bluuebunny/crossref_metadata_2025_split huggingface dataset:
Parents’ Experiences of Toothbrushing with Children
Authors: Marshman Z. , Ahern S.M. , McEachan R.R.C. , Rogers H.J. , Gray-Burrows K.A. , Day P.F. 
Published: April 2016

Globally, dental caries is one of the most prevalent diseases and is more common in children living in deprived areas. Dental caries is preventable, and guidance in the United Kingdom recommends parental supervised brushing (PSB): a collection of behaviors—including twice-daily toothbrushing with fluoridated toothpaste—that should begin upon eruption of the first tooth (approximately 6 to 12 mo of age) and for which children need to be helped or supervised by an adult until at least 7 y of age. The aim of this study was to explore parents’ experiences of toothbrushing with their young children and to establish barriers and facilitators to PSB at individual, interpersonal, and environmental levels according to the theoretical domains framework. Qualitative semistructured interviews guided by the framework were conducted with 27 parents of young children (<7 y) in 2 deprived areas of the United Kingdom. Framework analysis was used. Parents were not aware of national guidance concerning their active involvement in toothbrushing; however, they did have detailed knowledge of toothbrushing practices for children, and their intentions were to brush their children’s teeth themselves twice every day as part of a family routine. Nonetheless, parents’ difficulties experienced in managing their children’s challenging behavior and the environmental context of their stressful lives meant that many parents adopted a role of simply reminding their children to brush or watching them brush. As such, the main barriers to PSB among parents living in deprived areas were skills in managing their children’s behavior and environmental influences on family life. The results of our study have clear implications for the development of appropriate interventions to address the modifiable barriers to improve parental adoption of PSB. Knowledge Transfer Statement: The results of this study will be used to develop a behavior change intervention to encourage parental supervised brushing. The intervention—which is likely to be delivered through health practitioners rather than dental teams—will be developed to reduce dental caries among young children and will require evaluation in terms of its clinical and cost effectiveness.
Clinical trials for stem cell transplantation: when are they needed?
Authors: Van Pham Phuc 
Published: April 2016

AbstractIn recent years, both stem cell research and the clinical application of these promising cells have increased rapidly. About 1000 clinical trials using stem cells have to date been performed globally. More importantly, more than 10 stem cell-based products have been approved in some countries. With the rapid growth of stem cell applications, some countries have used clinical trials as a tool to diminish the rate of clinical stem cell applications. However, the point at which stem cell clinical trials are essential remains unclear. This commentary discusses when stem cell clinical trials are essential for stem cell transplantation therapies.
Secondary school socio-cultural context influencing ICT integration: A case study approach
Authors: Divaharan Shanti , Ping Lim Cher 
Published: April 2016

<blockquote>This paper proposes the use of activity theory and multi-level activity systems as a framework to analyse the effectiveness of ICT integration in Singapore secondary school classrooms. Three levels of activity systems are developed to study the effectiveness of ICT integration at the classroom: the classroom activity system, the department activity system and the school activity system. A multiple case study approach with three secondary schools in Singapore was adopted to provide in depth understanding of the socio-cultural factors that affect ICT integration in the classrooms. The findings show that schools need to function as learning organisations to be adaptable to changes, especially rapid changes brought about by technology integration in curriculum. To be successful learning organisations, schools need a curriculum focused, over-arching ICT goal to provide clear direction to the key players - teachers, HOD/ICT and instructional program HODs in the school. The management approach to ICT integration in the school should be through distributed leadership. While the school principal sets the tone for the school vis-à-vis modelling curriculum focused integration, providing encouragement to teachers and support for the HODs plans, the role of the HOD/ICT should be to ensure the relevant ICT-enabled infrastructure and implementation procedures are in place.</blockquote><p> </p>
Adoption of blogging by a Chinese language composition class in a vocational high school in Taiwan
Authors: Lou Shi-Jer , Wu Shi-Chiao , Shih Ru-Chu , Tseng Kuo-Hung 
Published: April 2016

