An Analysis of User-Generated Comments on the Development of Social Mobile Learning

In this study, the authors used a mixed-method approach to analyze user-generated comments on social mobile learning from three leading news sites that report the latest development in higher education. Koole’s mobile learning model was used to code comments made by the public on the three news sites. Results showed that social mobile learning has gained an increasing public engagement in the past four years. Responders’ discussion in the comments primarily focused on four themes of social mobile learning: technology adoption, effective design, faculty training, and student training. In the end, the authors discussed the implications for developers and educators and concluded with recommendations for future research in social mobile learning using user-generated comments

Pandemic Pedagogy in Online Hands-on Learning for IT/IS Courses

Due to the coronavirus disease of 2019 (COVID-19) pandemic, many educational institutions have transitioned to online instruction. As a result, instructors need to investigate online small group learning opportunities to bond with their students who feel isolated from their peers due to social-distancing guidelines. In this paper, we discuss three key issues in online hands-on learning: 1) interactions, 2) equity and inclusive participation, and 3) students’ readiness for hands-on or higher-level cognitive learning. We reflect on our teaching experience during the COVID-19 pandemic and offer suggestions to help instructors plan and implement online small group hands-on learning

The effects of a technology-supported training system on second language use strategies for international teaching assistants

The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.Title from title screen of research.pdf file viewed on (May 2, 2007)Vita.Thesis (Ph.D.) University of Missouri-Columbia 2006.The purpose of this quasi-experimental study is to investigate the effectiveness of online strategy-based instruction facilitated through case-based peer discussion. This study also seeks to find out whether ITAs' backgrounds would affect their changes of self-reported and observed usage of language use strategies. Results of this study reveal that online strategy-based instruction facilitated through case-based peer interaction is at least as effective as face-to-face strategy-based instruction facilitated through case-based peer interaction in learning and using language use strategies. Analyses of relationship between ITAs' demographics and changes of their self-reported and observed usage of language use strategies show that ITAs' study experience in U.S. colleges had significant influence on their changes of observed usage of active listening strategies. Themes extracted from the online interviews suggest that strategy-based instruction in this informal online peer-supported case-based learning environment help ITAs to acquire language use strategies and develop abilities to solve teaching problems.Includes bibliographical reference

Teaching Tip: Promoting Inclusive Online Learning for Students with Disabilities in Information Systems Courses

It is important to ensure educational equity for students with disabilities in online courses as more courses are taught online during the pandemic. This conceptual paper describes the key barriers for instructors to implement inclusive online classes, particularly technology courses, during the COVID-19 pandemic and suggests specific strategies to mitigate the negative impact on students with disabilities. We hope that this paper will motivate more Information Technology/Information Systems (IT/IS) instructors to implement more inclusive and accessible online courses to keep all students, including students with disabilities, motivated and engaged in online environments throughout the pandemic

A Literature Review of Quantum Education in K-12 Level

Quantum computing is an emerging technology paradigm of computing and has the potential to solve computational problems intractable using today’s classical computers or digital technology. Quantum computing is expected to be disruptive for many industries. The power of quantum computing technologies is based on the fundamentals of quantum mechanics, such as quantum superposition, quantum entanglement, or the no-cloning theorem. To build a highly trained and skilled quantum workforce that meets future industry needs, there is a need to introduce quantum concepts early on in K-12 schools since the learning of quantum is a lengthy process. As fundamental quantum concepts derive from physics, students usually start to learn physics in secondary schools. Since the resources and curriculum design for quantum education in K-12 level is rare, we conducted a literature review with a focus on quantum computing education in K-12 level and filled the research gap

A meta-analysis on the effect of duration, task, and training in peer-led learning

This meta-analytic study compared the effect of peer-led learning versus non peer-led learning on students’ cognitive achievement in post-secondary education. Twenty-eight studies published in English from six countries between 1993 and 2017 were identified and used in the analysis. Result of the analysis on the random-effect model showed a moderate but positive effect, meaning that peer-led learning was associated with higher cognitive achievement than non-peer-led learning. Three study characteristics were examined including duration, student leaders’ training, and task type. Only the task type was found significant in moderating the effect of peer-led learning. Student leaders’ facilitation of problem-based learning tasks outperformed other types of tasks. Results of this study not only provided suggestions for peer-led learning designers and coordinators but also called for future research of student leaders’ readiness as well as online peer-led learning

Advancing Engineering Students’ Technical Writing Skills by Implementing Team-Based Learning Instructional Modules in an Existing Laboratory Curriculum

Technical writing is a crucial skill for engineering students’ effective written communication, which shapes and affects their professional careers. This study designs team-based learning (TBL) instructional modules that are integrated into an existing engineering laboratory curriculum and evaluates their feasibility and effectiveness in improving engineering students’ technical writing skills. The data were collected from structured survey questions distributed to student participants and from the instructor’s independent evaluation of students’ lab reports. The effect of assigning a team leader on students’ writing performances was also evaluated. Our results indicated that students who have received TBL modules perceive a greater improvement in their technical writing skills than those who did not. A strong correlation was found between students’ perception and the instructor’s evaluation of the students’ technical writing skills. Assigning a team leader in TBL instructional modules has not played a significant role in improving engineering students’ technical writing skills. The same happens with gender. Overall, utilization of TBL instructional modules can advance engineering students’ technical writing skills

Pandemic Pedagogy in Online Hands-On Learning for IT/IS Courses

Due to the coronavirus disease of 2019 (COVID-19) pandemic, many educational institutions have transitioned to online instruction. As a result, instructors need to investigate online small group learning opportunities to bond with their students who feel isolated from their peers due to social-distancing guidelines. In this paper, we discuss three key issues in online hands-on learning: 1) interactions, 2) equity and inclusive participation, and 3) students\u27 readiness for hands-on or higher-level cognitive learning. We reflect on our teaching experience during the COVID-19 pandemic and offer suggestions to help instructors plan and implement online small group hands-on learning

Teaching Tip: Promoting Inclusive Online Learning for Students with Disabilities in Information Systems Courses

It is important to ensure educational equity for students with disabilities in online courses as more courses are taught online during the pandemic. This conceptual paper describes the key barriers for instructors to implement inclusive online classes, particularly technology courses, during the COVID-19 pandemic and suggests specific strategies to mitigate the negative impact on students with disabilities. We hope that this paper will motivate more Information Technology/Information Systems (IT/IS) instructors to implement more inclusive and accessible online courses to keep all students, including students with disabilities, motivated and engaged in online environments throughout the pandemic

identificationofmacalepidiummeyeniiwalpanditsadulterantsbyadnabarcodingapproachbasedontheitssequence

Maca（Lepidium meyenii） is an herbaceous plant that grows in high plateaus and has been used as both food and folk medicine for centuries because of its benefits to human health. In the present study, ITS（internal transcribed spacer） sequences of forty-three maca samples, collected from different regions or vendors, were amplified and analyzed. The ITS sequences of nineteen potential adulterants of maca were also collected and analyzed. The results indicated that the ITS sequence of maca was consistent in all samples and unique when compared with its adulterants. Therefore, this DNA-barcoding approach based on the ITS sequence can be used for the molecular identification of maca and its adulterants