Harnessing Technology: analysis of emerging trends affecting the use of technology in education (September 2008)

Research to support the delivery and development of Harnessing Technology: Next Generation Learning 2008–1

Factors affecting e-Learning effectiveness in a higher learning institution in Malaysia

The purpose of this research was to investigate factors that influence the effectiveness of the e-learning system in a higher learning institution. The participants were students randomly selected from diploma and degree programs. The main instrument was a questionnaire that was distributed to the students. The researchers collected 205 completed questionnaires out of a total of 300. Four factors were chosen as independent variables namely: reaction and satisfaction,learning outcome and achievement, familiarity with online learning technology, and participation and interaction. It was found that the effectiveness of the e-learning system was significantly affected by reaction and satisfaction, learning outcome and achievement, and familiarity with online learning technology. The participation and interaction factor had no apparent effect on the effectiveness of the e-learning system. Therefore, it is recommended that higher learning institutions interested in introducing e-learning should focus on students’ reaction and satisfaction towards the system.E-learning should focus on learning outcomes and achievement. It is also recommended that institutions first look into the issue of familiarity with online learning technology among students before introducing the e-learning system so as to determine whether students are comfortable with the online learning tools

Exploring the factors affecting the motivation for learning from the perspective of public health students: A qualitative study

Objective. Despite the significant role of motivation in achieving success among public health students, students often do not demonstrate adequate motivation for learning and education. This study was performed to determine factors affecting the motivation for learning from the perspective of public health students via content analysis approach. Methods. This qualitative study was conducted at Kurdistan University of Medical Sciences in Sanandaj, Iran in 2017. 15 students were included in the study by using purposive sampling. Data were collected through personal interviews, group discussions, and field notes, and they were analyzed through conventional content analysis. Several parameters were taken into account to support the accuracy and the strength of the data: acceptability, confirmability, and transferability. Results. Five categories were derived from the data analysis, including “University Policy”, “Health Status”, “Teacher’s Role”, “Student-Related Factors” and “University Facilities”. Attention to the health status and its priority in the opinion of people, authorities, and educational system were the most important factors involved in the students’ motivation for learning. Conclusions. To increase motivation for learning, students have diverse needs that should be met. Attention to the components of motivation for learning not only enhances academic achievement but also promotes the formation of health behaviors in the society

Factors Affecting the Development of Workforce Versatility

Among all strategies supporting the firms' flexibility and agility, the development of human resources versatility holds a promising place. This article presents an investigation of the factors affecting the development of this flexibility lever, related to the problem of planning and scheduling industrial activities, taking into account two dimensions of flexibility: the modulation of working time, which provides the company with fluctuating work capacities, and the versatility of operators: for all the multi-skilled workers, we adopt a dynamic vision of their competences. Therefore, this model takes into account the evolution of their skills over time, depending on how much they were put in practice in previous periods. The model was solved by using an approach relying on genetic algorithm that used an indirect encoding to build the chromosome genotype, and then a serial scheduling scheme is adopted to build the solution

