Comparing the standards of one metabolic equivalent of task in accurately estimating physical activity energy expenditure based on acceleration

The purpose of the study is to analyse how the standard of resting metabolic rate (RMR) affects estimation of the metabolic equivalent of task (MET) using an accelerometer. In order to investigate the effect on estimation according to intensity of activity, comparisons were conducted between the 3.5 ml O₂ · kg^?1 · min^?1 and individually measured resting VO₂ as the standard of 1 MET. MET was estimated by linear regression equations that were derived through five-fold cross-validation using 2 types of MET values and accelerations; the accuracy of estimation was analysed through cross-validation, Bland and Altman plot, and one-way ANOVA test. There were no significant differences in the RMS error after cross-validation. However, the individual RMR-based estimations had as many as 0.5 METs of mean difference in modified Bland and Altman plots than RMR of 3.5 ml O₂ · kg^?1 · min^?1. Finally, the results of an ANOVA test indicated that the individual RMR-based estimations had less significant differences between the reference and estimated values at each intensity of activity. In conclusion, the RMR standard is a factor that affects accurate estimation of METs by acceleration; therefore, RMR requires individual specification when it is used for estimation of METs using an accelerometer.     

The landscape of educational technology viewed from the ETR&D journal

The purpose of this study was to conduct a citation network analysis of Educational Technology Research and Development (ETR&D) to examine the trends and issues of the educational technology field's scholarly community that have evolved in the past two decades. The distinctive features of citation network analysis used in this study derive from a social network analysis approach to see relational and network patterns in the citation data. From this citation network analysis, we obtained the following results: (1) the ETR&D network revealed structural attributes that help us understand the features regarding how the field has developed and how scholarly works have interacted; (2) the most influential papers and scholars in the field were identified; (3) frequently co‐cited papers were recognized as having a strong relationship by a few researchers and (4) five cohesive subgroups (factions) generated key research themes in the field including: instructional design, learning environments, the role of technology, educational technology research and psychological foundations. Implications and limitations of the study were discussed for future research.     

A Cross-Cultural Study of the Self-Confidence of Counselors-in-Training

In this era of globalization, cross-cultural comparison studies could help counselor training programs enhance educational opportunities that are informative, supportive, and culturally responsive to students. Counselors-in-training in both the United States and South Korea were sampled in this study assessing self-esteem (individual and collective) and counselor activity self-efficacy (CA self-efficacy). Results indicated that American students endorsed higher levels of collective self-esteem and CA self-efficacy compared to Korean students. Age was positively correlated with CA self-efficacy in both the American and Korean samples. Additionally, the variable of supervision hours and internship experience was positively correlated with CA self-efficacy for American students, but showed no relationship with CA self-efficacy for Korea students. Implications for understanding the cultural differences of counseling-trainees’ self-confidence and the need for conducting cross-cultural comparison studies to provide insights about the training and development of trainees in cross-cultural settings are discussed.     

Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments

Two studies focusing on the development and validation of the Online Self‐Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self‐report instrument assessing the human interaction dimension of online self‐regulated learning. It consists of an affect/motivation scale and an interaction strategies scale. In Study 1, exploratory factor analysis of an initial affect/motivation item pool yielded four factors: enjoyment of human interaction, self‐efficacy for interaction with instructors, concern for interaction with students, and self‐efficacy for contributing to the online community. Exploratory factor analysis of an initial learning strategies item pool revealed three factors: writing strategies, responding strategies, and reflection strategies. In Study 2, confirmatory factor analysis was conducted in order to evaluate the stability of multidimensional factor structures. These exploratory and confirmatory factor analyses showed the OSRLI to be statistically moderate in terms of reliability and validity.     

UNDERSTANDING TEST‐TYPE ASSIGNMENT: WHY DO SPECIAL EDUCATORS MAKE UNEXPECTED TEST‐TYPE ASSIGNMENTS?

We interviewed special educators (a) whose students with disabilities (SWDs) were proficient on the 2008 general education assessment but were assigned to the 2009 alternate assessment based on modified achievement standards (AA‐MAS), and (b) whose students with mild disabilities took the 2008 alternate assessment based on alternate achievement standards (AA‐AAS) and then the 2009 AA‐MAS. We explored teachers’ rationales for test‐type assignment, student characteristics, and quality of instruction to determine the test‐type decisions’ appropriateness. All teachers based their decisions on combinations of factors in the guidelines plus subjective and noninstructional factors. Findings raised concerns about the subjectivity of the assessment assignment system and the inappropriate grade‐level instruction for SWDs. Future research, implications of these findings, and limitations are discussed.     

Do reductions in class size raise students’ test scores? Evidence from population variation in Minnesota's elementary schools

Many U.S. states and cities spend substantial funds to reduce class size, especially in elementary (primary) school. Estimating the impact of class size on learning is complicated, since children in small and large classes differ in many observed and unobserved ways. This paper uses a method of Hoxby (2000) to assess the impact of class size on the test scores of grade 3 and 5 students in Minnesota. The method exploits random variation in class size due to random variation in births in school and district catchment areas. The results show that reducing class size increases mathematics and reading test scores in Minnesota. Yet these impacts are very small; a decrease of ten students would increase test scores by only 0.04–0.05 standard deviations (of the distribution of test scores). Thus class size reductions are unlikely to lead to sizeable increases in student learning.     

Do Search Algorithms Endanger Democracy? An Experimental Investigation of Algorithm Effects on Political Polarization

ABSTRACT

This study examines algorithm effects on user opinion, utilizing a real-world recommender algorithm of a highly popular video-sharing platform, YouTube. We experimentally manipulate user search/watch history by our custom programming. A controlled laboratory experiment is then conducted to examine whether exposure to algorithmically recommended content reinforces and polarizes political opinions. Results suggest that political self-reinforcement, as indicated by the political emotion-ideology alignment, and affective polarization are heightened by political videos – selected by the YouTube recommender algorithm – based on participants’ own search preferences. Suggestions for how to reduce algorithm-induced political polarization and implications of algorithmic personalization for democracy are discussed.     

The national crisis and de/reconstructing nationalism in South Korea during the IMF intervention

Abstract

This paper explores the process by which Korean nationalism was challenged and transformed through utilizing sports celebrities as iconic figures during the International Monetary Fund (IMF) intervention in South Korea. The influences of the IMF intervention were not limited to economic and political fields; rather, Korean nationalism had undergone substantial changes through the national crisis. At that time, two Korean athletes who were hugely successful in the US became national celebrities, or even national heroes in South Korea, a baseball player, Chan‐ho Park and a goler Se‐ri Pak. The media representation of these two Korean athletes is useful for the understanding of altered nationalism during the IMF intervention. The analysis of media coverage of these two athletes can be summarized in three ways: first, the coverage is focused on a self‐governing individual; second, that individual is invested with the image of economic success in global competition; and third, that individual is invested with the image of responsibility for both family and nation‐state. Conclusively, the two celebrities were presented as models for a new kind of citizenship, i.e. a national individual. Finally, this paper suggests that Korean nationalism has been altered through the IMF intervention, but remains a hegemonic ideology albeit combined with neoliberalism.