Reform,inequalities of process and the transformative potential of communities of practice in the pre-school sector of England

The integration of care and education across pre-school sectors of several European countries is currently a key policy priority. In England this necessitates reform aimed at re-modelling a traditionally hierarchical and divided workforce. Drawing on research with early years professionals, this article explores the micro-politics of reform with a focus on the extent to which workers in pre-school settings are engaging in new collaborative ways of working. In particular, the transformative potential of the communities of practice model in shaping changes to the early years workforce is discussed. Findings reveal the intersection of social class as labour-market position with several cross-cutting issues and their importance in perpetuating continuing inequalities of process. These present a challenge to the emergence of any new form of collaborative inter-professional working arrangements within the English early years context.     

Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning

This study explored conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning enviornment. In experiment 1 30 students collected notes from a website using an online conventional, outline, or matrix note taking tool. In experiment 2 119 students collected notes from a larger, more ecologically valid set of learning materials using the conventional, outline, or the matrix tool. One half of the students also received prompts designed to encourage self-monitoring. Results of both experiments indicated that the matrix note taking device was a superior tool for collecting information and for achievement. Results of experiment 2 indicated that self-monitoring prompts have a significant positive impact on notes taken and achievement as well. Results are discussed relative to self-regulated learning and perceptual enhancement theories.     

Token‐curated registry in a scholarly journal: Can blockchain support journal communities?

In this paper, we propose a novel framework for a scholarly journal – a token‐curated registry (TCR). This model originates in the field of blockchain and cryptoeconomics and is essentially a decentralized system where tokens (digital currency) are used to incentivize quality curation of information. TCR is an automated way to create lists of any kind where decisions (whether to include N or not) are made through voting that brings benefit or loss to voters. In an academic journal, TCR could act as a tool to introduce community‐driven decisions on papers to be published, thus encouraging more active participation of authors/reviewers in editorial policy and elaborating the idea of a journal as a club. TCR could also provide a novel solution to the problems of editorial bias and the lack of rewards/incentives for reviewers. In the paper, we discuss core principles of TCR, its technological and cultural foundations, and finally analyse the risks and challenges it could bring to scholarly publishing.     

Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning

Support for student learning is a key element in optimizing student learning experiences in any learning environment and its importance has been widely discussed. This study looked at student support, particularly in the course context, focusing mainly on guidance provided to students within a course. Three categories of support were identified and used for the purpose of this study: instructional, peer, and technical support. A total of 110 students completed an online survey on students' perceptions of support and course satisfaction in an undergraduate online course at a large southeastern university. The results showed perceived support was significantly related to their overall satisfaction of the online course. The findings of this study suggest that teachers should communicate what types of support are available to students and provide an easy way of accessing and taking advantage of the support.     

The Impacts of System and Human Factors on Online Learning Systems Use and Learner Satisfaction

Success in an online learning environment is tied to both human and system factors. This study illuminates the unique contributions of human factors (comfort with online learning, self‐management of learning, and perceived Web self‐efficacy) to online learning system success, which is measured in terms of usage and satisfaction. The research model was tested employing SEM on a sample of 674 college students enrolled in at least one online course. The factors of comfort with online learning and perceived Web self‐efficacy were significant predictors of satisfaction. Comfort with online learning was significant in predicting usage. The impact of demographic variables was examined.     

Course Management Systems and Blended Learning: An Innovative Learning Approach

This article utilizes Rogers ’ innovation‐decision process model (2003) and Beckman and Berry's innovation process model (2007) to create an innovative learning map that illustrates three learning methods (i.e., face‐to‐face learning, online learning, and blended learning) in two types of innovation (i.e., incremental innovation and radical innovation) that exhibits the behavior and dynamics on a two‐dimensional area of learning changes (i.e., change in learning model and change in technological infrastructure). The behavior and dynamics of face‐to‐face, online, and blended learning are depicted in the innovative learning map. Blended learning is identified as a radical innovative learning method in the innovative learning map. A course management system (CMS) is an information and communication technology (ICT) tool that can be used to facilitate and balance communication channel within a blended learning environment. Two propositions are proposed in this article: (1) CMS facilitates communication channel, enhances learning practice for learners and instructors, and is an enabler for blended learning; and (2) adopting CMS is suitable for blended learning practice. A case study to a college System Analysis and Design (SA&D) course reflects that the adoption of CMS in a blended learning environment is acceptable.     

网购火爆现象下的当今消费观

自互联网逐步进入中国以来,从最初的邮箱、门户网站到即时通讯工具的出现、网络游戏的流行,再到现在日渐火爆的网上购物,互联网正逐步改变着人们的生活方式,影响着人们的消费观念。本文通过对网上购物火爆现象的原因及所表现出的消费观进行分析,倡导人们用理性的、生态的眼光重新审视自己的行为,树立正确的消费观。     

在线考试系统设计中试题的呈现及持久化处理方法

对于软件设计中数据的呈现或界面设计,即使是在现代高度完善的软件开发平台上仍然是一项较为复杂的工作。文章讨论了在线考试系统的开发中如何实现试卷库中的试题从数据库到内存的映射,再通过控件的数据绑定来最终完成命题呈现的过程,这是设计在线考试系统的重要环节。针对考试过程中可能存在的试题丢失问题,文章给出了试题的持久化处理方法。     

Real wrongs in virtual communities

Beginning with the well-knowncyber-rape in LambdaMOO, I argue that it ispossible to have real moral wrongs in virtualcommunities. I then generalize the account toshow how it applies to interactions in gamingand discussion communities. My account issupported by a view of moral realism thatacknowledges entities like intentions andcausal properties of actions. Austin's speechact theory is used to show that real people canact in virtual communities in ways that bothestablish practices and moral expectations, andwarrant strong identifications betweenthemselves and their online identities. Rawls'conception of a social practice is used toanalyze the nature of the wrong and thestage-setting aspect of engaging in a practice.     

Defining key drivers of online impulse purchasing: A perspective of both impulse shoppers and system users

With the proliferation of e-commerce, a large part of online shopping is attributed to impulse buying. Hence, there is a particular necessity to understand impulse buying in the online context. Impulse shoppers incline to feel unable to control their tendencies and behaviors from various stimuli. Specifically, online consumers are both the impulse shoppers and the system users of websites in the purchase process. Impulse shoppers concern individual traits and system users cover the attributes of online stores. Online impulse buying therefore entails two key drivers, technology use and trust belief, and the mediator of flow experience. Grounding on flow experience, technology-use features, and trust belief, this study proposes a novel research model to examine impulse buying behavior in a complete manner. Data were collected from an online survey. Data analysis considers structural equation modeling technique with formative structure. Empirical results showed that flow experience is an important factor to affect impulse buying from its original drivers. Trust belief is also critical to impulse buying as perceived usefulness is not. Implications for managers and scholars are further discussed.