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Tamara M. Nelson 《Medical reference services quarterly》2018,37(3):312-318
This column describes the development and implementation of a responsive library course designed to train third-year medical students as they begin their clerkships. The course design consisted of a brief face-to-face introduction during third-year orientation and an online course developed in Canvas, an online learning management system. The objective of the course was to not only introduce students to the resources but also to teach them how to effectively use those resources at the point-of-care. Students evaluated the course to assess the overall effectiveness of the instruction. Course development and content, feedback provided by students, as well as suggestions for improvement are discussed. 相似文献
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Altmetrics from Altmetric.com are widely used by publishers and researchers to give earlier evidence of attention than citation counts. This article assesses whether Altmetric.com scores are reliable early indicators of likely future impact and whether they may also reflect non-scholarly impacts. A preliminary factor analysis suggests that the main altmetric indicator of scholarly impact is Mendeley reader counts, with weaker news, informational and social network discussion/promotion dimensions in some fields. Based on a regression analysis of Altmetric.com data from November 2015 and Scopus citation counts from October 2017 for articles in 30 narrow fields, only Mendeley reader counts are consistent predictors of future citation impact. Most other Altmetric.com scores can help predict future impact in some fields. Overall, the results confirm that early Altmetric.com scores can predict later citation counts, although less well than journal impact factors, and the optimal strategy is to consider both Altmetric.com scores and journal impact factors. Altmetric.com scores can also reflect dimensions of non-scholarly impact in some fields. 相似文献
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Jason Power Raymond Lynch Oliver McGarr 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):281-296
Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self-regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants’ engagement, performance and self-efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5-days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants’ self-efficacy for the task. Self-efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user’s self-efficacy and associated positive outcomes. Implications for future serious games and self-efficacy research are discussed. 相似文献
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Tamara D. Afifi Walid A. Afifi Anne F. Merrill Najib Nimah 《Journal of Applied Communication Research》2016,44(4):343-361
This study examined how communal coping reveals itself in Palestinian refugee camps and the conditions that promote or prevent its occurrence. Individual and dyadic interviews were conducted with 40 mothers and one of their adolescent children living in Palestinian refugee camps in Lebanon. The results revealed that communal coping existed within the mother–adolescent dyad to a certain extent, but was rare within the larger context of the refugee camps. While families and neighbors did not typically verbalize their hardships and actively cope with them as a group, there was often an implicit recognition that they were all experiencing the same uncertainty and stress. Acting upon their uncertainty as a collective, however, was greatly hampered by mistrust within and outside the camps, due to widespread violence, privacy violations, vying for scarce resources, and disloyalty. Parents and adolescents also engaged in protective buffering whereby they attempted to reduce the stress of the family by keeping stress and fears to themselves rather than communicating about them. Even though protective buffering helped the refugees cope with chronic uncertainty and maintain a sense of normalcy, it prevented them from acting upon the problem as a group. Finally, parents emphasized that the child’s education provided hope for the future. Practical implications are discussed. 相似文献
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Tamara van Gog K. Anders Ericsson Remy M. J. P. Rikers Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81
Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient
than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the
“expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how
instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand
how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical
framework of deliberate practice have given us a better understanding of the principles and activities that are essential
in order to excel in a domain. This article explores how these activities and principles can be used to design instructional
formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which
learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed.
In their preparation of this article, the first and last authors were supported by an Internationalization grant from the
Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010). 相似文献