bluuebunny/crossref_metadata_2025_split huggingface dataset:
Measuring the Importance of Collaborative Learning for the Effectiveness of ALN: A Multi-Measure, Multi-Method Approach
Authors: Hiltz Starr Roxanne , Coppola Nancy , Rotter Naomi , Turoff Murray , Benbunan-Fich Raquel 
Published: March 2019

Are there any differences in outcomes between traditional classroom-based university courses and courses delivered via ALN, which feature extensive on-line interaction among students? Under what conditions are ALN courses most effective? What can be done to improve the publishability of ALN evaluations, and counter the attacks of critics?After providing background on the New Jersey Institute of Technology (NJIT) Virtual Classroom (VC) projects, this paper describes three studies that address the issue of the importance of collaborative learning strategies to the success of ALN for students. A three-year longitudinal field study of 26 courses that are part of an undergraduate degree in Information Systems compared the process and outcomes of learning using an on-line anytime/anywhere environment to those for comparison sections taught in the traditional classroom. An embedded field experiment looked at the separate and joint effects of working on-line versus in the classroom and of working individually versus in groups. Semi-structured interviews with experienced ALN faculty probed their pedagogy and their perceptions of whether or not students learned, on the average, more, less, or about the same as in their traditional sections. The results support the premise that when students are actively involved in collaborative (group) learning on-line, the outcomes can be as good as or better than those for traditional classes, but when individuals are simply receiving posted material and sending back individual work, the results are poorer than in traditionalclassrooms.
DEVELOPMENT AND EVALUATION OF A FRAMEWORK FOR CREATING WEB-BASED LEARNING MODULES: A PEDAGOGICAL AND SYSTEMS PERSPECTIVE
Authors: Janicki Thomas , Liegle Jens O. 
Published: March 2019

Educational content on the Internet is rapidly increasing. Educational institutions and businesses are placing more course material online to supplement classroom and business training situations. Prior researchers have reported that this new web-based training technology (which has its foundation in computer-based training) has not integrated sound pedagogical practices into theauthoring process when developing new tutorials. This research merges theories from the instructional design and web-based design researchers in a framework for more effective web-based tutorials. To test the effectiveness of this model, a prototype computer system is developed. This system named WeBTAS (Web-Based Tutoring Authoring System) is reviewed by two different panels of educators. These panels report that the prototype system does promote five different learning principles as part of the authoring process. In addition the system was implemented on a pilot test basis and its initial observations are that it produces an average of 15% more learning content in the same development time as conventional authoring tools.
A FOLLOW-UP INVESTIGATION OF “TEACHING PRESENCE” IN THE SUNY LEARNING NETWORK
Authors: Shea Peter , Pickett Alexandra M. , , Pelz William E. 
Published: March 2019

This paper is a follow-up study to a preliminary investigation of teaching presence in the State University of New York Learning Network (SLN). In the present studywe review ongoing issues of pedagogy and faculty development, and their relationship to student satisfaction, and reported learning in SLN. We provide an overview of the SLN program,and summarize a conceptual framework for our current research on higher education, online learning environments. This framework integrates research on how people learn, with principles of good practice in higher education and recent research on learning in asynchronous learning networks (ALNs) in higher education. We also present resultsof a follow-up study on one aspect of the model, “Teaching Presence”.The SUNY Learning Network is a proud recipient of two Sloan-C Awards, the 2001 Award for Excellence in ALN Faculty Development and the 2002 Award for Excellence in ALN Programming. We believe that it is no coincidence that SLN was recognized in this order; that is to say, we feel our efforts to create a systematic faculty development program has allowed us to create an outstanding program of online courses and degrees. A clear vision regarding the prerequisites for a high quality online learning environment, especially prerequisites related to faculty development, is essential to building effective ALN programs. As this special edition of JALN is dedicated to such efforts we would like to focus on our model for learning environments design and share results of research on specific aspects of the model. In past studies we have argued that student-faculty and student-student interaction are among the variables most strongly correlated with student satisfaction and reported learning. In the present study, we focus on one aspect of our model for online learning environments and examine interaction more deeply. Building upon the work of Anderson and colleagues we examine the kinds of activities that comprise and sustain productive interaction. These researchers have categorized interactions that occur in asynchronous learning environments that encourage knowledge creation and identify online behaviors and processes that approximate (and may improve upon) those that occur in face-to-face settings. We look at a key element of their work, “teaching presence,” and present results of a follow-upstudy examining students’ perceptions of this constellation of online faculty behaviors. We also identify the components of teaching presence that correlate most highly with student satisfaction and reported learning.
UNIVERSITY INSTRUCTORS’ REFLECTIONS ON THEIR FIRST ONLINE TEACHING EXPERIENCES
Authors: Conrad Dianne 
Published: March 2019

