bluuebunny/crossref_metadata_2025 huggingface dataset:
THE INFLUENCE OF MAGNETIC FIELD GEOMETRY ON THE FORMATION OF CLOSE-IN EXOPLANETS
Authors: Simon Jacob B.
Published: August 2016

Approximately half of Sun-like stars harbor exoplanets packed within a radius of ∼0.3 au, but the formation of these planets and why they form in only half of known systems are still not well understood. We employ a one-dimensional steady-state model to gain physical insight into the origin of these close-in exoplanets. We use Shakura & Sunyaev α values extracted from recent numerical simulations of protoplanetary disk accretion processes in which the magnitude of α, and thus the steady-state gas surface density, depend on the orientation of large-scale magnetic fields with respect to the disk’s rotation axis. Solving for the metallicity as a function of radius, we find that for fields anti-aligned with the rotation axis, the inner regions of our model disk often fall within a region of parameter space that is not suitable for planetesimal formation, whereas in the aligned case, the inner disk regions are likely to produce planetesimals through some combination of streaming instability and gravitational collapse, though the degree to which this is true depends on the assumed parameters of our model. More robustly, the aligned field case always produces higher concentrations of solids at small radii compared to the anti-aligned case. In the in situ formation model, this bimodal distribution of solid enhancement leads directly to the observed dichotomy in exoplanet orbital distances.
ON THE FERMI-GBM EVENT 0.4 s AFTER GW150914
Authors: Greiner J. , Burgess J. M. , Savchenko V. , Yu H.-F.
Published: August 2016

In view of the recent report by Connaughton et al., we analyze continuous time-tagged event (TTE) data of Fermi-gamma-ray burst monitor (GBM) around the time of the gravitational-wave event GW 150914. We find that after proper accounting for low-count statistics, the GBM transient event at 0.4 s after GW 150914 is likely not due to an astrophysical source, but consistent with a background fluctuation, removing the tension between the INTEGRAL/ACS non-detection and GBM. Additionally, reanalysis of other short GRBs shows that without proper statistical modeling the fluence of faint events is over-predicted, as verified for some joint GBM–ACS detections of short GRBs. We detail the statistical procedure to correct these biases. As a result, faint short GRBs, verified by ACS detections, with significances in the broadband light curve even smaller than that of the GBM–GW150914 event are recovered as proper non-zero source, while the GBM–GW150914 event is consistent with zero fluence.
Fatores de influência na adoção do internet banking por clientes bancários da terceira idade
Authors: Rodrigues Neto Antônio Lisboa Lois , Mesquita José Marcos Carvalho de , Muylder Cristiane Fernandes de
Published: August 2016

O objetivo principal desta pesquisa é investigar o comportamento do cliente da melhor idade em relação à adoção do Internet Banking. Baseado no modelo teórico de adoção entre não usuários do Internet Banking, proposto por Hernandez e Mazzon (2008), este trabalho pretende adaptar e analisar a aderência do mesmo em um segmento único, a população da melhor idade, diferente dos autores que analisaram o modelo estrutural em um contexto  amplo. Para tal buscou-se amparo na literatura pertinente, a qual busca propor um modelo específico, a partir do modelo dos autores, que mensura as relações dos constructos: Vantagem relativa, observabilidade, demonstrabilidade, facilidade de utilização, testagem, imagem, normas subjetivas, estilo de vida e controle comportamental percebido. Para tanto, foi realizado um survey com 300 correntistas bancários com mais de 55 anos de idade e que não vivenciaram a experiência de utilização do Internet Banking. O modelo foi testado por meio de Modelagem de Equações Estruturais. Os resultados apontaram que o modelo teve aderência na amostra pesquisada, no total de 9 hipóteses testadas 5 foram aceitas e 4 descartadas. Para a amostra, o estilo de vida foi o constructo que apresentou maior impacto sobre a intenção comportamental e o menor foi a vantagem relativa. 
Casa unifamiliar, en Fulda
Authors: Laage Gerhart
Published: August 2016

En los alrededores de Fulda, asentada en una ladera, con óptima orientación a mediodía, se levanta esta lujosa mansión de gracioso y diáfano diseño. Árboles frondosos y vegetación abundante rodean la casa, proporcionándole ese grato marco de ornamentación natural, viva y de colorido incomparable.
¿Cómo hacerse arquitecto?
Authors: Neutra Richard J.
Published: August 2016

He conocido muchos profesores maravillosos esparcidos por las Escuelas de Arquitectura de todo el mundo, y que constituyen magníficos ejemplos de seres humanos totalmente entregados a la enseñanza, en continua lucha con los alumnos, dotados de una constancia y tenacidad compleja. Junto con sus alumnos, ellos saben, aunque ellos no pueden, que deben trabajar, principalmente, sobre el objeto real de estudio: el cliente de carne y hueso. Más tarde, en la vida profesional, se encontrará con él y apreciará cómo siente su confianza o, por el contrario, duda de sus criterios.
Edificio de asistencia social de la CIBA. Basilea
Authors: Suter y Suter Arquitectos
Published: August 2016

