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Remedios Melero 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(2):152-160
Emerging metrics based on article-level does not exclude traditional metrics based on citations to the journal, but complements them. Both can be employed in conjunction to offer a richer picture of an article use from immediate to long terms. Article-level metrics (ALM) is the result of the aggregation of different data sources and the collection of content from multiple social network services. Sources used for the aggregation can be broken down into five categories: usage, captures, mentions, social media and citations. Data sources depend on the tool, but they include classic metrics indicators based on citations, academic social networks (Mendeley, CiteULike, Delicious) and social media (Facebook, Twitter, blogs, or Youtube, among others). Altmetrics is not synonymous with alternative metrics. Altmetrics are normally early available and allow to assess the social impact of scholarly outputs, almost at the real time. This paper overviews briefly the meaning of altmetrics and describes some of the existing tools used to apply this new metrics: Public Library of Science - Article-Level Metrics, Altmetric, Impactstory and Plum.Key words: altmetrics, article-level metrics, citation, social media 相似文献
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Chinese students constitute the most rapidly growing international cohort of students enrolled in many Western tertiary settings, and it is important to understand more about their preparation for engaging with commonly used teaching approaches such as groupwork. This study investigated their attitudes and experience of groupwork while enrolled at a large Chinese university. Semi-structured and video-stimulated recall interview data were collected from 16 third-year Finance students over a 5-week field study. Results showed that this group of Chinese students experienced more out-of-class than in-class groupwork activities. These out-of-class groupwork sessions fell into three categories: (1) student initiated, (2) student league initiated and (3) teacher initiated. Students identified both individual and collective benefits from groupwork, highlighting that Chinese students value groupwork and actively seek to engage with it in the Chinese tertiary context. This study contributes to the understanding of Chinese students’ group practices in Chinese tertiary settings. 相似文献
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Remedios Z. Miciano 《Asia Pacific Education Review》2002,3(2):210-216
An experiment was conducted to find out if self-questioning as a reading strategy would help improve comprehension of prose
texts in English, a second language for Filipinos. Following a pretest-posttest design, students enrolled in Developmental
Reading were randomly assigned to the control group, which read the assigned text, and the experimental group, which used
self-questioning as a reading strategy. The control and experimental groups took the same test in the pretest and posttest
and their performances were compared. Overall, the experiment showed that self-questioning did not have a significant effect
on comprehension of a prose text in English. Although results showed that verbal ability was a factor in the ability to generate
questions, the type and number of questions asked were not significant factors in test performance. The cultural background
of the participants, time constraints, the method of comprehension evaluation used by the study, and the nature and duration
of question-formulation training could all help to explain the results achieved.
This study was made possible with funds from URCO (DLSU-Manila). 相似文献
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Research in the UK has shown that students start their university career with the goal of mastering their subject, but this focus shifts as they progress through their degree program. Studies have suggested that unlike students in the UK, Russian students continue to take a strong mastery approach to their work. The main aim of this study was to assess whether the effects observed in UK studies could be found in a Russian context. In a cross‐sectional study, 618 students across four years of a degree program in a Russian university completed an achievement‐goal questionnaire. Results revealed patterns similar to the studies in the UK; Russian students’ levels of mastery were significantly lower after Year 1. The results are discussed in terms of potential changes in Russian culture. Methodological issues relating to the relative failure of some questionnaire items to validate fully within their hypothesised constructs are also discussed. 相似文献
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Perceptions regarding open science appraised by editors of scholarly publications published in Spain
Remedios Melero Juan-José Boté-Vericad Alexandre López-Borrull 《Learned Publishing》2023,36(2):178-193
Pillars of open science are often included within the editorial policies of scholarly journals, including policies on open access publication, availability of underlying research data, preprints and open peer review. The aim of this paper is to examine and analyse perceptions and editorial practices related to open access, preprints, open research data and open peer review, from the perspective of editors of scientific journals published in Spain, to gain an insight into editorial policies related to open science. Results and data were obtained by a combined method of online interviews and an online questionnaire. The online survey was sent to editors from journals indexed in the Dulcinea directory, which at the time of the study included 1875 academic journals. A total of 420 responses (22.4%) were obtained. The results indicated that 92% of the journals were open access journals, 2% of the journals conducted open peer review, 15% of the journals had instructions to allow archiving preprints, and out of 375 responses, only 59 journals (16%) reported having a policy on underlying research data. Based on these results, there is a trend in favour of open access, but the perceived barriers to open peer review outweighed the advantages. There is also some reluctance to allow preprints to be made available. This concern might be because editors want authors and readers to read and cite the contents published in their journals, rather than their preprint versions. 相似文献