Understanding adopters of audio information innovations

The use of two phone‐based audio innovations—audiotext audio information services and fax—was assessed in a probability survey of urban respondents. Support was found for the notion that social indicators are less important in the prediction of innovation use than are attitudinal and communication variables. Findings are interpreted in light of diffusion of innovation theory and research on the adoption of new technologies.     

Channel use,channel choices and organizational life cycle stages

This study found empirical support for the proposition that channel use and channel choice of face‐to‐face, group, memo, organizational and external media differ in organizations in the birth, growth, maturity, revival and decline stages of the organizational life cycle.     

运动和疾病中的肠液体吸收

前言 ２０世纪５０年代以来，人们发现肠里葡萄糖的存在促进钠的转运（Ｒｉｋｌｉｓ＆Ｑｕａｓｔｒｅｌ，１９５８），这个里程碑式的发现引发口服补水溶液配方的产生。为满足水、碳水化合物和电解质最大限度的吸收，精确配制这些溶液的问题激起了相当多的科学研究和讨论。 口服补水溶液一直是由葡萄糖、蔗糖、果糖、多精、谷物淀粉或由这些糖混合，并添加不同种类的电解质（如钢、氯、钾、柠檬酸盐、碳酸氢盐），而配制成低渗至高渗的溶液。这些溶液在十二指肠空肠、回肠和结肠的吸收。已在兔子、鼠、狗、猫和人身上得到了测试。 大多数的…     

COMPARING QUALITY IN EUROPE

As higher education begins to operate increasingly in a European framework, consequences for the assurance of quality in higher education are bound to become evident. A pilot study to develop a methodology for the comparison of quality across different higher education systems is described. The project involved comparison of ten study programmes in economics in Germany, the Netherlands, and the United Kingdom. A design derived from general considerations about the concept of quality and about the nature of higher education and different systems incorporated two stages. First was the collection of information and the processing of this information into manageable data sets; second was the assessment of the information by way of peer review. The proceedings and principal findings of both stages followed the overview of the project design. The article concludes by highlighting some implications of this pilot project for the future of quality assurance in higher education on a European scale.     

Flipped Instruction in a High School Science Classroom

This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two remained traditional. The quiz and posttest data were adjusted for pretest differences using ANCOVA. The results suggest that flipped instruction had a positive effect student achievement, with effect sizes ranging from +0.16 to +0.44. In addition, some students reported that they preferred watching video lectures outside of class and appreciated more active approaches to learning.     

Non-diagnostic intelligent tutoring systems: Teaching without student models

The keystones of traditional intelligent tutoring systems (ITSs) have been complex procedures for student diagnosis and adaptive instruction based on diagnostic data. While some of these systems have been shown to be effective, they are also very expensive to develop. This paper describes another class of ITSs, non-diagnostic ITSs, which do little or no student diagnosis, and concentrate their intelligence in other areas. Intelligent features of non-diagnostic ITSs include: modeling of experts' reasoning processes and cognitive representations (often using graphic displays), coaching based on comparison of student and expert performance, and replays and summaries of student performance. While traditional diagnostic ITSs are usually intended to be used in a stand-alone fashion, non-diagnostic tutors are designed to facilitate collaborative learning among students and between teachers and students.This paper presents a framework for comparing the features of non-diagnostic and diagnostic tutors. A number of non-diagnostic and diagnostic ITSs are described, and data on the educational effectiveness of each type of ITS is presented along with estimates of the type and level of development work required for each. Finally, obstacles to wider use of non-diagnostic ITSs are discussed.