Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms

ABSTRACT

The flipped classroom pedagogy has been widely used recently. Despite many researches have paid attention with the learning outcome of flipped classroom, there has been limited attention in regard to investigate the relationship between learning behavior and learning outcomes in a flipped classroom. In this paper, we proposed to investigate the influence of online learning behaviors on short-term and long-term learning outcomes in a flipped classroom. This study used Calculus and grade point average (GPA) scores to represent short-term and long-term learning outcomes, respectively. Multiple linear regression indicated that students’ online learning behavior does not have a significant effect on short-term learning outcomes, but has a significant effect on long-term learning outcomes. For applying multiple correspondence analysis, students were divided into groups according to five grade levels based on their scores. According to GPA grade level, students’ online learning behaviors had a significant effect on long-term learning outcomes for the five groups (GPAa, GPAb, GPAc, GPAd, GPAe). According to their Calculus grade level, students’ online learning behaviors had a significant effect on short-term learning outcomes for three groups (CALa, CALd, and CALe), but two groups (CALb and CALc) did not demonstrate this trend. For exploring the effects of online learning behaviors on future learning outcomes, GPA can be considered representative because the GPA was calculated for the entire academic year 2015. Students in the CALa group exhibited the highest frequency of online learning behaviors and obtained the highest GPA grade levels (GPAa and GPAb). For the CALb, CALc, CALd, and CALe groups, students with a higher frequency of online learning behaviors obtained a higher GPA grade level. These results indicate that students’ online learning behaviors have a positive effect on future learning outcomes.     

Ask Dr. Discovery: the impact of a casual mobile game on visitor engagement with science museum content

Educational technology research and development - This study examines the impact of a mobile game app on science museum visitors’ level of engagement with exhibit content, compared to a non...     

Specialisms for Generalists

The understanding of gender inequality for women entering work has not been subject to significant research or theorizing. This small study indicated that young women entering the workplace are subject to direct discrimination and by using an intersectionality approach this paper proposes that the intersection of gender and young age results in women being identified as the out-group, stereotyped and subjected to micropolitics. This paper also argues that the continued unequal power relations in organizations ensures that equality and diversity policies do not change the individual non-conscious processes that take place that allow the continuation of the glass ceiling.     

Growth in Externalizing and Internalizing Problems in Childhood: A Prospective Study of Psychopathology Across Three Generations

Three generations of participants were assessed over approximately 27 years, and intergenerational prediction models of growth in the third generation’s (G3) externalizing and internalizing problems across ages 3–9 years were examined. The sample included 103 fathers and mothers (G2), at least 1 parent (G1) for all of the G2 fathers (99 mothers, 72 fathers), and 185 G3 offspring (83 boys, 102 girls) of G2, with prospective data available on the G2 fathers beginning at age 9 years. Behavior of the G2 mother, along with father contact and mother age at birth were included in the models. Intergenerational associations in psychopathology were modest, and much of the transmission occurred via contextual risk within the family of procreation.     

The Cultural Bond? Cricket and the Imperial Mission

The Cultural Bond? Cricket and the Imperial Mission

Cricket tours provide an excellent insight into the relationship between the colonies and England during the Imperial era. New Zealand has never had much of a cricketing legacy, but the game was still cherished and English tours were enthusiastically followed because they provided a link with ‘home'. Two English cricket teams visited New Zealand in the Edwardian age, the Lord Hawke XI in 1902-03 and the MCC in 1906–07. These tours were intended to be a panacea for a struggling local game while providing an extension of the cultural bonds of Empire. Both tours were rich in Imperial code and ceremony but their impact was lost in translation. The Lord Hawke XI, although all conquering, failed to win the hearts and minds of the New Zealand public because of a series of on-field moments of poor sportsmanship, and the public response to the treatment of the professionals in the team. The MCC team provided a fair challenge to New Zealand team, but lacked the star appeal of the Lord Hawke team, leaving the public somewhat underwhelmed. Both tours exemplify the difficulty in balancing the ideals inherent in the game with the realities of colonial sporting expectation.