Cada vez se hace más frecuente la construcción de edificios destinados a una función social —comedores, salas de conferencias y proyecciones, salones de exposiciones— dentro del programa orgánico de las grandes industrias. Esto, sin duda, contribuye poderosamente a la confraternización del personal que, así, trabaja, come y se distrae en unión de sus jefes y de sus compañeros.
Cubierta económica
Authors: Koch Carl
Published: August 2016

La construcción de un teatro de verano, acometida por la municipalidad de Boston, con las premisas fundamentales de un presupuesto reducido y capacidad para unos dos mil asientos, fué llevada a cabo, de una forma original, por los autores del sencillo pero funcional y esbelto proyecto, cuyos elementos únicos de maniobra han sido el acero y la lona.
Salón del Automóvil. Turín
Authors: Morandi Riccardo
Published: August 2016

La estructura que cubre el Salón del automóvil en Turín (Italia), está constituida por una malla romboidal múltiple, de hormigón pretensado que se apoya sobre soportes oblicuos dispuestos en forma de biela y de equilibrio hiperestático debido a la introducción de dos tirantes en las extremidades de la ménsula que vuela. Estos tirantes o bielas pequeñas se han dispuesto para comportarse, en todo momento, como un tirante de hormigón que, aunque de acero, se logra este efecto debido a una precompresión particular introducida según un trazado en S en el pretensado.
Estructuras metálicas. Los problemas de la inestabilidad elástica
Authors: Batanero Juan
Published: August 2016

Nos proponemos divulgar, en una serie de artículos que irán apareciendo sucesivamente en Informes de la Construcción, los principales problemas que presentan al proyectista los fenómenos de inestabilidad de las construcciones metálicas. Conviene precisar que, siguiendo el uso, nos referimos, al decir construcciones metálicas, única y exclusivamente a las construcciones de acero, prescindiendo, de momento, de las estructuras de aleaciones ligeras. Y claro está que muchas de las teorías a que hemos de referimos son aplicables, «mutatis mutandis», a estructuras construidas con cualquier material.
Bar de la Source Cachat
Authors: Novarina Maurice
Published: August 2016

El nuevo bar de la Source Cachat es un edificio transparente construido sobre un piano rectangular alargado, y comprende tres partes distintas: — el bar propiamente dicho; — una zona de descanso y de conversación; — una zona para música. En el sótano parcial se encuentran los aseos, los kioskos de periódicos, etc.
Garaje y edificio comercial, Aachen, Alemania
Authors: Wunderuch y Klüser Arquitectos , Pirlet - Kempten Ingenieros
Published: August 2016

La totalidad de la actual construcción está constituida por parte antigua reformada, y por parte moderna de nueva planta. Para conseguir un conjunto armónico y uniforme hubo que destruir la mayor parte del edificio antiguo.
Banco Cantonal de Valais, Suiza
Authors: Perrandin A. , Suter J. , Zurbriggen R.
Published: August 2016

La función que se encomienda a una entidad bancaria es sumamente compleja. Está, por lo general, formada por servicios diversos que actúan independientemente, pero enlazados entre sí por servicios comunes.
Edificio de la Inland Steel Company, Chicago
Authors: Skidmore, Ownigs, Merrill Arquitectos
Published: August 2016

Situado en la esquina que forman las calles Monroe y Dearborn, próximo a una amplia zona verde y con magníficas vistas sobre el Michigan, este edificio ha sido construido con el máximo celo; se han empleado las técnicas y materiales más modernos y funcionales, y en su fino y armónico diseño se aprecia la impronta, inconfundible de los proyectistas.
Dos edificios de viviendas, Barcelona
Authors: Barba Corsini F. J.
Published: August 2016

Se ha levantado este inmueble, constituido por tres casas que en conjunto forman una unidad arquitectónica, en la parte alta de Barcelona. El edificio consta de ocho plantas y un ático superior, aparte de la planta baja y sótanos.
Residencia para ancianos
Authors: Hellmuth, Obata, Kassabaum Arquitectos
Published: August 2016

La Residencia del Buen Samaritano, en San Luis, Missouri, destinada a albergar una totalidad de 400 personas— cuando el programa esté completamente desarrollado—, se halla situada sobre un bello promontorio, con magníficas vistas sobre el río Mississippi, a unos seis kilómetros de la ciudad de San Luis. La elección de emplazamiento es fundamental en un edificio de este tipo, ya que es preciso llevar al ánimo del anciano la alegría, el color, el paisaje, para infundirle esperanza y gozo.
Perforaciones para cimientos
Authors: Editorial Equipo
Published: August 2016

