bluuebunny/crossref_metadata_2025_split huggingface dataset:
Liminality and disinhibition in online language learning
Authors: Cunningham Una Mary 
Published: November 2016

<p>The aim of this paper is to bring theoretical concepts from other areas of scholarly research to bear on synchronous online education in a cross-disciplinary effort to shed light on what is going on by introducing systems of thought from other areas. The liminality and associated communitas which are found in synchronous online learning environments are examined for their possible consequences for learning in general and language learning in particular. Like computer-mediated communication, liminality has been associated with disinhibitory effects. Lack of excessive inhibition has been shown to have positive effects on second language production. The position of the online learner as “neither here nor there” or perhaps simultaneously both here and there is investigated and discussed.</p><p> </p>
Using mLearning and MOOCs to understand chaos, emergence, and complexity in education
Authors: De Waard Inge , Abajian Sean , Gallagher Michael Sean , Hogue Rebecca , Keskin Nilgün , Koutropoulos Apostolos , Rodriguez Osvaldo C. 
Published: November 2016

<p>In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the field of education today. We do this through the prism of a MobiMOOC, a six-week course focusing on mLearning that ran from April to May 2011. MobiMOOC embraced the core MOOC components of self-organization, connectedness, openness, complexity, and the resulting chaos, and, as such, serves as an interesting paradigm for new educational orders that are currently emerging in the field. We discuss the nature of participation in MobiMOOC, the use of mobile technology and social media, and how these factors contributed to a chaotic learning environment with emerging phenomena. These emerging phenomena resulted in a transformative educational paradigm. <br /><br /></p>
Toward a CoI population parameter: The impact of unit (sentence vs. message) on the results of quantitative content analysis
Authors: Gorsky Paul , Caspi Avner , Blau Ina , Vine Yodfat , Billet Amit 
Published: November 2016

<p>The goal of this study is to further corroborate a hypothesized <em>population parameter</em> for the frequencies of social presence versus the sum of teaching presence and cognitive presence as defined by the community of inquiry model in higher education asynchronous course forums. This parameter has been found across five variables: academic institution (distance university vs. campus-based college), academic discipline (exact sciences vs. humanities), academic level (graduate vs. undergraduate), course level (introduction vs. regular vs. advanced), and course size (small vs. medium vs. large), that is, the number of students enrolled. To date, the quantitative content analyses have been carried out using the syntactic unit of message. In an attempt to further establish the parameter’s goodness-of-fit, it is now tested across two different syntactic units, message versus sentence. To do so, the same three-week segments from 15 Open University undergraduate course forums (10 from humanities and five from exact sciences) were analyzed twice—once by the unit message and once by the unit sentence. We found that the hypothesized parameter remained viable when the unit of analysis is the sentence. We also found that the choice of syntactic unit is indeed a critical factor that determines the “content” of the transcript and its inferred meaning.</p>
An investigation of communication in virtual high schools
Authors: Belair Marley 
Published: November 2016

<p>Virtual schooling is an increasing trend for secondary education. Research of the communication practices in virtual schools has provided a myriad of suggestions for virtual school policies. The purpose of this qualitative study was to investigate the activities and processes involved in the daily rituals of virtual school teachers and learners with the goal of determining how regular phone calls by teachers contributed to the work habits of students. Eight virtual teachers were observed attempting to contact more than 60 struggling learners. Phone conversations with 12 of these learners showed that teachers repeatedly attempted to help them. Eleven students were interviewed and indicated preferences for written communications. Ten additional teachers who were interviewed emphasized the difficulty they had in reaching students by phone and the lack of student responses to phone-call attempts. The teachers in the study provided additional data regarding their regular communication patterns. Archival records from more than 100 contact attempts showed that approximately 20% of the students responded to teacher phone calls and less than half of these students completed the work requested. The interview data revealed that teachers believe written communications or multiple forms of communication may be more effective than regular phone calls. Future research should extend current research by expanding on sample size and investigating alternate methods of communication. Further investigation of learner responses to phone calls and of nonresponsive students could add to this data.</p><p> </p><p> </p><p> </p><p> </p>
Identification of conflicting questions in the PARES system
Authors: Tsinakos Avgoustos , Kazanidis Ioannis 
Published: November 2016