<blockquote>The purpose of this study was to examine the effect of adopting blogging upon Chinese language composition instruction in a vocational high school in Taiwan. The researchers developed a model that utilises blogging in Chinese language composition instruction. Forty randomly selected students from a public vocational high school served as the research participants. The experimental instruction was employed for eight weeks; all students completed a pre-test before the intervention and a post-test after. Statistical approaches reported include descriptive statistics, a one-sample t-test, and an independent t-test. The results of the study are as follows: (1) the instructional model of utilising blogging in Chinese language composition in a vocational high school can be successfully implemented with positive outcomes; (2) utilising blogging in Chinese language composition instruction can positively enhance students' composition learning; (3) the participants possessed a positive attitude toward the instructional model of utilising blogging in Chinese language composition instruction, and the majority of participants reported feeling positively about the overall design of the blog, the teaching materials, and their own achievement in learning composition; and (4) the instructor-student interaction was positive, which enhances participants' learning motivation and compositional ability.</blockquote><p> </p>
Learner centredness in high school distance learning: Teachers' perspectives and research validated principles
Authors: Murphy Elizabeth , Rodriguez-Manzanares Maria A. 
Published: April 2016

<blockquote>This paper reports on a study that examined teachers' perspectives on learner centredness in a distance learning context. Data collection relied on semi-structured interviews conducted with 42 Canadian high school teachers. Teachers' perspectives were analysed then categorised according to the four dimensions of a research validated framework of learner centred principles. The perspectives grouped into the cognitive and metacognitive dimension emphasised the goal oriented, student directed, personalised, and independent nature of distance learning. Those grouped into the dimension of motivational and affective factors emphasised course design driven, not by content, but by student interest, relevance, choice, and input. Perspectives in the dimension of developmental and social factors highlighted the role of discussion forums and chat for communication between students. In the dimension of individual differences, perspectives highlighted the asynchronous nature of distance learning that supports a flexible pace, respects individual needs, caters to different learning styles, allows diversity in assessment, one-on-one attention, support, and personalised attention.</blockquote><p> </p>
Planning to teach with digital tools: Introducing the interactive whiteboard to pre-service secondary mathematics teachers
Authors: Holmes Kathryn 
Published: April 2016

<blockquote>Teaching is a complex endeavour that requires teachers to meld knowledge about the nature of learners, pedagogical strategies and discipline content. In recent years an increasing variety of educational technologies are finding their way into the school classroom, including the widespread acceptance of interactive whiteboards (IWBs). The emerging literature on IWB use is mixed, with no clear verdict on the merits of this technology in relation to teaching or student learning outcomes. However, as this equipment is fast becoming standard in a growing number of classrooms, it is important for pre-service teachers to be familiar with its features, potential difficulties and to have had experience in developing lesson activities that utilise the technology.<p>This study examines the lesson activities developed by a group (n=13) of final year undergraduate secondary mathematics pre-service teachers. The analysis is guided by the <em>Technological Pedagogical Content Knowledge</em> (TPCK) framework of Mishra and Koehler (2006). The study reveals that the pre-service teachers were able to plan effectively to integrate IWB features within their mathematical lessons and demonstrated developing TPCK as a result. They found that the primary benefits of the technology related to its potential to engage students with varied visual representations and virtual manipulatives which can aid conceptual understanding.</p></blockquote><p> </p>
Do undergraduate paramedic students embrace case based learning using a blended teaching approach? A 3-year review
Authors: Williams Brett 
Published: April 2016

<blockquote>This paper presents the results of a descriptive longitudinal study which aimed to identify student paramedic perceptions of case based learning used in the clinical curriculum of the Bachelor of Emergency Health (BEH) degree at Monash University, Victoria, Australia. Case based learning and its integration within clinical curriculum is an important part of undergraduate paramedic education at Monash University. The study used self reporting questionnaires involving 247 students. The analysis provides an indication of the students' perceptions of case based learning in their clinical curricula during the 2005-2007 academic years. Quantitative and qualitative data produced encouraging student satisfaction scores and themes emphasising that case based learning was an appropriate, valuable teaching and learning approach. The data also highlighted that improvements are required surrounding student equity and communication between peers and lecturing staff.</blockquote><p> </p>
A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings
Authors: Cheung Wing Sum , Hew Khe Foon 
Published: April 2016

<blockquote>Mobile handheld devices are increasingly being used in education. In this paper, we undertook a review of empirical based articles to summarise the current research regarding the use of mobile handheld devices (personal digital assistants/PDAs, palmtops, and mobile phones) in K-12 and higher education settings. This review was guided by the following four questions: (a) How are mobile handheld devices such as PDAs, palmtops, and mobile phones used by students and teachers? (b) What types of research methods have been applied using such devices? (c) What data collection methods are used in the research? and (d) What research topics have been conducted on these handheld devices in education settings, as well as their related findings? We summarise and discuss some major findings from the research, as well as several limitations of previous empirical studies. We conclude by providing some recommendations for future research related to mobile handheld devices in education settings.</blockquote><p> </p>
Usability and usefulness of eBooks on PPCs: How students' opinions vary over time
Authors: Lam Paul , Lam Shun Leung , Lam John , McNaught Carmel 
Published: April 2016