La economía general tiene actualmente una influencia decisiva en obra y taller. Al considerar las múltiples y complejas modalidades de apoyar una estructura sobre el terreno de sustentación se presenta el problema de abrir zanjas, rellenarlas parcialmente de mamposterías, generalmente ciclópeas, o con hormigón, y rellenar después las partes huecas que han quedado de las zanjas con las tierras que se habían excavado.
Hotel Europa
Authors: Becvar Joset
Published: August 2016

Este magnífico edificio se levanta airoso en sus catorce plantas, dominándose desde la última el panorama de toda la ciudad de Salzburgo y el castillo de Hohensalzburg. La vista alcanza hasta las lejanas montañas del Salzkammergut y regiones vecinas.
Estructuras plegadas
Authors: Cassinello Fernando
Published: August 2016

El hormigón, pese a su carácter pétreo, ha sabido renunciar a su volumen para liberarse de masa y peso y llegar a soluciones superficiales, cuyas delgadas láminas son capaces de adaptarse a formas que hasta ahora sólo fueron soñadas en las mentes de arquitectos, ingenieros y proyectistas, en momentos de dar libertad y alas a su fantasía.
Unidad de viviendas Malagnou, Parc
Authors: Saugey Marc J.
Published: August 2016

Se ha realizado este proyecto, de acuerdo con los propietarios, con carácter experimental, a base de elementos prefabricados, en grado máximo, y al objeto de determinar las posibilidades que ofrece el sistema adoptado, observando que los resultados obtenidos son altamente interesantes y satisfactorios.
Iluminación de parques y jardines
Authors: Casal López-Valeira J. M.
Published: August 2016

Sin ninguna duda, la armonía de proporciones y colorido de los parques y jardines es una de las fuentes de emociones estéticas más universalmente compartidas. Se puede admirar, o no, un cuadro, un monumento, pero nadie es insensible a la belleza de una flor, a la majestad de un árbol.
Flipping Learning!
Authors: Wells Muriel , Holland Charlotte
Published: August 2016

Recently, there has been considerable interest in deploying the concept of the Flipped Classroom within higher education - a blended mode of learning which typically deploys online resources to provide more focused learning opportunities for learners at home, with lecture-time re-oriented to facilitate discussion and collaborative learning approaches. Much has been written about the success of particular online social media technologies such as wikis, podcasts and blogging sites in supporting open, distributed and situated learning, within active eco-learning systems such as Personal Learning Environments (PLEs) and online communities of learning in higher education. This chapter presents a meta level review of emerging and emergent challenges of integrating online resources to flip the learning in higher education. The recommendations call for the reorientation of prevailing learner, educator and institutional cultures and contexts so that learner centred, autonomous, flexible learning experiences can be facilitated when flipping learning within higher education.
The Flipped K-12 Classroom
Authors: Dennen Vanessa P. , Spector Jonathan Michael
Published: August 2016

New technologies are changing how best to support and facilitate learning in primary and secondary education. Many of these new technologies are available through the Internet, which is an important resource for learning and instruction at all levels and in nearly all contexts. Among the changes that are occurring is the possibility of integrating Internet resources into curricula, which are often linked to mandated standards in schools in the USA and other countries. Among the many possibilities of leveraging these classrooms is the concept of flipping the classroom so that primary presentations of content take place outside the classroom, with classroom activities focused on practice, interaction and feedback. To make a flipped classroom successful requires training teachers about technology integration, providing ongoing professional development, and developing supportive school and home environments with strong educational leadership. The focus of this chapter is on the needs and requirements involved in making flipped classrooms successful learning experiences for students.
A Kaleidoscope of Variables
Authors: Friend Christopher , Morris Sean Michael , Stommel Jesse
Published: August 2016

The relationship between composition courses and online education is complicated, and attempting to summarize that relationship in a blanket statement may be feeble or futile. As a field, composition faces the challenge of identifying best practices in online education at the same time that it struggles to identify standardized content for its courses. Assessment challenges also plague online composition courses. While other fields might assess student work with standardized methods or computerized scoring, the work of composition requires tedious and labor-intensive assessment methods difficult to delegate to software; indeed, a recent petition illustrates significant instructor opposition to computer scoring (Haswell & Wilson, 2013). This chapter illustrates the current state of challenging conversations within composition studies as a kaleidoscope of positions in which instructors using online education position themselves.
Flipping the Composition Classroom
Authors: Crisafulli Susan
Published: August 2016

