Comparison of Restricted and Traditional Discussion Boards on Student Critical Thinking

Interaction is a critical component of distance education and involves the transfer of information between the learner and content, learner and learner, or learner and instructor (Moore, 1989). Current distance education literature has examined the role of interaction, specifically learner-learner interaction, in learning and discussion design to enhance achievement. The purpose of this study was to compare the effects of restricted and traditional discussion boards on critical thinking and learning in a graduate-level online distance education course. Findings indicated improved critical thinking in the quality and preparation strategies of initial discussion board postings when participants\u27 views of peer responses to discussion board questions were restricted until a predetermined date. Although the overall quality of subsequent postings was not affected, content analysis revealed a significant increase in discourse and revised opinions in the restricted format

Introduction to This Special Issue: Faculty Intellectual Property in the Digital Age

(First paragraph) Prior to the third generation of distance education that is described as telelearning (Taylor 1995) or teleconferencing (Moore and Kearsley 1996), there were few questions about the ownership of a faculty member’s intellectual property. It was extremely rare for an institution to claim ownership of a professor’s class materials whether lecture notes, flip charts, overhead transparencies, audio and video recording, monographs, handouts or tests. With the advent of Internet-based distance education delivery systems including 2-way audio and video as well as online courses, the issue of intellectual property ownership has grown complex

Generative Learning Strategy Use and Self-Regulatory Prompting in Digital Text

The digital revolution is shifting print-based textbooks to digital text, and it has afforded the opportunity to incorporate meaningful learning strategies and otherwise separate metacognitive activities directly into these texts as embedded support. A sample of 89 undergraduates read a digital, expository text on the basics of photography. The treatment prompted the reader with selfregulatory questions and embedded a generative strategy, paraphrasing, and confirmed previous research on the relationships between prior knowledge and level of self-regulation on reading comprehension. A one-way between subjects ANOVA revealed significance for the level of self-regulation on comprehension-level items and for the level of prior knowledge on recall-level items. ANOVA also indicated that the quality of paraphrasing has a significant impact on recall-level and overall performance on the posttest. Further, participants were generally positive towards the instructional materials, which suggests willingness, and in some cases, preference, to reading in a digital format while experiencing embedded, metacognitive instructional interventions. It is recommended that comprehension may be enhanced by providing deeper training on the use of the generative strategy and by increasing motivation prior to interacting with the text in order to capitalize on the unique advantages of digital materials

Virtual World Problem-Centered Challenge Evaluation

This paper describes the two-year implementation evaluation of a problem-based engineering design challenge held in a virtual world. The team-based challenge was designed and facilitated by an aerospace research and education institute for middle and high school student competitors in both classrooms and afterschool programs across the U.S. An independent evaluation team examined participant experiences to consider the strengths of the challenge, as well as recommendations to enhance the effectiveness and efficiency of future challenges. Overall, the evaluation team found that the problem-centered design challenge offered the student competitors a unique and valuable opportunity to engage in real-life science and engineering problems with the support of advanced science, technology, and engineering resources and college-level and professional experts. Recommendations centered on needed adjustments to achieve and prepare for growth, support for teams, assessment refinement, and collaboration and other technology enhancement

Educational Technology Research Past and Present: Balancing Rigor and Relevance to Impact School Learning

Today, the exponential growth of technology usage in education, via such applications of distance education, Internet access, simulations, and educational games, has raised substantially the focus and importance of educational technology research. In this paper, we examine the past and present research trends, with emphasis on the role and contribution of research evidence for informing instructional practices and policies to improve learning in schools. Specific topics addressed include: (a) varied conceptions of “effective” technology uses in classroom instruction as topics for research, (b) historical trends in research approaches and topics of inquiry; (c) alternative research designs for balancing internal (rigor) and external (relevance) validity; and (d) suggested directions for future research. Attention is devoted to describing varied experimental designs as options for achieving appropriate rigor and relevance of research evidence, and using mixed-methods research for investigating and understanding technology applications in complex real-life settings

Readiness for Reform in Middle Schools Adopting PowerTeaching for Mathematics Instruction

