What's in It for Me? Incentives,Learning, and Completion in Massive Open Online Courses     

Todd D. Reeves  Andrew A. Tawfik  Fortunata Msilu  Irfan Şimşek 《Journal of Research on Technology in Education》2017,49(3-4):245-259

This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion)  相似文献   

Editorial     

Uwe Sander  Heinz-Hermann Krüger  Thomas Rauschenbach 《Zeitschrift für Erziehungswissenschaft》2006,9(1):3-4

Ohne Zusammenfassung

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Editorial

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Stichwort: Professionelle Kompetenz von Lehrkräften     

Prof. Dr. Jürgen Baumert  Dr. Mareike Kunter 《Zeitschrift für Erziehungswissenschaft》2006,9(4):469-520

Ohne Zusammenfassung   相似文献   

The introduction of metric by the use of conics     

Günter Pickert 《Educational Studies in Mathematics》1971,4(1):31-47

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How theologizing with children can work     

Gerhard Büttner 《British Journal of Religious Education》2007,29(2):127-139

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International orientierte höhere Schulen in Deutschland – Zwei Varianten von Internationalität im Wechselspiel von Institution und Schülerbiografie     

Werner Helsper  Heinz-Hermann Krüger  Lena Dreier  Catharina I. Keßler  Stephanie Kreuz  Mareke Niemann 《Zeitschrift für Erziehungswissenschaft》2016,19(4):705-725

During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany.  相似文献   

Is knowledge merely perception?     

Heiner Müller-Merbach 《知识管理研究与实践》2004,2(3):200-200

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The effect of extremely high glucose concentrations on 21 routine chemistry and thyroid Abbott assays: interference study     

Serap ?uhadar  Mehmet K?seo?lu  Yasemin ?inpolat  Güler Bu?dayc?  Murat Usta  Tuna Semerci 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2016,26(1):53-60

Introduction

Extremely high glucose concentrations have been shown to interfere with creatinine assays especially with Jaffe method in peritoneal dialysate. Because diabetes is the fastest growing chronic disease in the world, laboratories study with varying glucose concentrations. We investigated whether different levels of glucose spiked in serum interfere with 21 routine chemistry and thyroid assays at glucose concentrations between 17-51 mmol/L.

Materials and methods

Baseline (group I) serum pool with glucose concentration of 5.55 (5.44-5.61) mmol/L was prepared from patient sera. Spiking with 20% dextrose solution, sample groups were obtained with glucose concentrations: 17.09, 34.52, and 50.95 mmol/L (group II, III, IV, respectively). Total of 21 biochemistry analytes and thyroid tests were studied on Abbott c8000 and i2000sr with commercial reagents. Bias from baseline value was checked statistically and clinically.

Results

Creatinine increased significantly by 8.74%, 31.66%, 55.31% at groups II, III, IV, respectively with P values of < 0.001. At the median glucose concentration of 50.95 mmol/L, calcium, albumin, chloride and FT4 biased significantly clinically (-0.85%, 1.63%, 0.65%, 7.4% with P values 0.138, 0.214, 0.004, < 0.001, respectively). Remaining assays were free of interference.

Conclusion

Among the numerous biochemical parameters studied, only a few parameters are affected by dramatically increased glucose concentration. The creatinine measurements obtained in human sera with the Jaffe alkaline method at high glucose concentrations should be interpreted with caution. Other tests that were affected with extremely high glucose concentrations were calcium, albumin, chloride and FT4, hence results should be taken into consideration in patients with poor diabetic control.Key words: assay interference, glucose interference, preanalytical phase, creatinine, Jaffe kinetic assay, thyroid function tests  相似文献   

基于最短路径的停车场内部诱导系统设计方法研究     

高吕和 《北京工业职业技术学院学报》2007,6(2):39-41

从图论的角度讨论了静态最优路径的算法及其复杂度,在此基础上对停车诱导功能需求进行研究,提出了停车场内部诱导系统的设计思路和方法.  相似文献   

Longitudinal study of preadolescent sport self-concept and performance: reciprocal effects and causal ordering     

Marsh HW  Gerlach E  Trautwein U  Lüdtke O  Brettschneider WD 《Child development》2007,78(6):1640-1656

Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N= 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport performance (performance-based measures and teacher assessments), prior sport self-concept had positive effects on subsequent sport performance in both Grade 4 and Grade 6 and for both boys and girls. Coupled with previous REM studies of adolescents in the academic domain, this first test for preadolescents in the sport domain supports the generalizability of REM predictions over gender, self-concept domain, preadolescent ages, and the transition from primary to secondary school.  相似文献