<blockquote><p>The number of academic eBooks in university libraries is increasing. Reading digital materials such as newspapers is valued in Hong Kong; however, students' perceptions of the value of reading academic eMaterials are not well known. In this study we investigated 12 students' use of academic eBooks on mobile readers in two ways. Six students had brief introduction to eBooks and they reported their first impressions of the technology. The other six students had a 12-week eBook reading period that was closely monitored by the research team. The experiences from the two groups of students generally affirmed that the technology has potential to enhance teaching and learning in a university setting. However, the experiences (especially of the long-term users) highlight a number of challenges that need to be addressed.</p></blockquote><p> </p>
Engaging academically at risk primary school students in an ICT mediated after school program
Authors: Tay Lee Yong , Lim Cher Ping 
Published: April 2016

<blockquote>This case study documents how a group of 14 academically at risk Primary 5 students (11 year olds) were engaged in academic related tasks in an after school program mediated by a <em>3-D Multi-User Virtual Environment (MUVE)</em>. Although there was no significant difference in the students' academic performance, they were found to be more engaged in the learning tasks and had acquired a range of information and communication technology (ICT) skills. At the start of the program students attended irregularly, but this improved gradually over the weeks, and other Primary 5 students were attracted to enrol in the program. The planned schedule of the after school program and the <em>3-D MUVE</em> provided the structures and online learning environment to engage these students. This paper reports on the after school program from the perspectives of the students and teachers, emphasising its context, that is, the school setting. The main finding suggests that the role of ICT has to go beyond the role of a mediating tool. It has to entice these students to be first interested in the virtual learning environment and subsequently in the content embedded within this environment. Thus ICT becomes a means to an end as well as an end by itself, in this process of engaging students. This finding has design implications especially for the use of ICT to engage academically at risk students.</blockquote><p> </p>
Effective online interaction: Mapping course design to bridge from research to practice
Authors: Thorpe Mary 
Published: April 2016

<blockquote>Quantitative and qualitative research of a case study course confirmed that the course achieved a highly interactive learning experience, associated with more effective student support and high student retention. Computer conferencing achieved high participation from the beginning and evidence of dialogue and argumentation within online tutor groups. This was achieved not by active tutor moderation but by a sequence of structured tasks. <em>Compendium</em> mind mapping software has been used to represent the design of this sequence of tasks and this has refined interpretation of the research findings. The positive outcomes identified relate not purely to computer conferencing but to an integration of individual and group tasks feeding forward into a well-designed assignment. The usability of case study data relates to the ability of practitioners to compare their own context with that of the case. The visual representation of the design of the task sequence is providing a better bridge from the research to the practice context than the use of general description of findings alone. This is particularly important in an area which has generated a range of sometimes conflicting findings, with weak links to the challenges of course design.</blockquote><p> </p>
Online forum discussion interactions as an indicator of student community
Authors: Dawson Shane 
Published: April 2016

<blockquote>Given the current diversity of communication tools at an educator's disposal, what role (if any) does the discussion forum play in the development of a strong sense of community among students? This study sought to investigate the relationship between discussion forum interaction and perceived student sense of community. The results of the study demonstrate that while mere quantity of discussion forum postings is not an indicator of community development, a significant relationship is observed when contributions are codified into the various discussion interaction types (learner - learner; learner - content; system). An implication emerging from these findings is the ability for the institution to implement evaluative measures to gauge levels of student sense of community in a just in time environment. As discussion interactions are automatically captured and reported, the data provides an indication of the degree of community developing among the student population at a specific snapshot in time. As multiple snapshots provide an ongoing indicator of community development, practitioners have the capacity to develop intervention activities designed to promote further peer to peer discussion and therefore, facilitate the development of a strong sense of community.</blockquote><p> </p>
Editorial 29(4)
Authors: Dalgarno Barney , Bennett Sue , Kennedy Gregor 
Published: April 2016

