Your search found 1619 results.

Descriptors:
Foreign Countries; Eye Movements; Memory; Indexing; Difficulty Level; Stimuli; Cues; Association (Psychology); Geographic Location; Task Analysis; Probability; Inferences; Decision Making; Spatial Ability

Abstract:
We validate an eye-tracking method applicable for studying memory processes in complex cognitive tasks. The method is tested with a task on probabilistic inferences from memory. It provides valuable data on the time course of processing, thus clarifying previous results on heuristic probabilistic inference. Participants learned cue values of decision alternatives that were arranged within spatial frames. Later, they were told about the validities of cue dimensions and performed memory-based binary choice tasks: first, according to spontaneously adopted decision strategies and, subsequently, according to instructed decision strategies (a noncompensatory lexicographic strategy and a compensatory equal weighting strategy). During decision making, participants saw only the empty spatial frames without cue values. The spontaneously adopted and instructed decision strategies were reflected in discriminable gaze patterns on the empty spatial frames. When retrieving information no longer visible, participants tended to fixate on locations at which information was visible during the learning phase (the looking-at-nothing phenomenon). Gaze patterns were consistent with cue-wise and alternative-wise patterns of information search predicted for the instructed decision strategies as well as for the spontaneously adopted strategies identified based on decision outcomes. These findings extend previous results on the connection between memory and gaze. Furthermore, the successful application of memory indexing suggests its wider applicability in studying memory-based tasks. (Contains 2 tables, 7 figures and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Content Analysis; Distance Education; Educational Research; Electronic Publishing; Electronic Journals; Journal Articles; Literature Reviews; Bibliometrics; Classification; Ethics; Scholarship; Institutional Mission; Indexing; Statistical Data; Tables (Data)

Abstract:
This review examines "The Turkish Online Journal of Distance Education" (TOJDE) over a ten years period from 2000-2010. The study provides an opportunity to examine publishing activities such as number of published articles, authors, research topics and methods, and analyses of TOJDE's website such as time users stay on site and user profiles. After a content analysis, the articles are reviewed according to the selected criteria. These data were categorized according to emerging themes. Most parts of the data were analysed using descriptive statistics, and presented with tables and figures. The results can be used to review current distance education research trends and to explore potential research directions. (Contains 16 tables and 12 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Libraries; Public Libraries; Indexing; Metadata; Use Studies; Library Research; Library Development; Access to Information; Best Practices; Adoption (Ideas); Usability

Abstract:
The study looked into the 307 Koha libraries listed in Breeding's Library Technology Guides. Since all the tag clouds in Koha are user-contributed, their adoption and usage can shed light on the extent to which libraries are supporting user tagging. The research also revealed that public library users are more actively involved in tagging than academic library users, even though more academic libraries than public libraries enabled the tagging function in their OPACs (58% versus 49%). (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Retrieval; Tests; Teaching Methods; Electronic Learning; Online Courses; Research Design; Video Technology; Indexing; Integrated Learning Systems; Formative Evaluation; User Satisfaction (Information); Mastery Learning; Learning Processes; Foreign Countries; Visual Aids; Computer Software; Asynchronous Communication