Research gathered from approximately 179 students over five semesters demonstrates how using the flipped classroom to teach composition in a face-to-face classroom improves students' writing. Included is the contrast between student learning via the traditional model versus the flipped model, and a theoretical basis for why the flipped classroom model is successful is established. The author champions the many advantages of the flipped classroom but concedes it is not without its challenges. These challenges are explored and strategies for creating and using screencasts effectively are recommended so that other instructors may successfully flip their own classrooms.
Learning Goes Mobile
Authors: Rodríguez Ana Iglesias , Riaza Blanca García
Published: August 2016

Nowadays, mobile learning allows the use of mobile devices in teaching and learning practices of almost any subject or topic of interest. In this chapter, we describe a research carried out to get data about the use that university students make of mobile devices and apps for learning purposes, as most of them use mobile phones and tablets as communication and entertainment tools, but don't get benefit from these devices as educational resources, either due to lack of knowledge or to the scarce information about the pedagogical uses of these devices. The methodology followed is based on an analysis of the results obtained from questionnaires implemented to students. From the data collected, we draw a number of conclusions relevant not only to the successful development research studies like this, but also for the implementation of teaching initiatives including mobile devices and applications for improving learning processes in general.
Learning Maths with Mobiles
Authors: Vainio Teija , Walsh Tanja
Published: August 2016

This chapter presents an overview of our experiences on cross-cultural design of technology in the context of mobile learning focusing on supporting learners to study mathematics in two different countries. The aim of our study is to discuss design issues from the perspective of two different types of cultures and reflect culturally sensitive issues based on a longitudinal study, which included empirical data from altogether over 3500 learners of grades 9 and 10. As a result we outline two focus areas: content and concept for best design practices. Furthermore, we argue that cross-cultural design of technology can help to identify culturally sensitive areas such as attitudes towards informal and collaborative learning and recognizing the local context for the content. Cross-cultural design of technology supports development of good user experience of mobile learning services for different local learning contexts.
Teaching and Learning Physics with Smartphones
Authors: González M. Á. , González Manuel Á. , Martín M. Esther , Llamas César , Martínez Óscar , Vegas Jesús , Herguedas Mar , Hernández Cármen
Published: August 2016

The use of mobile technologies is reshaping how to teach and learn. In this paper the authors describe their research on the use of these technologies to teach physics. On the one hand they develop mobile applications to complement the traditional learning and to help students learn anytime and anywhere. The use of this applications has proved to have very positive influence on the students' engagement. On the other hand, they use smartphones as measurement devices in physics experiments. This opens the possibility of designing and developing low cost laboratories where expensive material can be substituted by smartphones. The smartphones' sensors are reliable and accurate enough to permit good measurements. However, as it is shown with some examples, special care must be taken here if one does not know how these apps used to access the sensors' data are programmed.
Identifying the Contributors to Improve Mobile-Based TPACK Competency of Elementary School Teachers in China
Authors: Sun Zhong , You Jiaxin , Song Wei , Qu Zheng , Luo Liming
Published: August 2016

Self-Efficacy (SE) and technology acceptance are two contributors related to Technological Pedagogical and Content Knowledge (TPACK). Many studies have indicated that TPACK is correlated with SE and the level of technology acceptance in both traditional and online learning environments. Studies using mobile learning devices in the classroom, however, are yet to be established. The authors conducted an empirical study by investigating mobile-based TPACK, SE, and technology acceptance of more than 500 English teachers from about 220 elementary schools in China, who used Android system-based pad in classrooms for one year. As a result, SE and technology acceptance had indirect positive effects on mobile-based TPACK, while no significant difference was observed in gender for TPACK. However, younger teachers and teachers with higher levels of education showed superior TPACK levels than other participants in the study. Finally, several implications for teacher professional development, limitations, and future research plans are presented.
Teaching and Learning Online
Authors: Yount Angelia , Tandoh Kwesi
Published: August 2016

This chapter explores online learning and the pedagogical techniques needed to create an effective learning environment. In addition, it emphasizes the advances in contemporary online learning tracing its difficult beginning and the progress made due to advances made in technology especially the World Wide Web and the Internet. The chapter also discusses the importance of immediacy in online learning, and its ability to allow students to learn from anywhere and at any time. Student problems include lack of access to the technology, readiness to work online, and the erroneous impression that they know the technology more than the instructor. Interaction includes the effective application of scenarios of student and content, interaction between instructor and students, and the interaction between students which help promote social presence. We strongly believe the application of the afore-mentioned strategies will ensure successful development and implementations of an effective online course.
The Continuous and Systematic Study of the College Algebra Flipped Classroom
Authors: Ogden Lori , Shambaugh Neal
Published: August 2016

