Evaluating the Benefits and Values of Textbooks: Perceptions of Vietnamese Business Students     

The Ninh Nguyen  Viet Thao Tran  Hien Anh Nguyen  Lan Phuong Bui  Phuong Linh Dang 《Publishing Research Quarterly》2018,34(3):378-384

This study aims to examine students’ perceived benefits and values of textbooks, with a specific focus on emerging markets. A paper-based survey was used to collect data from 459 Vietnamese students in three business disciplines including accounting, international business and marketing. The findings reveal that Vietnamese business students view textbooks as having greater short-term benefits than long-term ones. They also believe that textbooks have relatively low economic value. Interestingly, marketing students perceive that textbooks provide primarily benefits of improving class performance, while accounting students tend to view textbooks to have benefits of clearer understanding of relevant concepts. Implications for key stakeholders in the higher education book publishing industry are discussed and future research directions presented.  相似文献   

Do Asian and Western Students Learn in Different Way? An Empirical Study on Motivation,Study Time,and Learning Strategies of German and Vietnamese University Students     

Andreas Helmke  Vo Thi Anh Tuyet 《Asia Pacific Journal of Education》1999,19(2):30-44

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Interpreting Reading Comprehension Test Results: Quantile Regression Shows that Explanatory Factors Can Vary with Performance Level     

Anh N. Hua  Janice M. Keenan 《Scientific Studies of Reading》2017,21(3):225-238

One of the most important findings to emerge from recent reading comprehension research is that there are large differences between tests in what they assess—specifically, the extent to which performance depends on word recognition versus listening comprehension skills. Because this research used ordinary least squares regression, it is not clear that the findings apply similarly to poor and good readers. The current study uses quantile regression to assess whether there might be differences within tests in the relative contributions of component skills as a function of performance level. There were 834 individuals (ages 8–18) who took 5 reading comprehension tests. Quantile regression showed that, for 3 of 5 tests, the contributions of word recognition and listening comprehension vary as a function of reading comprehension skill. These quantile differences hold across both younger and older readers. Our findings show that what skills a test assesses vary not only with the specific test used but also with how well the person performs.  相似文献   

Investigating Prolonged Neonatal Jaundice: A Staged Approach is Superior and Conducive to Breastfeeding     

Jonathan Wayland Graham  Siba Prosad Paul  Sarah Mulholland  Steven Chi Tran  Charlotte Louise Butler  Rowan Douglas Mankiewitz  Georgia Beech 《Indian journal of clinical biochemistry : IJCB》2021,36(2):242

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Leveraging Springshare’s Appointments Scheduler for Research Consultations: Experiences and Recommendations     

Ngoc-Yen Tran 《The Reference Librarian》2013,54(4):277-287

Providing research consultations is an essential job responsibility for all academic librarians. One software option that can help to facilitate the process of scheduling research consultations is Springshare’s Appointments Scheduler (SAS), a feature within their LibCal software product. SAS has a number of features that make it easy for patrons and librarians to create, manage, and optimize the appointment. This article describes the SAS product and provides tips and recommendations that will help librarians to leverage all of its features.  相似文献   

Adult learners’ social connectedness and online participation: the importance of online interaction quality     

Anh Nguyet Diep  Chang Zhu  Celine Cocquyt  Maurice De Greef  Tom Vanwing 《Studies in Continuing Education》2013,35(3):326-346

ABSTRACT

Online interaction has been associated with positive outcomes, academically and psychologically. Regarding the latter, social connectedness has been recognised as an important outcome on the basis of its link to subjective well-being and course satisfaction. In adult educational settings, how online interaction can foster social connectedness has not been widely examined. The study investigates how (1) adult learners’ online participation operationalised as discussion contribution, collaborative facilitation, and social interaction, and (2) their perceived online interaction quality are related to their feeling of social connectedness. The role of online interaction quality related to the three types of online participation and social connectedness is also examined. A questionnaire was developed to collect data from adult learner participants in Belgium (N?=?170). Multiple regressions and mediation analysis were conducted. The result shows that collaborative facilitation and online interaction quality significantly contribute to adult learners’ perceptions of social connectedness. Furthermore, the finding reveals that online interaction quality fully mediates the relationship between discussion contribution, social interaction, and social connectedness. Thus, the implications for research and instructional design are discussed.  相似文献   

Is the learning approach of students from the Confucian heritage culture problematic?     

