A study of Web 2.0 applications in library websites     

Alton Y.K. Chua  Dion H Goh 《Library & information science research》2010

Web 2.0 represents an emerging suite of applications that hold immense potential in enriching communication, enabling collaboration and fostering innovation. However, little work has been done hitherto to research Web 2.0 applications in library websites. This paper addresses the following three research questions: (a) To what extent are Web 2.0 applications prevalent in libraries?; (b) In what ways have Web 2.0 applications been used in libraries?; and (c) Does the presence of Web 2.0 applications enhance the quality of library websites? Divided equally between public and academic, 120 libraries' websites from North America, Europe and Asia were sampled and analyzed using a three-step content analysis method. The findings suggest that the order of popularity of Web 2.0 applications implemented in libraries is: blogs, RSS, instant messaging, social networking services, wikis, and social tagging applications. Also, libraries have recognized how different Web 2.0 applications can be used complementarily to increase the level of user engagement. Finally, the presence of Web 2.0 applications was found to be associated with the overall quality, and in particular, service quality of library websites. This paper concludes by highlighting implications for both librarians and scholars interested to delve deeper into the implementation of Web 2.0 applications.  相似文献   

Constructing a taxonomy to support multi-document summarization of dissertation abstracts     

OU Shi-yan KHOO Christopher S.G. GOH Dion H 《浙江大学学报(A卷英文版)》2005,6(11):1258-1267

INTRODUCTION Automatic summarization has attracted much attention both in the research community and busi- ness community as a solution for reducing informa- tion overload and helping users scan a large number of documents to identify documents of interest. A multi-document summary has several advantages over the single-document summary—it provides an integrated overview of a document set indicating common information across many documents, unique information in each document, and cross-d…  相似文献   

Environmental knowledge and behavioural outcomes of tourism students in Australia: towards testing a range of mediation and moderated mediation effects     

Johra Kayeser Fatima  Habib Zaman Khan  Edmund Goh 《Environmental Education Research》2016,22(5):747-764

Our study examines the environmental knowledge (EK) and behavioural outcomes of students studying ecotourism in Sydney, Australia. Three competing models were tested to examine the relationships between EK, participation intention (PI) in ecotourism programs, landscape likeability (LL) and social interactions (SI); and the study also tested the moderated mediation influence of gender differences and relationship length on mediators. Partial least squares-based structural equation modelling (PLS-SEM) was used to analyse the data collected from 173 residential tourism students. Key findings suggest whilst LL and PI are significant outcomes of EK, LL has a stronger mediating effect on PI compared to SI; and all mediation effects are further moderated by gender differences. However, only Model 3 confirms the moderating effect of the length of relationship. Noting the key role that EK plays in influencing their PI and LL, our study also suggests ways of developing the tourism students’ EK, through various experiential and pedagogical interventions.  相似文献   

What Primary Students in the Chinese Mainland,Hong Kong and Taiwan Value in Mathematics Learning: A Comparative Analysis     

Qiaoping Zhang  Tasos Barkatsas  Huk-Yuen Law  Yuh-Chyn Leu  Wee Tiong Seah  Ngai-Ying Wong 《International Journal of Science and Mathematics Education》2016,14(5):907-924

It has become increasingly recognized that what teachers and students value affect teaching and learning in general and in the area of mathematics in particular. Yet, the extent to which this is so varies across cultural regions. In recent years, how the ethnic Chinese teach and learn mathematics has attracted much attention worldwide. It is precisely the purpose of the present study to investigate the value structures of three Chinese regions. Using a recently developed and validated questionnaire, students’ values in mathematics learning in the Chinese Mainland, Hong Kong and Taiwan are delineated. In the first place, the results reveal that there are six dimensions in the students’ value structure, namely achievement, relevance, practice, communication, information and communications technology as well as feedback. However, in each of the six value components derived from the principal components analysis, statistically significant differences between the regions were found.  相似文献   

Children’s Physical Activity and On-Task Behavior Following Active Academic Lessons     