A flipped classroom teaching approach was used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach was documented as an integrated teaching model acknowledging multiple teaching approaches, including in-class cooperative learning, mentored laboratory activities, and online teaching videos. A design and development framework was used to describe the design decisions, model implementation, and model evaluation across three deliveries (cases 1, 2, and 3a/3b) of a college algebra course from fall of 2012 through fall of 2013. Key findings included students perceiving video outside of class as resources and not instruction. What replaced the lecture during face-to-face class time was integral to the success of the flipped classroom teaching approach. The use of videos does not constitute a flipped classroom, but requires an overall teaching strategy with an involved teacher who pays attention to individual student needs.
The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment
Authors: Leis Adrian , Cooke Simon , Tohei Akihiko
Published: August 2016

The authors discuss the empirical results of a study comparing two English composition courses conducted with Japanese university students. One course was taught in a traditional way and the other using the flipped method. The results showed that those studying under the flipped method spent a significantly higher number of hours preparing for class (t(20) = 2.67, p = .014, d = 1.14) and produced a significantly higher number of words in compositions written in the posttest (t(10) = 3.37, p = .007, d = 1.44). The flipped method also appeared to result in significantly greater improvements in the writing proficiency of participants (t(32) = 5.17, p < .001, d = 1.15) and when using a one-way ANCOVA to make a comparison with the traditional method in the posttest (F (1, 63) = 13.50, p < .001, ?2 = .18). The capability to view explanations of the text as many times as participants wished, as well as opportunities for direct and immediate individual feedback from the instructor for participants in the flipped group are discussed as possible reasons for the salient differences.
Maintaining Motivation in Online Students
Authors: Stewart Cindy , Crone Travis
Published: August 2016

This chapter provides an overview of the major motivation theories, and examines how the ARCS-V model applies motivational theory to instructional design. The chapter also provides a cognitive framework to support aspects of the ARCS-V model. Special attention is given to course design and instructional practices aimed at reducing online student attrition and improving academic performance. Additionally, the chapter reviews research examining the utility of the ARCS-V model, as well as recommendations for implementation within the online modality.
Preparing University Students for Flipped Learning
Authors: Cresap Linda
Published: August 2016

Flipped learning is a pedagogy that emphasizes higher levels of learning by inverting the traditional in-class faculty lecture and information-discovery phase with the typical out-of-class student practice phase through homework activities. In this chapter, the author shares experiences in creating and implementing flipped learning using traditional textbook reading out of class and active learning strategies in class. The initial experience of flipped learning led the author to determine that university students require preparation for flipped learning, especially when students are required to read the textbook as out-of-class preparation and to engage in collaborative activities in class. The purpose of this chapter is to provide strategies for preparing university students for flipped learning. A brief review of the literature related to flipped learning and a look at the author's initial flipped learning experience are reviewed to provide support for the need for student preparation.
Internationalising Social Work Education Using Massive Open Online Courses
Authors: Hawkins Linette , Martin Jennifer , McKay Elspeth , Pattanayak Supriya
Published: August 2016

Internationalising the curriculum is a priority of universities worldwide and increasingly a focus of social work education. Social workers espouse principles of global justice and community development yet social work in Australia remains locally focused. A review of international and local trends in the literature on ePedagogy and social work education within the context of internationalising the social work curriculum highlights current trends and practices in blended delivery and future opportunities provided by massive open online courses (MOOCs). Consideration of a case study of educational practices in the design and delivery of a community work course in blended delivery mode in Australia and India and via MOOC offering reveals that contemporary educational technologies can facilitate quality learning and teaching experiences. It is argued that increased flexibility in course offerings provides students with greater choice to engage in a range of quality educational experiences that are locally and globally contextualized. This chapter is well placed for the discussion on social networking and collaborative learning MOOCs – building MOOCs communities.
Leveraging Teaching Presence in Online Courses
Authors: Huang Kun , Lee Sang Joon , Dugan Ashley
Published: August 2016

The Community of Inquiry (CoI) framework has been widely used to guide the research and practice of online courses. In the CoI framework, three essential elements were identified to be critical for a successful online learning experience: social, cognitive, and teaching presences. While the three presences are overlapping and interdependent, teaching presence is known to be key to the creation of a community of inquiry by addressing cognitive and social issues. Starting with an overview of the CoI framework, this chapter mainly focuses on teaching presence and its two dimensions: instructional design and organization and directed facilitation. Specific strategies and examples for each dimension to leveraging teaching presence in a technology-rich online course are presented and described. In addition, a student's learning experience in the course is also shared to provide a student's perspective of the strategies.
Online Instructors as Distance Education Experts
Authors: Shen Libi
Published: August 2016

An expert is a person with content knowledge and professional skills in a field. Are online teachers distance education experts? What are the main behavioral, cognitive, and emotional characteristics of distance education instructors? What competencies should online instructors possess in order to be distance education experts? In this chapter, the researcher examines National Educational Technology Standards for teachers, National Standards for Quality Online Teaching, and empirical research on teachers' roles and competencies to seek a definition for online instructors as distance education experts. Several issues related to online teachers' competencies and technology standards are discussed. Future research studies are recommended.
Implementing a Flipped Classroom in Teaching Second Language Pronunciation
Authors: Yonemoto Kazuhiro , Tsuda Asami , Hayashi Hisako
Published: August 2016

