A COMPARATIVE STUDY OF THE USE OF OPEN EDUCATIONAL RESOURCES (OER) AT E-LEARNING UNIVERSITY AND FACE-TO-FACE UNIVERSITY IN YOGYAKARTA (A CASE STUDY AT UT AND UNY)

Artikel ini bertujuan untuk menemukan dan membandingkan tingkat penggunaan Open Educational Resources (OER). Penekanannya adalah pada yang mempengaruhi penggunaan OER dan persepsi tentang penggunaan OER dari dosen E-learning University dan Konvensional (Face To Face teaching) Universitas di kota Yogyakarta. Fokus studi murni melibatkan dua universitas negeri: Universitas Terbuka (UT) sebagai Universitas E-learning dan Universitas Negeri Yogyakarta (UNY) sebagai Universitas Pembelajaran Tatap Muka. Data dikumpulkan dari sampel 30 responden dari masing-masing universitas menggunakan metode kuesioner. Hasil data menunjukkan bahwa dosen di kedua universitas memiliki keterampilan teknologi ahli, dan keduanya menggunakan sumber daya digital dan OER. Para dosen UT, bagaimanapun, menunjukkan persepsi yang lebih positif tentang penggunaan OER berbeda dengan kuliah sebagai bahan pendukung daripada UNY

The occurrence and character of stories and story-telling in a computer conference.

Abstract: Constructivist views of online interaction often refer to the power of stories and the role of story-telling in the sharing and construction of knowledge, and the creation of learning communities. No empirical evidence of the presence or character of stories in online conferences has been systematically reported, however. This study described the occurrence of stories in a CMC (computer-mediated communication) transcript generated by experienced online communicators (graduate students), in relation to some of the expectations of a constructivist view of narrative in online interaction, and in contrast with a historical model for describing face-to-face interaction (Bales, 1950). Findings included the observation that, while stories occurred in about 1 posting in 5, students used stories markedly more often than the instructor-moderator; stories tended to be descriptive, rather than analytic, advisory, or hortatory; gender was not an issue in story use; and both story and non-story postings were highly group-supportive, providing information and answers to questions, and avoiding negative social interactions (a finding noted previously in moderated, academic conferences)

Our Streets: Increasing Equity in Active Transportation Planning through Community Outreach

ABSTRACT Significant research has demonstrated that active transportation infrastructure is essential for the growth and livability of San Francisco: it increases access to economic opportunities, promotes overall improved public health, encourages mobility without contributing to roadway congestion, prevents traffic injuries and fatalities, and supports the sustainability goals of the city. Despite the fact that communities of color will benefit the most from active transportation infrastructure development, historical disenfranchisement in tandem with a lack of diverse representation within public participation contributes to an inequitable distribution of walking and biking investments throughout the city of San Francisco. While research shows that Black and Hispanic cyclists are disproportionately represented in pedestrian and bicycle fatalities, public participation within transportation planning lacks diverse representation. To understand how San Francisco’s transportation development can better reflect the needs of its diverse and historically marginalized residents, I asked the following research question: How can San Francisco effectively engage Equity Priority Communities in active transportation development through participatory planning? In this thesis, I argue that reform of the San Francisco Municipal Transportation Agency (SFMTA)’s outreach and engagement practices is necessary to promote more equitable outcomes. Through a demographic analysis of active transportation community outreach participation, I demonstrate that the SFMTA’s current practices fail to engage the city’s diverse populations. I utilize the perspectives of sixteen SFMTA transportation officials and Susan Fainstein’s model of urban justice to form policy recommendations that will advance equity for the agency’s interaction with the public. This project is important because as SFMTA’s Office of Racial Equity and Belonging is developing Phase 2 of their Racial Equity Action Plan, my research identifies an area in need of improvement and provides a path forward

The Educational Experience of Low-Wage Working Women Students during Covid-19: A Multiple Case Study

The Educational Experience of Low-Wage Working Women Students during Covid-19: A Multiple Case Stud