Abstract:
A rapid scene indexing method is proposed to improve retrieval performance for students accessing instructional videos. This indexing method is applied to anchor suitable indices to the instructional video so that students can obtain several small lesson units to gain learning mastery. The method also regulates online course progress. These anchored points not only provide students with fast access to specific material but also can link to certain quizzes or problems to show the interactive e-learning content that course developers deposited in the learning management system, which enhances the learning process. This allows students to click on the anchored point to repeat their lesson, or work through the quizzes or problems until they reach formative assessment. Hence, their learning can be guided by the formative assessment results. In order to quickly find the scene to index, some specific description of it was needed. Actually, most of the instructional videos were recorded by teachers and were part of their PowerPoint presentations. Based on the features of the PowerPoint slides in the instructional videos, such as the title or page number, the specified scene can be found. Since we used specific scene descriptions, it was easy to employ the rapid scene detection method using an image filter and Sobel mask. Finally, we applied an experimental design to check the precision of the scene detection and evaluate user satisfaction. The results showed that rapid scene indexing can definitely assist learners in their online learning; that is, it gives them better learning mastery and provides regulation for the online learning environment. (Contains 2 tables and 11 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Persistence; Academic Support Services; Access to Computers; Access to Education; Access to Information; Accounting; Acoustics; Administration; Adolescents; Alignment (Education); Appropriate Technology; Art Teachers; Artificial Intelligence; At Risk Students; Attention; Autism; Automation; Barriers; Behavior Change; Biology; Books; Brain; Business Administration Education; Business; Calculus; Career Exploration; Career Readiness; Case Studies; Causal Models; Cerebral Palsy; Change Agents; Classification; Classroom Communication; Classroom Environment; Client Server Architecture; Cognitive Processes; Cognitive Science; Cognitive Structures; Cognitive Style; Collaborative Writing; College Faculty; College Freshmen; College Instruction; College Readiness; College Students; Color; Communication (Thought Transfer); Communication Skills; Communications; Communities of Practice; Community Development; Comparative Analysis; Competition; Computer Assisted Instruction; Computer Assisted Testing; Computer Games; Computer Interfaces; Computer Literacy; Computer Mediated Communication; Computer Networks; Computer Science Education; Computer Science; Computer Security; Computer Simulation; Computer Software; Computers; Concept Mapping; Constructivism (Learning); Content Analysis; Context Effect; Conventional Instruction; Cooperation; Cooperative Learning; Corporate Education; Correlation; Cost Effectiveness; Creativity; Criteria; Critical Thinking; Cues; Curriculum Design; Curriculum; Data Analysis; Data Collection; Data Processing; Data; Database Management Systems; Decision Making; Delivery Systems; Design; Development; Difficulty Level; Disabilities; Discovery Learning; Distance Education; Educational Research; Down Syndrome; Dropouts; Ecology; Editing; Educational Assessment; Educational Attainment; Educational Environment; Educational Finance; Educational Games; Educational Media; Educational Objectives; Educational Practices; Educational Psychology; Educational Quality; Educational Resources; Educational Technology; Electronic Learning; Electronic Publishing; Electronics; Elementary Education; Elementary Secondary Education; Emotional Response; Energy; Engineering; English (Second Language); Entrepreneurship; Environmental Education; Epistemology; Equipment; Evaluation Methods; Evaluative Thinking; Evidence; Exhibits; Expertise; Eye Movements; Faculty Development; Feedback (Response); Foreign Countries; Foreign Policy; Forestry; Formative Evaluation; General Education; Geographic Location; Global Approach; Goal Orientation; Graduate Students; Grammar; Grounded Theory; Group Dynamics; Group Experience; Group Membership; Handheld Devices; Heterogeneous Grouping; High School Students; High Schools; High Stakes Tests; Higher Education; Holistic Approach; Hypermedia; Identification; Imagination; Immigration; Indexing; Indigenous Populations; Influence of Technology; Informal Education; Information Dissemination; Information Literacy; Information Management; Information Retrieval; Information Science; Information Seeking; Information Skills; Information Storage; Information Technology; Inquiry; Instruction; Instructional Design; Instructional Effectiveness; Integrated Learning Systems; Interaction; Interdisciplinary Approach; Internet; Interpersonal Communication; Interpersonal Relationship; Interrater Reliability; Intervention; Introductory Courses; Italian; Item Banks; Kindergarten; Knowledge Level; Laboratories; Laboratory Equipment; Language Role; Learner Engagement; Learning Activities; Learning Experience; Learning Motivation; Learning Processes; Learning Theories; Learning; Lexicography; Lifelong Learning; Likert Scales; Literacy; Logical Thinking; Man Machine Systems; Mathematical Logic; Mathematical Models; Mathematics; Metacognition; Metadata; Middle School Students; Mixed Methods Research; Models; Motivation; Multimedia Materials; Museums; National Programs; Native Speakers; Natural Language Processing; Nonprint Media; Norwegian; Novices; Official Languages; Online Courses; Online Searching; Open Source Technology; Opportunities; Outcomes of Education; Ownership; Pattern Recognition; Peer Evaluation; Peer Relationship; Performance Based Assessment; Personal Autonomy; Personality Traits; Physical Environment; Pilot Projects; Planning; Play; Prediction; Predictor Variables; Preservice Teacher Education; Preservice Teachers; Prior Learning; Privacy; Probability; Problem Based Learning; Problem Solving; Production Techniques; Programming; Public Agencies; Public Policy; Questioning Techniques; Reading Improvement; Reference Materials; Reflection; Relevance (Education); Religious Education; Research Methodology; Role Playing; Scaffolding (Teaching Technique); Schemata (Cognition); Scholarship; School Policy; Science Activities; Science Process Skills; Scientific Methodology; Scores; Search Engines; Second Language Instruction; Second Language Learning; Secondary Education; Secondary School Science; Secondary School Students; Selection; Self Control; Self Evaluation (Individuals); Semantics; Semi Structured Interviews; Semitic Languages; Sharing Behavior; Simulated Environment; Social Behavior; Social Networks; Social Studies; Social Support Groups; Social Systems; Special Needs Students; Stakeholders; Standards; Story Telling; Strategic Planning; Student Attitudes; Student Behavior; Student Centered Curriculum; Student Characteristics; Student Empowerment; Student Evaluation; Student Improvement; Student Motivation; Student Surveys; Students; Study Habits; Summative Evaluation; Summer Schools; Sustainability; Synthesis; Systems Analysis; Taxonomy; Teacher Influence; Teacher Student Relationship; Teaching Methods; Teaching Skills; Teamwork; Technical Education; Technical Occupations; Technological Advancement; Technology Integration; Technology Uses in Education; Telecommunications; Test Reliability; Tests; Textbooks; Theory Practice Relationship; Thinking Skills; Time Management; Time; Tutoring; Tutors; Underachievement; Undergraduate Students; Users (Information); Video Technology; Virtual Classrooms; Visual Aids; Visual Environment; Visual Literacy; Visualization; Vocabulary Development; Water Quality; Web 2.0 Technologies; Web Sites; Weighted Scores; Workshops; World Views; Writing Improvement

