FN ISI Export Format VR 1.0 PT J AU Kim, YB Stratos, K Sarikaya, R AF Kim, Young-Bum Stratos, Karl Sarikaya, Ruhi TI A Framework for pre-training hidden-unit conditional random fields and its extension to long short term memory networks SO COMPUTER SPEECH AND LANGUAGE LA English DT Article DE Pre-training; Transfer learning; Spoken language understanding; Sequence labeling; Conditional random fiends; Multi-sense clustering; Word embedding; Hidden unit conditional random fields; LSTMs AB In this paper, we introduce a simple unsupervised framework for pre-training hidden-unit conditional random fields (HUCRFs), i.e., learning initial parameter estimates for HUCRFs prior to supervised training.Our framework exploits the model structure of HUCRFs to make effective use of unlabeled data from the same domain or labeled data from a different domain. The key idea is to use the separation of HUCRF parameters between observations and labels: this allows us to pre-train observation parameters independently of label parameters. Pre-training is achieved by creating pseudo-labels from such resources. In the case of unlabeled data, we cluster observations and use the resulting clusters as pseudo-labels. Observation parameters can be trained on these resources and then transferred to initialize the supervised training process on the target labeled data. Experiments on various sequence labeling tasks demonstrate that the proposed pre-training method consistently yields significant improvement in performance. The core idea could be extended to other learning techniques including deep learning. We applied the proposed technique to recurrent neural networks (RNN) with long short term memory (LSTM) architecture and obtained similar gains. (C) 2017 Elsevier Ltd. All rights reserved. C1 [Kim, Young-Bum; Sarikaya, Ruhi] Amazon, Alexa Brain, Seattle, WA 98109 USA. [Stratos, Karl] Toyota Technol Inst, Chicago, IL USA. RP Kim, YB (reprint author), Amazon, Alexa Brain, Seattle, WA 98109 USA. EM youngbum@amazon.com CR Amini M., 2009, ADV NEURAL INFORM PR, V22, P28 Anastasakos T., 2014, P ICASSP, P3246 Brown P. 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PD NOV PY 2017 VL 46 BP 311 EP 326 DI 10.1016/j.csl.2017.05.004 PG 16 WC Computer Science, Artificial Intelligence SC Computer Science GA FD5ZY UT WOS:000407609600018 OA No DA 2017-10-05 ER PT J AU Shin, JY Issenberg, SB Roh, YS AF Shin, Ji Yeon Issenberg, S. Barry Roh, Young Sook TI The effects of neurologic assessment E-learning in nurses SO NURSE EDUCATION TODAY LA English DT Article DE Nurse; Computer-assisted instruction; E-learning; Neurologic examination; Self-directed learning ID RANDOMIZED CONTROLLED-TRIAL; NURSING-STUDENTS; CLINICAL SKILLS; EDUCATION; PROGRAM; METAANALYSIS; SIMULATION; KNOWLEDGE; IMPACT; CARE AB Background: A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. Objectives: The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. Design: This study used a non-equivalent control group pretest-posttest design. Settings: Nurses working in the neurology and neurosurgery wards, Republic of Korea Participants: A convenience sample of 50 nurses was assigned to either the experimental group (n = 24) or the control group (n = 26). Methods: The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. Results: There were no significant differences in knowledge (U = 270, p = 0.399) and self-confidence (U = 241.5, p = 0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U = 199, p = 0.028). Conclusions: Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment. C1 [Shin, Ji Yeon] Chung Ang Univ Hosp, Seoul, South Korea. [Issenberg, S. Barry] Univ Miami, Miller Sch Med, Gordon Ctr Res Med Educ, Coral Gables, FL 33124 USA. [Roh, Young Sook] Chung Ang Univ, Red Cross Coll Nursing, 84 Heukseok Ro, Seoul 06974, South Korea. RP Roh, YS (reprint author), Chung Ang Univ, Red Cross Coll Nursing, 84 Heukseok Ro, Seoul 06974, South Korea. 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PD OCT PY 2017 VL 16 IS 10 AR UNSP 264 DI 10.1007/s11128-017-1718-4 PG 35 WC Physics, Multidisciplinary; Physics, Mathematical SC Physics GA FH4WP UT WOS:000411163300031 OA No DA 2017-10-05 ER PT J AU Zhou, Y Chai, CS Liang, JC Jin, M Tsai, CC AF Zhou, Ying Chai, Ching Sing Liang, Jyh-Chong Jin, Mei Tsai, Chin-Chung TI The Relationship Between Teachers' Online Homework Guidance and Technological Pedagogical Content Knowledge about Educational Use of Web SO ASIA-PACIFIC EDUCATION RESEARCHER LA English DT Article DE Online homework; TPACK-W; Online teaching; E-learning; Online tutor ID STUDENT PERFORMANCE; INTERNET LITERACY; GENERAL-CHEMISTRY; TPACK FRAMEWORK; PHYSICS; MOTIVATION; SYMPTOMS; SYSTEM; IMPACT AB The development of e-learning and digital campus has prompted more and more teachers to assign online homework to students. Consequently, teachers need to provide sufficient and relevant guidance for such homework. Teachers' online homework guidance (TOHG) is conceptually connected with their level of technological pedagogical content knowledge about educational use of Web (TPACK-W). This study employed two questionnaires: a self-developed questionnaire for TOHG and a revised TPACK-W questionnaire to study how TOHG is associated with TPACK-W through correlation and regression analysis. Two hundred and eighty-four teacher participants from China who had experience in assigning online homework were asked to complete the questionnaires. This study validated the questionnaires and established significant relationship between the TOHG and TPACK-W. The study expanded current understanding of TPACK through the factors associated with online homework. The findings showed that the level of teachers' online homework guidance was significantly related to their TPACK-W, and the two factors of Web-Pedagogical Knowledge and Web-Pedagogical-Content Knowledge in the TPACK-W questionnaire could predict the TOHG. Future teachers' professional development for the construction of TPACK-W should include discussions and guidelines of online homework. C1 [Zhou, Ying] Beijing Normal Univ, Adv Innovat Ctr Future Educ, 19 XinJieKouWai St, Beijing 100875, Peoples R China. [Chai, Ching Sing] Nanyang Technol Univ, Natl Inst Educ, 1 Nanyang Walk, Singapore 637616, Singapore. [Liang, Jyh-Chong; Tsai, Chin-Chung] Natl Taiwan Normal Univ, Program Learning Sci, 162,Sect 1,Heping E Rd, Taipei 106, Taiwan. [Jin, Mei] Beijing Univ Posts & Telecommun, Sch Humanities, 10 Xitucheng Rd, Beijing 100876, Peoples R China. [Zhou, Ying] Beijing Normal Univ, Fac Educ, 19 XinJieKouWai St, Beijing 100875, Peoples R China. RP Zhou, Y (reprint author), Beijing Normal Univ, Adv Innovat Ctr Future Educ, 19 XinJieKouWai St, Beijing 100875, Peoples R China.; Zhou, Y (reprint author), Beijing Normal Univ, Fac Educ, 19 XinJieKouWai St, Beijing 100875, Peoples R China. 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Educ. Res. PD OCT PY 2017 VL 26 IS 5 BP 239 EP 247 DI 10.1007/s40299-017-0344-3 PG 9 WC Education & Educational Research SC Education & Educational Research GA FG9IY UT WOS:000410753600002 OA No DA 2017-10-05 ER PT J AU Liao, XPL Zhang, CC AF Liao, Xinpeng L. Zhang, Chengcui TI Toward situation awareness: a survey on adaptive learning for model-free tracking SO MULTIMEDIA TOOLS AND APPLICATIONS LA English DT Article DE Computer vision; Machine learning; Model-free tracking; Semi-supervised online learning; Video surveillance ID ROBUST VISUAL TRACKING; SPARSE APPEARANCE MODEL; HUMAN MOTION CAPTURE; OBJECT TRACKING; MEAN-SHIFT; ENSEMBLE TRACKING; COMPUTER VISION; REPRESENTATION; SPACE AB Visual tracking estimates the trajectory of an object of interest in non-stationary image streams that change over time. Recently, approaches for model-free tracking have received increased interest since manually annotating sufficient examples of all objects in the world is prohibitively expensive. By definition, a model-free tracker has only one labeled instance in the form of an identified object in the first frame. In the subsequent frames, it has to learn variations of the tracked object with only unlabeled data available. There exists a dilemma for model-free trackers, i.e., whether the tracker would shift the focus to clutters (i.e., adaptivity) or result in very short tracks (i.e., stability) largely depends on how sensitive the appearance model is. In contrast to recent survey efforts with data-driven approaches focusing on the performance on benchmarks, this article aims to provide an in-depth survey on solutions to the dilemma between adaptivity and stability in model-free tracking focusing on the ability of achieving situation awareness, i.e., learning the object appearance adaptively in a non-stationary environment. The survey results show that, regardless of visual representations and statistical models involved, the way of exploiting unlabeled data in the changing environment and the extent of how rapidly the appearance model need be updated accordingly with selected example(s) of estimated labels are the key to many, if not all, evaluation measures for tracking. Such conceptual consensuses, despite the diversity of approaches in this field, for the first time capture the essence of model-free tracking and facilitate the design of visual tracking systems. C1 [Liao, Xinpeng L.; Zhang, Chengcui] Univ Alabama Birmingham, Dept Comp & Informat Sci, 127 Campbell Hall,1300 Univ Blvd, Birmingham, AL 35294 USA. RP Liao, XPL (reprint author), Univ Alabama Birmingham, Dept Comp & Informat Sci, 127 Campbell Hall,1300 Univ Blvd, Birmingham, AL 35294 USA. 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Tools Appl. PD OCT PY 2017 VL 76 IS 20 BP 21073 EP 21115 DI 10.1007/s11042-016-4001-2 PG 43 WC Computer Science, Information Systems; Computer Science, Software Engineering; Computer Science, Theory & Methods; Engineering, Electrical & Electronic SC Computer Science; Engineering GA FH0YB UT WOS:000410865400034 OA No DA 2017-10-05 ER PT J AU Hancock, J Shemie, SD Lotherington, K Appleby, A Hall, R AF Hancock, Jennifer Shemie, Sam D. Lotherington, Ken Appleby, Amber Hall, Richard TI Development of a Canadian deceased donation education program for health professionals: a needs assessment survey SO CANADIAN JOURNAL OF ANESTHESIA-JOURNAL CANADIEN D ANESTHESIE LA English DT Article ID ORGAN DONATION; DONORS AB Purpose The purpose of this survey was to determine how Canadian healthcare professionals perceive their deficiencies and educational requirements related to organ and tissue donation. Methods We surveyed 641 intensive care unit (ICU) physicians, 1,349 ICU nurses, 1,561 emergency room (ER) physicians, and 1,873 ER nurses. The survey was distributed by the national organization for each profession (the Canadian Association of Emergency Physicians, the Canadian Association of Critical Care Nurses, and the National Emergency Nurses Association). Canadian Blood Services developed the critical care physician list in collaboration with the Canadian Critical Care Society. Survey development included questions related to comfort with, and knowledge of, key competencies in organ and tissue donation. Results Eight hundred thirty-one (15.3%) of a possible 5,424 respondents participated in the survey. Over 50% of respondents rated the following topics as highly important: knowledge of general organ and tissue donation, neurological determination of death, donation after cardiac death, and medical-legal donation issues. High competency comfort levels ranged from 14.7-50.9% for ICU nurses and 8.0-34.6% for ER nurses. Competency comfort levels were higher for ICU physicians (67.5-85.6%) than for ER physicians who rated all competencies lower. Respondents identified a need for a curriculum on national organ donation and preferred e-learning as the method of education. Conclusion Both ICU nurses and ER practitioners expressed low comfort levels with their