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71.
Penelope Markellou Maria Rigou Spiros Sirmakessis Athanasios Tsakalidis 《Education and Information Technologies》2000,5(3):189-200
In this paper we present a web adaptive educational tool for the Greek Sign Language. The design and the implementation of the tool were partially funded by national bodies. The paper presents the architecture of the tool, in an abstract way and briefly describes its functionality. The interaction process followed is also presented. 相似文献
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Vicente Javier Clemente-Suárez Athanasios Dalamitros João Ribeiro Ana Sousa Ricardo J. Fernandes J. Paulo Vilas-Boas 《European Journal of Sport Science》2017,17(4):425-432
This study analysed the effects of two different periodization strategies on physiological parameters at various exercise intensities in competitive swimmers. Seventeen athletes of both sexes were divided to two groups, the traditional periodization (TPG, n?=?7) and the reverse periodization group (RPG, n?=?10). Each group followed a 10-week training period based on the two different periodization strategies. Before and after training, swimming velocity (SV), energy expenditure (EE), energy cost (EC) and percentage of aerobic (%Aer) and anaerobic (%An) energy contribution to the swimming intensities corresponding to the aerobic threshold (AerT), the anaerobic threshold (AnT) and the velocity at maximal oxygen uptake (vVO2max) were measured. Both groups increased the %An at the AerT and AnT intensity (P?≤?.05). In contrast, at the AnT intensity, EE and EC were only increased in TPG. Complementary, %Aer, %An, EE and EC at vVO2max did not alter in both groups (P?>?.05); no changes were observed in SV in TPG and RPG at all three intensities. These results indicate that both periodization schemes confer almost analogous adaptations in specific physiological parameters in competitive swimmers. However, given the large difference in the total training volume between the two groups, it is suggested that the implementation of the reverse periodization model is an effective and time-efficient strategy to improve performance mainly for swimming events where the AnT is an important performance indicator. 相似文献
73.
Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas a motivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings. 相似文献
74.
Magdalini Kardara George Papadakis Athanasios Papaoikonomou Konstantinos Tserpes Theodora Varvarigou 《Information processing & management》2015
Influence theories constitute formal models that identify those individuals that are able to affect and guide their peers through their activity. There is a large body of work on developing such theories, as they have important applications in viral marketing, recommendations, as well as information retrieval. Influence theories are typically evaluated through a manual process that cannot scale to data voluminous enough to draw safe, representative conclusions. To overcome this issue, we introduce in this paper a formalized framework for large-scale, automatic evaluation of topic-specific influence theories that are specialized in Twitter. Basically, it consists of five conjunctive conditions that are indicative of real influence exertion: the first three determine which influence theories are compatible with our framework, while the other two estimate their relative effectiveness. At the core of these two conditions lies a novel metric that assesses the aggregate sentiment of a group of users and allows for estimating how close the behavior of influencers is to that of the entire community. We put our framework into practice using a large-scale test-bed with real data from 75 Twitter communities. In order to select the theories that can be employed in our analysis, we introduce a generic, two-dimensional taxonomy that elucidates their functionality. With its help, we ended up with five established topic-specific theories that are applicable to our settings. The outcomes of our analysis reveal significant differences in their performance. To explain them, we introduce a novel methodology for delving into the internal dynamics of the groups of influencers they define. We use it to analyze the implications of the selected theories and, based on the resulting evidence, we propose a novel partition of influence theories in three major categories with divergent performance. 相似文献
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76.
Vasilios?GrammatikopoulosEmail author Nikolaos?Tsigilis Athanasios?Koustelios Yannis?Theodorakis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(5-6):427-438
The aim of this study was to develop an instrument for evaluating how an education program has been implemented. Such evaluation can provide insight into the effectiveness of a program. Examined here was the Olympic Education Program used in Greek schools since 2000. In it, students learn the history of the Olympic games and the importance of exercise for health along with the principles and values of sports and volunteerism. The evaluation instrument underlying this study addressed the following six factors: ‘facilities’, ‘administration’, ‘educational material’, ‘student–teacher relationships’, ‘educational procedures’, and ‘training’. Results indicate that the instrument, while adequate for assessing effectiveness, should be combined with advanced statistical methods. 相似文献
77.
