695 research outputs found

    New “Unbundling” Rules: Will the FCC Finally Open Up Cable Broadband?

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    This iBrief discusses a recent Court of Appeals decision remanding FCC rules on the unbundling of Internet services by telephone exchange carriers. These rules ordered many Internet service providers to share their equipment with competitors, so that consumers could choose their providers instead of having to accept all services from the company who installed the physical Internet connection. Cable Internet providers are not included in these rules. This iBrief predicts that cable broadband operators will soon be governed by the same unbundling provisions as other ISPs

    Immersive Visualization Environments for Teaching/Learning

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    Comparative Study of Brain Activities in Immersive Visualization Environments: An Innovative Pedagogical Technique Abstract The primary objective of this work-in-progress is to investigate advanced and innovative pedagogical techniques in teaching and learning STEM concepts by utilizing Immersive Visualization Environments (IVE). Specifically, a comparative study of brain activities was performed to determine effectiveness of different Immersive Visualization Environments in pedagogy. Twelve randomly selected college students participated in this investigation using an electroencephalography (EEG) device for measuring brain waves of the subjects. The preliminary collected data supported the assertion that dome-shaped IVE elicited a more relaxed state than its counterpart, head-mounted IVE, yielding a higher performance. Audience: College/University Professors Conference Track: R1 - Work-in-progress Format of Presentation: Poster Session Participants\u27 Engagement: N/A Participants\u27 Gain: Exposure and Knowledge of Immersive Visualization Environment for Teaching/Learning in STEM fields. Alignment: Objectives of this poster session is directly aligned with the objectives of the conference

    Effects of a Growth Mindset Intervention on First-Year College Student Academic Performance

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    Student success is influenced by a complex array of factors, including implicit theories of intelligence, or mindset. Previous research has shown that students’ mindset, whether they view intelligence as a fixed quantity or something that can be incrementally increased, can predict academic achievement. Students who hold a fixed mindset believe that intelligence is a static trait that cannot be changed and often internalize failure, exert less effort when faced with difficulty, and avoid challenging work in order to preserve their self-image. Conversely, students who hold a growth mindset believe that intelligence can be cultivated by engaging in challenging experiences. These students seek growth opportunities, as they feel most successful when they are learning and developing their intelligence. When facing difficult school transitions and challenging courses, students who hold a growth mindset are more likely to achieve academic success, and interventions can be used to foster this implicit theory of intelligence. Many higher education institutions utilize first-year seminars in order to facilitate student success, including Central Washington University (CWU). University 101 (UNIV 101) presents a unique opportunity to reach first-year students as they transition to college and may be an appropriate venue to incorporate a growth mindset intervention. This study explored whether including a growth mindset intervention in UNIV 101 had a positive impact on student success for first-year students. It was hypothesized that students whose UNIV 101 section included a growth mindset lesson would earn higher Fall quarter grades and be more likely to enroll in Winter quarter. Instructors were surveyed to ascertain whether and to what extent they included a growth mindset lesson in their UNIV 101 section(s), and student data were collected from institutional effectiveness. A multiple regression analysis and logistic regression analyses were conducted to explore the hypotheses; however, the data did not support either hypothesis

    Hardware Components in Cybersecurity Education

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    Hardware components have been designated as required academic content for colleges to be recognized as a center of academic excellence in cyber operations by the National Security Agency (NSA). To meet the hardware requirement, computer science and information technology programs must cover hardware concepts and design skills, topics which are less emphasized in existing programs. This paper describes a new pedagogical model for hardware based on network intrusion detection taught at college and graduate levels in a National Center of Academic Excellence in Information Assurance Education Program (CAE/IAE). The curriculum focuses on the fundamental concepts of network intrusion detection mechanisms, network traffic analysis, rule-based detection logic, system configuration, and basic hardware design and experiments. This new course enriches students with the latest developments

    DRIP - Data Rich, Information Poor: A Concise Synopsis of Data Mining

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    As production of data is exponentially growing with a drastically lower cost, the importance of data mining required to extract and discover valuable information is becoming more paramount. To be functional in any business or industry, data must be capable of supporting sound decision-making and plausible prediction. The purpose of this paper is concisely but broadly to provide a synopsis of the technology and theory of data mining, providing an enhanced comprehension of the methods by which massive data can be transferred into meaningful information

    Understanding Students’ Self-Regulation in Asynchronous Online Learning

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    University of Minnesota Ph.D. dissertation. May 2019. Major: Education, Curriculum and Instruction. Advisor: Cassandra Scharber. 1 computer file (PDF); ix, 206 pages.Despite rapid growth in online enrollment within higher education, persistence and completion rates remain lower for online courses than face-to-face courses. This discrepancy between the two modalities indicates a need to better understand students’ self-regulated learning (SRL) within online learning environments. Students with higher SRL skills demonstrate higher academic achievement than those who do not, and so it is critical to investigate the topic of SRL because it is so closely tied with achievement online. This study used a sequential, explanatory mixed methods approach to better understand the experience and actions of undergraduate students in an asynchronous online course who possess varying levels of self-regulation. In the quantitative phase, participants completed the Motivated Strategies for Learning Questionnaire which gave a self-reported snapshot into students’ motivation, self-regulating skills, and learning strategies. Trace log data from the learning management system (LMS) was additionally collected during four weeks of the semester. During an interim phase, three focal participants were selected and a semi-structured interview protocol was developed for the qualitative phase. The qualitative phase consisted of data collected through interviews with each of the focal participants, and observations of the three participants throughout the semester. Results suggest that while students appreciate the flexibility of an online course, flexibility can also lead to challenges. The flexible nature of a course appeared most challenging during online group work, when taking an online class for the first time, or when time management was poor. It was also found that students with higher levels of SRL strategies tend to dedicate specific time and places to work on coursework, and demonstrated a propensity to log in to the course LMS earlier and more frequently during each course week. Conversely, it was found that a student with lower SRL abilities did not dedicate a specific time or place to studying for the course, and tended to miss group discussion deadlines. Finally, it was found that an online instructors’ presence, frequent communication, use of video posts and discussions, and outlining weekly expectations were helpful teaching strategies which encouraged students to maintain motivation and SRL within the course
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