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In this study, the purpose was to develop a student engagement scale for higher education. The participants were 805 students. In the process of developing the item pool regarding the scale, related literature was examined in detail and interviews were held. Six factors – valuing, sense of belonging, cognitive engagement, peer relationships (emotional engagement-I), relationships with faculty members (emotional engagement-II) and behavioural engagement within the scope of the components of campus engagement and class engagement – made up of 41 items were identified. The total variance explained was 59%. A higher student engagement score was regarded as an indicator that the student had a high level of engagement with the university, campus and class, while a lower score demonstrated that the student’s engagement with the campus and class was weak or that disengagement could occur. 相似文献
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Hosam Al-Samarraie Hassan Selim Timothy Teo Fahed Zaqout 《Interactive Learning Environments》2017,25(4):452-466
When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the retrieval of learning content – one in which the representation is easy to read and understand. We hypothesized that the representation of content in an e-learning system's design is an important antecedent for learner preferences. The aspects of isolation and distinctiveness were incorporated into the design of e-learning representation as an attempt to promote student cognition. Following its development, the model was empirically validated by conducting a survey of 300 university students. We found that isolation and distinctiveness in the design elements appeared to facilitate the ability of students to read and remember online learning content. This in turn was found to drive user preferences for using e-learning systems. The findings provide designers with managerial insights for enticing learners to continue using e-learning systems. 相似文献
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Hanaa H. Ahmed Selim F. Estefan Ehab M. Mohamd Abd El-Razik H. Farrag Rania S. Salah 《Indian journal of clinical biochemistry : IJCB》2013,28(4):381-389
This study aimed to elucidate the mechanisms of melatonin to manage neurological damage in Alzheimer’s disease (AD) induced in ovariectomized rats. Forty adult female rats were enrolled in our study and were classified as; gonad intact control, ovariectomized control group, ovariectomized rats received melatonin, ovariectomized rats injected with AlCl3 to induce AD and AD-induced rats treated with melatonin. Hydrogen peroxide (H2O2), malondialdehyde (MDA), total antioxidant capacity (TAC), superoxide dismutase (SOD), catalase (CAT), B cell lymphoma 2 (Bcl-2), brain derived neurotrophic factor (BDNF), acetylcholinesterase (AchE) and acetylcholine (Ach) were estimated in the brain tissues of the different groups. Treatment of AD-induced rats with melatonin produced marked improvement in the most studied biomarkers which was confirmed by histological investigation of the brain. In Conclusion, melatonin significantly ameliorates the neurodegeneration characteristic of AD in experimental animal model due to its antioxidant, antiapoptotic, neurotrophic and anti-amyloidogenic activities. 相似文献
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The purpose of this study was to compare the effectiveness of two instructional modes, discovery and expository, for teaching science knowledge, both application and recall, and science attitude to fifth-grade male and female Egyptian students. The population used for this study consisted of 276 fifth-grade students in two Egyptian schools. Twelve 45-min science classes meeting over a 21-day period made up the treatment period, with each of the two teachers instructing six of the 12 class periods for all eight subgroups of students. The results warrant the following conclusions: Fifth-grade Egyptian students taught by the discovery method scored higher in science achievement, both recall and application, than students taught by the expository method. Students taught by the discovery method scored higher in science attitude than students taught by the expository method. Female Egyptian students scored in science achievement and science attitude similar to males. 相似文献
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Hosam Al-Samarraie Hassan Selim Fahed Zaqout 《Interactive Learning Environments》2016,24(8):1758-1777
A model is proposed to assess the effect of different content representation design principles on learners’ intuitive beliefs about using e-learning. We hypothesized that the impact of the representation of course contents is mediated by the design principles of alignment, quantity, clarity, simplicity, and affordance, which influence the learner’s intuitive beliefs about using e-learning systems. The model was empirically validated using data collected from a survey administered to university students. This study demonstrates that these design principles are essential predictors of learners’ intuitive beliefs, which in turn directly influence their decisions about using e-learning systems. The findings provide system designers with quasi-quantitative managerial insights into how to motivate users to continue using e-learning systems. 相似文献
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Hassan M. Selim Ahmed 《Decision Sciences Journal of Innovative Education》2010,8(2):313-346
E‐learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a “hybrid” e‐learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e‐learning by learners and the factors affecting the learners’ satisfaction with these tools. This study assesses hybrid e‐learning acceptance by learners using three critical success factors: instructor characteristics, information technology infrastructure, and organizational and technical support. Structural equation modeling was applied to examine and validate the hypothesized relationships among the three factors and their effects on learners’ acceptance of hybrid e‐learning. A total of 538 usable responses from university students were used to validate the proposed research model. The influence of the three factors on learners’ decision to accept hybrid e‐learning was empirically examined. The results show that all three factors significantly and directly impacted the learners’ acceptance of hybrid e‐learning courses. Information technology infrastructure and organizational support were proven to be key determinants of the instructor characteristics as a critical success factor of hybrid e‐learning acceptance by learners. Implications of this work for higher education institutions, researchers, and instructors are described. 相似文献
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