Documents found
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3582.More information
A mixed methods design was employed to study students’ self-regulation of e-learning to understand the phenomenon of the digital divide. Quantitative data consisting of the perceptions of comprehensive school students (N=29,863) on self-regulated learning (SRL) and equal access to digital devices were analyzed to identify subgroups. Qualitative data on e-learning experiences (n=13,310) were then analyzed according to their subgroups. The results indicated equal access to devices but strongly divided e-learning experiences between students. Those assessed as having the highest SRL (31%) provided remarkably detailed descriptions of how they developed new learning strategies, metacognitive, and digital skills during e-learning. In contrast, students belonging to the lowest SRL group (21%) expressed divided experiences; half of them claimed not to have learned anything. These students were often left without parental support. The current study provides empirical evidence of the digital divide and its realization during the pandemic, leading to deviant poor learning experiences for students with low SRL skills. Therefore, in the future, schools should create structures to recognize students who require support and ensure equal opportunities for meaningful e-learning.
Keywords: e-learning, apprentissage en ligne, apprentissage autorégulé, self-regulated learning, fracture numérique, digital divide, méthode mixte, mixed methods, compulsory education, enseignement obligatoire
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3583.
Innovative Approaches in Statistics Education: The Role of Technology Explored through Meta-Analysis
More informationThis meta-analysis examines the impact of technology in statistics learning, comparing experimental and control groups across 34 studies, resulting in 55 effect sizes. The random effects model revealed a significant standardized mean difference (gRE = 0.50, 95% CI [0.35, 0.64], p < 0.01), indicating a positive effect of using technology in statistics courses. Heterogeneity was high (I² = 94.3%), and publication bias was initially detected; however, it was addressed by removing 21 outlier studies. The analysis revealed no significant differences based on country; however, technology type had a significant effect. These findings suggest improved student outcomes, warranting further investigation.
Keywords: Statistics Education, Technology, Meta Analysis
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3584.More information
This research study examines various factors that influence the effectiveness of online learning and students’ interest in applying technology in learning for secondary schools in Hong Kong. Confirmatory Factor Analysis confirmed the questionnaire developed for this study, demonstrating reliability and validity in measuring five factors: family support, students’ engagement, perceived online learning effectiveness, satisfaction with the online learning experience, and students’ interest in using technology in the future. Structural Equation Modeling was utilized to test the hypotheses. The findings confirmed that family support and students’ engagement have a positive effect on students’ perceived online-learning effectiveness, satisfaction with online learning, and interest in using technology in future studies. This research sheds light on the crucial effects of family support and students’ engagement on learning effectiveness and students’ satisfaction with online learning. Educators and policymakers can make informed decisions to optimize and enhance students’ online learning effectiveness, and apply these insights to future educational applications.
Keywords: Family Support, Engagement, Online Learning Effectiveness, Satisfaction, Educational Technology
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3586.More information
This article reports a quantitative and statistically reliable population investigation of 552 Federal Court of Appeal proceedings that were appeals by represented and self-represented appellants who, in 2016 or 2017, appealed decisions of the Federal Court or Tax Court of Canada. Appeals by the Crown, non-Crown represented appellants, and self-represented appellants exhibited markedly different frequencies at which appeals were granted, and patterns for how appeals were terminated. Nearly half of Crown appeals were granted, but less than one in twenty self-represented appellants had any degree of success. While 70% of appeals conducted by lawyers completed the appeal process, less than 40% of self-represented appellant proceedings resulted in a full appeal panel hearing. Incomplete appeals by self-represented appellants usually terminated prior to the appeal record stage, and typically were either abandoned or discontinued. The time required to complete appeals for represented and self-represented appellants is similar. The high observed frequency of problematic litigation records for self-represented appellants supports the hypothesis that a “Distillation Effect” is concentrating abusive litigants in appellate forums. High resolution investigation of self-represented appellant subgroups revealed differences within the overall self-represented appellant population. Self-represented appellants emerging from the Federal Court and Tax Court of Canada are different populations. The former were much more likely to have an abusive litigation history, while the latter voluntarily discontinued appeals, and were never subject to Federal Court of Appeal vexatious litigant management steps. Self-represented appellant proceedings that terminated prematurely or that were conducted by persons who are subject to court access restrictions had significantly more filed documents and docket records. Litigation management steps did not reduce the Registry and Court workload resulting from self-represented appellants subject to court access restrictions. These observations challenge modelling self-represented litigants as a single population with uniform characteristics.
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3587.More information
This descriptive case study explored the presence of a community of inquiry among 4492 secondary learners enrolled in four asynchronous online discussion forums over a full year. The forums (Ethics and Philosophy, Reading, Astronomy and Space, and General Debates, among others not studied) were external to the students’ schools across England. The data had been archived by the sponsoring organisation. We coded 3,113 transcribed messages posted or read by students using Garrison’s Community-of-Inquiry model and coding tools--addressing social, cognitive, and teaching presence within the interactions, plus 307 online questionnaire responses from a cross-section of participants about reasons for posting or not and overall participation plus representative quotes were also presented. Of the 4,492 enrollees, 1,523 (34%) posted messages, 1,748 (39%) only read or viewed posts, and 1,222 (27%) never logged in. This posting rate was almost quadruple the rate previously reported for online communities. Participation was also wider. The largest numbers of messages reflected community-of-inquiry social presence, especially following-up others’ messages. Cognitive presence particularly reflected sharpening thinking skills and knowledge. Teaching presence included asking stimulating questions and providing encouragement. Students who only viewed others’ messages logged in frequently, reported stimulation and strong benefits in learning skills, and only occasionally reported shyness or intimidation. Active student participation and engagement include more than posting messages; they also include reading or viewing others’ posts. Community of inquiry was highly evident in the asynchronous, secondary, online setting. An asynchronous platform, with effective teaching presence, can support important qualities of a community of inquiry.
Keywords: Asynchronous online learning, Community of Inquiry, Inquiry, Collaborative Learning, Social constructivism, Secondary learning
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3590.More information
The article presents the traceable history of the Tibetan Bonpo mendrup ritual practice in textual sources, as it has been recorded by the Bonpos themselves. These records are put into context with the current performance of the practice by the Bonpo exile community.The study aims to embrace all the relevant Bonpo historical material accessible, and thus deals with documents of a wide time spam, from the eleventh or twelfth century onwards until the early twentieth century. The Bonpo mendrup is a healing, longevity, rejuvenation and enlightenment-seeking contemplative meditational practice of the Tibetan tantric tradition with a strong emphasis on its medicinal component. It embodies various spheres of knowledge and their principles, as the Indian tantrism, a strong Buddhist cosmological organisational and soteriological framework, the Tibetan medical tradition, with embedded elements of alchemy and Tibetan indigenous religious notions. As the studied sources reveal, its origin can be traced to the intellectually vibrant times in Tibet of around the twelfth century, where all these fields of expertise came together. Thus the case provides an example of such a complex composed of tantra, medicine and alchemic influences specific for Tibet.Since then, the Bonpo mendrup can be followed by varied records in a number of Bonpo literary sources of different genres. These are compared with the present form of the ritual. The sources support the ritual’s anticipated transmission and practice throughout the history. They show that different ideas apply to its origin, and particularly its revelation as a treasure text, and that the ritual existed in varied forms, and was shared and imparted among different lineages of Bon. The most important finding is that the practice is actually traceable throughout the history, and likely have never ceased to be active over the centuries from the very early times until today.