Quality and relevance of domain-specific search: A case study in mental health     

Thanh Tin Tang  Nick Craswell  David Hawking  Kathy Griffiths  Helen Christensen 《Information Retrieval》2006,9(2):207-225

When searching for health information, results quality can be judged against available scientific evidence: Do search engines return advice consistent with evidence based medicine? We compared the performance of domain-specific health and depression search engines against a general-purpose engine (Google) on both relevance of results and quality of advice. Over 101 queries, to which the term ‘depression’ was added if not already present, Google returned more relevant results than those of the domain-specific engines. However, over the 50 treatment-related queries, Google returned 70 pages recommending for or against a well studied treatment, of which 19 strongly disagreed with the scientific evidence. A domain-specific index of 4 sites selected by domain experts was only wrong in 5 of 50 recommendations. Analysis suggests a tension between relevance and quality. Indexing more pages can give a greater number of relevant results, but selective inclusion can give better quality.  相似文献   

The Role of the Tutor in Asynchronous Discussion Boards: A Case Study of a Pre-Service Teacher Course     

Cher Ping Lim  Poh Teen Cheah 《Educational Media International》2013,50(1-2):33-48

Based on a study conducted in a core module of the Postgraduate Diploma in Education programme at the National Institute of Education (Singapore), this paper provides an account of the perceptions and experiences of pre-service teachers on the roles of their tutors in the online discussion board. The research methods included a questionnaire survey, two focus group interviews and an analysis of the discussion records. The findings suggest that there are gaps between the experiences and perceptions of the pre-service teachers on the roles of their tutors. These identified gaps have various implications for the role of the online tutor in practice: setting meaningful tasks; guiding participants in the 'technicalities' of online discussion; participating actively in discussions by answering queries, providing feedback and posing conflicting views to elicit thinking/reflection; keeping the discussion focused; drawing conclusions and providing content expertise; and recommending resources for extension of learning.  相似文献   

Referee acknowledgment for 2014     

Hsueh-Chia Chang  Leslie Y. Yeo 《Biomicrofluidics》2015,9(1)

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Disgust,Need for Affect,and Responses to Microbiome Research     

Ye Sun  Sara K. Yeo  Meaghan McKasy  Erika Shugart 《Mass Communication and Society》2019,22(4):508-534

Contributing to the literature on affective processing and attitude formation, this study investigates the effects of a discrete emotion (disgust) and an emotional disposition (need for affect [NFA]) on support for regulation in the context of microbiome research. Data from a web-based experiment (N = 1,005) showed that experienced disgust mediated the effect of disgust-eliciting information on support for regulation. This mediated relationship was moderated by NFA. More specifically, NFA moderated the path between experienced disgust and regulatory attitudes but not that between message exposure and experienced disgust. The two dimensions of NFA played different moderating roles: Emotional approach amplified the relationship between disgust and the attitudinal outcome, whereas emotional avoidance attenuated it. The study furthers understanding about how NFA influences emotional processing and contributes to research on disgust as a relatively understudied discrete emotion.  相似文献   

Professional noticing of coordinated mathematical thinking     

Tye G. Campbell  Sheunghyun Yeo 《British Educational Research Journal》2022,48(3):488-503

Over the past three decades, research and policy in many geographic regions has promoted a shift from direct, lecture-oriented mathematics instruction to inquiry-based, dialogic forms of instruction. While theory and research support dialogic instructional approaches, some have noted that the complexities of dialogic teaching make it difficult for teachers to implement. One mechanism by which teachers can improve their decision-making practices in dialogic classrooms is learning to notice (i.e. becoming aware of learners’ processes). While research has contributed frameworks for understanding how teachers notice individual learners’ mathematical thinking, there is little conceptualization regarding how teachers notice group processes in mathematics classrooms, which is integral to dialogic instruction. We offer a noticing framework termed professional noticing of coordinated mathematical thinking that describes how teachers notice group activity in mathematics classrooms. Professional noticing of coordinated mathematical thinking is conceptualized as a bi-dimensional process: noticing groups’ mathematical activity and noticing groups’ coordinated activity. Teachers must become aware of how groups approach the mathematical and collaborative nature of a task, since both of these aspects inform whether learners develop opportunities to learn in groups. The framework describes noticing practices integral to dialogic instruction and promotes inquiry for future research related to teaching moves in dialogic classrooms.  相似文献   

Impact of gender and prior knowledge on learning performance and motivation in a digital game-based learning biology course     

Yeo  Jun-Hui  Cho  I.-Hsuan  Hwang  Gwo-Haur  Yang  Hsi-Hsun 《Educational technology research and development : ETR & D》2022,70(3):989-1008

Educational technology research and development - Gender and prior knowledge may affect students' performance and motivation when simulations and games are used for learning. Accommodations...  相似文献   

The Home Literacy Environment and Preschool Children's Reading Skills and Interest     

Lay See Yeo  Winston W. Ong  Charis M. Ng 《Early education and development》2014,25(6):791-814

Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed.  相似文献   

Exploring the nature of the relation between interest and comprehension     

Tan Bee Tin 《Teaching in Higher Education》2013,18(5):525-536

This paper examines the complex relation between interest and comprehension recorded by postgraduate students in a language teacher education programme at various stages of two-hour lectures. The quantitative analysis suggests that its relationship with comprehension changes as the lecture continues. The analysis is also triangulated with the qualitative responses reported by students at different stages of the lecture. The type of comprehension that co-occurs with increasing interest differs from the type of comprehension that co-occurs with maintaining interest. Although the effect of comprehension on interest is low at the beginning of the lecture, its effect is more frequently noted as important at the later stages of the lecture. Postdictability (i.e., the ability to determine after the fact that unpredictability and difficulty that have been raised in the earlier parts of the lecture hang together and make sense) seems important in increasing interest, especially at the later stages of the lecture.  相似文献   

Author's response     

Richard Yeo 《Metascience》2002,11(2):171-176

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Examining Chinese vocabulary knowledge in Taiwanese first- and second graders using confirmatory factor analysis     

Koh  Poh Wee  Ku  Yu-Min  Chen  Xi 《Reading and writing》2020,33(2):293-312

How the construct of vocabulary is defined remains unclear although multiple theories have been put forth. In light of the lack of empirical work investigating the dimensionality of vocabulary knowledge in Chinese, the present study investigated the factor structure of Chinese print vocabulary in a sample of 111 Taiwanese children in Grades 1 and 2. Participants completed six written measures designed to assess breadth and depth of vocabulary knowledge in receptive or expressive formats. Three hypothesized models corresponding to (1) a unidimensional model on which all six measures loaded onto, (2) a 2-factor model comprising breadth and depth dimensions, and (3) a 2-factor model consisting of receptive and expressive dimensions, were compared using confirmatory factor analyses. Results indicated that the unidimensional model was preferred over two dimensional models, indicating that it is useful to view Chinese vocabulary as a holistic construct rather than as comprising separable dimensions among young Taiwanese children.

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