Refining success and dropout in massive open online courses based on the intention–behavior gap     

Maartje A. Henderikx  Karel Kreijns  Marco Kalz 《Distance Education》2017,38(3):353-368

In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their intentions and subsequent behaviour. An explorative study using two MOOCs was carried out to test the applicability of the typology. Following the traditional approach based on course completion to identify educational success, success rates were 6.5 and 5.6%. The success rates from the perspectives of the MOOC-taker were 59 and 70%. These findings demonstrate that merely looking at course completion as a measure for success does not suffice in the context of MOOCs. This change in addressing MOOC success and dropout provides an alternative view and demonstrates the importance of MOOC-takers’ perspectives.  相似文献   

Analysis of the intraseasonal stability of field test performances in young academy soccer players     

Fabio Massimo Francioni  António José Figueiredo  Marco Terribili  Antonio Tessitore 《Journal of sports sciences》2016,34(10):966-972

This study aimed to observe the intraseasonal stability of anthropometric, technical and functional test results in academy soccer players of different age categories. In total, 103 participants (age range: 7.7–13.4 years) by 5 age categories of the same academy were recruited for this study. Players were submitted to a field-test battery comprising 3 anthropometric measurements (body mass, stature and body mass index), 6 soccer technical tests (to assess the ability of ball control, ball control with the head, pass accuracy, shooting accuracy, dribbling and dribbling with pass) and 3 functional tests (countermovement jump with the hands on the hip, countermovement jump with free hands and 15-m linear sprint) that was administered in 4 test sessions during the same season. Though anthropometric results showed a clear increment in each age category across the season, the fluctuation of technical test results depended on age category and test session. Moreover, a significant increase in the results of functional tests was observed in most of the age categories, in particular, for the assessment of lower power limb. In conclusion, collecting repeated intraseason measurements permits the identification of players’ fluctuations of performance across the season and allows coaches to make frequent adjustments of their programmes.  相似文献   

Quantification of energy expenditure of recreational football     

Marco Beato  Franco M. Impellizzeri  Giuseppe Coratella  Federico Schena 《Journal of sports sciences》2016,34(24):2185-2188

ABSTRACT

There is a strong relationship between low physical activity level and cardiovascular diseases (CVD). The popularity of football may be used to promote physical activity and previous evidence has shown it is effective to decrease the risk of CVD. However, the energy expenditure (EE) of recreational football is not well known but it is crucial to develop preventive health programmes.

Fifteen sedentary middle-aged male participants were involved (mean ± SDs; age 43.9 ± 3.1 years, weight 83.0 ± 13.6 kg, height 174.9 ± 6.8 cm). EE was estimated from the heart rate (HR)-VO₂ relation during 1-h 5-a-side matches (futsal). Participants covered 3412 ± 381 m in 52 ± 2 min, at an average HR of 85 ± 2% of maximum HR. Estimated EE during a recreational futsal match was 634 ± 92 kcal. One futsal recreational match corresponds to about 50% of American College of Sport Medicine recommended physical activity quantity per week. Based on this estimation: once, twice and 3 sessions per week are equivalent to 50% (634 kcal), 100% (1268 kcal) and 150% (1902 kcal), respectively, of EE suggested in international guidelines. This EE estimation may have important implications for designing recreational football training protocols in health programmes and dose response studies.  相似文献   

Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA     

Lingqi Meng  Marco Muñoz 《Educational Assessment, Evaluation and Accountability》2016,28(2):179-199

This international study investigated Chinese and American elementary school teachers’ perceptions of effective teaching. The sample comprised Chinese (n?=?108) and US (n?=?110) participating teachers. The Effective Teaching Quality Survey (ETQS) was adopted for this comparative education research, an instrument that operationalized Stronge’s effective teaching theoretical framework. Research questions that guided this study were as follows: (1) what are the differences between the USA and China’s elementary school teachers’ perceptions regarding effective teaching? And (2) when comparing teaching experience, school location, and effective/ineffective teachers, what are the differences between the USA and China’s elementary school teachers’ perceptions on effective teaching? Statistically significant results were found when comparing nationality, teaching experience, school location, and effective/ineffective teaching. How these results related to the US and Chinese educational contexts with respect teaching and learning are discussed.  相似文献   

Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid-19     

Marco Antonio de Carvalho Filho  Frederic W. Hafferty  Wojciech Pawlina 《Anatomical sciences education》2021,14(5):528-535

The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0). In this studio, anatomists are web-performers who not only collaborate with other foundational science educators to devise meaningful and interactive content but who also partner with actors, directors, web-designers, computer engineers, information technologists, and visual artists to master online interactions and processes in order to optimize students' engagement and learning. This anatomy studio also offers students opportunities to create their own online content and thus reposition themselves digitally, a step into developing a new competency of stage presence within medical education. So restructured, Anatomy 3.0 will prepare students with the skills to navigate an emergent era of tele and digital medicine as well as help to foreshadow forthcoming changes in medical education.  相似文献   

Word-to-text integration in English as a second language reading comprehension     

Mulder  Evelien  van de Ven  Marco  Segers  Eliane  Krepel  Alexander  de Bree  Elise H.  de Jong  Peter F.  Verhoeven  Ludo 《Reading and writing》2021,34(4):1049-1087

Reading and Writing - We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n?=?441) learning English as a second language...  相似文献   

Experience, experimentation, and the accumulation of knowledge: the evolution of R&D in the semiconductor industry   总被引：1，自引：0，他引：1  

Jonathan West  Marco Iansiti 《Research Policy》2003,32(5):809-825

This paper examines the interaction and impact on performance of two organizational mechanisms supporting generation and retention of knowledge: experience accumulation and experimentation. It provides evidence that generation of knowledge through experimentation and retention of knowledge through experience were significantly correlated with performance, whereas other measures of R&D commitment and organization, including several suggested by prior studies, were not. It argues that experience and experimentation can function as at least partial substitutes for one another, possessing more of one, firms may need less of the other, and provides evidence that they were so in the semiconductor industry. The evolution of practice at one firm—Intel Corporation—is explored at greater length, providing a qualitative perspective on the process by which a shift towards greater experimentation occurred.  相似文献   

Factors influencing the pursuit of personal learning goals in MOOCs     

Maartje Henderikx  Karel Kreijns  Jonatan Castaño Muñoz  Marco Kalz 《Distance Education》2019,40(2):187-204

MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals’ ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals.  相似文献   

Emergent Target Language Identities Among Latino English Language Learners     

Maria Ciriza-Lope  Marco Shappeck  Steven Arxer 《Journal of Latinos & Education》2016,15(4):287-302

During 2nd language acquisition, a learner’s identity is consigned, juxtaposed, coconstructed, and reified through various affective positions and mitigating linguistic behaviors. Our study of adult Latino ESL students in Dallas, Texas, shows how language socialization experiences are shaped by the learners’ affective stances toward the project of learning and using the English language. Students reflected on how their specific social barriers created conditions that impeded interaction with interlocutors who could potentially aid their socialization process in English.  相似文献   

School Personnel Educating the Whole Child: Impact of Character Education on Teachers’ Self-Assessment and Student Development     

Florence Chang  Marco A. Muñoz 《Educational Assessment, Evaluation and Accountability》2006,19(1-2):35-49

There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive professional development process to learn the CDP model. Performance measures included state-mandated achievement measures, teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice will be discussed.  相似文献