<p>Student testing and knowledge assessment is a significant aspect of the learning process. In a number of cases, it is expedient not to present the exact same test to all learners all the time (Pritchett, 1999). This may be desired so that cheating in the exam is made harder to carry out or so that the learners can take several practice tests on the same subject as part of the course.</p><p><br />This study presents an e-testing platform, namely PARES, which aims to provide assessment services to academic staff by facilitating the creation and management of question banks and powering the delivery of nondeterministically generated test suites. PARES uses a conflict detection algorithm based on the vector space model to compute the similarity between questions and exclude questions which are deemed to have an unacceptably large similarity from appearing in the same test suite. The conflict detection algorithm and a statistical evaluation of its accuracy are presented. Evaluation results show that PARES succeeds in detecting question types at about 90% and its efficiency can be further increased through continuing education and enrichment of the system’s correlation vocabulary.<br /><br /></p><p> </p>
Teaching time investment: Does online really take more time than face-to-face?
Authors: Van de Vord Rebecca , Pogue Korolyn 
Published: November 2016

<span>Enrollments in online programs are growing, increasing demand for online courses. The perception that teaching online takes more time than teaching face-to-face creates concerns related to faculty workload. To date, the research on teaching time does not provide a clear answer as to the accuracy of this perception. This study was designed to investigate which aspects, if any, are more time consuming for instructors teaching in the online environment. Time logs were kept by four online instructors (eight classes) and six on-campus instructors (six classes) through six weeks of the 15-week semester. Results indicated that, overall, face-to-face teaching required more time per student, but certain aspects of online teaching take considerably more time per student than in the face-to-face classroom.</span><br /><br />
Understanding e-learning adoption in Brazil: Major determinants and gender effects
Authors: Okazaki Shintaro , Renda dos Santos Luiz Miguel 
Published: November 2016

<p>The objective of this study is to examine factors influencing e-learning adoption and the moderating role of gender. This study extends the technology acceptance model (TAM) by adding attitude and social interaction. The new construct of social interaction is applied to the South American context. Gender effects on e-learning adoption from educators’ perspectives have seldom been explored. The data collection takes place in three major Brazilian universities. In total, 446 faculty members responded to the questionnaire. Our structural equation modeling reveals that ease of use and perceived usefulness are significant antecedents of attitude, which in turn affects intention. However, unlike the original TAM, perceived usefulness is not a direct driver of intention. In terms of moderation, gender affects three relationships: (1) ease of use –› perceived usefulness; (2) perceived usefulness –› attitude, and (3) intention –› actual behavior. The analysis is carried out in a single country; thus, caution should be taken in generalization of the results. The findings will help academics, educators, and policy makers to better understand the mechanism of e-learning adoption in Brazil. <br /><br /></p><p> </p>
Exploring learner to content interaction as a success factor in online courses
Authors: Zimmerman Tekeisha Denise 
Published: November 2016

<p>Interaction plays a critical role in the learning process. For online course participants, interaction with the course content (learner-content interaction) is especially important because it can contribute to successful learning outcomes and course completion. This study aims to examine the relationship between learner-content interaction and course grade to determine if this interaction type is a contributing success factor. Data related to student interaction with course content, including time spent reviewing online course materials, such as module PowerPoint presentations and course videos and time spent completing weekly quizzes, were collected for students in three sections of an online course (<em>N </em>= 139). The data were then correlated against grades achieved in the course to determine if there was any relationship. Findings indicate statistically significant relationships between the amount of time the learner spent with the content and weekly quiz grades (<em>r </em>= .-72). The study concludes that learners who spent more time interacting with course content achieve higher grades than those who spent less time with the content.<br /><br /></p>
Open education resources and mobile technology to narrow the learning divide
Authors: Ally Mohamed , Samaka Mohammed 
Published: November 2016