Abstract:
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Open Source Technology; Indexing; Motivation; Metadata; Communities of Practice; Electronic Publishing; Educational Resources; Information Retrieval; Comparative Analysis; Classification; Expertise; Novices

Abstract:
Over the past years, several Open Educational Resources (OERs) initiatives have been emerged worldwide aiming to create, share and reuse digital educational resources among educational communities. As a result, organizing, offering and accessing these resources over the web have been key issues for both the research and the educational community. Traditionally, a popular way for characterizing digital educational resources is by using a formal and centrally agreed classification system, such as the IEEE Learning Object Metadata (LOM). On the other hand, with the emerging Web 2.0 applications, the issue of characterizing digital educational resources tends to move from the expert-based description based on formal classification systems to a less formal user-based tagging referred to as social tagging. As a result, a number of studies have been reported in the field of Technology-enhanced Learning (TeL) aiming to evaluate whether social tagging can improve the discovery of new digital educational resources and the retrieval of known ones stored in web-based repositories. Additionally, recent studies in the field of social tagging systems has provided initial evidence that users' tagging motivation has a direct influence on the properties of the resulted tags and folksonomies. Thus, in this paper we aim to propose a methodology for investigating this issue and examine whether different end-users' tagging motivations (that is teachers) could enlarge the metadata descriptions of digital educational resources. The results of our study provided us evidence that there is a direct influence of users' tagging motivation on the enlargement of metadata descriptions of digital educational resources, as well as to the resulted folksonomy when it is compared with formal structured vocabularies used by metadata experts or content providers for characterizing digital educational resources. (Contains 6 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012)," see ED542606.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Indexing; Collaborative Writing; Web Sites; Epistemology; Group Experience; Opinions; Sharing Behavior; Search Strategies; Information Retrieval; Program Effectiveness; Museums; Science Teaching Centers; Foreign Countries

