Simulation research and design: a dual-level framework for multi-project research programs

Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.

     

Factor analysis of the pervasive developmental disorders rating scale with teacher ratings of students with autistic disorder

The Pervasive Developmental Disorders Rating Scale (PDDRS; Eaves, 2003) is a rating scale that is used in the screening process for pervasive developmental disorders (PDD). The PDDRS contains three scales: Arousal, Affect, and Cognition. In this study, the construct validity of the PDDRS was examined with teacher ratings from a sample of 168 children with autistic disorder through exploratory and confirmatory factor analysis. In the exploratory factor analysis, a three‐factor structure was examined. Confirmatory factor analysis was employed to evaluate the model‐fit of the data for the hypothesized second‐order factor structure. The results supported the averred factor structure of the PDDRS with teacher ratings for students with autistic disorder. Limitations of the data and areas for future research are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 207–216, 2005.     

Students' perceptions of women and men as learners in higher education

The purpose of this study was to investigate differences in women and men's classroom behavior from the perspective of both traditional college-age and adult students in higher education. A sample of 358 students in four institutions responded to a questionnaire with 39 classroom behaviors. Factor analysis of the survey responses yielded seven dimensions of perceived classroom behavior. Perceptions of male and female behavior differed significantly on six of the seven factors. Perceived differences did not conform entirely to the findings of other research. Gender and age of respondent were related to perceptions of behavior.     

Active Learning in Engineering Education: a (re)introduction

ABSTRACT

The informal network ‘Active Learning in Engineering Education’ (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners construct their knowledge based on meaningful activities and knowledge. In 2014, the steering committee of the ALE network reinforced the need to discuss the meaning of Active Learning and that was the base for this proposal for a special issue. More than 40 submissions were reviewed by the European Journal of Engineering Education community and this theme issue ended up with eight contributions, which are different both in their research and Active Learning approaches. These different Active Learning approaches are aligned with the different approaches that can be increasingly found in indexed journals.     

Incorporating Social Justice in Reference Education

Students of reference service can better prepare for careers in serving today’s communities by not only being sensitive to the needs of all members of their communities but also serving as advocates for services for those who are disenfranchised. This column addresses the place of incorporating the philosophy and application of social justice into the education of information specialists who are preparing for careers as reference librarians.     

Coexisting problem behaviour in severe dyslexia

A small group of children and young adolescent with dyslexia has severely impaired reading skills despite prolonged special education. These are the students in focus. In dyslexia, problem behaviour, internalised as well as externalised, has previously been reported, so also for the participants with dyslexia in this study. The aim of the present study was to obtain more in‐depth knowledge of the behaviour problems from various informants, representing different settings. This kind of information is imperative for identifying problem behaviour, and for planning and implementing remedial programmes. A clinical group of 70 students with severe dyslexia, due to phonological problems, and a control group of 70 without reading problems participated. The two groups were pair‐wise matched on age, gender, cognitive level and whether they lived in rural or urban areas. Mean age was 150 months, and mean IQ was approximately 100 in both groups. Parents, teachers and participants provided information on behaviour through the Achenbach questionnaires Child Behavior Checklist, Teacher's Report Form and Youth Self Report. Behaviour is, in these questionnaires, divided into eight syndrome areas called Withdrawn, Somatic Complaints, Anxious/Depressed, Social Problems, Thought Problems, Attention Problems, Delinquent Behavior and Aggressive Behavior. The three informant groups reported significantly more problems in the dyslexia group than in the controls in all the syndrome areas. Parents reported more children with dyslexia to be anxious and depressed, and have social problems and attention problems than teachers. They also reported suicidal ideations in nine participants with dyslexia. In addition, parents rated more internalising and total problems in the dyslexia group than teachers.     

The effect of task in deaf readers' graphophonological processes: a longitudinal study

This article reports on an investigation of graphophonological processes in deaf readers of French over a 1-year period. Deaf readers are known to have a phonological deficit compared to hearing peers, and conclusions from studies on this question are often conflicting. Among the different types of phonological processing, we can identify graphophonological processes based on correspondences between the oral and the written language. In this investigation, we evaluated graphophonemic and graphosyllabic processes using, in each case, two different tasks varying in their degree of cognitive constraints (CC- vs. CC+). Nineteen 11 year-old deaf students were compared to younger normal readers of the same reading level (RA, n = 17) and to normal readers of the same age (CA, n = 20). Two variables were considered in the analyses: accuracy and response latency. Results show that deaf readers do process written items at the graphophonological level and that graphophonological processes are related to reading ability. Also, results indicate main effects of task (CC- vs. CC+), time (T1 vs. T2), and group. In general, deaf participants' performances are comparable to those of RA and differ from those of CA. Results are discussed within the framework of the study of phonology in deaf readers and its relation to reading acquisition.     

What makes a word difficult? Insights into the mental representation of technical terms

Learning from texts requires reflection on how far one has mastered the material. Learners use such metacognitive processes to decide whether to engage in deeper learning activities or not. This article examines how the lexical surface of specialist concepts influences their mental representation. Lexical encodings that are the concise wordings of a concept (e.g., tension headache or migraine for specific types of headache) provide immediate access to the underlying content. To understand learning contents appropriately, learners have to work on such lexical covers to gain insight into the underlying semantic meaning. It was assumed that a technical term??s origin (either German or classical Latin/Greek) is used systematically as a hint for further elaboration. 41 college students rated the difficulty, familiarity, competence, accessibility, and their knowledge of 17 German-language (GL) terms and their classical language (CL) synonyms. The influence of word frequency was controlled. As expected, results showed that GL terms were perceived to be less difficult than CL terms. Consequently, comprehension of these terms was rated more highly. Analyses of how lexical encoding influenced accuracy of participants?? comprehension judgments showed that participants?? comprehension ratings were less accurate for GL terms. Theoretical and practical implications for learning from written information are discussed.     

Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors

Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each type of instructor versus the type of classes they teach. Data collection was via an online survey composed of subscales from two validated instruments, as well as one open-ended question asking students to compare the same class taught by a professor versus a GTA. Quantitative and qualitative results indicated that some student instructional perceptions are specific to instructor type, and not class type. For example, regardless of type of class, professors are perceived as being confident, in control, organized, experienced, knowledgeable, distant, formal, strict, hard, boring, and respected. Conversely, GTAs are perceived as uncertain, hesitant, nervous, relaxed, laid-back, engaging, interactive, relatable, understanding, and able to personalize teaching. Overall, undergraduates seem to perceive professors as having more knowledge and authority over the curriculum, but enjoy the instructional style of GTAs. The results of this study will be used to make recommendations for GTA professional development programs.     

Age as a merit in admission decisions for higher education

Higher Education - This paper uses register data to study how a particular age reward feature affects admission into two highly competitive study programs: medicine and law. The Norwegian admission...