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

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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EXPERIENCES OF DRUG USERS IN IIA CLASS JAIL YOGYAKARTA

United Nations Office on Drugs and Crime (UNODC) estimated that about 149-272 million people or 3.3 % - 6.1 % of world population aged 15-64 years used drugs (even once) during their life time. This estimation will increase with time (BNN, 2011). The number of prisoners suffering HIV/AIDS in recent years were increasing as well if compared to its numbers in the year 2011 from 787 people to 1042 people. It was estimated that in the year 2015, the number of drug users in Indonesia would increase to 5.8 million people, since the number of drug users at the present time were reached 4 million people. For the time being, in Yogyakarta second A class drug jail , the number of drug users were 256 people; this number were constant; its mean that if there was prisoner got his / her freedom, another prisoner was incoming. Data from BNN in August 2013 years, 70% of 4 million drug users in Indonesia were workers (productive aged). Aim; To discovered population research experiences that cause them used drugs and depend on its. Research method: This was qualitative research with phenomenological approach. Data gathering technique were deep interview and FGD toward 30 respondents. Data were analyzed using reduction, data display, and conclusion drawing/verification. The majority of respondents mentioned that they used drugs because of they wanted to know and the influence of friends. Drugs, kinds of sabu, used to increase energy and ganja were used to obtain peacefulness. Drugs users wanted to use its forever; therefore, they wanted to stop because of punishment to be in jail not because of the drugs had negative effects to the body. The majority of respondents mentioned that to stop using drugs must be self motivated; on the contrary, the obstacle to stop using drugs because of missing sensation to use it. They named it suggest. Using drugs were conducted by research population because of environmental influence, to increase energy and to obtain peacefulness. Keywords : The experiences of drug use