Analysis of movement mechanics in the training process of sport horses

Article Details: Received: 2020-10-15 | Accepted: 2020-11-27 | Available online: 2021-01-31https://doi.org/10.15414/afz.2021.24.mi-prap.145-149The aim of the study was to determine the effect of training process on changes of quantitative and qualitative indicators of the movement mechanics of sport horses. A load controller was used to evaluate the motion mechanics. The training load was divided into three stages with different lengths, speeds and degrees of load. Tested animals were 14 horses of Slovak Warmblood breed. Our results have shown that gradual increase of load in the tested horses resulted in better spaciousness of movement, which was reflected in the elongation of the horse´s stride, regular movement and significant energy of the pelvic limbs (p<0.05). From our findings we can state that the effect of gender did not have significant effect on the number and length of steps in each degree of load. We have noticed a significant difference (p<0.05) in the „number of steps“ parameter between the age categories of horses in the age up to 7 years (3.460±619) and the category aged up to 14 years (3.383±572). Gradual increase of the training load led to the economization of the movement and the long-term training process sled to the adaptation of the organism to repeated load. Keywords: horse, movement mechanics, training, treadmill, loadReferencesArfuso, F. et al. (2016). Dynamic modulation of platelet aggregation, albumin and nonesterified fatty acids during physical exercise in Thoroughbred horses. Research in Veterinary Science, 104, 86-91.https://doi.org/10.1016/j.rvsc.2015.11.013Barrey, E. (2016). Biomechanics of locomotion in the athletic horses. Veterian Key [online], 10. Retrieved June 20, 2019 from https://veteriankey.com/biomechanics-of-locomotion-in-the-athletic-horse/Barrey, E. et al. (1993). Stride characteristics of overground versus treadmill locomotion in the saddle horse. Acta Anatomica,146(2-3), 90-94. https://doi.org/10.1159/000147427Becero, M. et al. (2020). Capacitive resistive electric transfer modifies gait pattern in horses exercised of treadmill. BMC Veterinary Research, 16, 10. https://doi.org/10.1186/s12917-020-2233-x  Becker, A. C., Stock, K. F. & Distl, O. (2011). Genetic correlations between free movement and movement under rider in performance tests of German Warmblood horses. Livestock Science, 142(1-3), 245-252.https://doi.org/10.1016/j.livsci.2011.08.001Clayton, H. M. (2004). The dynamic horse: a biomechanical guide to equine movement and performance. Madison, MI: Sport Horse Publications. ISBN 097476700X.Fredricson, I. et al. (1983). Treadmill for equine locomotion analysis. Equine Veterinary Journal, 15(2), 111-115. https://doi.org/10.1111/j.2042-3306.1983.tb01730.xHalo, M. et al. (2008). Genetic efficiency parameters of Slovak warm-blood horses. Arch. Tierz., Dummerstorf 51 (2008) 1, 05-15.Halo, M. et al. (2008). Influence stres on the training process of the horses. Journal of Central European Agriculture Open Access, 9(1), 217-223.Leleu, C., Cotrel, C. & Barrey, E. (2005). Relationships between biomechanical variables and race performance in French Standardbred trotters. Livestock Production Science, 92(1), 39-46.https://doi.org/10.1016/j.livprodsci.2004.07.019  Mcbride, S. D. & Mills, D. S. (2012). Psychological factors affecting equine performance. BMC Veterinary Research, 8, 180. https://doi.org/10.1186/1746-6148-8-180McGreevy, P. D. & McLean, A. N. (2007). Roles of learning theory and ethology in equitation. Journal of Veterinary Behavior: Clinical Applications and Research, 2(4), 108-118. https://doi.org/10.1016/j.jveb.2007.05.003Mlyneková, E. et al (2016). Impact of training load on the heart rate of horses. Acta fytotechnica et zootechnica, 19, 2016(4):167-170. http://dx.doi.org/10.15414/afz.2016.19.04.167-170Moore, J. (2010). General biomechanics: the horse as a biological machine. Journal of Equine Veterinary Science, 30(7), 379-383. https://doi.org/10.1016/j.jevs.2010.06.002Parkes, R. S. V. et al. (2019). The Effect of Training on Stride Duration in a Cohors of Two-Year-Old and Three-Year-Old Thoroughbred Racehorses. Animals, 9(7), 466. https://doi.org/10.3390/ani9070466Persson, S. G. P. (1967). On blood volume and working capacity in horses. Acta Veterinaria Scandinavica, 19(Suppl.), 9-189.Straub, R. & Hoppeler, U. (1989). Leistungstest im Feld und auf dem Laufband - Eine vergleichende Studie.  2nd Congress of the world Equine Vet. Assoc. Essen: Equitana

Psychological factors affecting equine performance

For optimal individual performance within any equestrian discipline horses must be in peak physical condition and have the correct psychological state. This review discusses the psychological factors that affect the performance of the horse and, in turn, identifies areas within the competition horse industry where current behavioral research and established behavioral modification techniques could be applied to further enhance the performance of animals. In particular, the role of affective processes underpinning temperament, mood and emotional reaction in determining discipline-specific performance is discussed. A comparison is then made between the training and the competition environment and the review completes with a discussion on how behavioral modification techniques and general husbandry can be used advantageously from a performance perspective

