Case-based learning in virtual groups – collaborative problem solving activities and learning outcomes in a virtual professional training course

This article analyzes the collaborative problem solving activities and learning outcomes of five groups that worked on two different complex cases in a virtual professional training course. In this asynchronous virtual learning environment, all knowledge management content was delivered virtually and collaboration took place through forums. To measure the effects of the problem solving activities, learners' contributions were analyzed with respect to four different problem solving activities: Two content-specific problem solving activities, namely gathering information and developing a solution, and two coordination-specific problem solving activities, namely planning the common approach and steering the interaction process. Results indicated that the learning process was dominated by two central activities: developing a solution and steering the interaction process. Furthermore, the results indicated that the groups with the more complex case used more overall problem solving activities than the groups with the less complex case. There was also a greater range of learning outcomes for learners with the more complex case than for learners with the less complex case. Finally, the number of overall problem solving activities for most of the successful groups was higher than for the less successful groups. Additionally, the more successful groups used more coordination-specific activities than content-specific activities during the problem solving process.     

Data-Generating Mechanisms Versus Constructively Defined Latent Variables in Multitrait–Multimethod Analysis: A Comment on Castro-Schilo,Widaman, and Grimm (2013)

In a recent article, Castro-Schilo, Widaman, and Grimm (2013) compared different approaches for relating multitrait–multimethod (MTMM) data to external variables. Castro-Schilo et al. reported that estimated associations with external variables were in part biased when either the correlated traits–correlated uniqueness (CT-CU) or correlated traits–correlated (methods–1) [CT-C(M–1)] models were fit to data generated from the correlated traits–correlated methods (CT-CM) model, whereas the data-generating CT-CM model accurately reproduced these associations. Castro-Schilo et al. argued that the CT-CM model adequately represents the data-generating mechanism in MTMM studies, whereas the CT-CU and CT-C(M–1) models do not fully represent the MTMM structure. In this comment, we question whether the CT-CM model is more plausible as a data-generating model for MTMM data than the CT-C(M–1) model. We show that the CT-C(M–1) model can be formulated as a reparameterization of a basic MTMM true score model that leads to a meaningful and parsimonious representation of MTMM data. We advocate the use confirmatory factor analysis MTMM models in which latent trait, method, and error variables are explicitly and constructively defined based on psychometric theory.     

Influence of capitalisation and presence of an article in noun phrase recognition in German: Evidence from eye-tracking

Background

German is exceptional in its use of noun capitalisation. It has been suggested that sentence-internal capitalisation as in German may benefit processing by specifically marking a noun and thus a noun phrase (NP). However, other cues, such as a determiner, can also indicate an NP. The influence of capitalisation on processing may thus be context-dependent, that is, dependent on other cues. Precisely this context dependency is investigated in the current study: Is there an effect of capitalisation on reading and is this affected by the presence of other cues such as a determiner (specifically, an article)?

Methods

We ran an eye-tracking study with 30 German-speaking adults, measuring fixations during sentence reading. Critical NPs either contained correctly capitalised nouns or not and were presented either with or without a determiner.

Results

The results show that both the presence of capitalisation on the noun and the presence of a determiner led to faster reading. When no determiner was present to signal the NP, the presence of noun capitalisation aided reading most.

Conclusions

From these results, we conclude that the influence of capitalisation is indeed context dependent: Capitalisation aids processing most when no other cue is present. Thus, different cues play a role in NP recognition. Based on these findings, we argue that noun capitalisation should not be studied in isolation. We argue that a better understanding of capitalisation as a reading aid is relevant for teaching reading strategies.     

Methodological Challenges of Digital Divide Measurements

The term “digital divide” has been used for almost a decade and typically relates to sociodemographic differences in the use of information and communication technology. However, the corresponding measurement is still relatively imprecise. Very often it is simply reduced to comparisons of Internet penetration rates. This article extends the measurements above the usual bivariate comparisons. Within this context, three essential approaches are presented and critically evaluated. First, loglinear modeling is used to address the interactions among the factors affecting the digital divide. Second, compound measures (i.e., the Digital Divide Index) that integrate a number of variables into a single indicator are discussed. Third, time-distance methodology is applied to analyze changes in the digital divide. The article argues that these approaches often yield entirely different conclusions compared to simple bivariate analysis. The examples are presented as a general warning against an oversimplified methodological approach to digital divide studies.     

