E-learning services acceptance in higher educational institutes: A case study in Brunei     

Aqilah Nawwarah H.A. Rajak  Dk. Nurul Najiah Pg Abu Bakar  Nur Dina Azyyati Lajim  Nurul Hikmatull Su’aidah Haji Kamarulzaman  Siti Nur Fakhrinah Haji Karim  Mohammad Nabil Almunawar 《Education and Information Technologies》2018,23(6):2341-2361

This research studies on the e-learning services acceptance in higher education institutions in Brunei Darussalam. This research has seven hypotheses, relating to independent, intermediary, and dependent variables. The independent variables include lecturer’s characteristics, design of learning contents, teaching materials, and playfulness; while the intermediary variables are perceived benefits and perceived ease of use. On the other hand, the dependent variable in this research is the intention to use e-learning. Multiple regression analysis were conducted to test the hypotheses proposed. Data analysis from this research has confirmed that the lecturer’s characteristics, teaching materials, perceived ease of use and the intention to use e-learning corresponds to the perceived benefits. Meanwhile, the design of learning content and the intention to use e-learning are positively related to the perceived ease of use and lastly, the variable playfulness is positively related to the intention to use e-learning.  相似文献   

Intuitive rules: A way to explain and predict students' reasoning     

Dina Tirosh  Ruth Stavy 《Educational Studies in Mathematics》1999,38(1-3):51-66

Through our work in mathematics and science education we have observed that students react similarly to a wide variety of conceptually unrelated situations. Our work suggests that many responses which the literature describes as alternative conceptions could be interpreted as evolving from common, intuitive rules. This paper describes and discusses one such rule, manifested when two systems are equal with respect to a certain quantity A but differ in another quantity B. We found that in such situations, students often argue that Same amount of A implies same amount of B. Our claim is that such responses are specific instances of the intuitive rule Same A—same B. This approach explains common sources for students'; conceptions and has strong predictive power.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Students meet authentic science: the valence and foci of experiences reported by high-school biology students regarding their participation in a science outreach programme     

Dina Tsybulsky 《International Journal of Science Education》2019,41(5):567-585

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The relationship between school and student variables and the attitudes toward science of tenth-grade students in Israel     

Shimshon Novick  Dina Duvdvani 《科学教学研究杂志》1976,13(3):259-265

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Mathematically and practically-based explanations: individual preferences and sociomathematical norms     

Esther Levenson  Dina Tirosh  Pessia Tsamir 《International Journal of Science and Mathematics Education》2006,4(2):319-344

This paper is an initial investigation of teachers’ and students’ preferences for mathematically-based (MB) and practically-based (PB) explanations and the relationship between those preferences and sociomathematical norms. The study focuses on one fifth grade teacher and two of her students and discusses three issues. The first issue concerns students’ abilities to understand and accept MB explanations. The second issue concerns the choices teachers make regarding the types of explanations they introduce to their classes and the basis for these choices. The third issue concerns the place of the individuals’ preferences within the sociomathematical norms of the class. The findings indicate that elementary school students are capable of understanding MB explanations and some might even prefer them. We also found that although a teacher might personally prefer MB explanations, this preference may be set aside for didactical considerations. Finally, we discuss the complex relationship between individual preferences for MB and PB explanations and sociomathematical norms.  相似文献   

Issues in the assessment of literacy‐related difficulties across language backgrounds: a cross‐linguistic comparison     

John Everatt  Ian Smythe  Dina Ocampo  Eva Gyarmathy 《Journal of Research in Reading》2004,27(2):141-151

This paper focused on the assessment of phonological skills amongst children with developmental dyslexia. Findings from assessments of English and Hungarian monolingual children with and without literacy deficits and bilingual Filipino children with and without literacy deficits in English indicated that performance on phonological‐based tasks often used in dyslexia assessment batteries was influenced by the language background. Monolingual English children with poor literacy skills showed characteristic deficits in most areas of phonological ability, whereas Hungarian counterparts showed little evidence of such difficulties. Bilingual Filipino children with poor English literacy skills showed equivalent profiles to their monolingual counterparts only when assessments in both English and Filipino were considered. The paper discusses difficulties of generalising assessment procedures from one language context to another.  相似文献   