competencies regarding organ donation. Intensive care unit physicians had a much higher level of comfort; however, the majority of these respondents were specialty trained and working in academic centres with active donation and transplant programs. A national organ donation curriculum is needed. C1 [Hancock, Jennifer] Dalhousie Univ, Queen Elizabeth II Hosp, Dept Crit Care, 1276 South Pk St, Halifax, NS B3H 2Y9, Canada. [Shemie, Sam D.] Montreal Childrens Hosp, Div Crit Care, Montreal, PQ, Canada. [Shemie, Sam D.] McGill Univ, Dept Pediat, Montreal, PQ, Canada. [Shemie, Sam D.; Lotherington, Ken; Appleby, Amber] Canadian Blood Serv, Ottawa, ON, Canada. [Hall, Richard] Dalhousie Univ, Halifax, NS, Canada. [Hall, Richard] Nova Scotia Hlth Author, Halifax, NS, Canada. RP Hancock, J (reprint author), Dalhousie Univ, Queen Elizabeth II Hosp, Dept Crit Care, 1276 South Pk St, Halifax, NS B3H 2Y9, Canada. EM jennifer.hancock@nshealth.ca FU Canadian Blood Services FX Contracted by Canadian Blood Services. CR British Transplantation Society, ROL EM MED ORG DON 2 Burns KEA, 2008, CAN MED ASSOC J, V179, P245, DOI [10.1503/cmaj.080372, 10.1503/cmaj.080327] Canadian Blood Services, 2016, ENV SCAN PROF ED DON Canadian Blood Services, PROGR REP Canadian Institute for Health Information, DEC ORG DON POT CAN [Anonymous], 2011, CAN ORG DON TRANSPL Chen BY, 2017, ORGAN TISSUE DONATIO Dew MA, 1997, TRANSPLANTATION, V64, P1261, DOI 10.1097/00007890-199711150-00006 Dominguez- Gil B., 2016, 26 INT C TRANSPL SOC Jacoby L, 2010, AM J CRIT CARE, V19, pE52, DOI 10.4037/ajcc2010396 Kutsogiannis DJ, 2013, INTENS CARE MED, V39, P1452, DOI 10.1007/s00134-013-2952-6 Matesanz R, 2017, AM J TRANSPLANT, V17, P1447, DOI 10.1111/ajt.14104 Rodrigue J R, 2008, Am J Transplant, V8, P2661, DOI 10.1111/j.1600-6143.2008.02429.x Rose C, 2016, TRANSPLANTATION, V100, P1558, DOI 10.1097/TP.0000000000000947 Royal College of Physicians and Surgeons of Canada, OBJ TRAIN SUBSP PED Royal College of Physicians and Surgeons of Canada, OBJ TRAIN SPEC INT M Royal College of Physicians and Surgeons of Canada, OBJ TRAIN SUBSP AD C Schnitzler MA, 2005, AM J TRANSPLANT, V5, P2289, DOI 10.1111/j.1600-6143.2005.01021.x Steiner IP, ED REFERENCE MANUAL Trifunov R., DECEASED ORGAN DONOR Whiting JF, 2004, AM J TRANSPLANT, V4, P569, DOI 10.1111/j.1600-6143.2004.00373.x NR 21 TC 0 Z9 0 U1 1 U2 1 PU SPRINGER PI NEW YORK PA 233 SPRING ST, NEW YORK, NY 10013 USA SN 0832-610X EI 1496-8975 J9 CAN J ANESTH JI Can. J. Anesth. PD OCT PY 2017 VL 64 IS 10 BP 1037 EP 1047 DI 10.1007/s12630-017-0882-4 PG 11 WC Anesthesiology SC Anesthesiology GA FG7CE UT WOS:000410564800007 OA No DA 2017-10-05 ER PT J AU Crispin, A Klinger, C Rieger, A Strahwald, B Lehmann, K Buhr, HJ Mansmann, U AF Crispin, Alexander Klinger, Carsten Rieger, Anna Strahwald, Brigitte Lehmann, Kai Buhr, Heinz-Johannes Mansmann, Ulrich TI The DGAV risk calculator: development and validation of statistical models for a web-based instrument predicting complications of colorectal cancer surgery SO INTERNATIONAL JOURNAL OF COLORECTAL DISEASE LA English DT Article DE Colorectal cancer; Risk calculator; Statistical prediction models; Model validation ID MORTALITY; EXPECTATIONS; BENEFITS; TESTS; HARMS AB The purpose of this study is to provide a web-based calculator predicting complication probabilities of patients undergoing colorectal cancer (CRC) surgery in Germany. Analyses were based on records of first-time CRC surgery between 2010 and February 2017, documented in the database of the Study, Documentation, and Quality Center (StuDoQ) of the Deutsche Gesellschaft fur Allgemein- und Viszeralchirurgie (DGAV), a registry of CRC surgery in hospitals throughout Germany, covering demography, medical history, tumor features, comorbidity, behavioral risk factors, surgical procedures, and outcomes. Using logistic ridge regression, separate models were developed in learning samples of 6729 colon and 4381 rectum cancer patients and evaluated in validation samples of sizes 2407 and 1287. Discrimination was assessed using c statistics. Calibration was examined graphically by plotting observed versus predicted complication probabilities and numerically using Brier scores. We report validation results regarding 15 outcomes such as any major complication, surgical site infection, anastomotic leakage, bladder voiding disturbance after rectal surgery, abdominal wall dehiscence, various internistic complications, 30-day readmission, 30-day reoperation rate, and 30-day mortality. When applied to the validation samples, c statistics ranged between 0.60 for anastomosis leakage and 0.85 for mortality after rectum cancer surgery. Brier scores ranged from 0.003 to 0.127. While most models showed satisfactory discrimination and calibration, this does not preclude overly optimistic or pessimistic individual predictions. To avoid misinterpretation, one has to understand the basic principles of risk calculation and risk communication. An e-learning tool outlining the appropriate use of the risk calculator is provided. C1 [Crispin, Alexander; Rieger, Anna; Strahwald, Brigitte; Mansmann, Ulrich] Ludwig Maximilians Univ Munchen, IBE Inst Med Informat Proc Biometry & Epidemiol, Marchioninistr 15, D-81377 Munich, Germany. [Klinger, Carsten; Buhr, Heinz-Johannes] Deutsch Gesell Allgemein & Viszeralchirurg, Haus Bundespressekonferenz,Schiffbauerdamm 40, D-10117 Berlin, Germany. [Strahwald, Brigitte] Cognomed GmbH, Med Valley Ctr, Henkestr 91, D-91052 Erlangen, Germany. [Lehmann, Kai] Charite Univ Med Berlin, Hindenburgdamm 30, D-12203 Berlin, Germany. RP Crispin, A (reprint author), Ludwig Maximilians Univ Munchen, IBE Inst Med Informat Proc Biometry & Epidemiol, Marchioninistr 15, D-81377 Munich, Germany. EM cri@ibe.med.uni-muenchen.de FU Deutsche Gesellschaft of Allgemein- und Viszeralchirurgie (DGAV) FX The work of AR and CK was funded by the Deutsche Gesellschaft of Allgemein- und Viszeralchirurgie (DGAV). 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The literature suggests multimedia is more difficult for trainees. We hypothesize that pediatric residents score lower in diagnostic skill when clinical vignettes use multimedia rather than text for patient findings. A standardized method was developed to write text-based questions from 60 high-resolution, quality multimedia; a series of expert panels selected 40 questions with both a multimedia and text-based counterpart, and two online tests were developed. Each test featured 40 identical questions with reciprocal and alternating modality (multimedia vs. text). Pediatric residents and rising 4th year medical students (MS-IV) at a single residency were randomized to complete either test stratified by postgraduate training year (PGY). A mixed between-within subjects ANOVA analyzed differences in score due to modality and PGY. Secondary analyses ascertained modality effect in dermatology and respiratory questions using Mann-Whitney U tests, and correlations on test performance to In-service Training Exam (ITE) scores using Spearman rank. Eighty-eight residents and rising interns completed the study. Overall multimedia scores were lower than text-based scores (p = 0.047, eta (p) (2) = 0.04), with highest disparity in rising interns (MS-IV); however, PGY had a greater effect on scores (p = 0.001, eta (p) (2) = 0.16). Respiratory questions were not significantly lower with multimedia (n = 9, median 0.71 vs. 0.86, p = 0.09) nor dermatology questions (n = 13, p = 0.41). ITEs correlated significantly with text-based scores (rho = 0.23-0.25, p = 0.04-0.06) but not with multimedia scores. In physician trainees with less clinical experience, multimedia-based case vignettes are associated with significantly lower scores. These results help shed light on the role of multimedia versus text-based information in CDMS, particularly in less experienced clinicians. C1 [Chang, Todd P.; Pham, Phung K.] Childrens Hosp Los Angeles, Div Emergency Med & Transport, Los Angeles, CA 90027 USA. [Chang, Todd P.; Schrager, Sheree M.; Rake, Alyssa J.; Pham, Phung K.; Christman, Grant] Univ Southern Calif, Keck Sch Med, Los Angeles, CA 90007 USA. [Schrager, Sheree M.; Christman, Grant] Childrens Hosp Los Angeles, Div Hosp Med, Los Angeles, CA 90027 USA. [Rake, Alyssa J.] Childrens Hosp Los Angeles, Dept Crit Care & Anesthesiol, Los Angeles, CA 90027 USA. [Chan, Michael W.] Ann & Robert H Lurie Childrens Hosp Chicago, Div Emergency Med, Chicago, IL 60611 USA. [Chan, Michael W.] Northwestern Univ, Feinberg Sch Med, Chicago, IL 60611 USA. [Pham, Phung K.] Claremont Grad Univ, Div Behav & Org Sci, Claremont, CA USA. RP Chang, TP (reprint author), Childrens Hosp Los Angeles, Div Emergency Med & Transport, Los Angeles, CA 90027 USA.; Chang, TP (reprint author), Univ Southern Calif, Keck Sch Med, Los Angeles, CA 90007 USA. EM dr.toddchang@gmail.com OI Chang, Todd/0000-0002-4508-2551 FU internal University of Southern California Faculty Zumberge Career Development Grant FX The study on which this manuscript is based was supported by an internal University of Southern California Faculty Zumberge Career Development Grant from 2012 to 2014. There are no other disclosures. 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PD OCT PY 2017 VL 22 IS 4 BP 901 EP 914 DI 10.1007/s10459-016-9719-0 PG 14 WC Education & Educational Research; Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA FF5ED UT WOS:000408997800008 OA No DA 2017-10-05 ER PT J AU Luo, L Cheng, XH Wang, SY Zhang, JX Zhu, WB Yang, JY Liu, P AF Luo, Li Cheng, Xiaohua Wang, Shiyuan Zhang, Junxue Zhu, Wenbo Yang, Jiaying Liu, Pei TI Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning SO BMC MEDICAL EDUCATION LA English DT Article DE Blended learning; Curriculum development; E-learning; Medical statistics; Teaching reform ID WEB 2.0; ENTROPY; MODEL; PERCEPTIONS; EDUCATION; QUALITY AB Background: Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students' knowledge, attitudes and practices (KAP) relating to e-learning. Methods: The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results: Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents' average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents' literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions: This educational reform that combined Moodle with a traditional class achieved good results in terms of students' e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums. C1 [Luo, Li; Cheng, Xiaohua; Wang, Shiyuan; Zhu, Wenbo; Yang, Jiaying; Liu, Pei] Southeast Univ, Sch Publ Hlth, 87 Dingjiaqiao, Nanjing, Jiangsu, Peoples R China. [Zhang, Junxue] Southeast Univ, Sch Comp Sci & Engn, Nanjing, Jiangsu, Peoples R China. RP Liu, P (reprint author), Southeast Univ, Sch Publ Hlth, 87 Dingjiaqiao, Nanjing, Jiangsu, Peoples R China. EM liupeiseu@126.com FU Research and Practice Project on the Pedagogical Reform of Graduate Education in Jiangsu Province, China; [JGLX14_005] FX This study was funded by The Research and Practice Project on the Pedagogical Reform of Graduate Education in Jiangsu Province, China. The authors would like to acknowledge the foundation (Grant No. JGLX14_005) for its financial support of this work. 