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261.
262.
Hassan M. Selim Ahmed 《Decision Sciences Journal of Innovative Education》2010,8(2):313-346
E‐learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a “hybrid” e‐learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e‐learning by learners and the factors affecting the learners’ satisfaction with these tools. This study assesses hybrid e‐learning acceptance by learners using three critical success factors: instructor characteristics, information technology infrastructure, and organizational and technical support. Structural equation modeling was applied to examine and validate the hypothesized relationships among the three factors and their effects on learners’ acceptance of hybrid e‐learning. A total of 538 usable responses from university students were used to validate the proposed research model. The influence of the three factors on learners’ decision to accept hybrid e‐learning was empirically examined. The results show that all three factors significantly and directly impacted the learners’ acceptance of hybrid e‐learning courses. Information technology infrastructure and organizational support were proven to be key determinants of the instructor characteristics as a critical success factor of hybrid e‐learning acceptance by learners. Implications of this work for higher education institutions, researchers, and instructors are described. 相似文献
263.
Qun Liu Daqing Jiang Tasawar Hayat Ahmed Alsaedi 《Journal of The Franklin Institute》2018,355(13):5830-5865
In this paper, we study two stochastic multigroup S-DI-A epidemic models for the transmission of HIV. For the stochastic S-DI-A epidemic model with periodic coefficients, we first obtain sufficient conditions for persistence in the mean of the disease. Then in the case of persistence, we show that the model admits a positive T-periodic solution by using Khasminskii theory of periodic solution. Moreover, we establish sufficient conditions for exponential extinction of the infectious disease. For the stochastic S-DI-A epidemic model disturbed by both white and telegraph noises, we first establish sufficient conditions for persistence in the mean of the disease. Then in the case of persistence, we obtain sufficient conditions for the existence of a unique ergodic stationary distribution of the positive solutions by constructing a suitable stochastic Lyapunov function with regime switching and we also obtain sufficient conditions for exponential extinction of the system with regime switching. 相似文献
264.
Many mathematics departments have instituted transition-to-proof courses for second semester sophomores to help them learn how to construct proofs and to prepare them for proof-based courses, such as abstract algebra and real analysis. We have developed a way of getting students, who often stare at a blank piece of paper not knowing what to do, to start writing proofs. This is the technique of writing proof frameworks, which is based on the logical structure of the statements of the theorems and associated definitions. Also, in order to unpack the conclusion and know what is to be proved, students need definitions to become “operable.” 相似文献
265.
The story of the cell commonder, calcium, reaches into all corners of the cell and controls cell proliferation, differentiation, function, and even death. The calcium-driven eukaryotic revolution is one of the great turning points in the life history, happened about two billion years later when it was converted from a dangerous killer that had to be kept out of cell into the cell master which drives the cell. This review article will take the readers to a tour of tissues chosen to best show the calcium’s many faces (proliferator, differentiator, and killer). The reader will first see calcium and its many helpers, such as the calcium-binding signaler protein calmodulin, directing the key events of the cell cycle. Then the tour will move onto the colon to show calcium driving the proliferation of progenitor cells, then the differentiation and ultimately the programmed death of their progeny. Moreover, the reader will learn of the striking disabling and bypassing of calcium-dependent control mechanisms during carcinogenesis. Finally, recommendations should be taken from the underlying mechanisms through which calcium masters the presistance, progression, and even apoptosis of colorectal cancer cells. Thus, this could be of great interest for designing of chemoprevention protocols. 相似文献
266.
Cultural Studies of Science Education - This piece responds to the article by Arif Rachmatullah, Soonhye Park, and Minsu Ha “Crossing borders between science and religion: Muslim Indonesian... 相似文献
267.
Ahmed Lachheb Victoria Abramenka-Lachheb Stephanie Moore Colin Gray 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1653-1670
Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.
Practitioner notes
What is already known about this topic- Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.
- Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.
- Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.
- Practical means for engaging in ethical design practice are scarce in the field.
- A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.
- A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well-being.
- Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy.
- Methods—using a practical ethical decision-making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk.
- A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders.
- Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies.
- Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well-being, as an important aspect of their ethical design responsibilities.
- Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.
268.
Cynthia Boggio Ahmed Zaher Marie-Line Bosse 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1332-1350
The present study assessed the effectiveness of the ECRIMO educational application designed to build first-grade level spelling skills. We tested whether using the app to teach spelling would be as effective as providing the same training using traditional paper exercises. The effect of integrating gamification into mobile learning apps, which has been little studied in the context of young children, is also investigated. A pretest/training/posttest design was implemented with 311 first-graders divided in four groups: no training, paper training, the ECRIMO app with gamification features, and the ECRIMO app without gamification. Spelling, reading and phonological awareness abilities was measured at both pretest and posttest. The training was conducted over a 7-week period (4.40 hours in total). The experimental design allowed us to answer three questions: (1) Is spelling training effective regardless of the medium used? (2) Is training through the app as efficient as paper-based training? (3) Does gamification impact students' learning performance? Mixed-model analyses revealed (1) a positive effect on the training outcome depended on the initial spelling ability of participants, (2) a comparable efficiency between autonomous training using the ECRIMO app on tablets and the same training provided by teachers using paper exercises and (3) a marginally positive effect of gamification that is greater for the weakest students. The present study proposes an original and pertinent experimental design to test the relevance of educational applications. The design features of learning apps can impact students' learning differently depending on their initial level. A critical step should be verifying that using online apps for training is at least as effective as the same training using paper exercises.
Practitioner notes
What is already known about this topic- A significant number of children experience difficulties in reading and spelling from the first years of learning.
- The use of new technologies to support classroom teaching is rapidly developing as a topic of interest for educational professionals and researchers.
- Evaluations of new technologies developed to enhance literacy skills suggest that many factors can vary their effectiveness.
- The effectiveness of a digital educational application can be enhanced or undermined by design choices, such as gamification.
- Spelling training with the app ECRIMO seems effective for first year students, especially those with the lowest and middle level.
- Comparable effects of both the tablet-based and paper equivalent training on participants' spelling were found.
- The use of gamification in ECRIMO could be more suitable for the weakest students.
- Educational technologies should be evidence-based and should be evaluated with both a passive and an active control group.
- The design should be carefully considered and tested, as it may be advantageous for some students and disadvantageous for others.
- The use of digital technology in education can be beneficial for classroom practice, when the activity can be carried out in total autonomy, leaving the teacher available for a group of pupils with specific needs.