7 results
Search Results
2. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, October 28-30, 2016)
- Author
-
International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaias, Pedro
- Abstract
These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems--A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Özeke and Gökhan Akçapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet Kokoç and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf Waßmann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.
- Published
- 2016
3. The Changing Academic Profession in International Comparative and Quantitative Perspectives. Report of the International Conference on the Changing Academic Profession Project, 2008. RIHE International Seminar Reports. No.12
- Author
-
Hiroshima University, Research Institute for Higher Education (Japan)
- Abstract
This year the Research Institute for Higher Education in Hiroshima University hosted an international conference in close collaboration with Hijiyama University. The main purpose of the 2008 conference was to enable the participants to give preliminary country/regional reports based on their national/regional surveys. This publication reports the proceedings of the conference. The following papers are presented at the conference: (1) International Implications of the Changing Academic Profession in Japan (Akira Arimoto); (2) The Context for the Changing Academic Profession: A Survey of International Indicators (William K. Cummings); (3) The Changing Academic Profession in Canada: Exploring Themes of Relevance, Internationalization, and Management (Amy Scott Metcalfe); (4) The Changing Academic Profession in the United States: 2007 (Martin Finkelstein and William Cummings); (5) The Academic Profession in England: Still Stratified after All These Years? (William Locke); (6) Changes in the Finnish Academic Profession Reflect Reforms in Higher Education (Timo Aarrevaara and Seppo Holtta); (7) Academic Staff in Germany: "Per Aspera Ad Astra?" (Ulrich Teichler); (8) The Changing Academic Profession in Italy: Accounts from the Past, First Insights from the Present (Michele Rostan); (9) The Australian Academic Profession: A First Overview (Hamish Coates, Leo Goedegebuure, Jeannet Van Der Lee and Lynn Meek); (10) Governance and Decision-Making Related to Academic Activities: The Case of Higher Educational Institutions in Malaysia (Muhammad Jantan and Morshidi Sirat); (11) A Preliminary Review of the Hong Kong CAP Data (Gerard A. Postiglione and Hei Hang Hayes Tang); (12) Progress of the Academic Profession in Mainland China (Hong Chen); (13) Analyses of the Educational Backgrounds and Career Paths of Faculty in Higher Education Institutions in Beijing Municipality, China (Yan Fengqiao and Chen Yuan); (14) The Changing Academic Profession in an Era of University Reform in Japan (Tsukasa Daizen and Atsunori Yamanoi); (15) Brazilian Academic Profession: Some Recent Trends (Elizabeth Balbachevsky, Simon Schwartzman, Nathalia Novaes Alves, Dante Filipe Felgueiras dos Santos, and Tiago Silva Birkhoz Duarte); (16) Mexican Academics at the Turn of the Twenty-First Century: Who Are They and How Do They Perceive Their Work, Institutions and Public Policies (A Preliminary Analysis) (Jesus Francisco Galaz-Fontes, Laura Elena Padilla-Gonzalez, Manuel Gil-Anton, Juan Jose Sevilla-Garcia, Jose Luis Arcos-Vega, Jorge Martinez-Stack, Sergio Martinez-Romo, Gabriel Arturo Sanchez-de-Aparicio-y-Benitez, Leonardo Jimenez-Loza and Maria Elena Barrera-Bustillos); (17) The Academic Profession in Argentina: Characteristics and Trends in the Context of a Mass Higher Education System (Monica Marquina and Norberto Fernandez Lamarra); and (18) The Academic Profession in South Africa in Times of Change: Portrait from the Preliminary Results of the Changing Academic Profession (CAP) Research Project (Charste C. Wolhuter, Philip Higgs, Leonie G. Higgs, and Isaac M. Ntshoe). Appended are: (1) CAP Questionnaire; (2) Conference Program; and (3) List of Participants. Individual papers contain figures, tables, references and footnotes.