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Educ. PD SEP 19 PY 2017 VL 17 AR 170 DI 10.1186/s12909-017-1009-x PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA FH7XU UT WOS:000411407000002 PM 28927383 OA gold DA 2017-10-05 ER PT J AU Shirotsuki, K Nonaka, Y Abe, K Adachi, S Adachi, S Kuboki, T Nakao, M AF Shirotsuki, Kentaro Nonaka, Yuji Abe, Keiichi Adachi, So-ichiro Adachi, Shohei Kuboki, Tomifusa Nakao, Mutsuhiro TI The effect for Japanese workers of a self-help computerized cognitive behaviour therapy program with a supplement soft drink SO BIOPSYCHOSOCIAL MEDICINE LA English DT Article DE Self-help; Computerized cognitive behaviour therapy; Workplace; L-carnosine ID CARNOSINE-RELATED DIPEPTIDES; MENTAL-HEALTH; RANDOMIZED-TRIAL; DEPRESSION; METAANALYSIS; INTERVENTIONS; DISORDERS; ANXIETY; PSYCHOTHERAPY; NEURONS AB Background: Computerized cognitive behaviour therapy (CCBT) programs can provide a useful self-help approach to the treatment of psychological problems. Previous studies have shown that CCBT has moderate effects on depression, insomnia, and anxiety. The present study investigated whether a supplement drink that includes L-carnosine enhances the effect of CCBT on psychological well-being. Methods: Eighty-seven participants were randomly allocated to a control group, CCBT, or CCBT with supplement drink. The CCBT and CCBT with supplement drink groups received six weekly self-help CCBT program instalments, which consisted of psycho-education about stress management and coping, behaviour activation, and cognitive restructuring. The CCBT group consumed a bottle of the supplement soft drink every morning through the 6 weeks. This program was delivered by an e-learning system on demand and also included a self-help guidebook. Seventy-two participants completed the program or were assess at the end of the study. Results: ANOVA revealed that there were significant interactions (times x groups) for POMS tension-anxiety and fatigue. The CCBT group showed significantly improved tension-anxiety scores, whereas the CCBT with drink group showed significant improvements on fatigue. Conclusion: The self-help CCBT program reduced the subjective experience of tension-anxiety in this group of workers. The addition of a supplement drink enhanced the effect of CCBT on fatigue, providing one possible approach to enhancement of such programs. C1 [Shirotsuki, Kentaro] Musashino Univ, Fac Human Sci, Koto Ku, 3-3-3 Ariake, Tokyo 1358181, Japan. [Nonaka, Yuji; Abe, Keiichi] Suntory Global Innovat Ctr Ltd, Innovat Dev Dept, Osaka, Japan. [Adachi, So-ichiro; Adachi, Shohei] Clin Adachi, Med Corp So Bun Kai, Gifu, Japan. [Kuboki, Tomifusa] Univ Tokyo, Tokyo, Japan. [Nakao, Mutsuhiro] Teikyo Univ Hosp, Dept Psychosomat Med, Tokyo, Japan. RP Shirotsuki, K (reprint author), Musashino Univ, Fac Human Sci, Koto Ku, 3-3-3 Ariake, Tokyo 1358181, Japan. EM kenshiro@musashino-u.ac.jp FU Suntory Global Innovation Center Limited FX This study was funded by Suntory Global Innovation Center Limited. (Self-funding). 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Med. PD SEP 19 PY 2017 VL 11 AR 23 DI 10.1186/s13030-017-0109-5 PG 8 WC Psychiatry SC Psychiatry GA FH2NT UT WOS:000410977600001 PM 28932258 OA gold DA 2017-10-05 ER PT J AU Luhnen, J Haastert, B Muhlhauser, I Richter, T AF Luehnen, Julia Haastert, Burkhard Muehlhauser, Ingrid Richter, Tanja TI Informed decision-making with and for people with dementia - efficacy of the PRODECIDE education program for legal representatives: protocol of a randomized controlled trial (PRODECIDE-RCT) SO BMC GERIATRICS LA English DT Article DE Proxy decision-making; Dementia; Legal representatives; Education program; Informed decision; Evidence-based medicine ID PHYSICAL RESTRAINTS; NURSING-HOMES; MULTICOMPONENT INTERVENTION; ATYPICAL ANTIPSYCHOTICS; GERIATRIC CARE; RESIDENTS; PREDICTORS; BENEFITS; NURSES; HEALTH AB Background: In Germany, the guardianship system provides adults who are no longer able to handle their own affairs a court-appointed legal representative, for support without restriction of legal capacity. Although these representatives only rarely are qualified in healthcare, they nevertheless play decisive roles in the decision-making processes for people with dementia. Previously, we developed an education program (PRODECIDE) to address this shortcoming and tested it for feasibility. Typical, autonomy-restricting decisions in the care of people with dementia-namely, using percutaneous endoscopic gastrostomy (PEG) or physical restrains (PR), or the prescription of antipsychotic drugs (AP)-were the subject areas trained. The training course aims to enhance the competency of legal representatives in informed decision-making. In this study, we will evaluate the efficacy of the PRODECIDE education program. Methods: A randomized controlled trial with a six-month follow-up will be conducted to compare the PRODECIDE education program with standard care, enrolling legal representatives (N = 216). The education program lasts 10 h and comprises four modules: A, decision-making processes and methods; and B, C and D, evidence-based knowledge about PEG, PR and AP, respectively. The primary outcome measure is knowledge, which is operationalized as the understanding of decision-making processes in healthcare affairs and in setting realistic expectations about benefits and harms of PEG, PR and AP in people with dementia. Secondary outcomes are sufficient and sustainable knowledge and percentage of persons concerned affected by PEG, FEM or AP. A qualitative process evaluation will be performed. Additionally, to support implementation, a concept for translating the educational contents into e-learning modules will be developed. Discussion: The study results will show whether the efficacy of the education program could justify its implementation into the regular training curricula for legal representatives. Additionally, it will determine whether an e-learning course provides a valuable backup or even alternative learning strategy. C1 [Luehnen, Julia; Muehlhauser, Ingrid; Richter, Tanja] Univ Hamburg, Unit Hlth Sci & Educ, Fac Math Informat & Nat Sci MIN, Martin Luther King Pl 6, D-20146 Hamburg, Germany. [Haastert, Burkhard] mediStatistica, Lambertusweg 1b, D-58809 Neuenrade, Germany. RP Luhnen, J (reprint author), Univ Hamburg, Unit Hlth Sci & Educ, Fac Math Informat & Nat Sci MIN, Martin Luther King Pl 6, D-20146 Hamburg, Germany. EM Julia.Luehnen@uni-hamburg.de FU Deutsche Forschungsgemeinschaft (DFG) FX The study is funded by the Deutsche Forschungsgemeinschaft (DFG) awarded to Dr. Tanja Richter (http://gepris.dfg.de/gepris/projekt/318728034). The funding institution will not interfere in any part of the study. 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PD SEP 15 PY 2017 VL 17 AR 217 DI 10.1186/s12877-017-0616-z PG 11 WC Geriatrics & Gerontology; Gerontology SC Geriatrics & Gerontology GA FH2KT UT WOS:000410968700002 PM 28915861 OA gold DA 2017-10-05 ER PT J AU Datta, S Oliver, MD AF Datta, Subimal Oliver, Michael D. TI Cellular and Molecular Mechanisms of REM Sleep Homeostatic Drive: A Plausible Component for Behavioral Plasticity SO FRONTIERS IN NEURAL CIRCUITS LA English DT Article DE selective REM sleep restriction; intracellular signaling; rat; brainstem; U0126 ID EYE-MOVEMENT-SLEEP; ACTIVATED PROTEIN-KINASE; LONG-TERM POTENTIATION; PEDUNCULOPONTINE TEGMENTAL NUCLEUS; NEUROTROPHIC FACTOR EXPRESSION; SYNAPTIC PLASTICITY; MAP KINASE; TYROSINE PHOSPHATASE; DEPENDENT PLASTICITY; DORSAL HIPPOCAMPUS AB Homeostatic regulation of REM sleep drive, as measured by an increase in the number of REM sleep transitions, plays a key role in neuronal and behavioral plasticity (i.e., learning and memory). Deficits in REM sleep homeostatic drive (RSHD) are implicated in the development of many neuropsychiatric disorders. Yet, the cellular and molecular mechanisms underlying this RSHD remain to be incomplete. To further our understanding of this mechanism, the current study was performed on freely moving rats to test a hypothesis that a positive interaction between extracellular-signal- regulated kinase 1 and 2 (ERK1/2) activity and brain-derived neurotrophic factor (BDNF) signaling in the pedunculopontine tegmentum (PPT) is a causal factor for the development of RSHD. Behavioral results of this study demonstrated that a short period (<90 min) of selective REM sleep restriction (RSR) exhibited a strong RSHD. Molecular analyses revealed that this increased RSHD increased phosphorylation and activation of ERK1/2 and BDNF expression in the PPT. Additionally, pharmacological results demonstrated that the application of the ERK1/2 activation inhibitor U0126 into the PPT prevented RSHD and suppressed BDNF expression in the PPT. These results, for the first time, suggest that the positive interaction between ERK1/2 and BDNF in the PPT is a casual factor for the development of RSHD. These findings provide a novel direction in understanding how RSHD-associated specific molecular changes can facilitate neuronal plasticity and memory processing. C1 [Datta, Subimal; Oliver, Michael D.] Univ Tennessee, Lab Sleep & Cognit Neurosci, Grad Sch Med, Dept Anesthesiol, Knoxville, TN 37996 USA. [Datta, Subimal; Oliver, Michael D.] Univ Tennessee, Dept Psychol, Coll Arts & Sci, Knoxville, TN 37996 USA. RP Datta, S (reprint author), Univ Tennessee, Lab Sleep & Cognit Neurosci, Grad Sch Med, Dept Anesthesiol, Knoxville, TN 37996 USA.; Datta, S (reprint author), Univ Tennessee, Dept Psychol, Coll Arts & Sci, Knoxville, TN 37996 USA. 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Neural Circuits PD SEP 14 PY 2017 VL 11 AR 63 DI 10.3389/fncir.2017.00063 PG 14 WC Neurosciences SC Neurosciences & Neurology GA FH5UF UT WOS:000411234800001 OA gold DA 2017-10-05 ER PT J AU Jenatabadi, HS Moghavvemi, S Radzi, CWJBWM Babashamsi, P Arashi, M AF Jenatabadi, Hashem Salarzadeh Moghavvemi, Sedigheh Radzi, Che Wan Jasimah Bt Wan Mohamed Babashamsi, Parastoo Arashi, Mohammad TI Testing students' e-learning via Facebook through Bayesian structural equation modeling SO PLOS ONE LA English DT Article ID COVARIANCE STRUCTURE-ANALYSIS; UNIFIED THEORY; TECHNOLOGY; ACCEPTANCE; PERFORMANCE; BEHAVIOR; CONTEXT; DESIGN; PEOPLE; USAGE AB Learning is an intentional activity, with several factors affecting students' intention to use new learning technology. Researchers have investigated technology acceptance in different contexts by developing various theories/models and testing them by a number of means. Although most theories/models developed have been examined through regression or structural equation modeling, Bayesian analysis offers more accurate data analysis results. To address this gap, the unified theory of acceptance and technology use in the context of e-learning via Facebook are re-examined in this study using Bayesian analysis. The data (S1 Data) were collected from 170 students enrolled in a business statistics course at University of Malaya, Malaysia, and tested with the maximum likelihood and Bayesian approaches. The difference between the two methods' results indicates that performance expectancy and hedonic motivation are the strongest factors influencing the intention to use e-learning via Facebook. The Bayesian estimation model exhibited better data fit than the maximum likelihood estimator model. The results of the Bayesian and maximum likelihood estimator approaches are compared and the reasons for the result discrepancy are deliberated. C1 [Jenatabadi, Hashem Salarzadeh; Radzi, Che Wan Jasimah Bt Wan Mohamed] Univ Malaya, Dept Sci & Technol Studies, Kuala Lumpur, Malaysia. [Moghavvemi, Sedigheh] Univ Malaya, Dept Operat & Management Informat Syst, Kuala Lumpur, Malaysia. [Babashamsi, Parastoo] Univ Putra Malaysia, Dept Language Educ & Humanities, Serdang, Malaysia. [Arashi, Mohammad] Shahrood Univ Technol, Dept Appl Math, Shahrood, Iran. RP Jenatabadi, HS (reprint author), Univ Malaya, Dept Sci & Technol Studies, Kuala Lumpur, Malaysia. EM jenatabadi@um.edu.my FU University of Malaya [BK0432016] FX This work was fully supported by University of Malaya project number BK0432016.; This work was fully supported by University of Malaya project number BK0432016. 