<p>As the world becomes more digitized, there will be an increasing need to make available learning resources in electronic format for access by information and communication technologies. The question education will face is whether these learning resources will be available for learners to access at no cost or affordable cost so that there will be equity in access by anyone regardless of location, status, or background. With initiatives such as the Millennium Development Goals and Education For All by the United Nations (United Nations, 2011) learning materials must be available as open education resources to achieve the goals. Currently, most learning materials are available at a cost for people to purchase to learn, or they have to travel to a specific location (school or library) to access learning materials. In some parts of the world, especially in developing countries, these costs are prohibitive, preventing learners from achieving a basic level of education so that they can be productive in society and improve their quality of life (Bhavnani et al., 2008). Some would say that people in remote locations and developing countries do not have computers to access learning materials. It is true that many do not have desktop or laptop computers to access learning materials, but they have mobile devices and are now obtaining tablets with wireless capability to allow them to access learning materials from anywhere and at any time. These countries are bypassing the wired desktop stage and moving directly to wireless mobile technology (Bhavnani et al., 2008). Storing open education resources (OER) in electronic repositories will allow learners to access the resources using mobile technology. With mobile technologies, learners can complete coursework and assessments from anywhere and send their work to their tutors electronically and receive feedback (GSMA, 2011).</p>
Rethinking OER and their use: Open education as Bildung
Authors: Deimann Markus , Farrow Robert 
Published: November 2016

<p>Despite the recent increases of interest in open education, notably in massive open online courses (MOOCs) (Fini, 2009), it has been continuously asserted that this form of social knowledge production lacks a philosophical or theoretical foundation (Vandenberg, 1975). Similar accusations have been made with respect to distance education, such as being slow to engage with critical debates in theory and research (Evans &amp; Nation, 1992). In a similar vein, Danaher, Wyer, and Bartlett (1998) claim that researchers in open and distance learning tend to draw on too narrow a range of theoretical resources in their research. Given the considerable rise of open education over recent years, these critical appraisals urge us to expand theoretical approaches and refine our understanding of evolving pedagogical and technological relations (cf. Bell, 2011). In this paper, we contribute to debates surrounding open education and open educational resources by introducing the concept of <em>Bildung</em> (self-cultivation, self-realization) as a powerful reflective tool and framework for approaching open education. We will elaborate on the potentials of Bildung by reviewing the history of the concept and exploring the extent to which Bildung can provide open education with a theoretical framework. Our focus is not exclusively on open educational resources (OER): We follow other commentators (Mackey &amp; Jacobson, 2011, p. 62; cf. Weller, 2011) who argue that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content.</p><p>We also argue that the beliefs and values associated with Bildung – including autonomy, critical reflection, inclusivity, and embracing the potential for self-development – are suitable for providing a theoretical framework for open education as well as providing a critical lens through which to assess contemporary models of education (e.g., Liessmann, 2006).</p><!--	@page { margin: 2cm }	P { margin-bottom: 0.21cm; direction: ltr; color: #000000; line-height: 130%; text-align: justify; widows: 0; orphans: 0 }	P.western { font-family: "Frutiger LT Com 45 Light", "Arial Unicode MS"; font-size: 11pt; so-language: en-GB }	P.cjk { font-family: "SimSun", "宋体"; font-size: 11pt; so-language: zh-CN }	P.ctl { font-family: "Lucida Sans", sans-serif; font-size: 12pt; so-language: hi-IN }	A:visited { color: #800080 }	A.western:visited { so-language: de-DE }	A.cjk:visited { so-language: zh-CN }	A.ctl:visited { so-language: hi-IN }	A:link { color: #0000ff } -->
Impacts of land cover change on climate trend in Padang Indonesia
Authors: Hermon Dedi 
Published: November 2016

