8,629 research outputs found

    Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K-12 (primary and secondary) teacher education

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    The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Web‐based course for pre‐service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer‐mediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre‐service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Web‐based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Web‐based distance education course for teacher education

    Overoptimism among Founders: The Role of Information and Motivation

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    This study empirically investigates factors that influence overoptimism across nascent entrepreneurs. We distinguish between two main groups of determinants (information, motivation) and three types of overoptimism (income, psychological burden, leisure time). Findings indicate that entrepreneurs who have relevant business information are more realistic and that entrepreneurs with a high level of general knowledge, acquired through education or previous (unrelated) entrepreneurial experience, are more overoptimistic. External advice and business planning do not appear to limit subsequent overoptimism. Entrepreneurs are less overoptimistic about the pecuniary or non-pecuniary benefits of self-employment when these benefits are closely related to the initial motivation for starting up the business.information;motivation;nascent entrepreneurs;overoptimism

    Best of Both Worlds: The Inclusion of Gamification in Virtual Lab Environments to Increase Educational Value

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    Previous research investigating gamification and virtual laboratories has suggested that both are successful in educational outcomes, but few have looked at both gamification and virtual labs in tandem. This research explores the idea of investigating both contexts within one unified platform. We examine whether using gamification within virtual labs is effective in enhancing learners’ educational performance. Particularly, we employ leaderboards as a motivational gamification mechanism for more engagement and participation that can result in higher learning outcomes. Using a sample of students, our results show that utilization of gamification within a virtual lab environment causes students to exhibit higher performance in terms of more task accomplishments (specifically more complex tasks) and higher self-efficacy. The current findings show promising evidence on the positive influence of gamification within virtual lab learning environments

    Inclusion of Gamification Elements in the Context of Virtual Lab Environments to Increase Educational Value

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    Previous research on gamification and virtual laboratories has suggested that both produce successful educational outcomes, but few studies have looked at both gamification and virtual labs in tandem. Drawing on social cognitive theory, we investigate gamification in the virtual labs’ context to examine whether learners’ educational performance is enhanced. In particular, we employ leaderboards as a motivational gamification mechanism for more engagement and participation that can result in higher learning outcomes. Using a student sample, our results show that using gamification within a virtual lab environment results in higher student performance; specifically, it helps them complete more-complex tasks and increases their self-efficacy. Our findings show promising evidence that gamification in virtual lab learning environments positively influences learning

    A Conceptual Model of Investor Behavior

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    Based on a survey of behavioral finance literature, this paper presents a descriptive model of individual investor behavior in which investment decisions are seen as an iterative process of interactions between the investor and the investment environment. This investment process is influenced by a number of interdependent variables and driven by dual mental systems, the interplay of which contributes to boundedly rational behavior where investors use various heuristics and may exhibit behavioral biases. In the modeling tradition of cognitive science and intelligent systems, the investor is seen as a learning, adapting, and evolving entity that perceives the environment, processes information, acts upon it, and updates his or her internal states. This conceptual model can be used to build stylized representations of (classes of) individual investors, and further studied using the paradigm of agent-based artificial financial markets. By allowing us to implement individual investor behavior, to choose various market mechanisms, and to analyze the obtained asset prices, agent-based models can bridge the gap between the micro level of individual investor behavior and the macro level of aggregate market phenomena. It has been recognized, yet not fully explored, that these models could be used as a tool to generate or test various behavioral hypothesis.behavioral finance;financial decision making;agent-based artificial financial markets;cognitive modeling;investor behavior

    Cognitive Load Theory and Library Research Guides

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    Online library research guides are instructional tools that most libraries provide for their patrons. With greater flexibility in web programming and new products like Springshare’s Libguides librarians have multiple venues for guide creation. This paper seeks to assist research guide editors in assessing their guides based on cognitive load theory. This theory is based on the idea that cognitive capacity for learning is limited and that techniques can be developed to help learners avoid cognitive overload. Addressing the three main sources of cognitive load gives librarians a framework in which to create meaningful and useful research guides

    Analysing Assistance Discourse Provided to Stakeholders to Utilize E-Learning in the Higher Education