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Despite recent development of e-learning techniques which have broken the temporal and spatial barriers for learners, it is still very difficult to meet the requirement of efficient learning, as the key issues involve not only searching for learning resources but also identification of learning paths. People from diverse backgrounds, in most cases, also need to work as a group to acquire new knowledge or skills and complete certain tasks. As these tasks are normally assigned with time constraints, employment of e-learning systems may be the optimal approach. In this research, we study the issue of identifying a suitable learning path for a group of learners rather than a single learner in an e-learning environment. Particularly, a profile-based framework for the discovery of group learning paths is proposed by taking various learning-related factors into consideration. We also conduct experiments on real learners to validate the effectiveness of the proposed approach. (C) 2017 Elsevier B.V. All rights reserved. C1 [Xie, Haoran; Wong, Tak-Lam] Educ Univ Hong Kong, Dept Math & Informat Technol, Hong Kong, Hong Kong, Peoples R China. [Zou, Di] Hong Kong Polytech Univ, English Language Ctr, Kowloon, Hong Kong, Peoples R China. [Wang, Fu Lee] Caritas Inst Higher Educ, Res & Adv, Hong Kong, Hong Kong, Peoples R China. [Rao, Yanghui] Sun Yat Sen Univ, Sch Data & Comp Sci, Guangzhou, Guangdong, Peoples R China. [Wang, Simon Ho] City Univ Hong Kong, Dept English, Kowloon, Hong Kong, Peoples R China. RP Rao, YH (reprint author), Sun Yat Sen Univ, Sch Data & Comp Sci, Guangzhou, Guangdong, Peoples R China. EM raoyangh@mail.sysu.edu.cn FU Research Grants Council of the Hong Kong Special Administrative Region, China [UGC/FDS11/E06/14]; Internal Research Grant [RG 30/2014-2015]; Start-Up Research Grant [RG 37/2016-2017R]; Internal Research Grant of The Education University of Hong Kong [RG 66/2016-2017]; National Natural Science Foundation of China [61502545, 61472453, U1401256, U1501252]; Special Program for Applied Research on Super Computation of the NSFC-Guangdong Joint Fund; Fundamental Research Funds for the Central Universities [4600031610009] FX The work described in this paper was fully supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (UGC/FDS11/E06/14), the Internal Research Grant (RG 30/2014-2015) the Start-Up Research Grant (RG 37/2016-2017R) and the Internal Research Grant (RG 66/2016-2017) of The Education University of Hong Kong, the National Natural Science Foundation of China (61502545, 61472453, U1401256, U1501252), the Special Program for Applied Research on Super Computation of the NSFC-Guangdong Joint Fund (the second phase), and "the Fundamental Research Funds for the Central Universities" (4600031610009). 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Sun, Kimberly D'hondt, Veerle von Schroeder, Herbert P. Martou, Glykeria Lee, Matthew Liao, Elizabeth Binhammer, Paul TI Developing Cognitive Task Analysis-based Educational Videos for ask Surgical Skills in Plastic Surgery SO JOURNAL OF SURGICAL EDUCATION LA English DT Article DE cognitive task analysis; e-learning; educational videos; basic surgical skills; plastic surgery; decision-making skills ID DECISION-MAKING; OPEN CRICOTHYROTOMY; PROCEDURAL SKILLS; ACQUISITION AB OBJECTIVE: To describe the development of cognitive task analysis (CTA)-based multimedia educational videos for surgical trainees in plastic surgery. DESIGN: A needs assessment survey was used to identify 5 plastic surgery skills on which to focus the educational videos. Three plastic surgeons were video-recorded performing each skill while describing the procedure, and were interviewed with probing questions. Three medical student reviewers coded transcripts and categorized each step into "action," "decision," or "assessment," and created a cognitive demands table (CDT) for each skill. The CDTs were combined into 1 table that was reviewed by the surgeons performing each skill to ensure accuracy. The final CDTs were compared against each surgeon's original transcripts. The total number of steps identified, percentage of steps shared, and the average percentage of steps omitted were calculated. SETTING: Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada, an urban tertiary care teaching center. PARTICIPANTS: Canadian junior plastic surgery residents (n = 78) were sent a needs assessment survey. Four plastic surgeons and 1 orthopedic surgeon performed the skills. RESULTS: Twenty-eight residents responded to the survey (36%). Subcuticular suturing, horizontal and vertical mattress suturing, hand splinting, digital nerve block, and excisional biopsy had the most number of residents ( > 80%) rank the skills as being skills that students should be able to perform before entering residency. The number of steps identified through CIA ranged from 12 to 29. Percentage of steps shared by all 3 surgeons for each skill ranged from 30% to 48%, while the average percentage of steps that were omitted by each surgeon ranged from 27% to 40%. CONCLUSIONS: Instructional videos for basic surgical skills may be generated using CTA to help experts provide comprehensive descriptions of a procedure. A CTA-based educational tool may give trainees access to a broader, objective body of knowledge, allowing them to learn decision-making processes before entering the operating room. (C) 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved. C1 [Yeung, Celine; Lee, Matthew; Liao, Elizabeth] Univ Toronto, Fac Med, Toronto, ON, Canada. [McMillan, Catherine; Sun, Kimberly; D'hondt, Veerle; Martou, Glykeria; Binhammer, Paul] Sunnybrook Hlth Sci Ctr, Div Plast & Reconstruct Surg, 2075 Bayview Ave, Toronto, ON M4N 3M5, Canada. [Saun, Tomas J.; von Schroeder, Herbert P.] Toronto Western Hosp, Div Plast & Reconstruct Surg, Toronto, ON, Canada. RP Binhammer, P (reprint author), Sunnybrook Hlth Sci Ctr, Div Plast & Reconstruct Surg, 2075 Bayview Ave, Toronto, ON M4N 3M5, Canada. EM p.binhammer@utoronto.ca FU University of Toronto Comprehensive Research Experience for Medical Students (CREMS) program FX This study was funded by the University of Toronto Comprehensive Research Experience for Medical Students (CREMS) program. 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Surg. Educ. PD SEP-OCT PY 2017 VL 74 IS 5 BP 889 EP 897 DI 10.1016/j.jsurg.2017.01.008 PG 9 WC Education, Scientific Disciplines; Surgery SC Education & Educational Research; Surgery GA FH8CX UT WOS:000411420500019 PM 28342767 OA No DA 2017-10-05 ER PT J AU El Mhouti, A Nasseh, A Erradi, M Vasquez, JM AF El Mhouti, Abderrahim Nasseh, Azeddine Erradi, Mohamed Marfa Vasquez, Jose TI Enhancing collaborative learning in Web 2.0-based e-learning systems: A design framework for building collaborative e-learning contents SO EDUCATION AND INFORMATION TECHNOLOGIES LA English DT Article DE Web-based e-learning system; Collaborative e-learning; Development; E-learning content; Concept map AB Today, the implication of Web 2.0 technologies in e-learning allows envisaging new teaching and learning forms, advocating an important place to the collaboration and social interaction. However, in e-learning systems, learn in a collaborative way is not always so easy because one of the difficulties when arranging e-learning courses can be that these courses are not adapted to this type of learning based on collaboration. In most of time, these courses are constructed individually, a way that does not stimulate collaborative and social learning. This work is at the heart of this issue. It seeks to find conceptual solutions for computer design and development of pedagogical knowledge, which should be in adequacy with current e-learning practices based on Web 2.0 features: collaborative e-learning. Thus, this paper presents a process of online and collaborative design-development of e-learning contents as concept maps, process which takes place in an online environment. The novel aspect of this approach is that the content generated following the proposed process is becoming less the product of a single author, but this is the result of a team work, and is adapted to collaborative e-learning practices. The paper describes the proposed process, presents the architecture of the implemented environment and exposes the adopted technical choices. The paper presents also the results of the experimentation of the framework in a realistic situation, which is based on the analysis of collected traces of a group of teachers (n = 30). The results found validate the interest of teachers involved toward the proposed approach. C1 [El Mhouti, Abderrahim; Nasseh, Azeddine; Erradi, Mohamed] Abdelmalek Essaadi Univ, Tetouan, Morocco. [Marfa Vasquez, Jose] HulvaUniv, Huelva, Spain. RP El Mhouti, A (reprint author), Abdelmalek Essaadi Univ, Tetouan, Morocco. EM abderrahim.elmhouti@gmail.com CR Fouad AlCattan R., 2014, IJCTT, V12, P46 Al-Zoube M., 2009, INT ARAB J E TECHNOL, V1, P58, DOI DOI 10.4018/JVPLE.2010091702 Anne K. L., 2009, COLLABORATIVE LEARNI Cormier L., 2012, 80 C ACFAS El Mhouti A., 2014, INT J INNOVATION APP, V8, P1653 Fucks-Kittowski F., 2004, P I KNOW GRAZ AUSTR, P484 Gupta V, 2013, HUM-CENTRIC COMPUT I, V3, DOI 10.1186/2192-1962-3-8 Gutl C., 2008, ARCHITECTURE SOLUTIO Helic D, 2007, J UNIVERS COMPUT SCI, V13, P504 Ocker R. J., 2001, Journal of Interactive Learning Research, V12, P427 Rupesh K. A., 2009, E LEARNING 2 0 LEARN Safran C., 2007, INT C INT COMP AID L, V1 Strijker A., 2002, P WORLD C ED MULT HY, P334 Thompson J., 2007, INNOVATE, V3, P1 Trillaud F., 2013, THESIS Wang MH, 2011, INFORM SYST FRONT, V13, P191, DOI 10.1007/s10796-009-9191-y NR 16 TC 0 Z9 0 U1 0 U2 0 PU SPRINGER PI NEW YORK PA 233 SPRING ST, NEW YORK, NY 10013 USA SN 1360-2357 EI 1573-7608 J9 EDUC INF TECHNOL JI Educ. Inf. Technol. PD SEP PY 2017 VL 22 IS 5 BP 2351 EP 2364 DI 10.1007/s10639-016-9545-2 PG 14 GA FG5VJ UT WOS:000410414300020 OA No DA 2017-10-05 ER PT J AU Ajegbomogun, FO Okunlaya, ROA Alawiye, MK AF Ajegbomogun, Fredrick Olatunji Okunlaya, Rifqah Olufunmilayo Afolake Alawiye, Mariam Kehinde TI Analytical study of E-learning resources in national open University of Nigeria SO EDUCATION AND INFORMATION TECHNOLOGIES LA English DT Article DE E-learning; E-resources; Information communication technology; Open University; Nigeria AB This paper analyses e-learning resources in the National Open University of Nigeria (NOUN) using Abeokuta study center. Survey research method was adopted for this study. A questionnaire was designed and used to collect data for this study. A sample of 150 respondents was randomly selected from the final year students in the six schools of the University. It was limited to 500 level students who had used the electronic connectivity for e-learning and could attest to the functionality of the facilities. The finding indicates that the majority of the respondents affirmed that e-learning resources were available for use, accessible, used for their class assignments and to search for information that are germane to their academic work. The study reported irregularity in power supply and constant breaking down of the server. Recommendation was made that competent computer operator's engineers and analyst should be employed for proper maintenance of equipment for efficient service delivery. The paper was analyzed using means, standard deviation and descriptive percentages. C1 [Ajegbomogun, Fredrick Olatunji; Okunlaya, Rifqah Olufunmilayo Afolake; Alawiye, Mariam Kehinde] Fed Univ Agr, Nimbe Adedipe Lib, Abeokuta, Nigeria. RP Ajegbomogun, FO (reprint author), Fed Univ Agr, Nimbe Adedipe Lib, Abeokuta, Nigeria. 