Le lien culturel ? Le cricket et la mission impériale

Les tournées de cricket donnent un excellent aperçu des relations entre les colonies et l'Angleterre pendant l'ère Impériale. La Nouvelle-Zélande n'a jamais vraiment eu d'héritage en cricket, mais le jeu était aimé et les tournées de l'Angleterre étaient suivies avec enthousiasme parce qu'elles fournissaient un lien avec la ‘maison’. Deux équipes de cricket anglaises ont visité la Nouvelle-Zélande dans la période Edwardienne, The Lord Hawke XI en 1902-3 et le MCC en 1906-7. Ces tournées étaient destinées àêtre une panacée pour un jeu local combattif en fournissant une extension des liens culturels de l'Empire. Les deux tournées furent riches en signes et cérémonies impériaux mais leur impact fur perdu dans la traduction. The Lord Hawke XI, bien que remportant tout, a échouéà gagner les c?urs et l'esprit du public de Nouvelle-Zélande en raison de leur faible sportivité dans une série d'événements sur le terrain et de la réponse publique au traitement des professionnels dans l'équipe. L'équipe MCC a opposé un défi honnête à l'équipe de Nouvelle-Zélande, mais n'a pas été aussi attractive que celle du Lord Hawke XI, sans parvenir vraiment à combler le public. Les deux tournées illustrent la difficultéàéquilibrer les idéaux inhérents au jeu et les réalités des attentes coloniales.

¿Un vínculo cultural? El críquet y la misión imperial

Las giras de críquet proporcionan una visión excelente de la relación entre Inglaterra y las colonias durante la época imperial. Nueva Zelanda nunca ha gozado de una gran tradición criquetera, pero el juego era apreciado y las giras de equipos ingleses tenían un seguimiento entusiasta, ya que proporcionaban un vínculo con ‘la madre patria’. Dos equipos de críquet ingleses visitaron Nueva Zelanda en la época eduardiana, el Lord Hawke XI en 1902-03 y el MCC en 1906-07. Se pretendía que estas giras fueran una panacea para el débil críquet local, al tiempo que supusieran un refuerzo de los lazos culturales con el Imperio. Ambas giras estuvieron preñadas de ritual y ceremonia imperial, pero su impacto quedó mitigado por problemas de comunicación intercultural. El Lord Hawke XI, aunque lo ganó todo, no pudo conquistar los corazones y las mentes del público neozelandés a causa de una serie de episodios antideportivos en el campo, y de la respuesta del público al tratamiento de los profesionales en el equipo. El MCC supuso un reto limpio para el equipo de Nueva Zelanda, pero carecía del atractivo estelar del Lord Hawke, lo que dejó al público más bien frío. Ambas giras ejemplifican la dificultad a la hora de hallar un equilibrio entre los ideales propios del juego y las realidades del deporte colonial.

Kulturelle Bindung? Kricket und die imperiale Mission

Kricket-Reisen eröffnen einen exzellenten Einblick in die Beziehung zwischen England und dessen Kolonien in der Ära des Imperialismus. Neuseeland hatte nie ein umfassendes Kricket-Erbe gehabt, trotzdem wurde das Spiel stets geschätzt und Besuche aus England fanden großen Anklang, da sie eine Verbindung zur ‘Heimat’ darstellten. Im edwardianischen Zeitalter bereisten zwei englische Kricketmannschaften Neuseeland; zum einen die Lord Hawke-Elf im Jahre 1902/03, zum anderen der Marylebone Cricket Club 1906/07. Diese Touren sollten ein Allheilmittel für die hiesigen Probleme des Spiels sein, indem sie eine Erweiterung der kulturellen Verbindung des Empires herstellten. Beide Touren waren durch ausdrucksstarke, imperiale Sprache und Zeremonien gekennzeichnet, deren Bedeutung aber nicht verstanden wurde. Obwohl sie alle Spiele gewann, schaffte es die Lord Hawke-Elf nicht, die Herzen und den Geist der neuseeländischen Öffentlichkeit für sich zu gewinnen, was mit einer Reihe von Unsportlichkeiten auf dem Feld und den öffentlichen Reaktionen in Bezug auf die Behandlung von Profisportlern im Team zusammenhing. Die Mannschaft des Marylebone Cricket Club stellte für das neuseeländische Team eine ansprechende Herausforderung dar, ihr fehlten jedoch die Stars, über die das Lord Hawke-Team verfügte, weshalb das Publikum weitgehend unbeeindruckt blieb. Beide Reisen verdeutlichen die Schwierigkeit, die inhärenten Ideale des Spiels mit den Realitäten der Erwartungshaltung im Kolonialsport übereinzubringen.