The Rate and Delay in Overload: An Investigation of Communication Overload and Channel Synchronicity on Identification and Job Satisfaction     

Jaehee Cho  Dina Inman Ramgolam  Kimberly Mary Schaefer  Anu Nadina Sandlin 《Journal of Applied Communication Research》2013,41(1):38-54

This study investigates the relationship between communication overload and uses of diverse communication channels in terms of their level of synchronicity. Emphasis on the synchronicity of any given channel reveals how temporal elements (i.e., rate and processing time) play an important role in perceptions of communication load. Additionally, this study examines the association between communication overload, organizational identification and job satisfaction. Findings reveal: (a) both high and low synchronous channels are associated with increased reports of communication overload; (b) a mediating effect of organizational identification on the relationship between communication overload and job satisfaction; and (c) a moderating effect of communication overload on the relationship between low synchronous channels and organizational identification.  相似文献   

Influence of a Non-formal Environmental Education Programme on Junior High-School Students’ Environmental Literacy     

Daphne Goldman  Orit Ben Zvi Assaraf  Dina Shaharabani 《International Journal of Science Education》2013,35(3):515-545

One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme—the Green Council Programme (GCP)—developed and implemented in schools by the Israeli Society for Protection of Nature. A pre-test/post-test design was used to investigate the influence of participation in the GCP on components of junior high-school students' environmental literacy. Conceptualizations of ‘environment’, environmental attitudes and sense of ability to act on environmental issues were studied employing quantitative and qualitative tools. Contribution of the programme to the cognitive domain, in developing a systemic understanding of the environment, was limited. On the other hand, participating in this programme heightened students' sensitivity to human–environment interrelationships and developed a more ecological worldview. After the programme, students demonstrated greater perception of humans as part of the environment, an increased sensitivity to human impact on the environment and their value for non-human nature moved from an anthropocentric to a more ecocentric orientation. While students' internal locus-of-control increased, when environmental protection entailed personal economic trade-offs, their support was limited and remained unchanged. The article concludes with recommendations, based on the findings, regarding supplementing the school (science) curriculum with external EE enrichment programmes.  相似文献   

Pre-micro RNA-499 Gene Polymorphism rs3746444 T/C is Associated with Susceptibility to Rheumatoid Arthritis in Egyptian Population     

Shaimaa A. Fattah  Maivel H. Ghattas  Samy M. Saleh  Dina M. Abo-Elmatty 《Indian journal of clinical biochemistry : IJCB》2018,33(1):96-101

Pre-miRNA-499 gene is associated with autoimmune disease. Mir-449 rs3746444 polymorphism is inconsistent for rheumatoid arthritis (RA). This study aimed to investigate association of mir-499 rs3746444 polymorphism with RA activity and severity in Egyptian population. The study population was conducted as case control study in 100 RA patients diagnosed according to the American College of Rheumatology classification criteria for RA, and the control group included 100 healthy subjects who were age-and sex-matched to the RA group. Different genotypes were assessed using polymerase chain reaction–restriction fragment length polymorphism. 95% Confidence interval and odds ratio were defined to assess the strength of association. Regarding patients, thirty-three patients carried TT genotype, fifty-three patients carried TC genotype and fourteen patients carried CC genotype. So the frequency of the minor C allele in RA patients was significantly higher than the control subjects (P = 0.037). TC, CC genotypes and C allele frequencies were significantly associated with disease severity as they had high rheumatoid factor (55.78 µIU/ml) and anti-cyclic citrullinated peptide (Anti-CCP) antibody (297.32 µIU/ml). Moreover, the heterozygote TC had more severe and more active form of the disease compared with homozygote CC or TT as they had high Anti-CCP antibody, and disease activity score 28 (score 5). Our work suggests that C allele of Pre-miRNA rs3746444 polymorphism contributes to heritability of susceptibility to RA compared to T allele. This polymorphism was associated with the activity and severity of the disease.  相似文献   

What do we know about mathematics teacher education? What evidence do we have? What comes next?     

Dina Tirosh 《Journal of Mathematics Teacher Education》2009,12(2):83-87

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