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PD SEP PY 2017 VL 22 IS 5 BP 2403 EP 2415 DI 10.1007/s10639-016-9548-z PG 13 GA FG5VJ UT WOS:000410414300023 OA No DA 2017-10-05 ER PT J AU El Alfy, S Gomez, JM Ivanov, D AF El Alfy, Shahira Gomez, Jorge Marx Ivanov, Danail TI Exploring instructors' technology readiness, attitudes and behavioral intentions towards e-learning technologies in Egypt and United Arab Emirates SO EDUCATION AND INFORMATION TECHNOLOGIES LA English DT Article DE E-learning; Technology readiness; Education; Attitude; Behaviour; Intentions; Human interaction ID SELF-SERVICE TECHNOLOGIES; PLANNED BEHAVIOR; USER ACCEPTANCE; REASONED ACTION; EFFICACY; MODELS; SCALE; EDUCATION; STUDENTS AB This paper explores the association between technology readiness, (a meta-construct consisting of optimism, innovativeness, discomfort, and insecurity), attitude, and behavioral intention towards e-learning technologies adoption within an education institution context. The empirical study data is collected at two private universities located in Egypt and UAE. The research explores the role of instructors' technology readiness level, in shaping their attitudes, preference to human interaction and ultimately behavioral intentions towards adopting e-learning technologies. Analysis of the data (Mann-Whitney U non-parametric test) shows no significant differences between instructors at the two universities in terms of technology readiness, attitudes, behavioral intentions, and preference to human interaction. The exploratory results provide evidence for the relationship between instructors' technology, attitude, and behavioral intentions to adopt e-learning technologies. The study finds that preference to human interaction is equally important in Egypt and UAE with a strong potential to affect instructor's behavioral intentions for adopting e-learning technologies. The research results provide initial insights to education managers on the nature and mechanisms of the relationship among the research variables, which would improve the ability of educational institutions to introduce and adopt e-learning technologies. An additional contribution is the validity and reliability tests for Technology Readiness (TR) scale, which shows its viability as a meaningful measurement instrument for use in an educational setting. C1 [El Alfy, Shahira; Ivanov, Danail] Higher Coll Technol, Univ City, Sharjah, U Arab Emirates. [Gomez, Jorge Marx] Carl von Ossietzky Univ Oldenburg, Oldenburg, Germany. RP El Alfy, S (reprint author), Higher Coll Technol, Univ City, Sharjah, U Arab Emirates. 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Stroke PD SEP PY 2017 VL 12 SU 4 MA RHB.45 BP 60 EP 61 PG 2 WC Clinical Neurology; Peripheral Vascular Disease SC Neurosciences & Neurology; Cardiovascular System & Cardiology GA FH2TR UT WOS:000410995600160 OA No DA 2017-10-05 ER PT J AU Zhong, SH Li, YH Liu, Y Wang, ZQ AF Zhong, Sheng-Hua Li, Yanhong Liu, Yan Wang, Zhiqiang TI A computational investigation of learning behaviors in MOOCs SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE behavior study; computer science education; learning style; massive open online courses ID ONLINE; EDUCATION; COURSES; STYLES AB Massive open online courses (MOOCs) are the latest e-learning initiative to attain widespread popularity in the world. Thus, it is highly required to have a throughout analysis of learning in MOOCs, from theoretical to practical. 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Proceedings, P9 Yuliang Liu, 2007, Journal of Educational Computing Research, V37, P41, DOI 10.2190/TJ34-6U66-8L72-2825 NR 53 TC 0 Z9 0 U1 1 U2 1 PU WILEY PI HOBOKEN PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA SN 1061-3773 EI 1099-0542 J9 COMPUT APPL ENG EDUC JI Comput. Appl. Eng. Educ. PD SEP PY 2017 VL 25 IS 5 BP 693 EP 705 DI 10.1002/cae.21830 PG 13 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA FG8YA UT WOS:000410722900004 OA No DA 2017-10-05 ER PT J AU Laveneziana, P Duguet, A Straus, C AF Laveneziana, Pierantonio Duguet, Alexandre Straus, Christian TI How can Video-Based Sessions Improve E-Learning of Respiratory Physiology? SO ARCHIVOS DE BRONCONEUMOLOGIA LA English DT Editorial Material ID MEDICAL-EDUCATION; STUDENTS; UNDERGRADUATE; RESOURCES C1 [Laveneziana, Pierantonio; Duguet, Alexandre; Straus, Christian] UPMC Univ Paris 6, Sorbonne Univ, INSERM, UMRS Neurophysiol Resp Expt & Clin 1158, Paris, France. [Laveneziana, Pierantonio; Duguet, Alexandre; Straus, Christian] Grp Hosp Pitie Salpetriere Charles Foix, AP HP, Serv Explorat Fonct Respirat Exercice & Dyspnee, Dept R3S,Pole PRAGUES, Paris, France. [Duguet, Alexandre] Grp Hosp Pitie Salpetriere Charles Foix, AP HP, Serv Pneumol & Reanimat Med, Dept R3S,Pole PRAGUES, Paris, France. RP Laveneziana, P (reprint author), UPMC Univ Paris 6, Sorbonne Univ, INSERM, UMRS Neurophysiol Resp Expt & Clin 1158, Paris, France.; Laveneziana, P (reprint author), Grp Hosp Pitie Salpetriere Charles Foix, AP HP, Serv Explorat Fonct Respirat Exercice & Dyspnee, Dept R3S,Pole PRAGUES, Paris, France. 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PD SEP PY 2017 VL 53 IS 9 BP 477 EP 479 DI 10.1016/j.arbres.2017.03.002 PG 3 WC Respiratory System SC Respiratory System GA FG4SR UT WOS:000410256300004 PM 28413081 OA No DA 2017-10-05 ER PT J AU Fary, RE Slater, H Jordan, JE Gardner, P Chua, J Payne, C Briggs, AM AF Fary, Robyn E. Slater, Helen Jordan, Joanne E. Gardner, Peter Chua, Jason Payne, Carly Briggs, Andrew M. TI Assessing Implementation Readiness and Success of an e-Resource to Improve Prelicensure Physical Therapy Workforce Capacity to Manage Rheumatoid Arthritis SO JOURNAL OF ORTHOPAEDIC & SPORTS PHYSICAL THERAPY LA English DT Article DE chronic disease; curriculum; e-learning; musculoskeletal; qualitative ID QUALITY-OF-CARE; MUSCULOSKELETAL HEALTH; KNOWLEDGE TRANSLATION; PHYSIOTHERAPY STUDENTS; OCCUPATIONAL-THERAPY; MODELS; EDUCATION; FRAMEWORK; PERSPECTIVES; CHALLENGES AB STUDY DESIGN: Prospective within-subject, cross-sectional, between-group, nested qualitative designs within an implementation science framework. BACKGROUND: Physical therapy is recommended for rheumatoid arthritis (RA) care, yet prelicensure RA curriculum time remains limited. OBJECTIVES: To determine readiness for, and success of, implementing an e-learning tool, Rheumatoid Arthritis for Physiotherapists e-Learning (RAP-eL), within the prelicensure physical therapy curriculum. 0 METHODS: All physical therapy students in a 1-year cohort in 2014 had RAP-eL embedded in their curriculum. Rheumatoid Arthritis for Physiotherapists e-Learning is an online platform that delivers RA disease information with translation to clinical practice. Implementation readiness, determined by acceptability of RAP-eL to students, was evaluated using focus groups (n = 23). Implementation success was measured using quantitative data from a previously validated questionnaire, including changes in students' self-reported confidence in knowledge (out of 45) and skills (out of 40) in managing RA after 4 weeks of access to RAP-eL, retention of learning over 14 months, and differences in workforce readiness between students in the cohort who had access to RAP-el and a historical control cohort. RESULTS: Acceptability of RAP-eL was confirmed from qualitative data, demonstrating implementation readiness. Short-term improvements were observed in RA knowledge (mean difference, 16.6; 95% confidence interval [Cl]: 15.7, 17.6) and RA skills (mean difference, 14.9; 95% CI:13.9, 15.9; n = 137). Retention was demonstrated after 14 months (P<.001; n = 62). Students in the 1-year cohort who had RAP-eL embedded in the curriculum scored significantly higher on knowledge (mean difference, 3.6; 95% CI:1.3, 5.9) and skills (mean difference, 3.3; 95% CI: 0.9, 5.7; n = 62) compared to those without RAP-eL (n = 36). Rheumatoid Arthritis for Physiotherapists e-Learning remains embedded in the curriculum. CD CONCLUSION: This study demonstrated both readiness and success of the sustainable implementation of RAP-eL within a prelicensure physical therapy curriculum. C1 [Fary, Robyn E.; Slater, Helen; Gardner, Peter; Chua, Jason; Payne, Carly; Briggs, Andrew M.] Curtin Univ, Bentley, WA, Australia. [Jordan, Joanne E.] HealthSense Pty Ltd, Doncaster, Australia. RP Fary, RE (reprint author), Curtin Univ, Sch Physiotherapy & Exercise Sci, Bldg 408,Brand Dr, Bentley, WA 6102, Australia. EM R.Fary@curtin.edu.au FU School of Physiotherapy and Exercise Science at Curtin University; Australian National Health and Medical Research Council [1132548] FX Curtin University, Bentley, Australia. HealthSense Pty Ltd, Doncaster, Australia. The study was approved by the Curtin University Human Research Ethics Committee (PT001/2014). Grant funding to undertake this study was awarded by the School of Physiotherapy and Exercise Science at Curtin University. Dr Briggs is supported by a fellowship awarded by the Australian National Health and Medical Research Council (number 1132548). The authors certify that they have no affiliations with or financial involvement in any organization or entity with a direct financial interest in the subject matter or materials discussed in the article. Address correspondence to Dr Robyn Fary, School of Physiotherapy and Exercise Science, Curtin University, Building 408, Brand Drive, Bentley, WA 6102 Australia. E-mail: R.Fary@curtin.edu.au center dot Copyright 2017 Journal of Orthopaedic & Sports Physical Therapy (R) CR Al Maini M, 2015, CLIN RHEUMATOL, V34, P819, DOI 10.1007/s10067-014-2841-6 Almeida C, 2006, RHEUMATOLOGY, V45, P868, DOI 10.1093/rheumatology/ke1008 Al-Shorbaji N, 2015, ELEARNING UNDERGRADU Arthritis and Osteoporosis Victoria, PROBL WORTH SOLV RIS Briggs AM, 2017, ARTHRIT CARE RES, V69, P567, DOI 10.1002/acr.22948 Briggs AM, 2016, BEST PRACT RES CL RH, V30, P359, DOI 10.1016/j.berh.2016.09.009 Briggs AM, 2015, BMC HEALTH SERV RES, V15, DOI 10.1186/s12913-015-1173-9 Briggs AM, 2013, MANUAL THER, V18, P583, DOI 10.1016/j.math.2013.01.006 Briggs AM, 2012, ARTHRIT CARE RES, V64, P1514, DOI 10.1002/acr.21727 Chehade MJ, 2016, BEST PRACT RES CL RH, V30, P559, DOI 10.1016/j.berh.2016.09.005 Chehade MJ, 2011, ARTHRIT CARE RES, V63, P58, DOI 10.1002/acr.20329 Cross M, 2014, ANN RHEUM DIS, V73, P1316, DOI 10.1136/annrheumdis-2013-204627 Custers EJFM, 2010, ADV HEALTH SCI EDUC, V15, P109, DOI 10.1007/s10459-008-9101-y D'Eon Marcel F, 2006, BMC Med Educ, V6, P5, DOI 10.1186/1472-6920-6-5 Damschroder LJ, 2009, IMPLEMENT SCI, V4, DOI 10.1186/1748-5908-4-50 Department of Health State of Western Australia, 2011, WA CHRON HLTH COND F Diner BM, 2007, ACAD EMERG MED, V14, P1008, DOI 10.1197/j.aem.2007.07.003 Dobson Fiona, 2014, BMC Musculoskelet Disord, V15, P279, DOI 10.1186/1471-2474-15-279 Fary RE, 2012, INT J RHEUMATOL, V2012 Fary RE, 2015, ARTHRIT CARE RES, V67, P913, DOI 10.1002/acr.22535 Gardner P, 2016, BMC MED EDUC, V16, DOI 10.1186/s12909-016-0593-5 Glazier RH, 1996, CAN MED ASSOC J, V155, P679 Goodman J, 2015, ASSESS EVAL HIGH EDU, V40, P958, DOI 10.1080/02602938.2014.960364 Grimshaw Jeremy M, 2012, Implement Sci, V7, P50, DOI 10.1186/1748-5908-7-50 Hewlett S, 2008, RHEUMATOLOGY, V47, P1025, DOI 10.1093/rheumatology/ken139 Hurkmans EJ, 2008, ARTHRITIS RHEUM, V58, P5598 Johnson RB, 2007, J MIX METHOD RES, V1, P112, DOI 10.1177/1558689806298224 Katzman JG, 2014, J CONTIN EDUC HEALTH, V34, P68, DOI 10.1002/chp.21210 Kennedy Norelee, 2017, J Physiother, V63, P61, DOI 10.1016/j.jphys.2016.11.002 Lau R, 2016, IMPLEMENT SCI, V11, DOI 10.1186/s13012-016-0396-4 Leech M, 2016, INTERN MED J, V46, P27 Levac D, 2015, PHYS THER, V95, P648, DOI 10.2522/ptj.20130500 Li LC, 2008, ARTHRIT RHEUM-ARTHR, V59, P1171, DOI 10.1002/art.23931 Li LC, 2014, ARTHRIT CARE RES, V66, P1472, DOI 10.1002/acr.22319 Li LC, 2013, BMC MED INFORM DECIS, V13, DOI 10.1186/1472-6947-13-131 Li LC, 2009, BMC HEALTH SERV RES, V9, DOI 10.1186/1472-6963-9-88 MacIntyre NJ, 2012, PHYSIOTHER CAN, V64, P262, DOI 10.3138/ptc.2010-44 Malau-Aduli BS, 2013, BMC MED EDUC, V13, DOI 10.1186/1472-6920-13-139 Myasoedova E, 2010, ARTHRITIS RHEUM-US, V62, P1576, DOI 10.1002/art.27425 Nilsen P, 2015, IMPLEMENT SCI, V10, DOI 10.1186/s13012-015-0242-0 Peabody JW, 2004, ANN INTERN MED, V141, P771 Slater H, 2015, PHYSIOTHERAPY, V101, pe1410 Slater H, 2016, MED EDUC, V50, P574, DOI 10.1111/medu.13007 Slater H, 2013, MANUAL THER, V18, P615, DOI 10.1016/j.math.2013.01.005 