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Jarkko Hautala Doris Luft Baker Aleksi Keurulainen Miia Ronimus Ulla Richardson Ronald Cole 《Educational technology research and development : ETR & D》2018,66(2):403-428
The purpose of this pilot study with a within-subject design was to gain a deeper understanding about the promise and restrictions of a virtual tutoring system designed to teach science to first grade students in Finland. Participants were 61 students who received six tutoring science sessions of approximately 20 min each. Sessions consisted of a sequence of narrated multimedia science presentations during which a virtual tutor explained science phenomena displayed in pictures. Narrated science explanations were followed by one or more multiple choice questions with immediate feedback about students’ choices and a possible second attempt, during which students reached 97% accuracy. A pretest and posttest was administered to assess students’ ability to reason about the science and to transfer knowledge to new contexts. Results indicated significantly greater improvement in the understanding of the science concepts taught during the tutoring sessions, relative to the concepts that were not taught. Results from the surveys administered to teachers and students indicated that the program was well received. Detailed analysis of student error responses provided a deeper understanding about the complex interplay between students’ prior knowledge, the way topics were taught in the multimedia lessons, and the way learning was assessed. Findings from the quantitative and qualitative analyses are discussed in the context of designing high quality lessons delivered through a virtual tutoring system. 相似文献
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Jarkko Hautala Mikko Aro Kenneth Eklund Marja-Kristiina Lerkkanen Heikki Lyytinen 《Reading and writing》2013,26(6):845-864
The role of letters and syllables in typical and dysfluent second grade reading in Finnish, a transparent orthography, was assessed by lexical decision and naming tasks. Typical readers did not show reliable word length effects in lexical decision, suggesting establishment of parallel letter processing. However, there were small effects of word syllable structure in both tasks suggesting the presence of some sublexical processing also. Dysfluent readers showed large word length effects in both tasks indicating decoding at the letter-phoneme level. When lexical access was required in a lexical decision task, dyslexics additionally chunked the letters into syllables. Response duration measure revealed that dysfluent readers even sounded out the words in phoneme-by-phoneme fashion, depending on the task difficulty. This letter-by-letter decoding is enabled by the transparent orthography and promoted by Finnish reading education. 相似文献
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Hautala A Martinmaki K Kiviniemi A Kinnunen H Virtanen P Jaatinen J Tulppo M 《Journal of sports sciences》2012,30(6):563-569
We hypothesised that habitual physical activity (PA) together with progressive endurance training contributes to the differences in training response (Δ[V(·)]O(2max)) in healthy and physically active male participants. Twenty volunteers (age 30±3 years and [V(·)]O(2max) 54±7 ml·kg?1·min?1) participated in an eight-week training program which included four to six heart rate-guided exercise sessions weekly. PA data over the whole period were collected by an accelerometer-equipped wristwatch. Individual relative intensities of endurance training and PA were separately determined by adjusting to [V(·)]O(2max) reserve and calculated as mean daily duration (min) of training and PA at light, moderate, high and very high intensity levels. [V(·)]O(2max) increased 6.4±4.1% (p < 0.0001) during the training period. Δ[V(·)]O(2max) correlated with the amount of habitual PA that was mainly of light intensity (r = 0.53, p = 0.016), but not with the duration of moderate, high or very high intensity PA (p = ns for all). Age, body mass index, and daily amount of training at any intensity level of exercise were not related to Δ[V(·)]O(2max) (p = ns for all). In conclusion, a high amount of habitual PA together with prescribed endurance training was associated with good training response in physically active males. 相似文献
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One of the main issues of internationalisation is networking. The network way of action within higher education institutions (HEIs) represents new modes of the information work. Networks are worth evaluating more precisely in the future, and social network analysis (SNA) is a useful tool for this evaluation. This article describes the network of people working with internationalisation in Finnish universities of applied sciences (UASs). The study combines SNA and knowledge‐sharing between HEIs. The model of knowledge creation introduced by Nonaka and Takeuchi is used in the analysis. On this ground of network evaluation, we study the network structure, relations and roles in the internationalisation network and discuss appearance of trust and competition in co‐operation between HEIs.
相似文献5.
This article presents a novel spatio-temporal framework for studying knowledge creation. To achieve this, we analyzed the recent literature on space, time and knowledge and conducted an empirical study. The intensive case was about four international distinguished university research groups in Finland in the fields of technology and science. Object, communicative and cognitive spaces with linear and relational times were used as tools for empirical analysis. Combinations of space and time bring out different aspects of knowledge. Knowledge processes of progressing knowledge (time-space), creating distinguished knowledge (space-time), and path-taking and bundling knowledge (spacetime) bind spaces and times closely together. Besides academy, the spatio-temporal framework can be applied to study the knowledge creation processes in art, business and local communities, for example. 相似文献
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One of the main issues of internationalisation is networking. The network way of action within higher education institutions (HEIs) represents new modes of the information work. Networks are worth evaluating more precisely in the future, and social network analysis (SNA) is a useful tool for this evaluation. This article describes the network of people working with internationalisation in Finnish universities of applied sciences (UASs). The study combines SNA and knowledge‐sharing between HEIs. The model of knowledge creation introduced by Nonaka and Takeuchi is used in the analysis. On this ground of network evaluation, we study the network structure, relations and roles in the internationalisation network and discuss appearance of trust and competition in co‐operation between HEIs. 相似文献
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