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Thashmee Karunaratne Henrik Hansson Naghmeh Aghaee 《Assessment in Education: Principles, Policy & Practice》2019,26(2):184-201
Improving the quality of Bachelor’s and Master’s theses while at the same time increasing the number of theses without expanding the existing resources proportionately is a huge challenge faced by higher educational institutions. The aim of this study is to investigate the effect of multiple change processes on Bachelors and Masters level thesis work in a selected higher educational institution. The following research questions were studied: (1) How has the thesis quality changed? (2) How has the number of completed theses changed? and, (3) How has the ratio of completed theses per supervisor changed? The change processes were introduced into the thesis process in the Department of Computer and Systems Sciences (DSV), Stockholm University during 2008–2014. The results show that the quality and the number of completed theses have significantly increased. The multiple change processes including a purpose built ICT system named SciPro, which was introduced and improved incrementally during 2010–2014 are discussed and evaluated in relation to these results. 相似文献
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Social media hype has created a lot of speculation among educators on how these media can be used to support learning, but
there have been rather few studies so far. Our explorative interview study contributes by critically exploring how campus
students perceive using social media to support their studies and the perceived benefits and limitations compared with other
means. Although the vast majority of the respondents use social media frequently, a “digital dissonance” can be noted, because
few of them feel that they use such media to support their studies. The interviewees mainly put forth e-mail and instant messaging,
which are used among students to ask questions, coordinate group work and share files. Some of them mention using Wikipedia
and YouTube for retrieving content and Facebook to initiate contact with course peers. Students regard social media as one
of three key means of the educational experience, alongside face-to-face meetings and using the learning management systems,
and are mainly used for brief questions and answers, and to coordinate group work. In conclusion, we argue that teaching strategy
plays a key role in supporting students in moving from using social media to support coordination and information retrieval
to also using such media for collaborative learning, when appropriate. 相似文献
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Tendon stress may be one of the important risk factors for running-related tendon injury. Several methods have been used to estimate Achilles tendon (AT) loading during a human performance such as inverse dynamics (ID) and inverse dynamics-based static optimisation (IDSO). Our purpose was to examine differences between ID and IDSO estimates of AT loading during running. Kinematic data were captured simultaneously with kinetic data. Imaging of the AT cross-sectional area was performed with ultrasound for 17 healthy runners (height: 170.2 ± 6.2 cm, mass: 63.9 ± 11.0 kg, age: 21.8 ± 1.4 years). AT stress, strain, and force were estimated from both ID and IDSO approaches. The two methods resulted in minimal differences (3.6–4.7%) in estimated peak AT stress, strain, and force (P = 0.051–0.054); however, IDSO estimates were greater (32.7–36.8%) during early-stance phase of running (P = 0.000–0.008). This difference in AT load during early-stance may be due to the inability of the ID to account muscle coactivation. The similarity between the peak AT loading for ID and IDSO methods revealed that the advantage of IDSO used to estimate muscle forces had little effect on the ankle plantar flexor peak forces during running. Therefore, the use of IDSO with a higher computational cost compared with ID may not be necessary for estimating AT stress during running. 相似文献
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