Speerin R, 2014, BEST PRACT RES CL RH, V28, P479, DOI 10.1016/j.berh.2014.07.001 Strauss A., 1998, BASICS QUALITATIVE R Tong A, 2007, INT J QUAL HEALTH C, V19, P349, DOI 10.1093/intqhc/mzm042 Tucker B, 2013, TEACH HIGH EDUC, V18, P427, DOI 10.1080/13562517.2012.725224 Umapathy H, 2015, J MED INTERNET RES, V17, DOI 10.2196/jmir.4376 Vlieland TPMV, 2006, J RHEUMATOL, V33, P1900 NR 50 TC 0 Z9 0 U1 1 U2 1 PU J O S P T PI ALEXANDRIA PA 1111 NORTH FAIRFAX ST, STE 100, ALEXANDRIA, VA 22314-1436 USA SN 0190-6011 EI 1938-1344 J9 J ORTHOP SPORT PHYS JI J. Orthop. Sports Phys. Ther. PD SEP PY 2017 VL 47 IS 9 BP 652 EP 663 DI 10.2519/jospt.2017.7281 PG 12 WC Orthopedics; Rehabilitation; Sport Sciences SC Orthopedics; Rehabilitation; Sport Sciences GA FG0GW UT WOS:000409398500006 PM 28859591 OA No DA 2017-10-05 ER PT J AU Marinescu, V AF Marinescu, Valentina TI Teaching Area Studies through Two Different On-line Platforms SO BRAIN-BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE LA English DT Article DE e-learning platforms; learning; students' assessments ID TECHNOLOGY; PRINCIPLES; EDUCATION AB E-learning includes forms of teaching supported by the Internet, computers, mobile devices, video tapes, and satellite TV. The term can apply both to out-of-classroom and in-classroom teaching. In recent years e-learning has become increasingly popular at universities around the world, because technology is a part of virtually every aspect of life. Rapid evolution of communication has changed language pedagogy and language use, enabling new forms of discourse and new ways to create and participate in communities (Kern 2006, 1). Under such circumstances it is important to explore new possibilities in teaching new topics and to give students a taste of new challenges. According to Blake (2008, 2) technology, if used wisely, could play a major role in enhancing L2 learners' contact with the other cultures and languages, especially in the absence of studying abroad. Traditional classes can become more interesting when combined with technology. Wong and Looi (2010, 14) claim that online-learning can fill in the gaps between formal learning styles. The present article presents the opinions and attitudes towards on-line set of courses for a sample of 80 Romanian students who were enrolled in an on-line learning project in "Area studies" namely, East Asia Studies. The project covered two Academic years (2015 and 2016) and leads to the establishment of a virtual network of East European and Central Asia Universities on "Area Studies". At the end of each course students were asked to fill a short questionnaire about the online course they attend. The results of this small-scale survey showed both the positive character of using e-learning tools for teaching "Area Studies" and their limitations. At the same time, due to the length of the project (e.g. two years covered through different courses) the results allowed to make a comparison between two online platforms used during classes - Bluejeans and Cisco Webex - and to devise the ways of improving the future uses of online platforms during the next Academic year' courses. C1 [Marinescu, Valentina] Univ Bucharest, Blvd Regina Elisabeta 4-12, Bucharest 030018, Romania. RP Marinescu, V (reprint author), Univ Bucharest, Blvd Regina Elisabeta 4-12, Bucharest 030018, Romania. 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Artif. Intellect. Neurosci. PD SEP PY 2017 VL 8 IS 3 BP 38 EP 46 PG 9 WC Neurosciences SC Neurosciences & Neurology GA FF5DA UT WOS:000408993400003 OA gold DA 2017-10-05 ER PT J AU McGraw, L Saphier, C Belton, H Bittner, S Scott, W AF McGraw, Laurie Saphier, Courtney Belton, Helene Bittner, Sallie Scott, Ward TI Implementation of Subscription-Based cGMP e-Learning SO TRANSFUSION LA English DT Meeting Abstract CT AABB Annual Meeting CY OCT 07-10, 2017 CL San Diego, CA SP AABB C1 [McGraw, Laurie; Saphier, Courtney; Belton, Helene; Bittner, Sallie; Scott, Ward] Gulf Coast Reg Blood Ctr, Houston, TX USA. NR 0 TC 0 Z9 0 U1 0 U2 0 PU WILEY PI HOBOKEN PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA SN 0041-1132 EI 1537-2995 J9 TRANSFUSION JI Transfusion PD SEP PY 2017 VL 57 SU 3 SI SI MA AP18 BP 218A EP 219A PG 2 WC Hematology SC Hematology GA FF5UQ UT WOS:000409065000553 OA No DA 2017-10-05 ER PT J AU Mayer, RE AF Mayer, R. E. TI Using multimedia for e-learning SO JOURNAL OF COMPUTER ASSISTED LEARNING LA English DT Review DE e-learning; instructional design; multimedia learning; science of learning ID ANIMATED PEDAGOGICAL AGENTS; COGNITIVE SKILL ACQUISITION; WORKING-MEMORY CAPACITY; JUST-IN-TIME; INFORMATION PRESENTATION; SPLIT-ATTENTION; VERBAL REDUNDANCY; INSTRUCTIONAL ANIMATION; SPATIAL CONTIGUITY; INTELLIGENT TUTORS AB This paper reviews 12 research-based principles for how to design computer-based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d=1.67 based on five experimental comparisons), which holds that people learn better from computer-based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence (d=0.70), signalling (d=0.46), redundancy (d=0.87), spatial contiguity (d=0.79) and temporal contiguity (d=1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting (d=0.70), pre-training (d=0.46) and modality (d=0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization (d=0.79), voice (d=0.74) and embodiment (d=0.36). Some principles have boundary conditions, such as being stronger for low- rather than high-knowledge learners. C1 [Mayer, R. E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA 93106 USA. RP Mayer, RE (reprint author), Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA 93106 USA. 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PD SEP PY 2017 VL 33 IS 5 BP 403 EP 423 DI 10.1111/jcal.12197 PG 21 WC Education & Educational Research SC Education & Educational Research GA FG0YH UT WOS:000409519000001 OA No DA 2017-10-05 ER PT J AU Al-Abri, A Jamoussi, Y Kraiem, N Al-Khanjari, Z AF Al-Abri, Amal Jamoussi, Yassine Kraiem, Naoufel Al-Khanjari, Zuhoor TI Comprehensive classification of collaboration approaches in E-learning SO TELEMATICS AND INFORMATICS LA English DT Article DE Collaborative learning; Classification framework; Social media ID SOCIAL MEDIA; ENVIRONMENTS; DESIGN; EDUCATION; MODELS AB There are a number of approaches to learning such as traditional approaches (teacher-centered) and collaborative approaches (learner-centered). Nowadays, the concepts of collaboration and social interactions are the major trends in education. Therefore, many researchers embrace these concepts to offer the educational field enhanced learning environments which are supported by communication and collaboration techniques. The adaptation causes the existence of varied approaches which are addressing the collaborative learning techniques. As a result, there is a need for a mechanism to study those approaches and highlight their eminence. The aim of this paper is to give a comprehensive overview about the state-of-art in collaborative learning, especially by integrating social media tools. To do so, the study adopts a classification framework based on four different views (subject, purpose, method, and tool). The framework has been used to compare ten collaborative e-learning approaches. The finding indicates the potential of all approaches in developing an online learning environment for remote collaborative learning despite the lack of fulfilling all the requirements highlighted in the four views. (C) 2016 Elsevier Ltd. All rights reserved. C1 [Al-Abri, Amal; Jamoussi, Yassine; Kraiem, Naoufel; Al-Khanjari, Zuhoor] Sultan Qaboos Univ, Coll Sci, Dept Comp Sci, POB 36, Muscat 123, Oman. 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PD SEP PY 2017 VL 34 IS 6 BP 878 EP 893 DI 10.1016/j.tele.2016.08.006 PG 16 WC Information Science & Library Science SC Information Science & Library Science GA FF0MV UT WOS:000408596700007 OA No DA 2017-10-05 ER PT J AU Ryan, K Tindall, C Strudwick, G AF Ryan, Kathryn Tindall, Claudia Strudwick, Gillian TI Enhancing Key Competencies of Health Professionals in the Assessment and Care of Adults at Risk of Suicide Through Education and Technology SO CLINICAL NURSE SPECIALIST LA English DT Article DE education; electronic health record; interprofessional care; mental health; psychiatry; suicide risk AB Purpose: This article describes efforts undertaken to improve the clinical competencies of health professionals in the area of suicide risk assessment, documentation, and care planning. Description of the Project: Best practices that fit the mental health and addictions setting were identified from the Registered Nurses' Association of Ontario Best Practice Guideline on Assessment and Care of Adults at Risk for Suicidal Ideation and Behaviour. A variety of methods were used to implement the guidelines at the Centre for Addiction and Mental Health in Toronto, Ontario, Canada. These included 3 in-person educational modules, an e-learning module, and the creation of an electronic health record suicide risk assessment documentation form. Outcome: Results showed that interprofessional team members improved their suicide awareness and increased their confidence and knowledge in suicide risk assessment and the identification of interventions for clients at risk. Organizational level performance and quality improvement activities after implementation of the education and the electronic suicide risk assessment documentation form are being implemented through a collaboration between performance improvement, clinical education and informatics, and professional practice. Conclusion: The success of an interprofessional educational program of this nature is dependent on the collaboration of a number of stakeholders from a variety of areas of the organization. C1 [Ryan, Kathryn; Tindall, Claudia; Strudwick, Gillian] Ctr Addict & Mental Hlth, 1001 Queen St W, Toronto, ON M6J 1H4, Canada. [Ryan, Kathryn] Univ Toronto, Lawrence S Bloomberg Fac Nursing, Toronto, ON, Canada. RP Ryan, K (reprint author), Ctr Addict & Mental Hlth, 1001 Queen St W, Toronto, ON M6J 1H4, Canada. 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Nurse Spec. PD SEP-OCT PY 2017 VL 31 IS 5 BP 268 EP 275 DI 10.1097/NUR.0000000000000322 PG 8 WC Nursing SC Nursing GA FD5WO UT WOS:000407600700007 PM 28806233 OA No DA 2017-10-05 ER PT J AU Yera, R Martinez, L AF Yera, Raciel Martinez, Luis TI A recommendation approach for programming online judges supported by data preprocessing techniques SO APPLIED INTELLIGENCE LA English DT Article DE Programming online judges; Recommender systems; Collaborative filtering; Users' inconsistencies ID E-LEARNING PERSONALIZATION; OF-THE-ART; POSSIBLE EXTENSIONS; SYSTEMS; STUDENTS; ASSIGNMENTS; ALGORITHMS; ONTOLOGIES; RATINGS; NOISY AB The use of programming online judges (POJ) to support students acquiring programming skills is common nowadays because this type of software contains a large collection of programming exercises to be solved by students. A POJ not only provides exercises but also automates the code compilation and its evaluation process. A common problem that students face when using POJ is information overload, as choosing the right problem to solve can be quite frustrating due to the large number of problems offered. The integration of current POJs into e-learning systems such as Intelligent Tutoring Systems (ITSs) is hard because of the lack of necessary information in ITSs. Hence, the aim of this paper is to support students with the information overload problem by using a collaborative filtering recommendation approach that filters out programming problems suitable for students' programming skills. It uses an enriched user-problem matrix that implies a better student role representation, facilitating the computation of closer neighborhoods and hence a more accurate recommendation. Additionally a novel data preprocessing step that manages anomalous users' behaviors that could affect the recommendation generation is also integrated in the recommendation process. A case study is carried out on a POJ real dataset showing that the proposal outperforms other previous approaches. C1 [Yera, Raciel] Univ Ciego de Avila, Ciego De Avila, Cuba. [Martinez, Luis] Univ Jaen, Dept Comp Sci, Jaen, Spain. RP Martinez, L (reprint author), Univ Jaen, Dept Comp Sci, Jaen, Spain. EM yeratoledo@gmail.com; martin@ujaen.es RI Martinez, Luis/A-1746-2009 OI Martinez, Luis/0000-0003-4245-8813 FU [TIN2015-66524-P] FX This research work was partially supported by the Research Project TIN2015-66524-P. 