Moving from traditional face-to-face teaching to teaching online can be a precarious process for instructors. In this qualitative study, I interviewed instructors who were engaged in online teaching, for the first time, in a graduate program at a Canadian university. All instructors had some postsecondary face-to-face teaching experience. In-depth interviews with the instructors showed that they had very little knowledge of the new medium they were entering and relied heavily on their face-to-face experiences and their own pedagogy. Instructors’ reflections on their performances centered largely on their roles as deliverers of content. They revealed very little awareness of issues of collaborative learning, of learners’ social presence, or of the role of community in online learning environments.
SCAFFOLDING COMPLEX TASKS BY OPEN ONLINE SUBMISSION: EMERGING PATTERNS AND PROFILES
Authors: Ronen Miky , Langley Dorothy 
Published: March 2019

Students in higher-education courses are often confronted with complex tasks that require application and integration of newly gained knowledge. Different students require different types and amounts of instructional scaffolding for coping with such challenging tasks. The incorporation of asynchronous online elements into academic courses offers various ways of implementing traditional instructional scaffolding methods, as well as the ability to incorporate new strategies made feasible by this medium.This paper presents and discusses the potential and challenges of using open online submission of assignments via asynchronous networking as a strategy for providing differential scaffolding in the preparation of complex tasks (not as an alternative model for online peer collaboration).A pilot study, performed with five graduate education courses, showed that open online submission of assignments led to spontaneous, informal peer-evaluation, enabling students to learn from peer examples. The detailed analysis of students’ activity and their reflections has revealed four typical learner profileswith respect to open assignment submission, self-evaluation and characteristic benefit from peer work.
ELECTRONIC SPACES AS AN ALTERNATIVE TO TRADITIONAL CLASSROOM DISCUSSION AND WRITING IN SECONDARY ENGLISH CLASSROOMS
Authors: Lee Sangmin 
Published: March 2019

In most secondary school classrooms, teachers are still authoritative, central-figures. They talk and teach while students listen and passively receive what the teacher says. Regarding writing, the situation is similar. Students write only to the teacher, the person who grades their papers. In this environment, classroom dynamics are monologic and learning is limited to individuals. To establish a more constructivist learning environment, this study explored electronic spaces as alternatives to classroom dialogue and writing. This paper observed two 10th grade English classrooms (51 students) whoparticipated in an exploration of Lord of the Flies using an electronic discussion board through which they collaboratively constructed knowledge. In short, the discussion board facilitated both student-centered dialogues and an authentic writing environment, which promoted a dynamic learning community and healthy writer’s identity for the students. Three salient features of the discussion board activity will be explored to support this claim: a) the students’ use of questions and hypothetical/conditional sentences, b) the students’ interaction patterns, and c) the dialogic/progressive patterns of co-construction of knowledge on the discussion board.
ASSESSING STUDENT LEARNING WITH AUTOMATED TEXT PROCESSING TECHNIQUES
Authors: Wu Yi-fang Brook , Chen Xin 
Published: March 2019