While the philosophy of flipped classroom has recently been drawing much attention of second language teachers, integrating technology into pedagogy is often an issue. This is also the case in pronunciation teaching. Second language pronunciation teaching has been largely dependent on teachers' intuition and beliefs, realized by repetition. Although recent technology developments in the field of linguistics, namely ultrasound imaging, enable visualization of movement and motion inside the mouth, it has not yet been widely used in second language education. In this chapter, taking a self-learning website for Japanese language pronunciation, the authors explore what makes teachers stay away from technology integration into language learning and how this barrier can be overcome to implement a flipped classroom. Specifically, the authors address the importance of taking initiative in planning how technology can be integrated into pedagogy while closely collaborating with and involving other fields of study, like linguistics, as well as information technology.
Learning Outcomes and Affective Factors of Blended Learning of English for Library Science
Authors: Wentao Chen , Jinyu Zhang , Zhonggen Yu
Published: August 2016

English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to answer questions in questionnaires. It was found that (1) The pass rates under blended learning increased compared with traditional multimedia learning and the dropout rates under blended learning decreased compared with multimedia learning; (2) males and females did not show any significant differences in learning outcomes; (3) affective factors under blended learning were significantly more favorable than those under multimedia learning; (4) under the blended learning model, male motivation was significantly higher than female; male attitude was significantly more favorable than female; males held higher self-esteem than females. However, male anxiety was significantly less than female. Reasons for the findings, as well as future research direction, were also explored.
Past, Future and Presents
Authors: Cook Ruth Gannon , Ley Kathryn
Published: August 2016

This study approaches educational marketing from the perspective of the customers, the students. Instructors and instructional designers have designed online learning using a process that revolves around delivery. The process addresses meeting the needs of administrators and aligns well with the growing demands of the educational marketplace. But the growing failure of students to successfully complete online courses warrants further exploration than simply adding more interactivities or instructor interaction. The authors pose that advertising and marketing have addressed complex consumer relationships for almost a century and have created long term successful customer relationships which could provide insights to help with higher education student retention issues. A look at design development research and marketing semiotics could provide greater understanding and student involvement to help marketing semiotics provide a deeper understanding of the importance of inclusion of students' life experiences and cultural histories.
The Role of Mobile Learning in Promoting Literacy and Human Rights for Women and Girls
Authors: Dunkerly-Bean Judith M. , Crompton Helen
Published: August 2016

In this chapter the authors review the fairly recent advances in combating illiteracy around the globe through the use of e-readers and mobile phones most recently in the Worldreader program and the United Nations Educational Scientific and Cultural Organization (UNESCO) mobile phone reading initiatives. Situated in human rights and utilizing the lens of transnational feminist discourse which addresses globalization and the hegemonic, monolithic portrayals of “third world” women as passive and in need of the global North's intervention, the authors explore the ways in which the use of digital media provides increased access to books, and other texts and applications in both English and native languages for people in developing countries. However, while advances in combating illiteracy through the use of e-readers, mobile phones and other mobile learning initiatives are promising, the tensions and power imbalances of digital literacies, which resources are available by whom, for whom and why, must also be examined.
Enhancing Active Learning Pedagogy through Online Collaborative Learning
Authors: Maina E. Muuro , Wagacha Peter W. , Oboko Robert
Published: August 2016

Learner-centered learning theories such as active learning and collaborative learning are highly supported by Web 2.0 technologies and they are augmenting traditional teacher-centered approaches. New teaching pedagogies such as flipped classroom have also embraced the use of collaborative learning where students engage in group-based activities during class time and they embark on asynchronous video lectures after the classroom. However, there is little research on how flipped classrooms can support online collaborative learning. In order to improve online collaborative learning and enhance active learning, this chapter provides some literature review on collaborative learning as well as the critical aspects for online collaborative learning. This chapter also discusses how online collaborative learning can be integrated in a flipped classroom. To that end, the authors recommend further research on how specific online collaboration tools can be applied in flipped classroom.
Virtually Sound
Authors: Di Lauro Frances
Published: August 2016

Teaching in flipped or “reversed” classroom mode builds on established student-centric teaching practices that have been in use for decades. Next Generation Learning Spaces (NGLS) further transform the way collaborative learning can enrich students' learning experiences. This chapter discusses expectations, perceptions, and experiences of teaching in flipped classroom mode. In addition, it explores the experiences of students in a senior undergraduate rhetoric and composition course in Australia. This chapter reports on studies that assessed students' perceptions of how the space they learned in, and the flipped classroom mode, impacted on the way they approached interaction with their teacher and peers, and how participation in collaborative activities enhanced their learning. It frames the teacher's experiences of adaptation to the new teaching method and environment, and to the creation and evolution of collaborative assignments, both formative and summative, which are suitable for use in flipped classroom teaching.
Let the Learners Take the Lead for Their Lifelong Learning Journey
Authors: Ossiannilsson Ebba
Published: August 2016

