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Our study contributes to the research on computer-mediated communication in higher education by experimenting a modern communication tool called Slack. In particular, we consider using Slack to support students’ peer interactions during Master’s thesis work. For this purpose, we designed a case study that was executed in a Master’s thesis seminar course. During the course, all out-of-class communication was carried out by using Slack, instead of e-mails or learning management systems. After the course, we used a questionnaire to investigate how the students perceived Slack for asking for assistance, their intention to use Slack, and Slack’s ease of use. Furthermore, the questionnaire asked feedback about challenges that the students found in slack. To examine the students’ peer support in Slack, we analysed the messages in the course’s public discussion channels. We investigated opportunities and challenges of Slack from instructional perspective by conducting an auto-ethnographic data collection. Our analysis revealed that the students perceived Slack as an easy-to-use communication tool with a low threshold of asking questions. The students also expressed high intentions to use Slack in the future. However, the students were worried of information overload in Slack, frustrated with decentralisation of communication tools in higher education, and cautious of using communication tools that are not officially supported by the university. The students’ interactions were assigned to three categories: practical, technical, and thesis-related. Analysis of these categories revealed that the students were able to explicate and solve issues in Slack, but the issues were only related to practical and technical problems, instead of actual Master’s thesis writing. The teacher perceived that Slack enhanced bi-directional communication with the students, but faced issues related to file management and user authentication. The results implicate that developing an alternative for Slack from educational premises could be more useful than a product that is not originally developed for pedagogical needs. Finally, we present recommendations that help educators to use Slack in their educational practices. 相似文献
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Omer Ari 《Community College Journal of Research & Practice》2016,40(8):718-723
This paper presents a brief review of the previous research on word recognition skills of college-age adults. Unlike the general understanding in the reading field of diminished effects for word reading skills at the higher grades, findings show word reading processes continue to determine reading comprehension success in college-age adults. Instructional implications, based on the review of literacy interventions, are presented in favor of fluency-based activities designed to encourage careful processing of texts with familiar topics and language in the service of building strongly-amalgamated lexical representations. 相似文献
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Ari Antikainen 《Scandinavian Journal of Educational Research》2013,57(3-4):397-411
This section focuses on educational sociology and social pedagogy, two designations mirroring somewhat different perspectives on very much the same reality. The first article presents Finnish Educational sociology from the 1950s to the 1990s and is based on doctoral dissertations and other significant or typical studies in the field. The author argues that empirical research originated during the 1950s and the early 1960s. A typical theme of early research emphasized the school class as a miniature society. In initial studies on the activities and social participation of youth, society itself was already dealt with as a structural entity. In the 1970s, when the Finnish comprehensive‐education system was built, educational policy and the socialization process were the major themes. Then, in the 1980s, the march towards diversification and the development of a range of educational sociologies started. Finally, the expansion of evaluation research was realized in the context of the deep Finnish economic depression of the early 1990s. The lesson here is very sociological: the social context does matter. The second article focuses on development of theory and research related to social pedagogy in Norway, a ‘new’ Norwegian subfield within the discipline of education which was bom almost three decades ago. It is marked by some influential intellectual patterns 1970s from the new social movements of the 1960s and 1970s. In the discourse on social pedagogy in Norway the reception and utilization of inspirations from the Norwegian positivism debate, the new sociology of education and post‐positivist social theory were the main academic sources of development which motivated normative and empirical research on a number of new themes. The author argues that the subfield of social pedagogy has led to a renewed understanding of the role of normative theory within education as an academic field of knowledge, to a broad acceptance of the possibilities of qualitative research strategies, and a new emphasis on integrative research efforts; but at the same time this engagement has reduced the outcome of a unique contribution to a thorough reconstruction of educational research and scholarship. 相似文献
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Jussi Mikkola Marko S. Laaksonen Hans-Christer Holmberg Ari Nummela Vesa Linnamo 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):355-364
In this study, changes in skiing performance and poling kinetics during a simulated cross-country sprint skiing competition were investigated. Twelve elite male cross-country skiers performed simulated sprint competition (4 × 1,150 m heat with 20 min recovery between the heats) using the double-poling technique. Vertical and horizontal pole forces and cycle characteristics were measured using a force plate system (20-m long) during the starting spurt, racing speed, and finishing spurt of each heat. Moreover, heat and 20-m phase velocities were determined. Vertical and horizontal pole impulses as well as mean cycle length were calculated. The velocities of heats decreased by 2.7 ± 1.7% (p = 0.003) over the simulated competition. The 20-m spurting velocity decreased by 16 ± 5% (p < 0.002) and poling time increased by 18 ± 9% (p < 0.003) in spurt phases within heats. Vertical and horizontal poling impulses did not change significantly during the simulation; however, the mean forces decreased (p < 0.039) (vertical by 24 ± 11% and horizontal by 20 ± 10%) within heats but not between the heats. Decreased heat velocities over the simulated sprint and spurting velocities within heats indicated fatigue among the skiers. Fatigue was also manifested by decreased pole force production and increased poling time. 相似文献
