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Babak Abedin Farhad Daneshgar John D’Ambra 《Education and Information Technologies》2011,16(3):227-244
By the proliferation of online courses, the social dimension of computer supported collaborative learning (CSCL) is becoming
more important than before. Research shows that communicative behavior adaptation to the computer medium is a critical issue
in CSCL social relationship development. Two dominant theories in the CSCL field, social information processing theory and
adaptive structuration theory, argue that individuals do not simply receive the technology passively but they adapt their
behavior to increase benefits from the technology. This paper develops an instrument in order to operationalize the notion
of individual’s communicative behavior adaptability in CSCL. Through an exploratory factor analysis performed on a small sample
of post graduate students of an online degree in an Australian university, three factors have been unveiled: (1) individual
perception of self-representation, (2) individual perception of compatibility, and (3) individual perception of the use of
computer technology. Identification of these factors is expected to facilitate understanding of individuals’ social behaviors
in CSCL environment, which in turn will guide the design of CSCL systems. In addition, the paper examines the relationships
between the extracted factors and four environmental factors: learner’s characteristics, course characteristics, instructor
characteristics, and technology characteristics. The results show that none of these characteristics strongly affect perception
of self-representation or perception of the use of computer technology. On the other hand, a strong relationship was found
between perception of compatibility and learner’s and course characteristics. The reliability as well as validity of the study
is examined and findings are discussed. These findings will provide further insights into the design process of CSCL systems. 相似文献
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Babak Abedin Farhad Daneshgar John D'Ambra 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):385-397
While technological improvements of the computer supported collaborative learning (CSCL) have been substantial, its nontask social aspect has not received proportional attention. This study investigates the notion of nontask sociability of CSCL, and identifies its relationship with the students' learning outcomes using the case of an Australian postgraduate programme. Learning outcome is defined as a multiple variable consisting of pedagogical affect, student's interest and perceived learning. Five items were identified for operationalising the nontask sociability. These are ‘finding help’, ‘sense of appealing’, ‘sense of boringness’, ‘sense of interactivity’ and ‘sense of frustration’. In addition, a strong relationship was revealed between nontask sociability and learning outcomes which implies that further attention needs to be given to the nontask aspect of the CSCL interactions. Theoretical and practical implications of the findings are then discussed. 相似文献
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This article discusses two mechanisms through which understanding static mathematical concepts (basic and more advanced mathematical concepts) in terms of fictive motions or motion events enhance our understanding of these concepts. It is suggested that at least two mechanisms are involved in this enhancing process. The first mechanism enables us to employ both the motor system and the visual system as two contributing cognitive resources to process the static concept. When one representation of a mathematical concept is transformed into another representation, there is a shift in the mode of processing. This shift facilitates the process of employing new cognitive resources such as the motor and visual systems. The second mechanism, which is a special form of mental simulation, enables us to simulate the process of formation of the static concept, which, in turn, makes it easier for us to understand the structure and properties of the static concept. 相似文献
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An efficient hybrid evolutionary optimization algorithm based on PSO and SA for clustering 总被引：4，自引：0，他引：4
The K-means algorithm is one of the most popular techniques in clustering. Nevertheless, the performance of the K- means algorithm depends highly on initial cluster centers and converges to local minima. This paper proposes a hybrid evolutionary programming based clustering algorithm, called PSO-SA, by combining particle swarm optimization （PSO） and simulated annealing （SA）. The basic idea is to search around the global solution by SA and to increase the information exchange among particles using a mutation operator to escape local optima. Three datasets, Iris, Wisconsin Breast Cancer, and Ripley＇s Glass, have been considered to show the effectiveness of the proposed clustering algorithm in providing optimal clusters. The simulation results show that the PSO-SA clustering algorithm not only has a better response but also converges more quickly than the K-means, PSO, and SA algorithms. 相似文献
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This paper examines middle leadership of the heads of English, maths and science departments in four international secondary schools in Malaysia. It focuses on their roles, responsibilities, role relationships, instructional engagement and leadership involvement within the theoretical framework of instructional, distributed and teacher leadership. The study is a qualitative multi-method case study, involving observation, documentary analysis, and semi-structured interviews with 12 heads of department, 36 teachers, and four principals. With respect to the middle leaders’ roles and responsibilities, the findings illustrate cross-school and in-school differential developments, with contextual factors contributing to uneasy role relationships. The results also show that, while broad-based leadership opportunities are limited for the middle leaders and teachers, the most powerful and common feature of all these international schools is the centrality of teaching and learning. 相似文献
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With schools coming under pressure to perform and produce outcomes, the caring practices of the institution have been increasingly framed around issues of achievement, excellence and outcomes. In this article, we examine how the performativity-driven practices of care impact on the possibilities of social inclusion for marginalised students. Drawing on case study data from two 14-year-old students in a government secondary school located in a low socio-economic suburb of Melbourne, Australia, we argue that the performative ethic of care fails to cater for the more complex needs of these students. Lacking the qualities of ‘good student’ as independent and successful learners, these students are positioned and treated differently in their schools, leading to their weak sense of belonging to the institution. We maintain that a plural social justice framework focusing on the politics of redistribution and recognition can provide the basis of a socially just education for marginalised students. 相似文献
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Babak Javadi M. Saidi-Mehrabad Alireza Haji Iraj Mahdavi F. Jolai N. Mahdavi-Amiri 《Journal of The Franklin Institute》2008,345(5):452-467
This study develops a fuzzy multi-objective linear programming (FMOLP) model for solving the multi-objective no-wait flow shop scheduling problem in a fuzzy environment. The proposed model attempts to simultaneously minimize the weighted mean completion time and the weighted mean earliness. A numerical example demonstrates the feasibility of applying the proposed model to no-wait flow shop scheduling problem. The proposed model yields a compromised solution and the decision maker's overall levels of satisfaction. 相似文献