Thi Tuyet Tran 《Educational Research for Policy and Practice》2013,12(1):57-65

This article is concerned with the learning style adopted by Asian students who come from a Confucian heritage culture (CHC) such countries as China, Vietnam, Singapore, Korea and Japan are considered countries with Confucian heritage culture (Phuong-Mai et al. 2005). These students are generally viewed as typically passive, unwilling to ask questions or speak up in class and often based on memorising rather than understanding knowledge delivered by teachers. This learning style is claimed to be shaped by the CHC in Asian countries and receives massive criticism in the literature. This article aims to challenge this criticism of the passive learning style adopted by Asian students who come from the CHC. By conducting in-depth interviews with 10 Asian students from the CHC currently studying tertiary education in Australia, this article addresses the confusion between passive learning style and CHC, between memorising and understanding and between quietness and passiveness. Finally, if passiveness of Asian students is indeed observed in both Asian CHC countries and English-speaking countries, it is more because of situation-specific factors of teaching methodologies, learning requirements, learning habits and language proficiency rather than cultural factors.  相似文献   

Like father, like son? Familial aggregation of physicians among medical and psychology students     

Martin Voracek  Ulrich S. Tran  Melitta Fischer-Kern  Anton K. Formann  Marianne Springer-Kremser 《Higher Education》2010,59(6):737-748

Various research findings, mostly from Anglo-American countries, evidence the medical profession to be strongly familial and further suggest that a medical family background may be associated with study success in medical undergraduates. This study explored the familial aggregation of the medical profession among 1-year cohort samples of medical and psychology students in Austria. Whereas physicians only amount to about 0.4% of the total Austrian population, 45.8% of final-year medical students reported any and 25.6% a first-degree medical relative. Male students more likely had physicians in their family than female students and both sexes more likely had male than female medical relatives. Male final-year medical students with first-degree medical relatives were significantly younger than those without, thus indicating faster study progress in this group. Physicians also ran in the families of psychology students, as did psychologists and psychotherapists. Implications of these findings, study limitations, and avenues for future research are discussed.  相似文献   

Simplified prototyping of perfusable polystyrene microfluidics     

Reginald Tran  Byungwook Ahn  David R. Myers  Yongzhi Qiu  Yumiko Sakurai  Robert Moot  Emma Mihevc  H. Trent Spencer  Christopher Doering  Wilbur A. Lam 《Biomicrofluidics》2014,8(4)

Cell culture in microfluidic systems has primarily been conducted in devices comprised of polydimethylsiloxane (PDMS) or other elastomers. As polystyrene (PS) is the most characterized and commonly used substrate material for cell culture, microfluidic cell culture would ideally be conducted in PS-based microsystems that also enable tight control of perfusion and hydrodynamic conditions, which are especially important for culture of vascular cell types. Here, we report a simple method to prototype perfusable PS microfluidics for endothelial cell culture under flow that can be fabricated using standard lithography and wet laboratory equipment to enable stable perfusion at shear stresses up to 300 dyn/cm² and pumping pressures up to 26 kPa for at least 100 h. This technique can also be extended to fabricate perfusable hybrid PS-PDMS microfluidics of which one application is for increased efficiency of viral transduction in non-adherent suspension cells by leveraging the high surface area to volume ratio of microfluidics and adhesion molecules that are optimized for PS substrates. These biologically compatible microfluidic devices can be made more accessible to biological-based laboratories through the outsourcing of lithography to various available microfluidic foundries.  相似文献   

Limitation on the development of skills in higher education in Vietnam     

Thi Tuyet Tran 《Higher Education》2013,65(5):631-644

This study investigates the perceptions of higher education students, recent graduates and employers in Vietnam on the issue of skill development in the higher education system in Vietnam. Enhancing skill development is considered essential for students, not only to pursue their study, but also for their success later, at work and in life. The results suggest that though there is evidence of effort to change, to include and to develop soft skills in the system, the central-controlled curriculum, the traditional teaching method, the prevalence of passiveness among students and cultural features all hinder the effort of developing skills for university students. The limitation in skill development during university is considered one of the biggest barriers preventing university graduates from making a smooth transition to the workplace.  相似文献