ἀe purpose of this study was to analyze the trend of climate change through changes in the elements of Green House Gases (GHGs), includes the trend of CO2, N2O, and CH4. ἀe change of the extreme rainfall and temperature indices due to land cover change into developed area in Padang. IdentiḀcation and analysis trends of climate change and extreme climatic events were analyzed by using RclimDex the Expert Team for Climate Change Detection and Indices (ETCCDMI) technique. Where as the analysis and interpretation of land cover changes into developed area used Landsat TM 5 and Landsat 1985 7 ETM + of 2011 by ERDAS 9.2 GIS with the supervised classiḀcation method and GIS Matrix. ἀe results of the study provide informations of land cover changes into developed area at forest land (11,758.9 ha), shrub (3,337.3 ha), rice Ḁelds (5,977.1 ha), and garden (5,872.4 ha). It has an implication on increasing of the ele-ments of GHGs concentration such as CO2 (14,1 ppm), N2O (5,4 ppb) and CH4 (24,8 ppb). ἀis condition lead to an extreme temperature and presipitation indexs trends in Padang.
An Examination of the Determinants of The Mode of Transport to Primary Health Facilities in A Developing Region
Authors: Otun Olayinka , Dina Adeolu , Bamigboye Adeola 
Published: November 2016

Access to primary health facilities is a key determinant of the overall well being of the population in an area. In rural regions were distances to public facilities are usually longer compared to urban areas, it is not clear if people are still willing to walk to use these facilities. It is pertinent therefore to clarify such uncertainty since walking distance is a standard measure used to plan such public facilities particularly in rural regions. The objective of this study therefore is to provide a framework to determine the factors that will influence a health care service seeker in a developing region to walk or use other means of transport to a primary health facility. The case study for this research is Ijebu North Local Government Area of Ogun state made up of eleven urban and rural wards. One hundred and fifty households were selected at random for interview. Logit regression was used to describe how some predictor variables were used to explain the likelihood of a particular household walking to a primary health facility. The predicting model in this study was able to classify 80.0% of the cases correctly. This simply shows that the predictors (independent variables) contribute to the predicting power of the logistic regression model. The pseudo R-squares of Cox and Snell’s R-square and Nagelkerke’s R also show that our logistic model is relevant to predicting whether a household will walk or use a vehicle while attending a health facility. In our study, we noted that settlement status (p=0.00) and transport cost to health facility (p=0.00) contributed significantly to the prediction. This study also reveals that the odds for household members in an urban area to walk to the health facility often used is 88.1% lower than the odds for a household in a rural area. It was revealed that households that are poor are 49% times more likely to walk to the health facility they frequently used. The knowledge of the factors that will determine whether health care service seekers in a developing region will want to walk or not will assist government in the planning and provision of health facilities.
PERAN PEMUDA DALAM PENDAMPINGAN MAHASISWA DIFABEL DAN IMPLIKASINYA TERHADAP KETAHANAN PRIBADI PEMUDA (Studi di Pusat Layanan Difabel (PLD) UIN Sunan Kalijaga Yogyakarta)
Authors: Shofa Abd Mu'id Aris 
Published: November 2016

Pemuda menjadi aset bangsa yang sangat penting bagi kelanjutan dalam kehidupan berbangsa dan bernegara, kemajuan suatu bangsa bisa dilihat dari kualitas pemudanya baik secara intelektualitasnya ataupun karakter pribadinya. Penelitian ini bertujuan untuk mengetahui bagaimana peran pemuda dan implikasi terhadap ketahanan pribadi pemuda dalam pendampingan mahasiswa difabel di Pusat Layanan Difabel (PLD) UIN Sunan Kalijaga Yogyakarta. Metode yang digunakan oleh peneliti dalam penelitian ini adalah metode deskriptif kualitatif. Teknik pengumpulan data menggunakan tiga teknik, yaitu wawancara mendalam, observasi, dan studi dokumentasi. Prosedur teknik analisis data dalam penelitian ini, yaitu 1) reduksi data, 2) display data, 3) mengambil kesimpulan. Objek dalam penelitian ini adalah para pemuda yang menjadi pendamping bagi mahasiswa difabel di Pusat Layanan Difabel (PLD) UIN Sunan Kalijaga Yogyakarta.Dari penelitian ini diketahui, peran pemuda dalam pendampingan mahasiswa difabel di PLD UIN Sunan Kalijaga mempunyai dampak positif terhadap ketahanan pribadi pemuda. Hal ini ditunjukkan dengan adanya sikap rasa percaya diri yang bertambah, berpegang pada prinsip, memiliki rasa tanggung jawab, memiliki jiwa kreatif dan mendambakan kebersamaan. Dalam upaya untuk meningkatkan ketahanan pribadi pemuda yang tangguh dan baik maka program pendampingan terhadap mahasiswa difabel bisa digunakan sebagai salah satu metode atau cara untuk meningkatkan ketahanan pribadi pemuda.
Morphology of tissue reaction in rats after subcutaneous implantation of porcine pericardium and aortic valve leaflets devitalized by cryoradiation
Authors: Manchenko A. , Mikhailova I. , Sandomirsky B. 
Published: November 2016