Research on distance learning and computer-aided grading has been developed in parallel. Little work has been done in the past to join the two areas to solve the problem of automated learning assessment in virtual classrooms. This paper presents a model for learning assessment using an automated text processing technique to analyze class messages with an emphasis on course topics produced in an online class. It is suggested that students should be evaluated on many dimensions, including the learning artifacts such as course work submitted and class participation. Taking all these grading criteria into consideration, we design a model which combines three grading factors: the quality of course work, the quantity of efforts, and the activeness of participation, for evaluating the performance of students in the class. These three main items are measured on the basis of keyword contribution, message length, and message count, and a score is derived from the class messages to evaluate students’ performance. An assessment model is then constructed from these three measures to compute a performance indicator score for each student. The experiment shows that there is a high correlation between the performance indicator scores and the actual grades assigned by instructors. The rank orders of students by performance indicator scores and by the actual grades are highly correlated as well. Evidence from the experiment shows that the computer grader can be a great supplementary teaching and grading tool for distance learning instructors.
MEETING THE NEEDS OF NONTRADITIONAL RESPONDERS THROUGH SUCCESSFUL ONLINE COURSES IN BIOTERRORISM RESPONSE
Authors: Vignare Karen , Sener John 
Published: March 2019

The Monroe County (NY) Health Alert Network (MCHAN) and the Rochester Institute of Technology (RIT) recently completed their second year of a Centers for Disease Control grant-funded project that offers a series of instructor-led asynchronous online learning courses. The courses are designed to enhance the workforce competencies of local and state health department staff and other nontraditional responders in planning for and responding to bioterrorism and other health emergencies. The project meets an important need for critical skills and knowledge training in this field and demonstrates how partnerships of higher education, government, and industry can deliver such training online. Contrary to the results of many e-learning initiatives, the vast majority (84%) of students involved in the program successfully completed the courses they started. Student and instructor evaluation surveys show high degrees of satisfaction and success; they also provide useful information on how to improve the courses. A critical element in the success of the courses was the employment of a program coordinator to manage course creation, instructor training, marketing, and registration. If one considers project costs relative tocompletion rates, this project has been highly cost effective despite the added cost of paying instructors. Overall, project results indicate that the asynchronous instructor-led online course model can be implemented successfully in many corporate and government e-learning initiatives.
Sergio Eduardo Carrera Quezada, Sementeras de papel. La regularización de la propiedad rural en la Huasteca serrana, 1570-1720. México: El Colegio de México, Centro de Investigaciones y Estudios Superiores en Antropología Social, 2018, 386 p. ISBN 978-607-486-457-1 (Ciesas) 978-607-628-248-9 (El Colegio de México)
Authors: Viqueira Alban Juan Pedro 
Published: March 2019

Sementeras de papel. La regularización de la propiedad rural en la Huasteca serrana, 1570-1720, aborda los primeros intentos por controlar y regularizar la tenencia de la tierra durante el siglo XVII y principios del XVIII en la región que denomina la Huasteca serrana (que se componía de las alcaldías mayores de Huayacocotla, Yahualica y Huejutla).
Broncopneumonia refratária por antibioticoterapia inadequada em cão
Authors: Do Carmo Juliana Silva , Dos Santos Filho Mário , Hainfellner Daniel Carvalho , Soares Alberigi Bruno Ricardo , Do Amaral Mendonça Diana , Senra de Almeida Mateus Fernando , Paiva Jonimar Pereira 
Published: March 2019