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We hypothesized that information-seeking activity can be improved by adapting features of the learning environment, more particularly by providing micro- and/or macroscaffolding. To test this hypothesis, we assessed the effects of presentation during a search activity in a video-based environment. A total of 80 students were divided into four groups, then exposed to a video 1) with or without a table of contents (macro scaffolding), and 2) with or without markers in the timeline (microscaffolding). Results showed that micro- and macroscaffolding both have positive effects on search outcomes, but also that they need to be used in combination to improve search times. One possible interpretation is that, in the absence of scaffolding, users have to compensate by constructing their own mental representations of the video segmentation, which is cognitively very costly and highly time consuming. (C) 2017 Elsevier Ltd. All rights reserved. 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PD SEP PY 2017 VL 405 BP 107 EP 122 DI 10.1016/j.ins.2017.04.002 PG 16 WC Computer Science, Information Systems SC Computer Science GA EV3VV UT WOS:000401688100007 OA No DA 2017-10-05 ER PT J AU Yusoff, S Yusoff, R Noh, NHM AF Yusoff, Sarah Yusoff, Rohana Noh, Nur Hidayah Md TI Blended Learning Approach for Less Proficient Students SO SAGE OPEN LA English DT Article DE e-learning; Introduction to Statistics; higher institutions; online tools; teaching and learning ID UNIVERSITY-STUDENTS; READING STRATEGIES; HIGHER-EDUCATION AB This article describes the implementation of blended learning in a higher education institution by focusing on the less proficient students. Malaysia's Ministry of Higher Education has urged every university to introduce blended learning in their teaching and learning processes as a new approach. Nevertheless, there are less proficient students who are hesitant, less motivated, and face difficulty in associating learning with technological applications. Our main purpose is to show how blended learning can be designed to suit the less proficient students by first identifying their learning styles and then creating a motivating supportive learning system through the use of teaching technology applications. The sample size for this study is 64 business program students from four groups taking the course Introduction to Statistics in two consecutive semesters. These are students who had to repeat a few subjects including Introduction to Statistics as well as students who entered university with lower qualifications and had to undergo one semester of booster certification program. Final examination scores are used as a measure of students' performance. Comparison using examination marks scored is shown using independent t test, mean effect size, and Box and Whiskers plot. Results showed noticeable difference in examination scores obtained by the different groups of students. 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M., 2013, INT ED STUD, V6, P1 Tur G, 2015, J NEW APPROACHES EDU, V4, P46, DOI 10.7821/naer.2015.1.102 NR 27 TC 0 Z9 0 U1 5 U2 5 PU SAGE PUBLICATIONS INC PI THOUSAND OAKS PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA SN 2158-2440 J9 SAGE OPEN JI SAGE Open PD AUG 4 PY 2017 VL 7 IS 3 AR 2158244017723051 DI 10.1177/2158244017723051 PG 8 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA FD3QX UT WOS:000407448600001 OA gold DA 2017-10-05 ER PT J AU Constantino, P Poletine, MRD AF Constantino, Paulo de Oliveira Poletine, Marcia Regina TI E-LEARNING IN VOCATIONAL EDUCATION: A PORTRAIT OF OFFER AND PUBLIC POLICIES FOR STATE OF SAO PAULO - BRAZIL SO REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO LA Portuguese DT Article DE Vocational education; E-learning; Public policy AB This article presents a clipping about the current situation of vocational education in E-learning based in State of Sao Paulo Technical Schools. Through documentary research, it shows that the public offering of the modality increased double between 2010 and 2016, revealing the investment initiatives and public policy guidelines of the State. C1 [Constantino, Paulo] Univ Estadual Paulista Unesp, Dept Adm & Supervisao Escolar, Marilia, SP, Brazil. [de Oliveira Poletine, Marcia Regina] IFPR Curitiba, Gestao Educ Profiss, Curitiba, Parana, Brazil. RP Constantino, P (reprint author), Univ Estadual Paulista Unesp, Dept Adm & Supervisao Escolar, Marilia, SP, Brazil. EM pconst@bol.com.br; mpoletine@gmail.com CR CETEC, 2017, BANC DAD UN ENS MED Constantino P, 2017, REV IBERO-AM ESTUD E, V12, P1234, DOI 10.21723/riaee.v12.n.esp.2.10292 CPS, PERF HIST CTR PAUL S CPS, 2015, REV CTR PAUL SOUZ FREITAS C. B, 2012, REV DOCTRINA EAD Gil A. C., 2002, COMO ELABORAR PROJET INEP, CENS ESC 2013 LUCIO A., 2013, REV DOCTRINA EAD, V1, P20 SACILOTTO J. V., 2013, REV SOCTRINA EAD, V1, P30 [Anonymous], 2016, NON TRADITIONAL REF NR 10 TC 1 Z9 1 U1 0 U2 0 PU UNIV ESTADUAL PAULISTA-UNESP, FAC CIENCIAS LETRAS ASSIS PI ASSIS PA CENTRO DOCUMENTACAO & APOIO PESQUISA AV DOM ANTONIO, 2100-PQ UNIV, ASSIS, SP CEP-19806900, BRAZIL SN 2446-8606 EI 1982-5587 J9 REV IBERO-AM ESTUD E JI Rev. Ibero-Am. Estud. Educ. PD AUG PY 2017 VL 12 SI 2 BP 1234 EP 1242 DI 10.21723/riaee.v12.n.esp.2.10292 PG 9 GA FG7ZC UT WOS:000410643200007 OA gold DA 2017-10-05 ER PT J AU Caldeira, JM AF Caldeira, Joana Matos TI SUPPORT MODELS USED IN DISTANCE TRAINING OF MAGISTRATES IN THE INTERNATIONAL CONTEXT SO REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO LA Portuguese DT Article DE Blended-learning; Distance learning; Professional training; Magistrates AB Being aware of the importance of e-learning within the current training structures of different professional contexts, this study aims to contribute to the modernization of the training practices implemented in the continuous training of magistrates, through an analysis of the pedagogical models of distance learning adopted by the countries belonging to the European Judicial Training Network (REFJ). This research, developed in 2014, adopted the following purposes: 1) to identify practices of distance learning and/or in blended-learning; ii) to carry out a survey of the main existing guidelines at the level of planning, design and evaluation of distance learning and/or blended-learning training actions; and iii) to analyze the pedagogical models adopted at this level. This article focuses on the analysis of the results inherent to the international context, specifically the support models used in distance learning so as to develop a 'state of the art, in an effort to implement a pedagogical model of distance learning. The collected documents of 12 european countries constituted a corpus of conceptual data that allowed us to verify that there is an established effort for the implementation of distance learning devices in the training activity provided to the magistrates in service. C1 [Caldeira, Joana Matos] Univ Lisbon, Inst Educ, Lisbon, Portugal. RP Caldeira, JM (reprint author), Univ Lisbon, Inst Educ, Lisbon, Portugal. EM joana_caldeira@hotmail.com CR Arksey H, 2005, INT J SOC RES METHOD, V8, P19, DOI DOI 10.1080/1364557032000119616 ARMSTRONG, 2014, J PUBLIC HLTH, V33, P147 Caldeira JM, 2017, REV IBERO-AM ESTUD E, V12, P1391, DOI 10.21723/riaee.v12.n.esp.2.10076 COSTA C, 2001, THESIS EUROPEAN COMMISION, IMPL PIL PROJ EUR JU LEVAC D., 2010, SCOPING STUDIES ADV Pestek A, 2009, INTERDISC MANAG RES, V5, P543 PISTONE M, 2015, J LEGAL ED, V1006 REDE EUROPEIA DE FORMACAO JUDICIARIA, HDB JUD TRAIN METH E VILELAS J, 2009, INVESTIGACAO PROCESS NR 10 TC 1 Z9 1 U1 0 U2 0 PU UNIV ESTADUAL PAULISTA-UNESP, FAC CIENCIAS LETRAS ASSIS PI ASSIS PA CENTRO DOCUMENTACAO & APOIO PESQUISA AV DOM ANTONIO, 2100-PQ UNIV, ASSIS, SP CEP-19806900, BRAZIL SN 2446-8606 EI 1982-5587 J9 REV IBERO-AM ESTUD E JI Rev. Ibero-Am. Estud. Educ. PD AUG PY 2017 VL 12 SI 2 BP 1391 EP 1407 DI 10.21723/riaee.v12.n.esp.2.10076 PG 17 GA FG7ZC UT WOS:000410643200015 OA gold DA 2017-10-05 ER PT J AU Mumtaz, K Iqbal, MM Khalid, S Rafiq, T Owais, SM Al Achhab, M AF Mumtaz, Kanwal Iqbal, Muhammad Munwar Khalid, Shehzad Rafiq, Tariq Owais, Syed Muhammad Al Achhab, Mohammed TI An E-Assessment Framework for Blended Learning with Augmented Reality to Enhance the Student Learning SO EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION LA English DT Article DE e-learning; blended learning; virtual reality; augmented reality ID EDUCATION; TECHNOLOGY AB The study compared the students' level of understanding using two scenarios i.e. S1 (Classroom Lectures) and S2 (Lectures based on AR). An independent sample t-test was applied to correlate the results of two groups (experimental and control) and paired sample t-test was applied to evaluate the two scenarios S1and S2 within two groups: the experimental and the control. When the effect of augmented reality in blended learning framework is broke down, it is examined that augmented reality learning outperform classroom learning environment in enhancing students' performance. The result revealed that there is a difference between classroom learning and AR learning. AR experiences have positive effect on students' learning. Furthermore, students' confidence and motivation towards learning are achieved. C1 [Mumtaz, Kanwal; Iqbal, Muhammad Munwar] Univ Engn & Technol, Taxila, Pakistan. [Khalid, Shehzad] Bahria Univ, Islamabad, Pakistan. [Rafiq, Tariq; Owais, Syed Muhammad] COMSATS Inst Informat Technol, Sahiwal, Pakistan. [Al Achhab, Mohammed] UAE ENSA Tetouan, Natl Sch Appl Sci, Tetouan, Morocco. RP Iqbal, MM (reprint author), Univ Engn & Technol, Dept Comp Sci, Taxila, Pakistan. 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Math. Sci. Technol. Educ. PD AUG PY 2017 VL 13 IS 8 BP 4449 EP 4470 DI 10.12973/eurasia.2017.00940a PG 22 WC Education & Educational Research SC Education & Educational Research GA FF5VK UT WOS:000409067500009 OA No DA 2017-10-05 ER PT J AU Lee, B AF Lee, Biwen TI TELL us ESP in a Flipped Classroom SO EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION LA English DT Article DE flipped classroom; TELL (Technology Enhanced Language Learning); ESP (English for Specific Purposes); higher education; SEM (structure equation modeling) ID TECHNOLOGY; ENGLISH; LANGUAGE; MODEL AB Technology Enhanced Language Learning (TELL) via e-learning systems and the Internet, encourages language learners to develop language ability in a more effective way. The flipped classroom is one of the contemporary pedagogical methods. This research experimented with an innovative flipped classroom approach in an undergraduate English learning course for specific purposes, along with investigated the value of using flipped classroom strategy. In the new instructional model of flipped classroom, it further provided a more effective connection between traditional flipped in-class and out-of-class activities via other on-line learning activities from school's eLearning platform. This research aims to identify whether this innovative approach is a positive experience for students. The findings indicate that the impact on the student experience is significantly positive and with a higher level of satisfaction by students especially for those students who have TOEIC test experience before. Moreover, the further on-line tutoring and supporting resource were also addressed in a positive learning experience. 