This chapter is centered on the importance of letting learners take the lead in their lifelong educational journey, meeting the challenges that they encounter. Additionally, the chapter focuses on new modes of learning in the digital era. The role transfers and professional development of managers, leaders, and academics are discussed, as well as the need for the development of digital academic scholarship. The chapter also highlights the inappropriateness of the traditional top-down approach in the educational system in favor of rhizomatic pathways. Further discussion is needed about what open education means in terms of equity, inclusiveness, and access, with particular regard to letting learners take the lead and orchestrate their own learning.
Students' Experiences in Using Chat Rooms as Virtual Classrooms
Authors: Gitonga Rhoda K. , Maina Elizaphan
Published: August 2016

This chapter shares experiences from a group of students who were using the chat rooms as part of instruction in their course work. It also attempts to explain the lessons learnt when one exposes the distant learning students to a different method of facilitation. The respondents were 51 university distance learning students from Kenyatta university in Kenya whose lecturer had created chat rooms as virtual classrooms in their coursework during the May to August 2012 semester. The lecturer's availability at all times was vital to students' success in using the chat room. Using chat rooms as virtual classrooms gave every student in the class room an equal voice as students engaged the lecturer and each other on a common playing ground. This chapter underscores the importance of chat rooms as environments that supports virtual learning for distance learners and encourages learners' participation hence enhancing learner-centered learning.
Learner-Centered Approach with Educational Robotics
Authors: Eguchi Amy
Published: August 2016

The chapter introduces educational robotics as a learning tool to foster learner-centered approach in classroom. It provides tips for successful implementation of learner-centered learning using educational robotics learning tool. The chapter explains how teachers can use educational technology with a learner-centered approach, using examples from 4th grade robotics unit as part of the science curriculum. Pre-school teachers commonly use learner-centered approach that build upon students' interests, curiosities and inquiries. Somehow, the practice shifts gradually into teacher-centered pedagogy once students start to transition into upper grades. Providing a learner-centered learning environment promotes students' ability to build independent, active learner skills throughout their school experience, benefiting and enhancing their educational experience in post-secondary education and beyond. Educational robotics is a powerful learning tool that enables teachers to create learner-centered learning environments for students and promote learner-centered pedagogy in schools.
Employer Value Proposition
Authors: Pattnaik Salila Kumar , Misra Rajnish Kumar
Published: August 2016

In a competitive global market, organizations are striving to retain the best talent by providing sustainable employer value proposition (EVP); ‘value proposition' employees perceive or expect from their employer. Although EVP is conceptually appealing, there has been little systematic effort to empirically examine the dimensions of EVP. Information technology companies are adopting strategies to provide proposition that attract and retain employees. This paper identifies the attributes of EVP from the perspective of employees working in Information Technology companies in India. A scale is developed and validated to measure EVP on a sample size of 474. EVP scale was tested for its factor structure, reliability and validity. The results indicated that EVP scale comprised of five attributes; developmental value, inspirational value, work environment value, work value, and work life balance. The finding of the research is discussed; limitations noted; recommendations for enhancing EVP in IT companies, and future research directions.
Student-Generated Content Improves Online Learning of Programming
Authors: Tvarozek Jozef , Jurkovic Peter
Published: August 2016

Quality learning content for online courses is difficult and time-consuming to create, and therefore students are increasingly employed to create learning content for use by their peers. Student-generated content however may be low quality and consequently of uncertain utility. The authors present a successful approach for improving online learning of programming through student-generated content – community tests that help other students in solving programming exercises. In their approach, the tests simplify student work on solving exercises, and the learning system can automatically provide focused help to each struggling student. They evaluated the proposed solution in an existing online learning system for programming in university programming courses. Results indicate that students used the proposed features often, and when examining the impact on learning performance, the active students showed improved performance compared to inactive students. Social awareness in online setting was evaluated using a questionnaire.
A Case Study Perspective for Balanced Perioperative Workflow Achievement through Data-Driven Process Improvement
Authors: Ryan Jim , Doster Barbara , Daily Sandra , Lewis Carmen
Published: August 2016