Afecções do aparelho respiratório inferior são rotineiras na clínica de pequenos animais e possuem diversas etiologias sendo necessária, portanto, precisão no momento da identificação dos agentes envolvidos, que acarretará em intervenções adequadas caso a caso. O lavado broncoalveolar (LBA) constitui-se como importante meio diagnóstico que pode ser utilizado em animais com broncopneumonia que não respondem a terapia padrão. Apesar do LBA ser uma técnica simples, o mesmo não é rotineiramente utilizado na medicina veterinária. Desta forma, o presente trabalho vem destacar não somente a importância da realização do LBA na identificação dos microrganismos envolvidos e suas respectivas sensibilidades e resistências aos antibióticos, como também demonstrar a importância do diálogo com os tutores quanto a administração, conservação dos fármacos e até mesmo sobre a interrupção do tratamento sem recomendação veterinária.
From birds to bees: applying video observation techniques to invertebrate pollinators
Authors: Lortie C J , Budden Amber , Reid Anya 
Published: March 2019

Observation is a critical element of behavioural ecology and ethology. Here, we propose a similar set of techniques to enhance the study of the diversity patterns of invertebrate pollinators and associated plant species. In a body of avian research, cameras are set up on nests in blinds to examine chick and parent interactions. This avoids observer bias, minimizes interference, and provides numerous other benefits including timestamps, the capacity to record frequency and duration of activities, and provides a permanent archive of activity for later analyses. Hence, we propose that small video cameras in blinds can also be used to continuously monitor pollinator activity on plants thereby capitalizing on those same benefits. This method was proofed in 2010 in the alpine in BC, Canada on target focal plant species and on open mixed assemblages of plant species. Apple ipod nanos successfully recorded activity for an entire day at a time totalling 450 hours and provided sufficient resolution and field of view to both identify pollinators to recognizable taxonomic units and monitor movement and visitation rates at a scale of view of approximately 50 cm2. This method is not a replacement for pan traps or sweep nets but an opportunity to enhance these datasets with more detailed, finer-resolution data. Importantly, the test of this specific method also indicates that far more hours of observation - using any method - are likely required than most current ecological studies published to accurately estimate pollinator diversity.
İŞLETMELERİN KURUMSAL SOSYAL SORUMLULUKLARI VE FİNANSAL PERFORMANSI ARASINDAKİ İLİŞKİNİN ÇİFT YÖNLÜ İNCELENMESİ
Authors: ÖNDER Şerife 
Published: March 2019

Bu çalışmanın amacı, işletmelerin sosyal performansı
ve finansal performansı arasındaki İlişkinin iki yönlü olarak incelenmesidir.
İşletmelerin sosyal performansı finansal performansını mı etkilemekte yoksa
finansal performansı sosyal performansını mı etkilemektedir? Ayrıca etkileşimin
yönü nedir gibi soruların cevabı aranmaktadır.

Çalışmada işletmelerin sosyal performansları, 2016
yılına ait Küresel Raporlama Girişimi (Global Reporting Initiative - GRI)
sürdürülebilirlik raporlarının skorları ile ölçülmüştür. Finansal performansın
ölçümünde ise Özsermaye Karlılığı Oranı (ROE -
Return on Equity) kullanılmıştır. Ayrıca modelde kontrol değişkeni
olarak işletme büyüklüğünü temsil etmek için aktif toplamı kullanılmıştır.
Yapılan Çoklu Doğrusal Regresyon Analizi sonucunda, kurumsal sosyal sorumluluk
ve işletme performansının birbirini etkilemediği sonucuna ulaşılmıştır.
"The Prevention of That Abominable Mixture and Spurious Issue": Continuity in the Prosecution of Miscegenation in Virginian Laws and Court Decisions, 1630-1691
Authors: Lilley Steven 
Published: March 2019