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    This paper analyses how the E-Learning Unit at the university level (re)constructs instructions that facilitate the utilization of e-learning by stakeholders. More specifically, the paper presents an analysis of an assistance discourse during the University of Ha’il transition to distance learning that was prompted by the COVID-19 pandemic. The researchers suggest revising educational regulations for in-depth qualitative analysis of stakeholders’ views on policy. In so doing, they conducted various levels of analyses using two sets of data: (1) two surveys (for students and academic staff); (2) and four interviews with the coordinators of the E-Learning Unit at the university. The surveys identify the institutional context during the transition period to distance learning. The interviews are also analysed using Fairclough and Fairclough’s (2012) practical reasoning approach to clarify the strategies for supporting stakeholders. The main finding of the research is that the style of assistance discourse and the types of support should be stated clearly in university policy to enhance the effectiveness of the E-Learning Unit’s support of stakeholders

    Developing and Implementing a Computer Mediated Information Exchange (CMIE) for Student and Faculty Interaction

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    The purpose of this paper is to develop and implement a Computer Mediated Information Exchange (CMIE) that will help adult students and their professors to implement a present-day technology tool based upon current computer-human interaction studies for use outside the traditional classroom while using existing hardware. It is by using many new theories and instructional techniques, as well as new innovative technologies in the classroom based upon psychological studies of computer and human interaction that educators can begin to communicate more effectively to adult students and increase their learning potential

    Applying principles for multimedia learning to eLearning modules to reduce extraneous processing

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    The purpose of the portfolio is to illustrate tangible examples of effective eLearning design and to explain why they are effective. In this chapter, the products of the portfolio will be thoroughly described. How the products are implemented in the Instructional Design community is then described and explained. The goal of these products is to help the professional Instructional Design community by offering a comprehensive resource showing best practices based on principles to reduce extraneous processing. The products of the portfolio, as described in chapter three are two separate items that are now combined into one deliverable. This overall deliverable is an eLearning module created with Articulate Storyline 360. It has intuitive navigation, branching navigation and self-paced learner-led options to explore the content. The module starts with a main menu page, which has an interactive design. There is a title here and five tabs, one for each principle. As the learner hovers over each of the five tabs, they move on a motion path and reveal the names of the principles. Once the tabs are expanded, they remain that way throughout the whole interaction, no matter how many times the learner navigates from and back to the main menu. The learner can access and return to any of the menu options as frequently or infrequently and in any order in which they desire. This unlocked navigation is purposeful and done so because the implementation of the module is to be a resource. Each button when clicked, brings the learner to the corresponding branching scene. Each scene has a landing slide with the name and brief definition of the principle, as well as three buttons. The learner can click on one button at a time to lightbox a new slide with content that is either an example or a non-example of the principle in action. Each principle has a total of three different examples and/or non-examples. Similar to the free navigation of the main menu, once a learner accesses a lightbox they can close out of it by clicking the X in the upper right corner. They can visit and revisit as many times as they wish. The button to access the lightbox has a responsive design so that once accessed, a checkmark is revealed to signal it has been visited. Each lightboxed slide has a layer on it. The main base layer of the slide displays the featured content. However, to view the explanation of how the example represents the principle, there is an icon in the upper left corner that can be clicked to reveal a layer with an explanation. This layer can be opened and closed as many times as the user wants and can be left in either state without it distracting from the main content of the slide

    A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses

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    The design and facilitation of asynchronous online courses can have notable impacts on students related to persistence, performance, and perspectives. This case study presents current conditions for cognitive load and Community of Inquiry (CoI) presences in an asynchronous online introductory undergraduate STEM course. Researchers present the novel use of Python script to clean and organize data and a simplification of the instructional efficiency calculation for use of anonymous data. Key relationships between cognitive load and CoI presences are found through validated use of NASA-TLX instrument and transcript analysis of discussion posts. The data show that student presences are not consistent throughout a course but are consistent across sections. Instructor presences are not consistent throughout a course or across sections. The study also explored predominant factors within each presence, confirming previous reports of low cognitive presence in discussions. The highest extraneous cognitive load was reported for understanding expectations and preparing an initial post. These results provide support for improvements to course design and instructor professional development to promote Community of Inquiry and reduce extraneous cognitive load
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