cứu mời các bạn cùng tham khảo bài viết.

11/29/2019 12:31:29 AM +00:00

Vài nét về bộ sách giáo khoa bậc sơ học của Trần Trọng Kim

Bộ sách giáo khoa bậc sơ học do Trần Trọng Kim và các cộng sự biên soạn ra đời vào thập niên 60 của thế kỷ 19. Đường thời nội dung bộ sách mang giá trị dân tộc đích thực và nhóm biên soạn đứng đầu là Trần Trọng Kim được đánh giá là những nhà sư phạm sáng giá, nhà biên soạn sách giáo khoa mẫu mực của một giai đoạn lịch sử giáo dục.

11/29/2019 12:28:28 AM +00:00