Abstract:
This paper explores the search effectiveness of social tagging which allows the public to freely tag resources, denoted as keywords, with any words as well as to share personal opinions on those resources. Social tagging potentially helps users to organize, manage, and retrieve resources. Efficient retrieval can help users put more of their focus on studying the resources rather than the retrieval process. This study was an investigation into the relations between social tags and user queries. Our findings were summarized into 4 main points: (1) 85% of the surveyed users agreed that social tags assisted them in searching for resources; (2) Over 40% of user queries searches, found their resources via the matching of social tags; (3) Social tags matched over 70% of user queries; and (4) 14% of the social tags for a resource did not appear in the context of the resource. The experimental results demonstrated that social tags can improve users' efficiency in searching for resources. (Contains 1 table and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Bibliographic Databases; Authors; Indexing; Information Retrieval; Poetry; Drama; Prose; Sixteenth Century Literature; Literature

Abstract:
Searches for 117 British authors are compared in the Annual Bibliography of English Language and Literature (ABELL) and the Modern Language Association International Bibliography (MLAIB). Authors are organized by period and genre within the early modern era. The number of records for each author was subdivided by format, language of publication, and number of unique citations, defined as records retrieved in one database but not the other. Each of the unique records in one database was searched in the other to examine indexing differences. Of the unique items in ABELL, 49.1% were due to indexing differences, while indexing differences accounted for 35.4% of the unique records in MLAIB. The indexing differences significantly impacted the retrieval performance of each database. (Contains 13 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Personal Narratives; Oral History; Interviews; Latin Americans; Hispanic Americans; Mexican Americans; Indexing; Search Strategies; Resources; Doctoral Dissertations; Foreign Countries

Abstract:
People of color in the United States have utilized the liberationist "testimonio" as both methodology and narrative development. This essay provides a discussion about the roots of "testimonio" in Latin America and how it has been transformed, integrating qualitative research approaches, oral history, spoken word, and memoir writings by Chicanas and Latinas. The major objective of this essay is to provide guidance for the bibliographic search as a reference guide to the research scholar. Beginning with an exploration of terms used for bibliographic searches, the essay provides insight on navigating Library of Congress terms and desired outcomes in situated knowledge. A special feature of this essay is a primer bibliography organized in three sections. Part One identifies a selected list of Latin American "testimonios" identified as Roots/Origins. The second section focuses on Chicana/o Scholars' Uses of Narrative/"Testimonio," focusing on experiential reflections in diverse institutions, locations, and in personal writing as a methodology to conduct research and to bear witness to their experiences. The third section is called "Testimonio" and Dissertations by Chicana/o and Latina/o scholars, using "testimonio" as a methodology in educational research. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Syntax; Information Systems; Reference Materials; Databases; Agriculture; Indexing; Classification; Information Retrieval; Bibliographic Databases; Users (Information); Search Strategies

Abstract:
Purpose: The paper aims to assess the utility of non-agriculture-specific information systems, databases, and respective controlled vocabularies (thesauri) in organising and retrieving agricultural information. The purpose is to identify thesaurus-linked tree structures, controlled subject headings/terms (heading words, descriptors), and principal database-dependent characteristics and assess how controlled terms improve retrieval results (recall) in relation to free-text/uncontrolled terms in abstracts and document titles. Design/methodology/approach: Several different hosts (interfaces, platforms, portals) and databases were used: CSA Illumina (ERIC, LISA), Ebscohost (Academic Search Complete, Medline, Political Science Complete), Ei-Engineering Village (Compendex, Inspec), OVID (PsycINFO), ProQuest (ABI/Inform Global). The search-terms agriculture and agricultural and truncated word-stem agricultur- were employed. Permuted (rotated index) search fields were used to retrieve terms from thesauri. Subject-heading search was assessed in relation to free-text search, based on abstracts and document titles. Findings: All thesauri contain agriculture-based headings; however, associative, hierarchical and synonymous relationships show important inter-database differences. Using subject headings along with abstracts and titles in search syntax (query) sometimes improves retrieval by up to 60 per cent. Retrieval depends on search fields and database-specifics, such as autostemming (lemmatization), explode function, word-indexing, or phrase-indexing. Research limitations/implications: Inter-database and host comparison, on consistent principles, can be limited because of some particular host- and database-specifics. Practical implications: End-users may exploit databases more competently and thus achieve better retrieval results in searching for agriculture-related information. Originality/value: The function of as many as ten databases in different disciplines in providing information relevant to subject matter that is not a topical focus of databases is assessed. (Contains 5 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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