<p>We are pleased to present Volume 29, Issue 4 of AJET. In this editorial we would like to discuss the importance of building on the results of prior research. Building on prior research is an important consideration for AJET authors, as it is for authors of educational research publications in general. Arguably, there has been a tendency in educational research to ‘reinvent the wheel’ rather than building on the work of others. This has resulted in a proliferation of studies that propose new conceptual models for learning processes or educational issues rather than testing and refining the conceptual models developed by others. This limits the field in collectively moving forward and also makes it hard for practitioners trying to apply the results of ‘the latest research’ in their own context. A tendency to ignore or duplicate related research done by others may be one of the reasons why average citation rates for educational research publications are generally lower than those in the natural and biomedical sciences.</p>
Sketching up new geographies: Open sourcing and curriculum development
Authors: Boyd William , Ellis David 
Published: April 2016

<p class="Mabstract"><span style="color: black; font-family: 'Times New Roman'; font-size: x-small;">The functionality of web 2.0 technologies has caused academics to rethink their development of teaching and learning methods and approaches. The editable, open access nature of web 2.0 encourages the innovative collaboration of ideas, the creation of equitable visual and tactile learning environments, and opportunity for academics to develop contemporary assessment tasks. In reviewing an example of a teaching tool based on Google SketchUp 3D Warehouse, we have had to consider social and cultural changes required by academics adopting and adapting such technology. In using open source and collaborative knowledge technology there is a risk of work – including the work of students and others – being seen to be plagiarised, and this coming into conflict with established rules of academic behaviour. We conclude that universities must not only be willing to invest in the educational infrastructure to avoid communication, ownership, and authority issues, but, more importantly, be prepared to examine cultural change regarding values and beliefs around ownership of knowledge and the roles of collaborative knowledge generation. </span></p><p class="Mabstract"> </p>
Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms
Authors: Deng Liping , Tavares Nicole Judith 
Published: April 2016

<p class="abstract">Situated within an informal learning context, this study examines how a group of pre-service teachers in Hong Kong use Facebook and Google Sites on their own initiative to fulfil their academic and socio-emotional needs during their teaching practice. Also included in the study are the motivating and inhibiting factors that influence student online participation. Guided by an informal learning model and the literature relating to online participation and sense of community, this exploratory study generates its findings from questionnaires, individual interviews and online postings. The results show that the Google Sites created an avenue for the students to share a range of self-developed teaching resources and ideas. Facebook is a more interactive platform through which the participants seek peer support, exchange teaching ideas, and engage in discussions on a variety of topics. Structure and control provided by Google Sites and immediacy and interactivity afforded by Facebook become complementary to each other.</p><p> </p>
Collaboration and competition on a wiki: The praxis of online social learning to improve academic writing and research in under-graduate students
Authors: Carroll Julie-Anne , Diaz Abbey , Meiklejohn Judith , Newcomb Michelle , Adkins Barbara 
Published: April 2016

<p>While the Internet has been described as fundamental to higher education students, social and leisure internet tools are also increasingly being used by these students to generate and maintain their social and professional networks and interactions. Rapid technological advancements have enabled greater and faster access to information for learning and education. As such, we sought to integrate interactive, online social media into the assessment profile of a Public Health undergraduate cohort at the Queensland University of Technology (QUT). The aim of this exercise was to engage students to both develop and showcase their research on a range of complex, contemporary health issues within the online forum of Wikispaces (http://www.wikispaces.com/) for review and critique by their peers. We applied Bandura's social learning theory (SLT) to analyse the interactive processes from which students developed deeper and more sustained learning, and via which their overall academic writing standards were raised. This paper outlines the assessment task and the students' feedback on their learning outcomes in relation to the attentional, retentional, motor reproduction, and motivational processes outlined by Bandura in SLT. We conceptualise the findings in a theoretical model, and discuss the implications for this approach within the broader tertiary environment. <strong> </strong></p><p> </p>
Technology acceptance among pre-service teachers: Does gender matter?
Authors: Teo Timothy , Fan Xitao , Du Jianxia 
Published: April 2016

<p>This study examined possible gender differences in pre-service teachers’ perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar invariances, as well as latent mean difference) were conducted. Practically, the findings revealed that, while the gender groups showed no statistical difference on <em>perceived usefulness</em>, <em>attitudes toward technology</em>, <em>intention to use technology</em>, female pre-service teachers had lower scores on <em>perceived ease of use</em>, suggesting that technology use is more challenging for female pre-service teachers than for their male counterparts. Technically, the findings provided support for full configural and metric invariance, and for partial scalar invariance. Discussions about the findings and their practical implications concerning teacher training are provided. Future research directions are also suggested.</p><p> </p>