Federal policy makers and school leaders increasingly recognize middle school math as a turning point in students’ academic success, especially in predicting high school graduation rates. New i3 scale-up grants allow large-scale implementation of proven reforms that increase student achievement. PowerTeaching (PT) is one such reform that centers on cooperative learning. A five year technologically-facilitated scale-up of PowerTeaching will bring the reform to 185 high-needs middle schools nationwide. In this pilot phase of the project, we will examine eight schools’ readiness for reform. Teacher questionnaires, interviews with school leaders, PT coaches and teachers, coaching feedback, and walk-through observation data will be used to determine school characteristics that impacted the initial implementation of the PT model and promote formative evaluation efforts

Bringing the walk with ease programme to the UK: a mixed-methods study to assess the relevance, acceptability, and feasibility of implementation for people with arthritis and musculoskeletal conditions.

Developed in the United States (US), Walk With Ease (WWE) is a popular evidence-based, 6-week community walking programme for adults with arthritis, delivered in either an instructor-led or self-directed format. While WWE has expanded into communities across the USA, it is relatively unknown in other countries across the globe. This study, in collaboration with community and patient partners, aimed to examine the relevance, acceptability and feasibility of introducing WWE into a UK context. After initial cultural adaptation, participants were recruited into the study. Eligible (≥18 years, doctor diagnosed arthritis (confirmed or self-report), self-reported joint symptoms in last 30 days, BMI ≥25 kg/m2, and <150 min/week of moderate/vigorous PA) and consented participants were randomized into two groups: WWE programme or usual care. A mixed-methods analysis approach integrated quantitative data (physical performance assessment; baseline and post-six week programme questionnaire) and qualitative data (narrative interviews exploring participants' pre- and post-WWE experiences and stakeholders' perceptions). Of 149 participants, the majority were women (70%) aged ≥60 years (76%). Among the 97 receiving the programme, 52 chose instructor-led; 45 chose self-directed. Participants found WWE relevant and acceptable—99% indicating they would recommend WWE to family/friends. Within both WWE formats, mixed differences representing improvement were observed at 6 weeks from baseline for physical performance and arthritis symptoms. Emergent themes included improved motivation, health, and social well-being. WWE is a relevant and acceptable walking programme with scope for wider implementation to support UK health and well-being policy strategies

Type IIB Orientifolds with NS-NS Antisymmetric Tensor Backgrounds

We consider six dimensional N=1 space-time supersymmetric Type IIB orientifolds with non-zero untwisted NS-NS sector B-field. The B-field is quantized due to the requirement that the Type IIB spectrum be left-right symmetric. The presence of the B-field results in rank reduction of both 99 and 55 open string sector gauge groups. We point out that in some of the models with non-zero B-field there are extra tensor multiplets in the Z_2 twisted closed string sector, and we explain their origin in a simple example. Also, the 59 open string sector states come with a multiplicity that depends on the B-field. These two facts are in accord with anomaly cancellation requirements. We point out relations between various orientifolds with and without the B-field, and also discuss the F-theory duals of these models.Comment: 13 pages, revtex, minor misprints correcte

Aluminium‐Catalyzed C(sp)−H Borylation of Alkynes

Historically used in stoichiometric hydroalumination chemistry, recent advances have transformed aluminium hydrides into versatile catalysts for the hydroboration of unsaturated multiple bonds. This catalytic ability is founded on the defining reactivity of aluminium hydrides with alkynes and alkenes: 1,2‐hydroalumination of the unsaturated π‐system. This manuscript reports the aluminium hydride catalyzed dehydroborylation of terminal alkynes. A tethered intramolecular amine ligand controls reactivity at the aluminium hydride centre, switching off hydroalumination and instead enabling selective reactions at the alkyne C−H σ‐bond. Chemoselective C−H borylation was observed across a series of aryl‐ and alkyl‐substituted alkynes (21 examples). On the basis of kinetic and density functional theory studies, a mechanism in which C−H borylation proceeds by σ‐bond metathesis between pinacolborane (HBpin) and alkynyl aluminium intermediates is proposed