Person-centered approaches to examining links between self-regulation and conduct problems, attention-deficit/hyperactivity disorder, and callous-unemotional behaviors in childhood

Over the past two decades, the study of self-regulation and its associations with emerging psychopathology has become a major pursuit in developmental science. Early-childhood emotion regulation (ER) and executive function (EF), in particular, are interrelated aspects of self-regulation that have garnered extensive research and are theorized to promote social competence school readiness and achievement, and adjustment. However, the development of self-regulation is a complex process that occurs through coaction at multiple levels of analysis. Three studies were conducted to examine biobehavioral emotion responding in infancy, early childhood EF, and their prospective influences on trajectories of conduct problems (CPs), attention-deficit/hyperactivity disorder (ADHD), and callous-unemotional (CU) behaviors using multiple person-centered approaches. Study 1 used latent profile analysis (LPA) to prospectively examine the synchrony and asynchrony of infant behavioral reactivity, cortisol reactivity, and ER behaviors at 6, 15, and 24 months of age to determine whether groups of infants evidenced different patterns of arousal and regulation; and whether such patterns were bidirectionally related to parenting behavior over the same span of time. Study 2 used longitudinal latent class analysis (LLCA) to examine joint trajectories of CPs, ADHD symptoms, and CU behaviors from 3 years old to 5th grade in order to assess examine heterogeneity in CPs based on the presence of ADHD and CU behaviors. Study 3 built upon the prior two studies by in by investigating associations of infants’ emotional arousal and regulation with their later CP/ADUD/CU trajectories, as well as the role of early childhood EF in mediating these prospective associations. Results from Study 1 indicated that there is observable variation in infants’ patterns of behavioral reactivity, cortisol reactivity, and ER behaviors across infancy, and that infant emotion responding and parent sensitivity and harsh-intrusion were bidirectionally predictive of one another. Results from Study 2 showed that children did follow differing trajectories of CPs, but that these varied based on who reported their behavior (parents, teachers, or both), rather than on trajectories of ADHD symptoms and CU behaviors. In addition, these joint trajectories differentiated children’s likelihood of meeting diagnostic criteria for oppositional defiant disorder, conduct disorder, and ADHD, as well as clinically significant levels of CU behaviors, during preadolescence. Finally, results from Study 3 indicated that infants’ patterns of emotion responding were not prospectively related to their CP/ADHD/CU trajectories or their early childhood EF. However, better EF did significantly predict a decreased likelihood of following trajectories characterized by high problem behavior as rated by both parents and teachers, parents only, and teachers only. The implications for understanding the early development of self-regulation, CPs, ADHD, and CU behaviors are discussed, as is the utility of innovative person-centered approaches for understanding these phenomena

Modern didactics in contemporary education

The rapid development of information technology and telecommunications has radically changed the two most important social processes: access to information and communication, allowing the globalization of the economy, culture, education and other areas of society. Priority, undoubtedly, is education, which determines the pace of development in particular countries and the quality of life of individuals. Hypertext and episodic flow of information dramatically changes the way we think and learn. Today, the human cognitive process can no longer be based on the linear structure because shaping knowledge is based on the conscious use of information fragments and episodes that reach the contemporary man in a continuous and often unintentional way. In such conditions, methods and forms of education used for centuries are no longer effective, especially for digital natives who build their intellectual capital

Globalization, Culture, and Online Learning: An Exploration of the Sociocultural Perspectives of Indian Students Participating in U.S.-Based Online Courses

This study correlates the impacts of globalization on higher education and the generation of online learning programs offered to global audiences. Concomitantly, it examines the sociocultural experiences of international students participating in United States based online courses. Of specific interest is the socialized culture of learning students from India bring with them into an online learning course, and how that socialized culture is negotiated through strategies of acculturation alongside the student’s perceived American culture of learning. The overarching focus of the study explores the advent of cybercultures within online learning course environments as a potential result of the intermingling of variant cultures of learning