In the historical debate over the legitimation of Virginian black slavery in the seventeenth century, some historians argue that the legal prosecution of interracial sexual relations was a calculated effort to institute slavery. Conversely, others assert that lawmakers and law enforcers did not actively discourage interracial sex until they enacted legislation that explicitly forbade miscegenation in the 1660s and again in the 1690s. However, an examination of Virginian laws and court decisions regarding fornication from 1630 to 1691 reveals a different story. Colonial authorities inherited a revulsion towards miscegenation from the English intellectual and religious tradition, and they used three different legal methods to prevent sex between blacks and whites. Before they introduced legislation that explicitly sought to punish whites for miscegenation in the 1660s and 1690s, the secular authorities of the 1630s and 1640s resorted to enforcing moral laws originally meant for the Church courts, and they then introduced general laws against fornication that were disproportionately applied to cases of pre-marital sexual intercourse involving blacks. While the methods of sexually segregating white and black colonists changed over the course of the seventeenth century, the desire to prevent miscegenation was always present in the minds of colonial officials in this era.
Evaluation of Enamel Surface after Removal of Adhesive Resin: An in Vitro Study
Authors: Pyakurel Geeta , Hassan Gazi Shamim , Sajedeen Mahmood 
Published: March 2019

Introduction: Preservation of the enamel surface during the removal of orthodontic appliance is an essential aspect for clinicians. However, various therapeutic measures can affect the enamel surface. The objective of the research is to evaluate the roughness of enamel surface after the removal of adhesive resin.
Materials & Method: 40 extracted human premolar teeth were randomly divided into two groups and the enamel surfaces were initially subjected to profilometer for the assessment of surface roughness. Following bracket bonding, debonding was done and adhesive resin was removed by stainless steel bur in Group A and tungsten carbide bur in Group B. Again, the surface roughness was measured by profilometer. Independent t-test was performed to compare the enamel surface roughness between two groups and paired t-test to compare the enamel surface roughness within the groups.
Result: The mean average surface roughness of stainless steel bur was 27.009 ± 4.8420 μm and tungsten carbide was 31.426 ± 5.0956 μm. The result showed that there was significant difference in enamel surface roughness between two groups.
Conclusion: The roughness values were found to be significantly decreased with the use of stainless steel bur (SS) than tungsten carbide bur (TC).
Pengembangan Modul Pemrograman Komputer Berbasis Matlab
Authors: Syaharuddin Syaharuddin , Mandailina Vera 
Published: March 2019

Abstrak: Penelitian ini merupakan penelitian pengembangan untuk menghasilkan produk berupa bahan ajar pada mata kuliah Pemrograman Komputer Berbasis Matlab di Program Studi Pendidikan Matematika FKIP UMM. Pengembangan bahan ajar ini dilakukan melalui 4 tahap yang disebut 4-D yakni: Define, Design, Develop, and Disemination. Bahan ajar ini meliputi struktur urut, struktur percabangan dan struktur perulangan yang dikembangkan dalam bentuk beberapa program aplikasi matematika berbasis komputasi. Pada tahap validasi ahli diperoleh tingkat kevalidan rata-rata sebesar 4,13 yang berarti “valid”. Kemudian pada uji coba terbatas terhadap bahan ajar di 5 mahasiswa Program Studi Pendidikan Matematika FKIP UMM rata-rata mahasiswa memberikan respon sebesar 73,42% yang berarti “baik/praktis”. Sedangkan pada uji coba lapangan di 20 mahasiswa Tadris Matematika FITK IAIN Mataram, rata-rata mahasiswa memberikan respon 78,62% yang berarti “baik/praktis”.Abstract: This research is a development to produce product in the form of teaching materials in Matlab Based Computer Programming Course in Mathematics Education Program of FKIP UMM. Development of teaching materials is done through 4 stages called 4-D namely: Define, Design, Develop, and Dissemination. These teaching materials include sequential structures, branching structures and looping structures developed in the form of several computational mathematical application programs. In the expert validation stage obtained the level of the average validity of 4.13, which means "valid". Then on a limited trial of teaching materials in 5 students of Mathematics Education Studies Program of FKIP UMM, the average student gives a response of 73.42% which means "good / practical". While on field trials in 20 students of Tadris Matematika FITK IAIN Mataram, the average student responded 78.62% which means "good / practical".