Solving ill-structured problems in asynchronous online discussions: built-in scaffolds vs. no scaffolds     

Connie Siew Ling Ng  Wing Sum Cheung  Khe Foon Hew 《Interactive Learning Environments》2013,21(2):115-134

Solving ill-structured problems is regarded as an important learning outcome in education as it allows learners to apply theories learnt into real practice. An asynchronous online discussion, with extended time for reflection, is an appropriate learning environment to engage learners in solving ill-structured problems. However, scaffolds may be needed to support learners in the online discussions. This study explores the effect of online scaffolds in supporting a group of graduate students' ill-structured problem-solving processes in asynchronous online discussions. The results of this study showed that the use of the online scaffolds did not lead to a significant difference in the number of ill-structured problem-solving processes. Further analysis revealed that wrong selection of message labels and under-usage of sentence openers affected the results of this study. Improvements for online scaffolds include having more precise message labels and sentence openers based on Socratic questioning approach.  相似文献   

Designing and delivering representation-focused science lessons in a digital learning environment     

Cirkony  Connie  Tytler  Russell  Hubber  Peter 《Educational technology research and development : ETR & D》2022,70(3):881-908

Educational technology research and development - Inquiry-based representation-focused approaches in science education have shown promising outcomes when students engage in knowledge building via...  相似文献   

Intellectual capital and new ventures: the entrepreneur's cognizance of company management     

Esther?HormigaEmail author  Connie?Hancock  Jaume?Valls-Pasola 《知识管理研究与实践》2013,11(2):208-218

The purpose of this research is to analyse the intellectual capital gauges most often utilized by entrepreneurs in the management of new ventures and to relate the use of these gauges to business performance. On the basis of interview data collected from 103 entrepreneurs, we provide evidence that the use of such measuring techniques impacts positively on overall business performance. Moreover, the results indicate that those entrepreneurs utilizing some form of intellectual capital (IC) measurement have superior results. Consequently, we highlight the importance of detecting, measuring and utilizing IC for new ventures stressing the potential benefits that such analysis can have on the initial steps taken by an entrepreneur in venture formation and business development.  相似文献   

Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children   总被引：1，自引：0，他引：1  

Yuen-Ching Keung  Connie Suk-Han Ho 《Contemporary educational psychology》2009

This study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant correlations between Chinese and English measures in phonological awareness and rapid naming, but not in orthographic skills; (b) significant unique contribution of Chinese and English rapid naming skills and English rhyme awareness for predicting Chinese word reading after controlling for all the Chinese and English cognitive measures; (c) significant unique contribution of English phonological skills and Chinese orthographic skills (a negative one) for predicting English word reading after controlling for all the English and Chinese cognitive measures; and (d) significant unique contribution of Chinese rhyme awareness for predicting English phonemic awareness. These findings provide initial evidence that developing reading-related cognitive skills in English may have facilitative effects on Chinese word reading development. They also suggest that Chinese orthographic skills or tactics may not be helpful for learning to read English words among ESL learners; and that Chinese rhyme awareness facilitates the development of English phonemic awareness which is an essential skill predicting ESL learning.  相似文献   

优化电子期刊展示与标识的PIE-J规程解析     

向佳丽  林秀丽 《图书情报工作》2018,62(6):37-44

[目的/意义]通过对PIE-J的系统解析,使PIE-J在中国获得更多的关注与了解,以期电子期刊供应链上的各方合作优化电子期刊元数据,解决电子期刊难以搜寻这个长期困扰各方的问题。[方法/过程]通过归纳、实例分析等方法对PIE-J的制定背景、意义、主要内容、应用情况及其对中国电子期刊展示与标识的启示进行分析。[结果/结论]PIE-J通过简明的语言和形象的例子对电子期刊元数据的标识进行详细指引,可提高开放链接质量,提高使用者对期刊文章的查找效率和准确率,进一步完善与发展电子期刊。在我国目前尚未出台电子期刊标识标准的情况下,中国电子期刊出版商或供应商如能参照PIE-J优化电子期刊元数据,对于提高自身产品的竞争力,促进国内及海外市场的开拓将大有裨益。  相似文献   

Collaborating to create an online evidence-based medicine tutorial     

Mayer J  Schardt C  Ladd R 《Medical reference services quarterly》2001,20(2):79-82

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Introducing a scalable peer feedback system for learning teams     

Thomas O’Neill  Nicole Larson  Julia Smith  Magda Donia  Connie Deng  William Rosehart 《Assessment & Evaluation in Higher Education》2019,44(6):848-862

In the current research, we report on a peer feedback system for supporting student teamwork skill development during post-secondary education. The peer feedback system is part of a larger suite of assessments at ITPmetrics.com. This is a free assessment-based system that allows team members to provide round-robin ratings of each member’s effectiveness in the team on five dimensions (communication; commitment; foundation of knowledge, skills and abilities; emphasising high standards; and focus), as well as provide anonymous written feedback to supplement the numeric scores. Team members have access to a dashboard where they can complete the assessment and store assessment reports generated from their peers’ ratings. We summarise data from student learning teams suggesting that peer ratings are reliable (internally consistent, unidimensional and inter-rater correlated; n?>?85,000). Recommendations for implementation are provided with respect to pre-briefing, debriefing, and assessment schedules.  相似文献   

Counseling Students’ Emotions During Cultural Immersion: Impact on Reactance     

Kelly King  L. DiAnne Borders  Connie Jones 《Counselor Education & Supervision》2019,58(3):195-208

Counselor trainees’ multicultural development is a process that engenders strong emotions. The authors inventoried students’ emotions in cultural immersion activities and assessed their impact on course reactance. Findings indicated that reactance was shaped by both negative and positive emotions and that cultural immersion can be universally challenging for students.  相似文献   

Phonological Representations and Early Literacy in Chinese     

Joanna C. Kidd  Kathy Kar-Man Shum  Connie Suk-Han Ho 《Scientific Studies of Reading》2015,19(2):89-113

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Prevalence,gender ratio and gender differences in reading‐related cognitive abilities among Chinese children with dyslexia in Hong Kong     

David W Chan  Connie Suk‐han Ho  Suk‐man Tsang  Suk‐han Lee  Kevin K. H. Chung 《Educational studies》2007,33(2):249-265

Based on the data of the normative study of the Hong Kong test of specific learning difficulties in reading and writing, and the Test of visual‐perceptual skills (non‐motor)—Revised, 99 children aged between 6 and 10½ years were identified as children with dyslexia out of the normative sample of 690 children. By excluding 12 children known to score below average in IQ, 87 children, including 20 children not tested for IQ, could be regarded as children with dyslexia, yielding a prevalence rate of 12.6% and a boy:girl gender ratio of 1.6 to 1. The figures would become 9.7% and 2.0 to 1 if the 20 children were omitted from computation. However, gender imbalance could not be readily explained by gender differences in reading‐related cognitive abilities, as there were only minor and subtle differences. Regression analyses to evaluate the relative contribution of different cognitive abilities to reading and writing suggested that orthographic knowledge and naming speed were most important among children with dyslexia. Implications of the findings and the need for early intervention are discussed.  相似文献