Effects of Encoding Variety and Concurrent-Task Practice on the Transfer and Retention of Complex Skill

The present study investigated the effects of dual-task practice and the variety of problems solved during practice on (a) the acquisition of procedural and declarative skills and the development of concurrent-task skills, and (b) the utilization and maintenance of two types of strategies. Strategies were defined as the use of different mixes of skills pertaining to procedures and specific declarative solutions. Two tasks--mental arithmetic and trigrams--were used to examine problem-solving skills and strategies both immediately following practice and again under delayed conditions. Eighty subjects were randomly assigned to one of four practice conditions by factorially combining practice mode (single- or dual-task) with variety (low and high). Solution times and errors in solving two kinds of problems--those repeated during practice (old) and novel problems (new)--were tested under single-, dual-, and triple-task conditions directly after practice. The results of the analysis indicated that the variety of problems solved during practice influenced the kinds of skills and strategies employed in solving the problems in both tasks. The pattern of results supported the hypothesis that after low-variety practice subjects used a combination of declarative and procedural skills while after high-variety practice all problems were solved procedurally. In addition, dual-task skills facilitated transfer to concurrent-task test conditions, as expected. Concurrent-task skills also were found to moderate the effects of variety in strategy utilization. The retention of skills was investigated by retesting the subjects 1, 2, 3, or 5 days after the immediate transfer session. Results suggested that the effects of the retention interval were limited to the trigram task. The analyses across levels of retention further suggested that performance strategies continued to be utilized as a function of the variety of practice. In addition the trigram results suggested that optimal retention of skills occurred when either declarative or dual-task skills, but not both, were practiced initially

The FAOSTAT database of greenhouse gas emissions from agriculture

Peer reviewedPublisher PD

Assessing the validity of a learning analytics expectation instrument: A multinational study

To assist Higher Education Institutions in meeting the challenge of limited student engagement in the implementation of Learning Analytics services, the Questionnaire for Student Expectations of Learning Analytics (QSELA) was developed. This instrument contains 12 items, which are explained by a purported two-factor structure of Ethical and Privacy Expectations and Service Expectations. As it stands, however, the QSELA has only been validated with students from UK University students, which is problematic on account of the interest in Learning Analytics extending beyond this context. Thus, the aim of the current work was to assess whether the translated QSELA can be validated in three contexts (an Estonian, a Spanish, and a Dutch University). The findings show that the model provided acceptable fits in both the Spanish and Dutch samples, but was not supported in the Estonian student sample. In addition, an assessment of local fit is undertaken for each sample, which provides important points that need to be considered in future work. Finally, a general comparison of expectations across contexts is undertaken, which are discussed in relation to the General Data Protection Regulation (GDPR, 2018)

Self-Regulation in a Web-Based Course: A Case Study

Little is known about how successful students in Web-based courses self-regulate their learning. This descriptive case study used a social cognitive model of self-regulated learning (SRL) to investigate how six graduate students used and adapted traditional SRL strategies to complete tasks and cope with challenges in a Web-based technology course; it also explored motivational and environmental influences on strategy use. Primary data sources were three transcribed interviews with each of the students over the course of the semester, a transcribed interview with the course instructor, and the students’ reflective journals. Archived course documents, including transcripts of threaded discussions and student Web pages, were secondary data sources. Content analysis of the data indicated that these students used many traditional SRL strategies, but they also adapted planning, organization, environmental structuring, help seeking, monitoring, record keeping, and self-reflection strategies in ways that were unique to the Web-based learning environment. The data also suggested that important motivational influences on SRL strategy use—self-efficacy, goal orientation, interest, and attributions—were shaped largely by student successes in managing the technical and social environment of the course. Important environmental influences on SRL strategy use included instructor support, peer support, and course design. Implications for online course instructors and designers, and suggestions for future research are offered

The global decline of reptiles, deja’ vu amphibians

Reptile species are declining on a global scale. Six significant threats to reptile populations are habitat loss and degradation, introduced invasive species, environmental pollution, disease, unsustainable use, and global climate change

Pleural aspergillosis complicated by recurrent pneumothorax: a case report

<p>Abstract</p> <p>Introduction</p> <p>Pneumothorax as the first symptom of pleural aspergillosis is rare.</p> <p>Case presentation</p> <p>A 31-year-old asthmatic Chinese man presented with recurrent spontaneous pneumothorax and underwent lobectomy due to persistent air leakage. Aspergillus was detected histopathologically in the visceral pleural cavity. He was treated with itraconazole at 200 mg a day, and nine months later he had no recurrent pneumothorax or aspergillus infection.</p> <p>Conclusion</p> <p>Recurrent pneumothorax may be a rare manifestation of aspergillus infection. Aspergillus species infection should be considered in the differential diagnosis of recurrent pneumothorax patients, particularly those with chronic lung disease.</p

Preface for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments

The final publication is available at Springer via http://dx.doi.org/10.1007/s10763-016-9727-9