Profiling electronic commerce research published in the Journal of Electronic Commerce Research

This article endeavors to profile the types of research published in the Journal of Electronic Commerce Research (JECR) from 2000 to 2007. An analysis of the published material includes examining variables such as citation analysis, universities associated with the most publications, geographic diversity, authors' backgrounds, subject areas most often investigated, and research methodologies. Like other profiling research, this work has implications for researchers, journal editors, universities, and research institutions. Since this work has utilized variables published in a previous study, the findings will allow a comparison to be made between JECR's profile and other Information Systems (IS) journals. Also, as this is the first profiling work for any Electronic Commerce Journal, it is thus likely to form the basis and motivation for profiling other journals in this area

Valuing computer science education research?

This paper critically enquires into the value systems which rule the activities of teaching and research. This critique is intended to demonstrate the application of critical enquiry in Computer Science Education Research and therefore uses critical theory as a method of analysis.A framework of Research as a Discourse is applied to explore how the notions of research as opposed to teaching are presented, and how discipline and research communities are sustained. The concept of a discourse, based upon the work of Foucault, enables critical insight into the processes which regulate forms of thought. This paper positions the field of Computer Science Education Research, as an illustrative case, within the broader discourse of Research, and argues that Computer Science Education Researchers and educators need to understand and engage in this discourse and shape it to their own ends

Russian comparative embryology takes form: a conceptual metamorphosis toward “evo-devo”

[Abstract] This essay recapitulates major paths followed by the Russian tradition of what we refer to today as evolutionary developmental biology (“evo-devo”). The article addresses several questions regarding the conceptual history of evolutionary embryological thought in its particularly Russian perspective: (1) the assertion by the St. Petersburg academician Wolff regarding the possible connections between environmental modifications during morphogenesis and the “transformation” of species, (2) the discovery of shared “principles” underlying animal development by von Baer, (3) the experimental expression of Baer's principles by Kowalevsky and Mechnikoff, (4) Severtsov's theory of phylembryogenesis, (5) Filatov's approach to the study of evolution using comparative “developmental mechanics”, and (6) Shmalgausen's concept of “stabilizing” selection as an attempt to elucidate the evolution of developmental mechanisms. The focus on comparative evolutionary embryology, which was established by Kowalevsky and Mechnikoff, still continues to be popular in present-day “evo-devo” research in Russia.Ministerio de Ciencia e Innovación; SAF2008-00337Galicia. Consellería de Economía e Industria; 08CSA008161P

Learning is not decline: The mental lexicon as a window into cognition across the lifespan

As otherwise healthy adults age, their performance on cognitive tests tends to decline. This change is traditionally taken as evidence that cognitive processing is subject to significant declines in healthy aging. We examine this claim, showing current theories over-estimate the evidence in support of it, and demonstrating that when properly evaluated, the empirical record often indicates that the opposite is true. To explain the disparity between the evidence and current theories, we show how the models of learning assumed in aging research are incapable of capturing even the most basic of empirical facts of “associative” learning, and lend themselves to spurious discoveries of “cognitive decline.” Once a more accurate model of learning is introduced, we demonstrate that far from declining, the accuracy of older adults lexical processing appears to improve continuously across the lifespan. We further identify other measures on which performance does not decline with age, and show how these different patterns of performance fit within an overall framework of learning. Finally, we consider the implications of our demonstrations of continuous and consistent learning performance throughout adulthood for our understanding of the changes in underlying brain morphology that occur during the course of cognitive development across the lifespan

Information management system for research of Don Mariano Marcos Memorial State University–South La Union Campus

This study aimed to develop an information management system for research (IMSR) for the South La Union Campus of Don Mariano Marcos Memorial State University. The descriptive-developmental research design was applied, and the rapid application development model was used in the system development. An interview was conducted and ISO/IEC 25010-based questionnaire was employed. Respondents consisted of 37 faculty members and five (5) research office personnel. The researchers were able to develop the intended IMSR and were able to check its acceptability revealing that the system was very acceptable based on the measurement criteria of the ISO/IEC 25010 as to the following characteristics: functional suitability, reliability, usability, efficiency, maintainability, portability, compatibility, and security. The overall result was found that the IMSR is a deployable functional information management system in enhancing the research operations

Ethnomathematical Practices Among Ifugao: Input To Learning Package In Plane And Solid Geometry

This study focused on the development of a culture-based learning package in Ethnomathematical Plane and Solid Geometry based on the ethnomathematical practices of the Ifugaos. Descriptive developmental approach was used to assess the ethnomathematical practices, and the level of validity and readability of the developed learning package. Results revealed that the following ethnomathematical practices are still very much observed by the Ifugaos: festivals and dances, rice farming, musical instruments, ethnic food preparations, basket weaving, and wood carving. The validity of the developed learning package obtained a rating of passed in content, format, presentation, and organization and up-to-datedness of information. The readability statistics showed that the developed learning package is easy to comprehend and suitable to intended readers and learners since it can be understood by at least Grade 7 students. The developed learning package is recommended for use as teaching learning instructional material in Plane and Solid Geometry subject

CONTEXTUALIZED LEARNING MODULES IN BRIDGING STUDENTS’ LEARNING GAPS IN CALCULUS WITH ANALYTIC GEOMETRY THROUGH INDEPENDENT LEARNING

The transition of the educational system in the Philippines vastly affects basic and higher education. A mismatch of pre-requisite Mathematics learning competencies from the basic education level occurred when the student reached higher education. This descriptive-developmental method of the study utilized the developed contextualized learning modules for the bridging course on the identified learning gaps in Calculus with Analytic Geometry for the Bachelor of Secondary Education (BSEd) major in Mathematics. Real-world concepts and situations featuring the Province of Sorsogon, Philippines were integrated into the learning modules while promoting independent learning. The content, format, presentations and organizations, accuracy, and up-to-datedness of information of the learning modules passed the evaluation of 13 experts (Mathematics Professors) from the different Higher Education Institutions (HEIs) in the Bicol Region, Philippines. Also, the 18 student participants were very much satisfied with the utilization of the learning modules that bridged their learning gaps in the conic section through independent learning

Perspectives on flexible learning towards the development of proposed quality assurance framework for HyFlex learning

Quality assurance is a significant part of achieving sustainable development goal 4 and has remained a challenge to higher education institutions (HEIs) worldwide. Thus, this paper aims to propose a quality assurance framework for hybrid-flexible (HyFlex learning) learning based on the perspectives of faculty and students. This study utilized a descriptive developmental mixed-method research design to dissect the richness and beauty of the data collected using the self-developed survey questionnaire and interview protocol guide. The findings revealed that both students and faculty preferred the utilization of flexible learning as their learning modality. Also, a significant difference when grouped according to UNESCO’s quality and learning indicators is also observed in the study. Accessibility and usability, learning assessment strategies, vision and institutional leadership, learning activities and learning interaction, instructional materials, social and student engagement, stakeholders’ support, course structure, learning outcomes and competencies, evaluation and feedback, social and student engagement, flexibility and adaptability of education, security and safety, and infrastructure, facilities, and equipment were the emergent themes which were utilized to craft the quality assurance framework. The proposed framework provides a transparent and reliable workflow for implementing, monitoring, and evaluating quality assurance of all HyFlex learning modalities in the university