- Published
- 2008
4. A psychometric systematic review of self-report instruments to identify anxiety in pregnancy.
- Author
-
Evans, Kerry, Spiby, Helen, and Morrell, C. Jane
- Subjects
CINAHL database ,INFORMATION storage & retrieval systems ,MEDICAL databases ,MEDICAL information storage & retrieval systems ,PSYCHOLOGY information storage & retrieval systems ,LONGITUDINAL method ,RESEARCH methodology ,EVALUATION of medical care ,MEDLINE ,PRENATAL care ,PSYCHOLOGICAL tests ,PSYCHOMETRICS ,QUESTIONNAIRES ,RESEARCH evaluation ,RESEARCH funding ,SELF-evaluation ,SYSTEMATIC reviews ,ANXIETY disorders ,CROSS-sectional method ,PREGNANCY ,DIAGNOSIS - Abstract
Aims To report a systematic review of the psychometric properties of self-report instruments to identify the symptoms of anxiety in pregnancy to help clinicians and researchers select the most suitable instrument. Background Excessive anxiety in pregnancy is associated with adverse birth outcomes, developmental and behavioural problems in infants and postnatal depression. Despite recommendations for routine psychological assessment in pregnancy, the optimal methods to identify anxiety in pregnancy have not been confirmed. Design Psychometric systematic review. Data sources A systematic literature search of the multiple databases (1990-September 2014). Review methods Identification of self-report instruments to measure anxiety in pregnancy using COSMIN guidelines to assess studies reporting a psychometric evaluation of validity and reliability. Results Thirty-two studies were included. Studies took place in the UK, Australia, Belgium, Canada, Germany, Italy, Scandinavia, Spain and the Netherlands. Seventeen different instruments were identified. Measures of validity were reported in 19 papers and reliability in 16. The overall quality of the papers was rated as fair to excellent using the COSMIN checklist. Only one paper scored excellent in more than one category. Conclusion Many instruments have been adapted for use in different populations to those for which they were designed. The State Trait Anxiety Inventory, Edinburgh Postnatal Depression Scale and the Hospital Anxiety and Depression Scale have been tested more frequently than other instruments, yet require further assessment to confirm their value for use in pregnancy. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
5. Current Practices, Experiences, and Views in Clinical Hypnosis: Findings of an International Survey.
- Author
-
Palsson, Olafur S., Kekecs, Zoltan, De Benedittis, Giuseppe, Moss, Donald, Elkins, Gary R., Terhune, Devin B., Varga, Katalin, Shenefelt, Philip D., and Whorwell, Peter J.
- Subjects
PROFESSIONAL practice ,SOCIAL workers ,SOCIAL media ,HYPNOTISM ,PSYCHOLOGISTS ,VIDEOCONFERENCING ,EXPERIENCE ,ATTITUDES toward illness ,QUESTIONNAIRES ,RESEARCH funding ,DATA analysis software ,NEWSLETTERS ,PHYSICIANS ,EMAIL - Abstract
An online survey of 691 clinicians who use hypnosis was conducted in 31 countries to gain a broad real-world picture of current practices, views, and experiences in clinical hypnosis. Among 36 common clinical uses, stress reduction, wellbeing and self-esteem-enhancement, surgery preparations, anxiety interventions, mindfulness facilitation, and labor and childbirth applications were the most frequently rated as highly effective (each by ≥70% of raters) in the clinicians' own experience. Adverse hypnosis-associated effects had been encountered by 55% of clinicians but were generally short-lived and very rarely judged as serious. The most common hypnosis approaches used were Ericksonian (71%), hypnotic relaxation therapy (55%), and traditional hypnosis (50%). Almost all respondents reported regularly using other therapeutic modalities alongside hypnosis. Among a range of client variables potentially affecting therapy, most clinicians rated hypnotist-client rapport (88%) and client motivation (75%) as very or extremely important factors for successful hypnotherapy. The majority of respondents had conducted hypnosis treatment via teletherapy, and 54% of those estimated it to be as effective as in-person treatment. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
6. The impact on functioning of second-generation antipsychotic medication side effects for patients with schizophrenia: a worldwide, cross-sectional, web-based survey.
