The effect of functional roles on group efficiency

The usefulness of ‘roles’ as a pedagogical approach to support small group performance can be often read, however, their effect is rarely empirically assessed. Roles promote cohesion and responsibility and decrease so-called ‘process losses’ caused by coordination demands. In addition, roles can increase awareness of intra-group interaction. In this article, the effect of functional roles on group performance, efficiency and collaboration during computer-supported collaborative learning (CSCL) was investigated with questionnaires and quantitative content analysis of e-mail communication. A comparison of thirty-three questionnaire observations, distributed over ten groups in two research conditions: role (n = 5, N = 14) and non-role (n = 5, N = 19), revealed no main effect for performance (grade). A latent variable was interpreted as ‘perceived group efficiency’ (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Groups in the role condition appear to be more aware of their efficiency, compared to groups in the ‘non-role’ condition, regardless whether the group performs well or poor. Content analysis reveals that students in the role condition contribute more ‘task content’ focussed statements. This is, however, not as hypothesised due to the premise that roles decrease coordination and thus increase content focused statements; in fact, roles appear to stimulate coordination and simultaneously the amount of ‘task content’ focussed statements increases

Teaching reading strategies in history lessons:A micro-level analysis of professional development training and its practical challenges

Reading comprehension is an important skill in secondary education, yet many history teachers find it difficult to provide adequate reading strategy instruction. In this study, we designed a digital learning environment to support teachers’ instruction of reading strategies based on student data. We provided history teachers in the experimental conditions with a visualisation of student performance data. Additionally, these teachers received professional development (PD) training and a guiding manual on how to translate these data into structured, explicit reading strategy instruction. Teachers in the control condition were only provided with basic data. We investigated teachers’ personal experiences through micro-level analysis of qualitative interview data. Our results show that teachers in the experimental condition improved the variation of their strategy instruction and used modelling behaviour more often after the PD training. However, we also identified multiple contextual implementation barriers that provided us with important suggestions for future practice-oriented educational research

Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability

The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students’ historical content knowledge and historical reasoning abilities. This study used a digital learning environment (DLE) to measure and support lower secondary students’ subject-specific reading skills, and explored the relationships with students’ historical content knowledge and historical reasoning ability. Results showed that subject-specific reading skills, such as explaining historical events, correlated significantly with both historical content knowledge and historical reasoning ability, but not all skills were significant predictors. These findings indicate that to promote the advanced practice of historical reasoning, history teachers should pay attention to students’ reading comprehension skills

Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed

Scaffolding expository history text reading:Effects on adolescents' comprehension, self-regulation, and motivation

Reading comprehension is an important predictor for academic success, yet many adolescents in secondary education face difficulties when reading their textbooks. In this quasi-experimental study, we developed a digital learning environment to scaffold students' expository text reading in seventh-grade history classrooms. Students in the experimental condition could use hints comprised of cognitive and metacognitive reading strategy instruction, whereas students in the control condition received no additional support. A comparison of posttest comprehension between conditions showed no significant differences. However, students in the experimental condition who accessed hints during history text reading performed significantly better on the posttest than students who did not use hints at all. We found no differences between conditions regarding students' self-regulated learning or motivation, but students' awareness of problem-solving reading strategies significantly increased in the experimental condition. Finally, a comparison of students with different reading levels showed that below-average readers benefitted most from digital reading practice

Designing electronic collaborative learning environments

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues

Ex vivo Evaluation of a New Drill System for Placement of Percutaneous Bone Conduction Devices

The procedure for installation of a percutaneous bone-conducting device has undergone significant improvements since its introduction 40 years ago. Today, the linear incision technique with tissue preservation (LITT-P) and the minimally invasive procedure (MIPS) are the most commonly used approaches. In both these techniques, a gradual increase of the osteotomy using a three-step drilling sequence is utilized, as this approach can allow a stepwise deepening and widening of the osteotomy in the mastoid and can prevent bone overheating. A new minimally invasive procedure (MONO) has been developed that allows an osteotomy to be performed and enables complete removal of the bone volume in one single drill step for a 4 mm implant using a novel parabolic twist drill. Here, the feasibility of the MONO procedure was qualitatively and quantitatively evaluated in terms of the dura response to drill trauma in comparison with the outcomes achieved with guide drills used for the LITT-P and MIPS techniques. Fresh frozen temporal bone from a human cadaver was subjected to penetration by three drills beyond the base of the mastoid bone to different depths. The sites were evaluated, and the damage to and possible penetration of the dura were determined. The results showed that for a drill depth exceeding mastoid bone thickness by not more than 1 mm, damage to the dura was limited or nonexistent, whereas for a drill depth exceeding bone thickness by 2 mm, damage increased, or the dura was penetrated. There was a trend toward more damage and penetration for both the round burr and MIPS guide drill compared with the MONO drill bit. From this experimental ex vivo study, it can be concluded that if the dura is encountered, the MONO system is not more inclined to penetrate the dura than the conventional LITT-P and MIPS systems

First-line gemcitabine with cisplatin or epirubicin in advanced non-small-cell lung cancer: a phase III trial

The purpose of our study was to compare progression-free survival and quality of life (QOL) after cisplatin-gemcitabine (CG) or epirubicin-gemcitabine (EG) in chemotherapy-naive patients with unresectable non-small-cell lung cancer. Patients (n = 240) were randomised to receive gemcitabine 1125 mg m(-2) (days 1 and 8) plus either cisplatin 80 mg m(-2) (day 2) or epirubicin 100 mg m(-2) (day 1) every 3 weeks for a maximum of five cycles. Eligible patients had normal organ functions and Eastern Cooperative Oncology Group performance status less than or equal to2. QOL was measured with European Organisation for Research and Treatment of Cancer QLQ-C30 and LC13 questionnaires. There were no significant differences in median progression-free survival (CG 26 weeks, EG 23 weeks), median overall survival (CG 43 weeks, EG 36 weeks), or tumour response rates (CG 46%, EG 36%). Toxicity was mainly haematologic. In the EG arm granulocytopenia occurred more frequently, leading to more febrile neutropenia. Also, elevation of serum transaminases, mucositis, fever, and decline in LVEF were more common in the EG arm. In the CG arm, more patients experienced elevated serum creatinine levels, sensory neuropathy, nausea, and vomiting. Global QOL was not different in both arms. Progression-free survival, overall survival, response rate, and QOL were not different between both arms; however, overall toxicity was more severe in the EG arm

Four patients with a history of acute exacerbations of COPD: implementing the CHEST/Canadian Thoracic Society guidelines for preventing exacerbations

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