The effects of different levels of vicarious interactions on critical thinking

Vicarious interactions occur when a learner observes and processes direct interactions among other learners and the instructor. Vicarious interactions can be an important source of learning in asynchronous online environments, where learning is accomplished not only by direct participation, but also by reading messages posted by others. This study examined the effects of different levels of vicarious interactions on critical thinking. Specifically, this study was guided by three research questions: (1) Is there a significant difference in the overall level of critical thinking among participants exposed to different levels of vicarious interactions? (2) What are the differences among groups for each of the components of critical thinking? and (3) Are there any differences in participants\u27 perceptions about the effectiveness of different types of vicarious interactions on their reflection processes? A posttest only experimental design with three groups was used for this study. The control group read expository text only. The two experimental groups read either a high or low level discussion transcript. The dependent variable was critical thinking as measured by the Washington State University Critical Thinking Rubric. Letters (posttests) from 58 participants were scored using this rubric. ANOVA results indicated that the higher interaction group scored significantly higher than the other two groups. Fisher\u27s exact test revealed that when each component of the rubric was analyzed, there were no significant differences on any single component. Qualitative analysis of post treatment surveys and interviews showed that discussions mostly helped the participants reinforce their ideas and strengthen their arguments. Facts coming from statistics, articles, and personal experiences turned out to have a strong influence on participants\u27 thoughts. Findings of this study imply the need for instructor intervention to increase the quality of online discussions and stimulate critical thinking. The use of vicarious experiences is also recommended to model exemplary discussions for learners

핵심역량에 대한 대학과 기업 간의 인식 차이에 관한 연구

핵심역량에 대한 대학교와 기업 간 존재하는 인식차이를 탐색하기 위하여 본 연구는 대학 교수들을 대상으로 실시된 집단 인터뷰와 문헌연구를 통하여 7 가지 핵심역량을 도출해 낸 후, 대학교수와 기업 종사자 집단을 대상으로 7 가지 핵심역량에 대한 우선순위를 분석하였다. 총 158명의 대학교수와 242명의 기업 종사자들이 설문에 답하였다. 설문 결과, 대학교수 집단 이 전문적 지식과 창의성을 중시하고 있는 반면, 기업 종사자 집단은 사회적 기술과 가치·태도 를 가장 중요한 핵심역량으로 인식하고 있는 것으로 드러났다. 즉, 대학교수들이 중시하는 핵심역량이 기업 종사자들에게는 중요한 직업능력으로 인식되고 있지 않았다. 또한, 기업에서 창의성을 중시한다는 세간의 인식과는 반대로 기업종사자들은 창의성을 중요한 직업능력으 로 간주하고 있지 않았다. 본 연구의 시사점으로는 최근의 발달심리학적 이론에 근거하여 사회성과 가치 및 태도와 같은 인성적 측면의 변화가 대학생에게도 충분히 일어날 수 있다는 관점에서 대학에서도 사회성 등의 역량을 함양시킬 수 있다는 생각의 전환이 필요하며, 기업 에서는 창의성 발현을 가로막는 조직 분위기와 환경을 개선해 나갈 필요가 있다는 것이다. The purpose of this study is to identify differences in the perceptions of core competencies between higher education and the business sector. A total of seven core competencies were identified primarily through literature reviews and focus group interviews by university professors. Based on those 7 competencies, researchers developed a survey focused on asking university professors and business employees to identify the three most important competencies. Surveys mainly including items asking the appropriateness of each competency for college students or corporate workers and items asking the three most important competencies in order, were administered to both groups. A total of 158 university professors and 242 corporate employees participated in the survey. Results demonstrate that university professors valued professional knowledge and creativity, while the business sector valued social skills and values/attitude, competencies usually formed during adolescence. Also, contrary to the belief that the business sector values creativity, corporate employees did not consider it most necessary for executing jobs. Findings of this research suggest that, first, backed by current findings in developmental psychology, professors should reconsider the popular notion that personality development is difficult to achieve after adolescence and incorporate social skills development in their curriculum. Second, universities should self-evaluate their practices and see if they are developing creativity as much as it is emphasized by professors, and third, businesses should eliminate obstacles that block creativity in their culture

The Extent of and Reasons for Non Re-Enrollment: A Case of Korea National Open University

Despite continuous efforts to increase retention, dropout rates are high in distance universities. The objectives of this study were: 1) to investigate the extent and causes of non re-enrollment at a mega university, Korea National Open University; and 2) to suggest actions to improve the retention of students, in general, and those with higher risks of dropout in particular. A survey designed to establish the student demographics and the students’ main reasons for non re-enrollment was carried out during spring, 2009 with 1,353 respondents. The results indicate that a lack of feedback from the instructors, heavy workload, and difficulties in studying at a distance were the main reasons for non re-enrollment. The learners’ perceptions of the value of the degrees and their ages, gender, and educational backgrounds were also found to be significant factors in decisions not to re-enroll. The suggested solutions for reducing non re-enrollment include: a decrease in the number of required credit hours’ study per semester; the provision of stronger social support; the introduction of a more flexible enrollment system; and better use of the available technology and infrastructure to help both students and instructors build stronger learning communities

Real-Time Optical Visualization of Graphene Defects and Grain Boundaries by the Thermal Oxidation of a Graphene-Coated Copper Foil

We have constructed a system that can visualize graphene defects in real time by coupling a heater and an optical instrument. In this system, the phenomenon of copper oxidation was used to visualize defects in graphene. When heat is applied to graphene synthesized on a copper foil, oxygen in the atmosphere penetrates through the graphene grain boundaries and oxidizes the copper substrate. This system observes the entire process of copper oxidation in real time and controls the rate of the visualization process by adjusting the temperature and time. A temperature–time graph for graphene defect visualization was plotted based on the experimental data, which indicates that it only requires 5 min at 225 °C for completion of the visualization process. Additionally, through scanning electron microscopy–energy-dispersive X-ray spectroscopy and X-ray photoelectron spectroscopy analyses, it has been confirmed that copper oxidation occurs during the process of visualization of graphene defects. Compared to conventional optical visualization methods, this technique is faster and more convenient. This system is expected to enable easy and fast quality inspection for the mass production of graphene

Real-Time Optical Visualization of Graphene Defects and Grain Boundaries by the Thermal Oxidation of a Graphene-Coated Copper Foil

We have constructed a system that can visualize graphene defects in real time by coupling a heater and an optical instrument. In this system, the phenomenon of copper oxidation was used to visualize defects in graphene. When heat is applied to graphene synthesized on a copper foil, oxygen in the atmosphere penetrates through the graphene grain boundaries and oxidizes the copper substrate. This system observes the entire process of copper oxidation in real time and controls the rate of the visualization process by adjusting the temperature and time. A temperature–time graph for graphene defect visualization was plotted based on the experimental data, which indicates that it only requires 5 min at 225 °C for completion of the visualization process. Additionally, through scanning electron microscopy–energy-dispersive X-ray spectroscopy and X-ray photoelectron spectroscopy analyses, it has been confirmed that copper oxidation occurs during the process of visualization of graphene defects. Compared to conventional optical visualization methods, this technique is faster and more convenient. This system is expected to enable easy and fast quality inspection for the mass production of graphene