Based on a 143-month longitudinal study of an academic medical center, this paper examines operations management practices of continuous improvement, workflow balancing, benchmarking, and process reengineering within a hospital's perioperative operations. Specifically, this paper highlights data-driven efforts within perioperative sub-processes to balance overall patient workflow by eliminating bottlenecks, delays, and inefficiencies. This paper illustrates how dynamic technological activities of analysis, evaluation, and synthesis applied to internal and external organizational data can highlight complex relationships within integrated processes to identify process limitations and potential process capabilities, ultimately yielding balanced patient workflow through data-driven perioperative process improvement. Study implications and/or limitations are also included.
Exploring Identity Construction
Authors: Gallardo Michael , Jenkins J. Jacob , Dillon Patrick J.
Published: August 2016

This teaching activity uses the social networking site Facebook to explore the conception, construction, and expression of personal identity. By asking students to create a fictitious Facebook account that is dissimilar from the way they perceive themselves, students are faced with decisions about how to construct such an identity, as well as how this identity may or may not be perceived by others. Students conclude by presenting their fictitious Facebook profiles to their peers, and then discussing how/why it differs from their “real” self-identities, how/why they made the decisions they did, and so on. Throughout this process, the activity offers potential entry and discussion points for an instructor to clarify or expound upon claims made by students regarding the construction and performance of personal identity. In doing so, it generates an environment of mutual respect, and uses social networking technology to engage students in an academic manner, while also promoting reflexivity beyond the classroom setting alone.
What are the Keys to a Successful Mobile Payment System? Case of Cytizi
Authors: Silic Mario , Back Andrea
Published: August 2016

Scholars and practitioners agree that the future of payment is mobile contactless payment (MCP). However, while many projects concerning the implementation of MCP solutions have been started, MCP is still not available in most countries. Concerning this fact, studies on the obstacles to MCP implementation conclude that the formation of interorganizational relationships (IORs) is an important aspect to the success of any MCP project. In this study, the authors research the influence of organizational culture on IORs in the French MCP service, Cityzi. They conducted interviews with executives of the main organizations involved and collected data about the organizational culture using a quantitative questionnaire. The results revealed that the organizations involved in Cityzi emphasize a developmental culture that drives innovation and competition between the organizations involved, which leads to rivalry between them. The authors conclude that the centralized structure around a coordinating organization that displays a group culture supports the implementation of MCP systems.
Osteopontin in Spontaneous Germinal Centers Inhibits Apoptotic Cell Engulfment and Promotes Anti-Nuclear Antibody Production in Lupus-Prone Mice
Authors: Sakamoto Keiko , Fukushima Yuji , Ito Koyu , Matsuda Michiyuki , Nagata Shigekazu , Minato Nagahiro , Hattori Masakazu
Published: August 2016

Disposal of apoptotic cells is important for tissue homeostasis. Defects in this process in immune tissues may lead to breakdown of self-tolerance against intracellular molecules, including nuclear components. Development of diverse anti-nuclear Abs (ANAs) is a hallmark of lupus, which may arise, in part, due to impaired apoptotic cell clearance. In this work, we demonstrate that spontaneous germinal centers (GCs) in lupus-prone mice contain significantly elevated levels of unengulfed apoptotic cells, which are otherwise swiftly engulfed by tingible body macrophages. We indicate that osteopontin (OPN) secreted by CD153+ senescence-associated T cells, which selectively accumulate in the GCs of lupus-prone mice, interferes with phagocytosis of apoptotic cells specifically captured via MFG-E8. OPN induced diffuse and prolonged Rac1 activation in phagocytes via integrin αvβ3 and inhibited the dissolution of phagocytic actin cup, causing defective apoptotic cell engulfment. In wild-type B6 mice, administration of TLR7 ligand also caused spontaneous GC reactions with increasing unengulfed apoptotic cells and ANA production, whereas B6 mice deficient for Spp1 encoding OPN showed less apoptotic cells and developed significantly reduced ANAs in response to TLR7 ligand. Our results suggest that OPN secreted by follicular CD153+ senescence-associated T cells in GCs promotes a continuous supply of intracellular autoantigens via apoptotic cells, thus playing a key role in the progression of the autoreactive GC reaction and leading to pathogenic autoantibody production in lupus-prone mice.
Morvan’s syndrome with anti contactin associated protein like 2 – voltage gated potassium channel antibody presenting with syndrome of inappropriate antidiuretic hormone secretion
Authors: Sharma Anjani Kumar , Kaur Manminder , Paul Madhuparna
Published: August 2016

Morvan’s syndrome is a rare autoimmune disorder characterized by triad of peripheral nerve hyperexcitability, autonomic dysfunction, and central nervous system symptoms. Antibodies against contactin-associated protein-like 2 (CASPR2), a subtype of voltage-gated potassium channel (VGKC) complex, are found in a significant proportion of patients with Morvan’s syndrome and are thought to play a key role in peripheral as well as central clinical manifestations. We report a patient of Morvan’s syndrome with positive CASPR2–anti-VGKC antibody having syndrome of inappropriate antidiuretic hormone as a cause of persistent hyponatremia.