- Author
-
Tandon, Rajiv, Lenderking, William R., Weiss, Catherine, Shalhoub, Huda, Barbosa, Carla Dias, Chen, Jun, Greene, Mallik, Meehan, Stine R., Duvold, Laëtitia Bouérat, Arango, Celso, Agid, Ofer, and Castle, David
- Subjects
DRUG therapy for schizophrenia ,ANTIPSYCHOTIC agents ,DIZZINESS ,DRUG toxicity ,FRUSTRATION ,INTERNET ,HEALTH outcome assessment ,PSYCHOMOTOR disorders ,PSYCHOTHERAPY patients ,QUALITY of life ,QUESTIONNAIRES ,SATISFACTION ,HUMAN sexuality ,SEX distribution ,SLEEP disorders ,SURVEYS ,SYNCOPE ,WEIGHT gain ,ACTIVITIES of daily living ,PSYCHOSOCIAL factors ,DISEASE prevalence ,CROSS-sectional method ,XEROSTOMIA - Abstract
Background: It is well established that the different antipsychotics used for schizophrenia symptoms differ substantially in their side effects. However, relatively little is known about the impact of these side effects on functioning from the patient's perspective. We aimed to understand how key side effects of second-generation antipsychotics impact the functioning and quality of life (QoL) of patients with schizophrenia. Methods: This is a cross-sectional, web-based survey of patient-reported side effect burden of antipsychotic drugs in adults with schizophrenia. The survey was deployed in the United States, Canada, Australia, Spain, Italy, Norway, and Denmark. It included sociodemographic and clinical questions, the Quality of Life Enjoyment and Satisfaction Questionnaire Short Form (Q-LES-Q-SF), and the Glasgow Antipsychotic Side-Effect Scale (GASS). Eight pre-defined key side effects classified as activating ("Shaky hands or arms," "Restlessness," and "Difficulty sleeping"), sedating ("Sleepy during the day", "Feeling drugged or like a zombie," and "Feeling dizzy/Fainted") or other side effects ("Problems enjoying sex" and "Gaining weight"), and additional questions related to impacts on function and quality of life were asked. Results: In total, 435 participants (mean age: 38 years, 53.8% female) were included. The total Q-LES-Q-SF score indicated overall medium satisfaction with their quality of life (score of 44.3; possible range 14–70). The most prevalent side effects were "Sleepy during the day" (83.2%), "Difficulty sleeping" (74.7%), "Dry mouth" (63.9%), "Problems enjoying sex" (53.4%) and "Gaining weight" (52.4%). Women reported the side effects of "Sleepy during the day", "Problems enjoying sex" and "Gaining weight" more frequently than men. Key side effects impacted physical, social, occupational and psychological aspects of functioning. Patients with key side effects often felt frustrated by their experiences. Total Q-LES-Q-SF score showed a significant inverse correlation with the score of pre-defined groups of side effects indicating worse QoL in association with more severe key side effects in these patients. Conclusion: Stable patients with schizophrenia taking second-generation antipsychotics live with many side effects, including activating and sedating side effects, sexual side effects, and weight gain. Presence of these side effects is associated with substantial impacts across all aspects of daily functioning and lower quality of life and satisfaction. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
7. Effect of Multiple Sclerosis on Daily Activities, Emotional Well-being, and Relationships: The Global vsMS Survey.
- Author
-
Bass, Ann D., Van Wijmeersch, Bart, Mayer, Lori, Mäurer, Mathias, Boster, Aaron, Mandel, Matt, Mitchell, Colin, Sharrock, Kersten, and Singer, Barry
- Subjects
PSYCHOLOGICAL adaptation ,COGNITION disorders ,EMOTIONS ,EMPLOYMENT ,POSTURAL balance ,FATIGUE (Physiology) ,INTERPERSONAL relations ,LIFE skills ,MEMORY disorders ,MULTIPLE sclerosis ,QUALITY of life ,QUESTIONNAIRES ,SELF-perception ,SLEEP disorders ,TACTILE agnosia ,ACTIVITIES of daily living ,WELL-being ,SENSORY disorders ,DISEASE complications - Abstract
Background: The vsMS survey was conducted to better understand the negative effects of fatigue, cognitive impairment, emotional burden, and decreased physical functioning on the personal, professional, and social lives of individuals with multiple sclerosis (MS). Methods: The vsMS survey was an online survey conducted in Australia, Canada, France, Italy, Spain, the United Kingdom, and the United States that assessed the impact of MS on individuals' daily activities, emotional well-being, relationships, and employment. Results: The survey included 1075 participants with relapsing-remitting MS. Almost 42% of participants reported that their ability to perform and manage daily activities had worsened during the previous 2 years. More than 50% reported limitations in daily activities due to fatigue, physical weakness, problems with balance/coordination, heat/cold sensitivity, memory problems, numbness/tingling, trouble concentrating, impaired movement/muscle stiffness, and impaired sleeping. Participants also reported a negative effect on emotional and social factors, including self-esteem, general outlook, well-being, maintaining/ starting relationships, ability to progress in their career/keep their job, and ability to cope with life roles. Conclusions: These data highlight the importance of addressing the impact of MS and the social and emotional disease burdens on daily activities when planning the care of patients with MS. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.