Tan Leng Goh 《Quest (Human Kinetics)》2017,69(2):177-186

Sitting for extended periods of time is detrimental to children’s physical health and may cause off-task behavior in the classroom. The purpose of this study was to examine the effect of a classroom physical activity (PA) program, TAKE 10!®, on children’s PA and on-task behavior. Participants in the program included 137 children from six classes (third to fifth grades) in one ethnically diverse elementary school in the Southwestern United States. Classroom teachers implemented 10-minute bouts of active academic TAKE 10!® lessons for 12 weeks (four weeks baseline and eight weeks intervention). PA was measured using pedometers and on-task behavior was measured using systematic observation in the classrooms. Children’s step counts increased significantly (p < 0.05) by 853 from baseline to end-intervention. There was also significant (p < 0.05) improvement in on-task behavior of 5.5%. Active academic lessons were effective in increasing children’s in-school PA and on-task behavior in the classroom.  相似文献   

Contextual Factors Influencing Access to Teaching Computational Thinking     

Ugur Kale  Mete Akcaoglu  Theresa Cullen  Debbie Goh 《学校用计算机》2018,35(2):69-87

This study attempts to determine whether teachers' access to computational thinking (CT) and CT technologies varies by rurality (rural versus urban) of the school county and grade level taught (primary versus secondary). A total of 81 teachers from West Virginia, Georgia, and Oklahoma participated in this survey study. Overall, teachers found CT and CT tools useful and relevant to their teaching and had access to an essential level of technology in schools supporting computational thinking. However, teachers' CT skills and their teaching of CT were limited and varied depending on rurality and grade level. For instance, primary school teachers in rural settings reported significantly lower levels of CT skills than those in urban settings. Findings and implications are discussed.  相似文献   

The urban–rural gap: project-based learning with Web 2.0 among West Virginian teachers     

Debbie Goh  Ugur Kale 《Technology, Pedagogy and Education》2016,25(3):355-376

To overcome the digital divide in West Virginia, schools are urged to integrate emerging information and communication technologies (ICTs) such as Web 2.0 and alternative pedagogies to develop students’ twenty-first-century skills. Yet, the potential effects of the digital divide on technology integration have not necessarily been part of planning for professional development programmes. As a first step to identify the potential digital divide between rural and urban school settings, this study examined West Virginian teachers’ Web 2.0 access levels – namely, motivation, physical, skills and usage accesses. Analysis of the survey responses from 161 teachers suggested that the divide persisted at physical and usage access levels, signifying teachers’ unique needs and conditions for the use of emerging technologies. While teachers’ usage access was observed to be a significant factor for their Web 2.0-associated project-based learning, attending professional development programmes seemed to minimally benefit such practices.  相似文献   

Rethinking reflective practice in professional lifelong learning using learning metaphors     

Adeline Yuen Sze Goh 《Studies in Continuing Education》2019,41(1):1-16

Studies relating to reflection and reflective practice in learning, specifically workplace learning, have gradually emerged from within the professional education literature. Evidence has seen a shift from an individualistic to a more collective approach to reflection, in an attempt to move away from viewing learning as an individual action. Simultaneously attention has been given to socio-cultural theories which view learning as social practice inherent in our everyday lives, including work. This paper aims to engage in the current debate regarding the polarised conceptualisations of reflective practice within the context of professional learning. Drawing on this debate, as well as on learning metaphors, this paper proposes that professionals should engage in collective reflective practice for both individual and organisational development within workplaces; locations which could be seen as increasingly ambiguous and unpredictable throughout individuals’ working lives. Hence, we need to rehabilitate and extend some of the key aspects of the traditional concept of reflective practice to accommodate the changing terrain of professional practice within an individual professional's lifelong learning.  相似文献   

The Practicum in Teacher Training: A preliminary and qualitative assessment of the improved National Institute of Education-School Partnership Model in Singapore     

Angela F. L. Wong  Goh Kim Chuan 《Asia-Pacific Journal of Teacher Education》2002,30(2):197-206

In light of the recognition of the limitations that training institutes and teacher educators have in providing sound practical experience to trainee teachers, the National Institute of Education (NIE) in 1999 embarked on an improved Partnership Model with schools playing a greater role in this cooperation. This model was implemented with the Post Graduate Diploma in Education programme. This paper describes the rationale and context within which the new model was proposed and implemented. It also provides a qualitative and preliminary assessment of the extent to which the objectives of the new model have or are being met, what problems were encountered and how these were resolved, through feedback obtained from principals, School Coordinating Mentors, the NIE Supervision Coordinators and trainee teachers.  相似文献   

School counseling in the United States: Implications for the Asia-Pacific region     

John L. Romano  Michael Goh  Kay Herting Wahl 《Asia Pacific Education Review》2005,6(2):113-123

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