The decrease of immunogenicity is a priority requirement to pre-implantation treatment of the xenogeneic graft tissue. To create tissue implants of the pericardium and aortic valve leaflets, we have developed a method of devitalizing treatment, based on the combined effect of low temperatures (-196 °C) and ionizing β-radiation. This approach provides deletion to the main targets of biomaterial immunogenicity due to the effects of successive cryo- and radiation damage, as well as the activation of radiation-induced apoptosis.The purpose of research was to assess the impact of low-temperature and radiation and their synergistic effect on the biocompatibility of devitalized xenogeneic tissues.Methods. Histological tests were used to study tissue reaction in experimental animals after implantation of native porcine pericardium and aortic valve leaflets (control), grafts after freezing-thawing and grafts after freezing-thawing with irradiation at a dose of 25 kGy. After 7, 14 days and 1, 3, 6 and 12 months we evaluated the morphological changes of implant structure, inflammatory response of the recipient’s tissue, formation of the capsule and its degree of maturity, the xenogeneic cells survival and recovery of recipient’s surrounding tissue.Results. Comparative analysis has revealed fundamental differences of engraftment indicators and tissue reaction of cryopreserved and irradiated samples from implants after freezing and β-radiation. Cryoradiation processing greatly reduced the immune response to the implantation. Devitalized tissues promoted early stimulation of recipient’s tissues repair, maintained compactness and structural integrity. After a year the border between the implant and connective tissue erased, biomaterial was fully sprouted with recipient’s tissue. The observed changes testify to the integration of implant’s connective tissue, followed by its replacement.Conclusion. Our study has confirmed the possibility of using xenogeneic pericardium and aortic valve leaflets, being modified by cryoradiation method to restore soft tissue structures.
Transplantation of cryopreserved rat fetal neural cells in suspension and in multicellular aggregates into rats with spinal cord injury
Authors: Sukach A. , Lebedinsky A. , Ochenashko O. , Petrenko A. 
Published: November 2016

Today cell transplantation is one of the promising approaches of spinal cord injuries treatment. The aim of the work was to study the effect of cryopreserved fetal neural cell transplantation in suspensions and cell aggregates for motor activity recovery of rats with experimental spinal cord injury.Materials and methods. Cells were isolated from the brain tissue of rat fetuses 15-16 days of gestation. The formation of aggregates was performed during short-term cultivation at a concentration of 8·106cells/mL in medium with 10 % adult rat serum. Cell transplantation was performed into the damaged area of spinal cord in aggregates or suspension. To fix transplanted cells in the damaged area we used alginate gel.Results. Transplantation of cryopreserved fetal neural cells in alginate gel had the positive effect on dynamics of rats’ motor activity recovery. That was manifested in the extensive mobility of three joints of one limb and the limited mobility of two joints of the other with simultaneous recovery of the sensitivity of the hind limbs.Conclusion. Cryopreserved fetal neural cells aggregates had a high therapeutic potential on rat traumatic spinal cord injury compared with cell suspension by improving the structure of forming nervous tissue and significantly increasing the rate of hind limb function recovery.