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To investigate the benefits of ‘living high and training low' on anaerobic performance at sea level, eight 400-m runners lived for 10 days in normobaric hypoxia in an altitude house (oxygen content = 15.8%) and trained outdoors in ambient normoxia at sea level. A maximal anaerobic running test and 400-m race were performed before and within 1 week of living in the altitude house to determine the maximum speed and the speeds at different submaximal blood lactate concentrations (3, 5, 7, 10 and 13 mmol· l-1) and 400-m race time. At the same time, ten 400-m runners lived and trained at sea level and were subjected to identical test procedures. Multivariate analysis of variance indicated that the altitude house group but not the sea-level group improved their 400-m race time during the experimental period (P ? 0.05). The speeds at blood lactate concentrations of 5–13 mmol· l-1 tended to increase in the altitude house group but the response was significant only at 5 and 7 mmol·l-1 (P ? 0.05). Furthermore, resting blood pH was increased in six of the eight altitude house athletes from 0.003 to 0.067 pH unit (P ? 0.05). The results of this study demonstrate improved 400-m performance after 10 days of living in normobaric hypoxia and training at sea level. Furthermore, the present study provides evidence that changes in the acid–base balance and lactate metabolism might be responsible for the improvement in sprint performance. 相似文献
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To develop a track version of the maximal anaerobic running test, 10 sprint runners and 12 distance runners performed the test on a treadmill and on a track. The treadmill test consisted of incremental 20-s runs with a 100-s recovery between the runs. On the track, 20-s runs were replaced by 150-m runs. To determine the blood lactate versus running velocity curve, fingertip blood samples were taken for analysis of blood lactate concentration at rest and after each run. For both the treadmill and track protocols, maximal running velocity (v max), the velocities associated with blood lactate concentrations of 10 mmol x l-1 (v10 mM) and 5 mmol x l(-1) (v5 mM), and the peak blood lactate concentration were determined. The results of both protocols were compared with the seasonal best 400-m runs for the sprint runners and seasonal best 1000-m time-trials for the distance runners. Maximal running velocity was significantly higher on the track (7.57 +/- 0.79 m x s(-1)) than on the treadmill (7.13 +/- 0.75 m x s(-1)), and sprint runners had significantly higher vmax, v10 mM, and peak blood lactate concentration than distance runners (P < 0.05). The Pearson product--moment correlation coefficients between the variables for the track and treadmill protocols were 0.96 (v max), 0.82 (v10 mM), 0.70 (v5 mM), and 0.78 (peak blood lactate concentration) (P < 0.05). In sprint runners, the velocity of the seasonal best 400-m run correlated positively with vmax in the treadmill (r = 0.90, P < 0.001) and track protocols (r = 0.92, P < 0.001). In distance runners, a positive correlation was observed between the velocity of the 1000-m time-trial and vmax in the treadmill (r = 0.70, P < 0.01) and track protocols (r = 0.63, P < 0.05). It is apparent that the results from the track protocol are related to, and in agreement with, the results of the treadmill protocol. In conclusion, the track version of the maximal anaerobic running test is a valid means of measuring different determinants of sprint running performance. 相似文献
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Ari Naimark 《European Journal of Engineering Education》2002,27(4):409-424
The paper considers the negative effects of the degeneration of the mathematics syllabus for engineering-oriented students into a collection of unconnected recipes, and presents a modernization of a linear algebra course to serve as a tool for the unification of the syllabus into a single transparent picture. The modernization is centred on the use of operator language as enabled by the incorporation of MATLAB-based applications into the theoretical part of the course. 相似文献
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Rachel Arié 《Al-Masaq: Islam & the Medieval Mediterranean》2004,16(2):217-225
Les études hispano‐musulmanes connurent leur essor en France dès la première partie du XXe siècle graâce à l'?uvre magistrale d'Evariste Lévi‐Provençal. L'histoire de l'Espagne musulmane de 710 à 1031, fondée sur une profonde connaissance des sources arabes et de l'Islam d'Espagne, fut suivie par de brillantes études sur la civilisation d'al‐Andalus et par de précieuses éditions de textes arabes médiévaux. L'archéologie et l'histoire de l'art hispano‐musulman doivent beaucoup aux remarquables érudits que furent Georges Marçais, Elie Lambert et Henri Terrasse dont le fils, Michel Terrasse, poursuit les travaux à l'heure actuelle. Dès 1959, Rachel Arié s'est consacrée à l'Espagne musulmane au temps des Narides (1232–1492) ; elle a publié à Barcelone en 1982 une étude d'ensemble sur l'Espagne musulmane du VIIIe siècle au XVe siècle. En outre, cinq ouvrages sur al‐Andalus, de nombreux articles, plusieurs communications de congrès ont illustré son activité d'arabisante et d'historienne. L'arabe hispanique a suscité des recherches lexicographiques au sein d'une équipe du CNRS depuis 1979. L'intérêt pour la pensée spéculative andalouse a été mis en lumière depuis 1956 par Roger Arnaldez et à partir de 1972 par Dominique Urvoy. Marie‐Thérèse Urvoy s'est penchée sur la question des Mozarabes. La poésie andalouse en arabe classique au XIe siècle qui avait retenu l'attention d'Henri Pérès dès 1937 a fait l'objet de plusieurs articles dans la seconde édition de l'Islam depuis 1954. La participation française dans le domaine de l'Espagne musulmane s'est avérée notable dans ce monument d'érudition. 相似文献
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Ari Antikainen 《Higher Education》1981,10(4):437-448
During the rapid growth of higher education from the early 1960s to the mid 1970s, many new universities were founded in different parts of Finland. This article, resulting from the research project University and Environment, deals with the impact of this decentralized system of higher education on the regional development of Finland. The research is based on an analysis of the historical and social context of the expansion of higher education, followed by a more detailed examination of the different forms of regional impact. The findings suggest that the change from an agrarian to an industrial or post-industrial society has given rise to the assumption that higher education is a part of the social infrastructure in the world of scientific-technological revolution. 相似文献