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1.
Patrick Chisan Hew 《Ethics and Information Technology》2014,16(3):197-206
For an artificial agent to be morally praiseworthy, its rules for behaviour and the mechanisms for supplying those rules must not be supplied entirely by external humans. Such systems are a substantial departure from current technologies and theory, and are a low prospect. With foreseeable technologies, an artificial agent will carry zero responsibility for its behavior and humans will retain full responsibility. 相似文献
2.
Khe Foon Hew Min Lan Ying Tang Chengyuan Jia Chung Kwan Lo 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):956-971
Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement). 相似文献
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4.
This study investigated possible factors that might influence the degree of student participation in asynchronous online discussion forums. Degree of participation refers to the number of messages posted by the students. Data were collected from 41 forums, students' reflection logs, and students' interviews. Of these 41 forums, the top third forums (n = 14) in terms of the highest frequency of participant postings were identified. Fourteen less frequent forums were randomly chosen from the remaining forums. We also assessed the quality of the discussions found in both the more frequent and less frequent groups by examining the levels of knowledge construction exhibited in the online postings. We found that that the quality of contributions in the more frequent group was greater than those found in the less frequent group in terms of higher knowledge construction levels. Quantitative analyses showed that the duration of the discussion could not account for the difference between the two groups. Instead, the more and less frequent forums differed in terms of group size, as well as the frequency of two habits of mind displayed by the student facilitators: (a) is aware of own thinking, and (b) is accurate and seeks accuracy. Qualitative analyses of the reflection logs and interviews suggested several other important factors that could also influence students' decision to participate: (a) familiarity with the facilitator, (b) mutual obligation to help each other, (c) knowledge about the topic, and (d) availability of time. Implications of the findings and suggestions for future research are provided. 相似文献
5.
Jafferi Jamaludin Syarkawi Syamsuddin Nasrudin Abd. Rahim Hew Wooi Ping 《Journal of The Franklin Institute》2018,355(3):1018-1039
Owing to the higher amount and the better quality of power transferred, three-phase multilevel inverters have strengthened their presence in low-power photovoltaic (PV) applications. However, the existing topologies investigated for low-power PV systems are basically meant for medium- and high-power applications, thus making them underutilized for low-power range. In order to address this shortcoming, this paper proposes a three-phase multilevel inverter with a switch-sharing capability and its control solution. It combines the characteristics of the two-level full-bridge topology and the diode-clamped multilevel structure. As a result, the inverter can be used with full capacity and without being underutilized, and significantly improves the output quality. A control strategy that is able to maximize the full potential of the inverter is developed. A digital proportional-integral (PI) controller with a new tuning algorithm is designed to effectively deal with the load changes. The result reveals that the load current is always retained at the intended quality level despite the variations in load. The performance of the inverter is validated from the experimental work conducted on a laboratory prototype under closed-loop conditions. 相似文献
6.
As developed and developing countries move towards greater technological development in the 21st century, the need for engineers has increased substantially. Japan is facing the dilemma of insufficient engineers; therefore, the country has to rely on foreign workers. This problem may be resolved if there is a continuous effort to increase the number of women engineers, who currently represent only 1%–2% of engineers in Japan. In this study, the satisfaction level of the learning experience of Japanese female engineering students was measured to determine its relationship with the students’ intention to choose engineering as their profession. Socio-cultural influences on the respondents’ intentions to pursue careers in the field were also studied. The findings revealed that learning experience was directly related to female students’ intention to pursue their career in engineering whereas socio-cultural values of a society have strong influences on students’ motivation to pursue careers in engineering in general. Additionally, some strategies are proposed to attract young girls to pursue engineering courses, as well as for current female engineering students to continue their studies and choose professions in the field as their career. 相似文献
7.
Student contribution in asynchronous online discussion: a review of the research and empirical exploration 总被引：1，自引：0，他引：1
The increasingly prevalent use of Internet in schools and homes has resulted in asynchronous online discussion becoming an
increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond
the boundaries of their physical classrooms. This article is organized into two main sections. In the first section, we review
50 empirical studies in order to identify the factors leading to limited student contribution. Limited student contribution
is defined as students making few or no postings, or students exhibiting surface-level thinking or low-level knowledge construction
in online discussions. We then identify the various empirically based guidelines to address the factors. In the second section,
we discuss three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting
guideline, and (c) instructor-facilitation. These are guidelines where previous empirical research shows mixed results when
they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about
the discussion guidelines they are considering implementing. Finally, we report two exploratory case studies on student-facilitation
that we conducted. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation
guideline dilemma. 相似文献
8.
This article describes an exploratory study of question prompts and online mentoring (specifically a lateral or peer mentoring
experience) in a field-based practicum that focused on teaching ill-structured problem solving of classroom discipline. Data
were gathered on 26 in-service practicum teachers through online observations, online journal reports, questionnaires, and
reflection logs. Results showed that the practicum teachers were successful in using the approach to plan and implement effective
interventions for their students and that they perceived the online mentoring approach as being very beneficial in supporting
their learning. A more detail analysis of seven practicum teachers and their mentors indicated that their mentors engaged
in eight types of online mentoring functions; the most frequently used were asking practicum teachers to elaborate, and valuing
the practicum teachers’ contributions. The influence of the mentoring functions on the seven practicum teachers’ ill-structured
problem solving is also discussed. The study offers evidence that asynchronous online mentoring and question prompts can enhance
the professional development of both practicum teachers and mentors by helping them learn about and apply intervention strategies
in solving real-world teaching problems. 相似文献
9.
The main objective of this paper is to examine the use of audio- versus text-based asynchronous online discussions. We report two case studies conducted within the context of semester-long teacher education courses at an Asian Pacific university. Forty-one graduate students participated in Study I. After the online discussions (both audio-based as well as text-based) had ended, qualitative data via student reflections were collected. Results revealed that audio-based discussions have six distinct perceived affordances compared to text-based ones. Interestingly, despite the reported affordances, more than half of the students reported that they preferred to use a text-based discussion if given a choice. The main reasons for their preference were explored. In Study II, 42 undergraduate students took part. Similar to Study I, participants in Study II also indicated that they felt more comfortable using a text-based discussion. The reasons for their preference were also discussed. Directions for future research are proposed. 相似文献
10.
Connie Siew Ling Ng Wing Sum Cheung Khe Foon Hew 《Interactive Learning Environments》2013,21(2):115-134
Solving ill-structured problems is regarded as an important learning outcome in education as it allows learners to apply theories learnt into real practice. An asynchronous online discussion, with extended time for reflection, is an appropriate learning environment to engage learners in solving ill-structured problems. However, scaffolds may be needed to support learners in the online discussions. This study explores the effect of online scaffolds in supporting a group of graduate students' ill-structured problem-solving processes in asynchronous online discussions. The results of this study showed that the use of the online scaffolds did not lead to a significant difference in the number of ill-structured problem-solving processes. Further analysis revealed that wrong selection of message labels and under-usage of sentence openers affected the results of this study. Improvements for online scaffolds include having more precise message labels and sentence openers based on Socratic questioning approach. 相似文献