An empirical study on behavioural intention to reuse e-learning systems in rural China

The learner’s acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners’ experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system’s success. Therefore, a better understanding of the multiple factors affecting the e-learner’s intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner’s behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users’ behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness

Factors affecting response of dogs to obedience instruction: a field and experimental study

Communication is an essential component of the translation of learning theory into the practical control of the behaviour of dogs. A handler sends a signal (e.g. a command), to which their dog responds. This response is dependent on the dog’s perception of the signal rather than the intention of the sender. Previous research has shown that a dog’s response can be influenced by specific changes in the verbal and non-verbal qualities of signals (i.e. the commands) used, but there has been little scientific evaluation of what happens in practice. Therefore in a first study, 56 dog handlers were videotaped giving their dogs a “sit” command and the significance of verbal and non-verbal factors on response was analyzed. Two factors were associated with a significant decrease in obedience: the dog’s attention to its handler and the handler giving additional verbal information preceding the actual verbal command. Based on these results, a second more controlled study was run with 12 dogs that were trained to a new (“uff”, i.e. jumping onto a raised surface) and a known (“sit”, “down” or “paw”) command. Once trained to predefined criteria, dogs were tested for their responsiveness with each of three additional types of verbal information preceding the command: the dog’s name, the dog’s name followed by a pause of 2 seconds and a “novel word”, i.e. a word with no established relationships in this context (“Banane”). The results suggest that the addition of the novel word significantly reduced response to both the known (p = 0.014) and the new (p = 0.014) commands. The name plus a pause preceding the command significantly reduced the response to the new command (p = 0.043), but not the known one. The use of the name before the command without a pause had no significant effect on performance. The dogs’ ability to generalize learned commands from the training context to a new context was tested by going through the same procedure in an unfamiliar environment. There was a significant reduction in correct responses only to the new command independent of the preceding verbal information (name (p = 0.028), name plus pause (p = 0.022) and novel word (p = 0.011)). This suggests that dogs may have more difficulties generalizing a less well-established command than an already known command

Determinants of Successful Implementation of Early Childhood Development Education by County Governments in Kenya; Implementing Partners Perspective

The purpose of this study was to assess the determinants of successful implementation of Early Childhood Development Education (ECDE) by County Governments in Kenya from the implementing partners‟ perspective. This study was guided by the following specific objectives: to determine the influence of the capacities of the County Government staff on the implementation of early childhood development education by County Governments in Kenya, to determine the how management of early childhood development education affects its implementation by County Governments in Kenya, to assess how availability of physical facilities affect the implementation of early childhood development education by County Governments in Kenya and to examine how policies affect the implementation of early childhood development education by County Governments in Kenya. Decentralization theory and organization learning theory were used to explain the relationship between the study variables. Descriptive research design was used in the study. The population for the study was implementing partners working with County Governments in Kenya to support ECDE. Purposive sampling technique was used to select the respondents to participate in the study. A total of 100 respondents were targeted from the 10 organizations studied out of which 70 participated giving a response rate of 70%. Questionnaire was used as instrument for data collection. Both qualitative and quantitative data analysis techniques were used to analyze the data. The study found that the implementation of ECDE by County governments in Kenya was generally successful from the implementing partners‟ perspective and indicated by 56.8%. It is also worth noting that beside the general success, there were myriads of challenges facing the implementation of the program by county governments. Findings from regression analysis showed that the coefficient of determination indicated that 63.5% of the variations on the implementation of ECDE by county governments can be explained by staff capacity, management of ECDE, availability of physical facilities and ECDE policies. The remaining 36.5% can be explained by other variables not included in the study. R square and adjusted R is above average an implication that an above average variation can be explained by the model. The study recommended that county governments should allocate more funds for the renovation and construction of more ECDE centres, allocate adequate funds for the implementation of ECDE and that they should organize consistent in-service training for ECDE teachers and at the same time employ more ECDE staff to cater for the large number of children in ECDE centres.