Eleni Deliyianni Athanasios Gagatsis Iliada Elia Areti Panaoura 《International Journal of Science and Mathematics Education》2016,14(2):397-417
The aim of this study was to propose and validate a structural model in fraction and decimal number addition, which is founded primarily on a synthesis of major theoretical approaches in the field of representations in Mathematics and also on previous research on the learning of fractions and decimals. The study was conducted among 1701 primary and secondary school students. Eight components, which all involve representational transformations, were encompassed under the construct of representational flexibility in fraction and decimal number addition. This structure reveals that, for both concepts, the representational transformation competences of recognition and conversion, and therefore representational flexibility as well, were affected by the complexity of the concepts involved and the direction of the conversion, respectively. Results also showed that two first-order factors were needed to explain the problem-solving ability in fraction and decimal number addition, indicating the differential effect of the modes of representation that is diagrammatic and verbal form on problem-solving ability irrespective of the concepts involved, as in the case of the conversions. Representational flexibility and problem-solving ability were found to be major components of students’ representational thinking of fraction and decimal number addition. The proposed framework was invariant across the primary and secondary school students. Theoretical and practical implications are discussed. 相似文献
78.
Colin Higgins Tarek Hegazy Pavlos Symeonidis Athanasios Tsintsifas 《Education and Information Technologies》2003,8(3):287-304
This document reports on the results of re-designing and re-implementing the Ceilidh courseware system. It highlights the limitations identified in the thirteen years of Ceilidh's use at the University of Nottingham. It also illustrates how most of these limitations have been resolved by re-designing Ceilidh's architecture and improving various aspects of the marking and administrating processes. The new system, entitled CourseMarker, offers enhanced functionality by adding useful features that have long been needed by Ceilidh's community. The paper concludes with an evaluation of the changes and a brief report on the experience of CourseMarker's use over the last three years. Finally, recent developments and future directions are discussed. 相似文献
79.
Ioanna Giannopoulou Evdokia Pasalari Panagiota Korkoliakou Athanasios Douzenis 《International Journal of Disability, Development & Education》2019,66(1):70-81
A recent special education legislation reform in Greece puts emphasis on the inclusion of pupils with special educational needs into mainstream schools. The purpose of the present study was to investigate knowledge of ASD among 67 mainstream nursery and primary classroom teachers, and evaluate the effectiveness of a half-day ASD awareness seminar in increasing their knowledge of the disorder. A self-report ASD Knowledge Questionnaire (ASD-KQ), developed for the purpose of this study, was used before and after the ASD awareness seminar. The results indicated a significant shift from low to moderate/high level of ASD knowledge among teachers with no previous training in special education and/or autism (58.7%), whereas this shift did not reach significance level in the teacher’s group with previous training (16.7%) after the seminar. The present findings have important implications for the development of training programmes of practising teachers. 相似文献
80.
Angelos Markos Theodora Boubonari Athanasios Mogias Theodoros Kevrekidis 《Environmental Education Research》2017,23(2):231-251
The aim of the present study was to respond to the increasing demand for comprehensive tools for the measurement of ocean literacy, by investigating the psychometric characteristics of a Greek version of the Survey of Ocean Literacy and Experience (SOLE), an instrument that assesses conceptual understanding of general ocean sciences content, focusing on the knowledge component. Four hundred twenty-one pre-service primary school teachers participated in a cross-sectional study. The dichotomous Rasch model was used to examine the measurement properties of the SOLE, namely, person-item targeting and separation, reliability, dimensionality and differential item functioning (DIF). Steps were taken to improve the instrument, where any of these attributes were outside acceptable ranges. Results suggested that a modified SOLE showed an adequate fit to the Rasch model, is unidimensional, free of DIF, and is particularly well-suited to the population under study. Our findings suggest that the SOLE constitutes a valuable tool which can be applied to a different cultural context and population. The proposed use of the instrument could contribute to the assessment of the quality of marine education in school-based and non-formal education contexts and to the cross-cultural comparison of ocean literacy, which are prerequisites for the improvement of ocean literacy. 相似文献