     

“…If we were cavemen we'd be fine”: Facebook as a catalyst for critical literacy learning by dyslexic sixth‐form students

This article is derived from a study of the use of Facebook as an educational resource by five dyslexic students at a sixth form college in north‐west England. Through a project in which teacher‐researcher and student‐participants co‐constructed a group Facebook page about the students’ scaffolded research into dyslexia, the study examined the educational affordances of a digitally mediated social network. An innovative, flexible, experiential methodology combining action research and case study with an ethnographic approach was devised. This enabled the use of multiple mixed methods, capturing much of the rich complexity of the students’ online and offline interactions with each other and with digital media as they contributed to the group and co‐constructed their group Facebook page. Social perspectives on dyslexia and multiliteracies were used to help interpret the students’ engagement with the social network and thereby deduce its educational potential. The research concludes that as a digitally mediated social network, Facebook engages the students in active, critical learning about and through literacies in a rich and complex semiotic domain. Offline dialogue plays a crucial role. This learning is reciprocally shaped by the students’ developing identities as both dyslexic students and able learners. The findings suggest that social media can have advantageous applications for literacy learning in the classroom. In prompting learning yet remaining unchanged by it, Facebook can be likened to a catalyst.     

The Public Knowledge Project and the Simon Fraser University Library: A Partnership in Open Source and Open Access

The Public Knowledge Project is an ongoing collaboration between academics, librarians, publishers, editors, and software developers, working together to build alternatives in scholarly publishing. The project has developed a suite of open source software that significantly reduces the time and expense required for producing academic journals and conferences, and facilitates making research results freely available through open access. This article examines the history of the project, provides an overview of its open source software, discusses the growing community participating in the project, and considers its future directions.     

惊现比人还要大的巨型海蝎

英、德两国科研人员近日在一份化石研究报告中指出,他们发现一个远古海蝎子的巨爪化石。据推断,其肢体长度达到2.5米,比人类还大,是有史以来所发现的体型最大的节肢动物标本。     

Recall agreement between actual and retrospective reports of competitive anxiety: a comparison of intensity and frequency dimensions

Using a mixed-method design, we compared athletes' abilities to recall intensity and frequency of competitive anxiety. In Phase 1, performers (n = 35) completed the Competitive State Anxiety Inventory-2 (Martens, Burton, Vealey, Bump, & Smith, 1990) at four pre-competition and four post-competition intervals to compare actual and recalled responses. In Phase 2, follow up interviews (n = 6) explored the perceived mechanisms underpinning the quantitative results. Limits of agreement (Bland & Altman, 1999) analysis on the quantitative data indicated that, compared with intensity, memory for frequency was generally more reliable, and recall ability of this dimension was less biased for symptoms that occurred earlier in the week. Inductive analysis of the qualitative interviews suggested athletes were more attuned to the frequency rather than the intensity of their competitive anxiety symptoms. These findings provide support for the notion that the frequency of symptoms may act as a precursor for increasing anxiety levels and this dimension may be a more accurate reflection of experienced symptoms when recalling emotional accounts. The implications are that researchers and practitioners need to consider frequency in addition to intensity when seeking to manage anxiety responses during the time preceding competition.