The effects of cross-modality and level of self-regulated learning on knowledge acquisition with smartpads

Recently, there has been a transition from traditional paper or computer-based learning environments to smartpad-based learning environments, which are based on touch and involve various cognitive strategies such as touch operation and note taking. Accordingly, the use of smartpads can provide an effective learning environment through cross-modality, which simultaneously integrates information using two or more sensory modalities. Based on this rationale, this study investigated the effects of cross-modality (vision and tactility) on knowledge acquisition in a smartpad-based learning environment. Interaction between different modalities and learners’ self-regulated learning (SRL) skills was also tested. Ninety-nine college students were randomly assigned to three different learning environments: paper-based, smartpad-based unimodal, and smartpad-based cross-modal environments. Students were differentiated according to high and low SRL skill levels. The findings suggest that the participants in the smartpad-based cross-modal environment significantly outperformed the participants in the smartpad-based unimodal environment pertinent to identification and comprehension knowledge acquisition. Furthermore, the participants in the smartpad-based cross-modal environment performed equally with the participants in the paper-based environment.     

RELATIONSHIPS BETWEEN FRACTIONAL KNOWLEDGE AND ALGEBRAIC REASONING: THE CASE OF WILLA

To investigate relationships between students’ quantitative reasoning with fractions and their algebraic reasoning, a clinical interview study was conducted with 18 middle and high school students. The students were interviewed twice, once to explore their quantitative reasoning with fractions and once to explore their solutions of problems that required explicit use of unknowns to write equations. As a part of the larger study, the first author conducted a case study of a seventh grade student, Willa. Willa’s fractional knowledge—specifically her reversible iterative fraction scheme and use of fractions as multipliers—influenced how she wrote equations to represent multiplicative relationships between two unknown quantities. The finding indicates that implicit use of powerful fractional knowledge can lead to more explicit use of structures and relationships in algebraic situations. Curricular and instructional implications are explored.     

Cultural differences in how individuals explain their lying and truth-telling tendencies

This study investigated how cultural differences between Korea and the United States in attitudinal and normative components affect individuals’ explanation of their intentions to lie or tell the truth. Study 1 examined individuals’ intentions to base their lying or truth-telling tendencies on attitude-related reasons (i.e., attitudinal reasons) and subjective norm-related reasons (i.e., normative reasons). Study 2 examined individuals’ evaluation of a person who used attitudinal reasons or normative reasons to explain his/her behaviors of lying or truth-telling. The results showed that neither culture used one type of reason consistently across different behaviors. Instead, the types of behaviors influenced the way attitudinal and normative components were related to behavioral intentions. The attitudinal component was important for individuals’ explanations of their attitudinal reasons to lie and to tell the truth and that the normative component was important for individuals’ explanations of their normative reasons to lie. However, both the attitudinal and normative components were important for individuals’ explanations of their normative reasons to tell the truth. Cross-culturally, Koreans were more likely to use normative reasons when they had to explain why they intended to lie for a friend, whereas Americans were more likely to use normative reasons when they had to explain why they intended to tell the truth. In addition, Koreans and Americans had different preferences for each reason type depending on the type of behavior probably because Koreans, as compared to Americans, tend to view lying for a friend less negatively.     

Spotlight on Area Models: Pre-service Teachers’ Ability to Link Fractions and Geometric Measurement

International Journal of Science and Mathematics Education - To shed light on the value of the area model as a tool to elicit pre-service teachers’ (PSTs’) understanding of fractions...     

An analysis of the trends of undergraduates' academic achievement based on their admissions type in Korea

This study investigates the establishment and benefits of the comprehensive admissions type recently introduced into Korean universities. We analyse undergraduate students' academic achievement and career readiness across three different admissions types in a medium‐sized university: rolling, comprehensive and regular. First, a series of mixed ANOVAs examined longitudinal changes for academic achievement and a set of ANOVAs found differences for academic achievement, within each semester. Specifically, students admitted via comprehensive admissions were found to have grade point averages (GPAs) similar to students admitted via regular admissions. Second, two‐way MANOVA examined students' career readiness by admissions type and academic standing. Students admitted through comprehensive admissions were found to exhibit a higher level of career readiness across academic years. The implications for admissions types in Higher Education are discussed.     

TreeCovery: Coordinated dual treemap visualization for exploring the Recovery Act

The American Recovery and Reinvestment Act dedicated $787 billion to stimulate the U.S. economy and mandated the release of the data describing the exact distribution of that money. The dataset is a large and complex one; one of its distinguishing features is its bi-hierarchical structure, arising from the distribution of money through agencies to specific projects and the natural aggregation of awards based on location. To offer a comprehensive overview of the data, a visualization must incorporate both these hierarchies. We present TreeCovery, a tool that accomplishes this through the use of two coordinated treemaps. The tool includes a number of innovative features, including coordinated zooming and filtering and a proportional highlighting technique across the two trees. TreeCovery was designed to facilitate data exploration, and initial user studies suggest that it will be helpful in insight generation. RATB (Recovery Accountability and Transparency Board) has tested TreeCovery and is considering including the concept in their visual analytics.     

AGE‐RELATED DIFFERENCES IN ACADEMIC BURNOUT OF KOREAN ADOLESCENTS

Korean adolescents experience considerable stress because of an educational system that focuses primarily on college entrance examinations, pressure for academic achievement, and a competitive atmosphere in school. The main purpose of this study was to explore age differences in the construct of Korean adolescents’ academic burnout. Once assumptions of configural, factor loading, and intercept invariance were satisfied, we compared means of latent variables (four components of academic burnout in the present study). Results of the latent mean analysis showed that all four subscales (exhaustion, antipathy, cynicism, and inefficacy) of academic burnout increased gradually as age increased. Moving from elementary to middle and middle to high school appears to be stressful for students. Implications for school professionals and recommendations for future research are discussed.     

DEVELOPMENT AND IMPLEMENTATION OF A TRAIN‐THE‐TRAINER CURRICULUM ON SUCCESSFUL AND PRODUCTIVE AGING

Despite the fact that Japan has developed many exemplary social policies for their expanding older population and programs to foster elderly workforce participation, shortage of personnel with a comprehensive understanding of gerontology has limited these efforts. In response to the need for greater gerontological education among the Japanese who will work in the allied health professions, we developed an intensive training program on “Successful and Productive Aging,” with two associate degree colleges in Japan. Emphasizing lessons learned from the United States experience, the three‐week program covered issues in health promotion/ disease prevention, health maintenance/independence, mechanisms of formal/ informal caregiving, and preparations for retirement. Instructional methods included didactic presentations by a multidisciplinary faculty, case‐based problem‐solving exercises, and field visits to various agencies and geriatric facilities in the greater Boston area. The educational program was field‐tested with 5 faculty from Japan who were asked to evaluate the program based on whether the learning objectives were met, perceptions of relevance of subject matters to students in Japan, and perceptions of teaching methods’ effectiveness. We present the results of this successful cross‐national collaboration, with emphasis on how information gathered is being integrated into teaching plans upon returning to Japan.