Teaching Introductory Measurement: Suggestions for What to Include and How to Motivate Students

In this article, we discuss the importance of measurement literacy and some issues encountered in teaching introductory measurement courses. We present results from a survey of introductory measurement instructors, including information about the topics included in such courses and the amount of time spent on each. Topics that were included by the largest percentages of respondents were: validity, reliability, item analysis, item development, norms, standardized scores, classical test theory, instrument interpretation, and the history of testing, each of which was covered by at least 50% of respondents. Respondents were also asked the number of class sessions spent on each topic, and were asked to rate the importance of each. Responses to these questions closely paralleled those regarding the percentages of respondents who included these topics in their courses. We also report suggestions for class activities, arguing that those teaching introductory measurement courses should emphasize the relevance of measurement concepts to students’ lives and future careers. To this end, we provide suggestions for activities that might help to accomplish this goal.     

The use of genograms in educational psychology practice

This article explores the application of the genogram in educational psychology (EP) practice. It provides a brief overview of the historical and theoretical development of the genogram. It then reviews and critiques some of the current literature regarding clinical application of the genogram in casework with children and adolescents and their families. Finally, it provides a case example of the application of the genogram, as an assessment and intervention tool in EP practice, highlighting its strengths and limitations.     

Imagined futures in mineral exploration

ABSTRACT

This paper uses ethnographic and archival data to analyze the creation and legitimation of predictions in industrial mineral exploration in Sweden. The search for exploitable ore deposits is a finance intensive process of resource creation in which mineral explorationists (e)valuate mineral deposits in order to assess their future minability. This paper builds on the recent literature on ‘imagined futures’ and futurework and combines it with the conceptual toolkit provided by (e)valuation research in order to outline how mineral explorationists establish a deposit’s existence and its future minability. Arguing that the creation of imagined futures plays an important role in mining and other social and economic phenomena, this article shows how imagined futures are created, and by whom, in the field of industrial mineral exploration, and how the creation of these futures is situated in a universe of actors’ beliefs, of valuation devices, and of norms and standards. The paper also shows how industrial standards guide this predictive enterprise and provides legitimacy to the results.     

Fostering online learning at the workplace: A scheme to identify and analyse collaboration processes in asynchronous discussions

Research has shown that providing participants with high-quality learning material is not sufficient to help them profit most from online education. The level of interaction among participants is another key determinant for learning outcomes. However, merely proposing interaction does not automatically lead to fruitful discussion and collaboration. Specifically, social presence and facilitation activities add value to online discussions. In Murphy's collaboration framework, social presence represents the basis of successful online collaboration from which more reflective discussions and co-construction can evolve. In this paper, an adjusted version of this framework was applied in a workplace learning context. The content analysis of 1170 comments in an online course for careers practitioners of a public employment service showed that the extended framework generated deeper insights into the dynamics of online discussions. The results show that involvement in collaborative learning at the workplace was supported by a high social presence and influenced by course topic and tasks. Facilitation played an important role in creating a sympathetic sense of community and stimulating co-creation processes.     

Which firms benefit from investments in green energy technologies? – The effect of energy costs

Firms will invest in green energy technologies only if these investments have an economic pay-off. Based on unique firm-level data from Austria, Germany, and Switzerland, we find that the marginal effect of investments in green energy technologies on productivity is positive only for the 19% of firms with the highest energy costs. These results have major implications for companies and policy makers regarding the design of green energy policies and incentives.     

Tennis serve performances at break points: Approaching practice patterns for coaching

Tennis comprises specific match situations when winning the next point is crucial. These big points can decide about a win or loss and, thus, reasonably arouse mental stress. Break points (BPs) are considered as big points and the outcome is influenced by, among a variety of other factors, the serve, which is well accepted being one of the dominant strokes in Men’s tennis. In this study, we examined the serve behaviour for male players in the Wimbledon tournament 2016 to investigate the possible impacts of presumed mental stress within the situation of BPs, and further, if winning players perform better than losing players. A total of 28.843 points were analysed and divided into BP (n?=?2.035) and non-break points – referred to as regular points (RP; n?=?26.808).