iPads in higher education—Hype and hope

This paper systematically reviews current research on using iPads in the higher education sector. Since the release of iPads by Apple in 2010, this new technology has been quickly adopted everywhere, especially by the younger generation and professionals. We were motivated to find out how iPads have been adopted for use in the higher education sector. We searched for and collected all the peer‐reviewed publications in conference proceedings and scholarly journals in EBSCOhost, Scopus, Informit A+ Education, ProQuest Academic Research Library and Google Scholar, and conducted a content analysis of the full‐text papers collected. The results show that the reported studies are at an early exploratory stage from both the student and staff perspectives. From the student perspective, the iPad was found to enhance the learning experience but not necessarily lead to better learning outcomes. From the staff perspective, the iPad was found to offer benefits associated with electronic information dissemination, academic administration and professional development support. A finding common to both perspectives is that while the iPad has the potential to offer benefits to the academics and students who were found to be eager adopters of this technology, it is not clear how best to align and integrate it within the academic programmes and workflows, and how best to manage it as a resource within a university's organisational setting.     

Coping strategies at the ages 8, 10 and 12

The aim of the cross-sectional study was to reveal what coping strategies 8, 10- and 12-year-old Hungarian students (N?=?167) use in situations that are frustrating, either for themselves or their peers. The coping strategies in school situations were assessed by our own questionnaires. The instrument enables the investigation of the following behaviourally observable strategies: physical aggression, verbal aggression, resistance, venting/crying, avoidance, teacher-seeking, peer-seeking, following the norms and following teacher’s instructions. The coping strategies were assessed by teacher-report and self-report questionnaires developed especially for this purpose. The most important finding of this study is that the occurrence of overt aggression increases with age, which is supported by the results of both the self-report and the teacher-report questionnaires. Results obtained by the self-report and teacher-report instruments correlated significantly in all three cohorts (p?相似文献   

Effect of Non-Darcian Flow on Time Rate of Consolidation

The effect of non-Darcian flow on the consolidation behavior of clay soils is studied, and its role in the extrapolation of laboratory test results to field problems is evaluated. This is accomplished by postulating a reasonably general four-parameter velocity-gradient relationship which, by proper choice of parameters, is capable of characterizing much of the published experimental data; then, this relationship is combined with the standard assumptions of classical consolidation theory to develop a nonlinear parabolic partial differential equation, which is solved by use of a finite difference technique. The stability and convergence criteria for related linear and quasi-linear equations are empirically extended to the associated nonlinear equations, and a comparison is made between various explicit and implicit finite difference schemes, with the result that a sufficiently accurate and more economical numerical solution is obtained by use of an explicit scheme. Typical solutions for various specific cases confirm and offer an explanation for the well-known phenomenon wherein the time rate of consolidation is found to decrease as the load increment decreases; also, the thickness of the consolidating layer is shown to affect the dimensionless time rate of consolidation. These conditions indicate that laboratory consolidation test results can be applied to a field situation only if appropriate stress and thickness corrections are made.     

The Use of Structure Coefficients to Address Multicollinearity in Sport and Exercise Science

A common practice in general linear model (GLM) analyses is to interpret regression coefficients (e.g., standardized β weights) as indicators of variable importance. However, focusing solely on standardized beta weights may provide limited or erroneous information. For example, β weights become increasingly unreliable when predictor variables are correlated, which is often the case in the social sciences. To address this issue, structure coefficients, which are simply the bivariate correlation between a predictor and the synthetic ? variable, should also be interpreted. By examining β weights and structure coefficients in conjunction, the predictive worth of each independent variable can be more accurately judged. Despite this benefit, researchers in the field of sport and exercise science have rarely reported structure coefficients when conducting multiple regression analysis. Thus, the purpose of the present article is to discuss problems associated with the sole interpretation of β weights and to demonstrate how structure coefficients can be incorporated to improve accuracy of interpretation. Additionally, a content analysis was conducted to examine current trends in reporting multiple regression results within sport and exercise science research.