语链传递格位假说之英语存现句

存现句是世界上所有语言中都普遍存在的语言现象。作为世界通用的英语,其存现句的句法研究一直是学界探讨的焦点。在管辖与约束理论的框架下,围绕着there所作的种种理论解释催生了不少新的理论假设,其中包括韩景泉提出的“语链传递格位假说”。以管辖与约束理论为框架,探讨英语存现句的句法结构,可利用“语链传递格位假说”对英语存现句进行一个合理的解释。     

工科线性代数的教改与创新

传统的线性代数教学内容偏重理论、教学手段滞后,阻碍了工科学生对线性代数知识的掌握和应用。文章基于数学建模思想引出概念教学法并借助计算机Matlab软件,对教学内容的设计和教学手段进行改革和创新,激发工科学生学习线性代数的兴趣,提高其理论联系实际和实践动手能力。     

Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study

Although video clubs have been used to support (student) teachers' learning through reflection upon practice, less attention has been paid to their potential use for supporting changes in participants' practice over a period of time. Prior work has also largely treated (student) teachers as an undifferentiated whole that benefits in similar ways from video clubs. In this study, we problematize this assumption by drawing on three cases of student teachers to exemplify three different learning paths while participating in a video club during field placement. Reflecting on these findings, we discuss implications for differentiating the video-club approach to address different student teachers.     

影像反馈教学法在羽毛球选项课中的实验研究

本文以中国劳动关系学院学生为研究对象展开实验性研究,采用文献调查法、专家访谈法、问卷调查法、实验对比研究法、数理统计法等研究方法,通过对比在羽毛球选项课中应用影像反馈教学法与传统教学方法在调动学生积极性及各项技术动作等方面的实际差别,总结出影像反馈教学法在羽毛球选项课中的独特优势,同时归纳出高效、适合实际情况的影像反馈教学模式。     

Triggering effects of mobile video marketing in nature tourism: Media richness perspective

The aim of this study was to investigate videos as potential triggers of behavior. Therefore, we applied the theories of triggers and media richness to learn about the triggering efficiency of mobile marketing videos on participants’ behavioral intentions. The experiment involved three distinct test groups, each comprising 41 student participants. From the perspective of media richness theory, we observed that the different kinds of videos had quite similar effects in terms of triggering behavioral changes. However, the mechanisms explaining why triggers were present differed for each video. Further, the results reveal that the consumer's position in the information search process was the most significant reason for the triggering of any kind of effect. In addition, the instructionally designed videos were able to exert an affective triggering effect: the more participants liked the video, the more it affected their participation intention and recall scores. This study extends the media richness research by demonstrating that the effects of media richness can vary within technically similar videos, as they form different logical connections among non-verbal visual cues related to a video's storyline.     

Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities

Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under-explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision-making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision-making and advising tasks.     

Affordances of using Multiple Videoed Events to construct a rich understanding of adult–child book readings

This paper explores the affordances of using video-based research to capture a multiplicity of events, along with multimodal representations when producing data related to adult–child book readings. In doing this we answer two questions: (1) why more than one event is needed when seeking a comprehensive collection of information for the purpose of analysis; and (2) why one mode of data production alone (e.g. audio recordings or note taking) is insufficient to record practice or interviews when richness is of priority. This research used three videoed events to produce data. These included videoing: (1) caregiver–child interactions during four shared book reading sessions, (2) interviews with caregivers immediately following each of the reading sessions and (3) video-stimulated discussions with caregivers within two months of the final shared book reading. In this paper, I contribute to discussions that highlight the affordances of using video-based research as a means of capturing the multimodal elements of an experience, which can contribute to the analysis and interpretation of data. I expand on this, however, to suggest that when coupled with a multiplicity of events, video-based research can be a means of pursuing richness via a method that has been criticized for its narrow subjectivity.     

Platform-based customer agility: An integrated framework of information management structure,capability, and culture

Platform-based customer agility is the ability to leverage the voice of the customer on a platform to achieve market intelligence and to explore competitive action opportunities. Prior studies have indicated the critical role of customer agility in enabling the survival and prosperity of contemporary organizations in a turbulent business environment, although how to develop this capability is not answered. The current research attempts to fill this theoretical gap. Drawing on the information management literature, we propose an integrative information management framework to investigate the process of developing customer agility. By conducting a case study of a leading e-commerce platform in China, we identify three types of platform-based customer agility (i.e. reactive customer agility, proactive customer agility, and coactive customer agility) in different phases of the growth of the platform. Furthermore, a process model is developed from the case study. It shows that platform-based customer agility is achieved by establishing information management structure, developing information management capability, and instilling information management culture. This study contributes to the knowledge on customer agility and information management. Detailed recommendations are also provided for potential practitioners.     

Teacher competencies in game-based pedagogy

This study examines what kind of competencies teachers need in using game-based pedagogy (GBP). In our conceptual framework, GBP entails four approaches: using educational games or entertainment games, learning by making games, and using gamification in learning. Our data, consisting of teachers' documentation, thematic interviews and questionnaires, were analysed using qualitative content analysis. Four main competence areas were identified: pedagogical, technological, collaborative and creative. The results are applicable for developing teacher education and in-service training, as teacher competencies in game-based learning will be more integral to teachers' professional knowledge and skill repertoires.     

Using video to promote early childhood teachers' thinking and reflection

This article examines findings from a qualitative study employing group stimulated-recall interviews using video-recordings of early childhood teachers to elicit their thinking and reflections about their teaching interactions. It focuses on the value of video to enable teachers to reflect on their practices and the extent to which collectively viewing recorded episodes allows negotiated understandings of their own and other teachers' practices. Whilst these findings suggest that video and collective dialogue are useful professional learning tools for teachers to examine and improve their teaching, structural and relational challenges exist that may impact on how effectively such tools are used.