Exploring the structure of digital literacy competence assessed using authentic software applications

Educational technology research and development - Digital literacy competence (DL) is an important capacity for students’ learning in a rapidly changing world. However, little is known about...     

论日本人的形体语言特征

特殊的化氛围孕育了日本人独特的行为方式．形成了谦恭、谨慎、保守和以低姿态表达自己思想及情感的形体语言特征。这种语言特征长期存在于日本的社会之中，对日本人的语言及行为产生了深远的影响。随着日本社会的发展，这种传统的形体语言也必将发生本质性的变化。     

Search behavior in cats and dogs: Interspecific differences in working memory and spatial cognition

Cats’ and dogs’ search behavior was compared in different problems where an object was visibly moved behind a screen that was then visibly moved to a new position. In Experiments 1 (cats) and 2 (dogs), one group was tested with identical screens and the other group was tested with dissimilar screens. Results showed that in both species, search behavior was based on processing of spatial information rather than on recognition of the visual features of the target screen. Cats and dogs were unable to find the object by inferring its invisible movement. They reached a high level of success only if there was direct perceptual evidence that the object could not be at its initial position. When the position change was indicated by an indirect cue, cats searched more at the object’s initial than final position, whereas dogs searched equally at both positions. Interspecific similarities and differences are interpreted in terms of the requirements for resetting working memory.     

The perception of generic capabilities and learning environment among undergraduate nursing students after the implementation of a senior intake scheme

Hong Kong has introduced a senior intake admission scheme which is similar to the US model of credit transfer from community college programmes to university bachelor programmes. The study aimed to assess the outcomes, in terms of generic capabilities, of introducing a senior intake articulation scheme to a bachelor of nursing curriculum in Hong Kong. One hundred and seventy-four nursing students completed and returned the Student Engagement Questionnaire. The senior intake students reported significantly higher scores in creative thinking, active learning, teaching for understanding, feedback to assist learning, and relationship between teachers and students than the mainstream students. Self-managed learning and relationship with other students were positively and significantly related to academic performance. The senior intake students appeared to adjust well in university education. Greater effort should be made to nurture their relationship with other students and a review of the denseness of the mainstream curriculum is warranted.     

The contribution of non-formal learning in higher education to student teachers’ professional competence

This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although  Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed.     

Investigation of multiple human factors in personalized learning

In the past decade, a number of personalized learning systems have been developed and they mainly focus on learners' prior knowledge. On the other hand, previous research suggested that gender differences and cognitive styles have great effects on student learning. To this end, this study examines how human factors, especially gender differences and cognitive styles, affect learners' reactions to a personalized and non-personalized learning systems based on learners' prior knowledge. Forty-four university students participated in this study. The results show that females and Serialists show positive reactions to the personalized learning system, while males and Holists demonstrate similar reactions to the personalized learning system and the non-personalized learning system. The implications of these results for the design of personalized learning systems are discussed.     

The Effects of Videotape Recording on Microteaching Training Techniques for Education Students

This study was conducted to investigate whether the use of videotape recordings is an effective method of teacher education prior to full‐time teaching practice. Two groups of students were used for the study. The first group was allowed to practice their classroom skills through micro‐teaching with the aid of video recording equipment. The second group also practised their skills through micro‐teaching but without the aid of video recording equipment. At the end of the study it was discovered that the group which used the video recording equipment had made more significant progress in the mastery of the specified teaching skills     

The challenge of changing drug and sex risk behaviors of runaway and homeless adolescents

OBJECTIVE: To assess HIV-related drug and sex risk behaviors and evaluate factors associated with change in risk behaviors among runaway and homeless adolescents, 244 street youth were recruited from a community drop-in center serving high-risk youth. METHOD: Using a cross-sectional design, approximately half of study participants received training in a peer-based intervention that included principles derived from the health belief model, while the remaining subjects received no intervention. Subjects were interviewed at baseline, immediately following the intervention (for those receiving the training) and 3 months later. Logistic regression and analysis of covariance were used to analyze intervention effects. RESULTS: Compared to youth in the control condition, runaways receiving the intervention significantly increased their knowledge about HIV. Contrary to the health belief model, in multivariate analyses knowledge and greater perceived chance for HIV were associated with high risk behavior. On the other hand, lower concern about HIV infection was also associated with high risk behavior, supporting the health belief model. CONCLUSIONS: Despite the intervention's success in increasing knowledge of HIV and AIDS, the association between knowledge, perceived likelihood of infection and high risk behaviors suggest that, without other alternatives, runaways will maintain their risks. The association noted between lower concern and high risk behaviors underscores the challenge faced in developing effective interventions with this population.