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PD AUG PY 2017 VL 13 IS 8 BP 4995 EP 5007 DI 10.12973/eurasia.2017.00978a PG 13 WC Education & Educational Research SC Education & Educational Research GA FF5VK UT WOS:000409067500044 OA No DA 2017-10-05 ER PT J AU Levina, EY Masalimova, AR Kryukova, NI Grebennikov, VV Marchuk, NN Shirev, DA Renglikh, KA Shagieva, RV AF Levina, Elena Y. Masalimova, Alfiya R. Kryukova, Nina I. Grebennikov, Valery V. Marchuk, Nikolay N. Shirev, Denis A. Renglikh, Karina A. Shagieva, Rozalina V. TI Structure and Content of e-Learning Information Environment Based on Geo-Information Technologies SO EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION LA English DT Article DE education; information environment; e-learning information environment; geo-information technologies; efficiency diagnostics; efficiency criteria of e-learning information environment ID BELIEFS; ICT AB The urgency of the paper is determined by the continuous information development of all spheres of education: integration of new knowledge, accessibility of information technologies and computer facility aids, professionalization and computerization of educational activities. The purpose of the research is to develop the structure and content of learning information environment in a higher education institute on the basis of geo-information technologies. The authors show the possibilities of using geo-information technologies in teaching outside the scope of their typical application (geographic, geodetic, geological education). The principles of designing the information environment for training on the basis of geo-information technologies are developed, which is built into the general information environment of higher education institute. The peculiarities of using geo-information technologies in non-core training are revealed, and the structure of learning environment modules based on geo-information technologies is developed and their content is described. The authors adapted the system of criteria evaluating the the effectiveness of training information environment, carried out an empirical study of the quality of education information environment in a higher education institute on the basis of geo-information technologies. The paper is intended for teachers, specialists in the field of information as means of education. C1 [Levina, Elena Y.] Inst Pedag Psychol & Social Problems, Kazan, Russia. [Masalimova, Alfiya R.] Kazan Volga Reg Fed Univ, Kazan, Russia. [Kryukova, Nina I.] Plekhanov Russian Univ Econ, Moscow, Russia. [Grebennikov, Valery V.; Marchuk, Nikolay N.; Shirev, Denis A.; Renglikh, Karina A.] Peoples Friendship Univ Russia, RUDN Univ, Moscow, Russia. [Shagieva, Rozalina V.] Russian Customs Acad, Lubercy, Russia. RP Levina, EY (reprint author), Inst Pedag Psychol & Social Problems, Kazan, Russia. EM frau.levina2010@yandex.ru RI Masalimova, Alfiya/K-3840-2015 OI Masalimova, Alfiya/0000-0003-3711-2527 CR Arntzen J., 2011, ADAPTATION RESISTANC, P332 Bell T., 2013, UNPLUGGING COMPUTER Colin K. K., 2009, B CHELYABINSK STATE, V3, P6 Deng F, 2014, EDUC TECHNOL SOC, V17, P245 Galton A, 2009, EARTH SCI INFORM, V2, P169, DOI 10.1007/s12145-009-0027-6 Gorski P., 2005, AACE J, V13, P3 Kalyuzhny K. A., 2015, SCI INNOVATION ED, V18, P7 Kirilova G. I., 2011, THEORY TECHNOLOGY IN Kirilova G. 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PD AUG PY 2017 VL 13 IS 8 BP 5019 EP 5031 DI 10.12973/eurasia.2017.00974a PG 13 WC Education & Educational Research SC Education & Educational Research GA FF5VK UT WOS:000409067500046 OA No DA 2017-10-05 ER PT J AU Yang, MH Su, CH Wang, WC AF Yang, Min-Hsuan Su, Chiu-Hung Wang, Wen-Cheng TI The Use of a DANP with VIKOR Approach for Establishing the Model of E-Learning Service Quality SO EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION LA English DT Article DE learning and service quality; DANP (DEMATEL-based analytic network process); MCDM (multiple criteria decision-making); VIKOR; INRM ID BALANCED SCORECARD; PERFORMANCE EVALUATION; MULTICRITERIA ANALYSIS; MCDM MODEL; SYSTEMS; IMPLEMENTATION; SATISFACTION; SUCCESS; DEMATEL; IMPACT AB In practical environments, e-learners encounter service providers of varying quality. A wide range of criteria are used to assess service quality, but most of these criteria have interdependent or interactive characteristics, which can make it difficult to effectively analyze and improve service quality. The purpose of this study is to address this issue using a hybrid MCDM (multiple criteria decision-making) approach that includes the DEMATEL (decision-making trial and evaluation laboratory), DANP (the DEMATELbased analytic network process) and VIKOR methods to achieve an optimal solution. By exploring the influential interrelationships between criteria related to e-learning, this approach can be used to solve interdependence and feedback problems, allowing for greater satisfaction of the actual needs of e-learners. C1 [Yang, Min-Hsuan] Natl Taiwan Univ Sci & Technol, Taipei, Taiwan. [Su, Chiu-Hung; Wang, Wen-Cheng] Hwa Hsia Univ Technol, New Taipei, Taiwan. RP Su, CH (reprint author), Hwa Hsia Univ Technol, Dept Elect Engn, 111 Gongzhuan Rd, New Taipei 235, Taiwan. 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TI An E-learning teaching module supports active learning and improves understanding of the regulation of oestrous cycles of domestic species SO REPRODUCTION IN DOMESTIC ANIMALS LA English DT Meeting Abstract CT 21st Annual Conference of the European-Society-for-Domestic-Animal-Reproduction (ESDAR) CY AUG 24-26, 2017 CL Bern, SWITZERLAND SP European Soc Domest Anim Reprod C1 [Jonker, H.; Vos, P.] Univ Utrecht, Dept Farm Anim Hlth, Utrecht, Netherlands. [Bethlehem, R.; vanHaeften, T.] Univ Utrecht, Dept Biochem & Cell Biol, Utrecht, Netherlands. [Claes, A.] Univ Utrecht, Dept Equine Hlth, Utrecht, Netherlands. [Jansen, A.] Univ Utrecht, Dept Multimedia, Utrecht, Netherlands. [deGier, J.] Univ Utrecht, Dept Compan Anim Hlth, Fac Vet Med, Utrecht, Netherlands. NR 0 TC 0 Z9 0 U1 0 U2 0 PU WILEY PI HOBOKEN PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA SN 0936-6768 EI 1439-0531 J9 REPROD DOMEST ANIM JI Reprod. Domest. Anim. PD AUG PY 2017 VL 52 SU 3 SI SI MA WS 1.1 BP 43 EP 43 PG 1 WC Agriculture, Dairy & Animal Science; Reproductive Biology; Veterinary Sciences SC Agriculture; Reproductive Biology; Veterinary Sciences GA FF7OE UT WOS:000409205000008 OA No DA 2017-10-05 ER PT J AU Banerjee, S Firtell, J AF Banerjee, Srikanta Firtell, Jill TI Pedagogical models for enhancing the cross-cultural online public health learning environment SO HEALTH EDUCATION JOURNAL LA English DT Article DE Cross-cultural; distance learning; e-learning; higher education; online education; public health ID INDIVIDUALISM; COLLECTIVISM; PROGRAM; COURSES; AFRICA AB Background: Online distance learning (e-learning) is an established method for providing higher education on a global scale due to its potential to reduce inequalities particularly in the area of public health education. Simultaneously, multicultural education is a key component of health education and can be achieved by fostering cultural pluralism and mutual respect within the teaching and learning environment. Objective: Online learning in public health has the potential to bring together practitioners in various fields within a unified forum. Given that undergraduate and graduate education and student interest in the field of public health has grown worldwide over the past decade, exploring the unique features of distance learning becomes a priority area. Consequently, the need for cross-cultural collaborative learning has been on the rise. Methods: The Education Resources Information Center (ERIC), MEDLINE, PsycINFO and Cumulative Index of Nursing and Allied Health Literature (CINAHL) were searched using the keywords 'e-learning', 'multicultural online education', 'cultural sensitivity', 'transcultural', 'cultural diversity', 'multicultural education theory', 'distance learning', 'public health' and 'cultural competence'. The quality of each study was rated against set inclusion and exclusion criteria. Results: Employing different sociological models, this paper (1) describes the historical development of the theories of cultural diversity, (2) describes a cohesive and novel theoretical framework for addressing a cross-cultural approach to public health education and (3) reviews the literature on online education as a means to suggesting different ways in which cross-cultural education can be more fully integrated. 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PD AUG PY 2017 VL 76 IS 5 BP 622 EP 631 DI 10.1177/0017896917710970 PG 10 WC Education & Educational Research; Public, Environmental & Occupational Health SC Education & Educational Research; Public, Environmental & Occupational Health GA FF3EI UT WOS:000408777900009 OA No DA 2017-10-05 ER PT J AU Sanchez, S Carbonell, L Ciruela, F Cuffi, L Fernandez-Duenas, V Fernandez, A Vallano, A AF Sanchez, S. Carbonell, L. Ciruela, F. Cuffi, L. Fernandez-Duenas, V Fernandez, A. Vallano, A. TI AN EXPERIENCE OF USING E-LEARNING IN THE TEACHING OF PHARMACOLOGY SO BASIC & CLINICAL PHARMACOLOGY & TOXICOLOGY LA English DT Meeting Abstract DE e-learning; functional teaching; self - learning; collaborative work C1 [Sanchez, S.; Carbonell, L.; Ciruela, F.; Cuffi, L.; Fernandez-Duenas, V; Fernandez, A.; Vallano, A.] Univ Barcelona, Pathol & Expt Therapeut, Barcelona, Spain. FU UB our Consolidated Teaching Innovation Group [GINDOC-UB/094] FX This work was carried out with the aid granted by the UB our Consolidated Teaching Innovation Group (GINDOC-UB/094) NR 0 TC 0 Z9 0 U1 1 U2 1 PU WILEY PI HOBOKEN PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA SN 1742-7835 EI 1742-7843 J9 BASIC CLIN PHARMACOL JI Basic Clin. Pharmacol. Toxicol. PD AUG PY 2017 VL 121 SU 2 SI SI MA S12-3 BP 26 EP 26 PG 1 WC Pharmacology & Pharmacy; Toxicology SC Pharmacology & Pharmacy; Toxicology GA FD5MB UT WOS:000407573400054 OA No DA 2017-10-05 ER PT J AU Sweta, S Lal, K AF Sweta, Soni Lal, Kanhaiya TI Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System SO INTERNATIONAL JOURNAL OF FUZZY SYSTEMS LA English DT Article DE Adaptive e-learning; Fuzzy cognitive map; Individualize; Learning process; Personalized learning LMS; Fuzzy inference system (FIS) ID MANAGEMENT; STYLES; ENVIRONMENTS; EDUCATION; DESIGN; USER AB Each learner has unique learning style in which one learns easily. It is aimed to individualize the learning experiences for each learner in e-learning. Therefore, it is important to diagnose complete learners' learning style and behaviour to provide suitable learning paths and automated personalized contents as per their choices. This paper proposes some new dimensions of adaptivity like automatic and dynamic detection of learning styles and provides personalization accordingly. It has advantages in terms of precision and time spent. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner's navigational accesses data and finds learner's behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system a soft computing techniques were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner's needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process. 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Harmon-Jones, Eddie TI Laboratory-induced learned helplessness attenuates approach motivation as indexed by posterior versus frontal theta activity SO COGNITIVE AFFECTIVE & BEHAVIORAL NEUROSCIENCE LA English DT Article DE Posterior versus frontal theta activity; Approach motivation; Perceived uncontrollability; Learned helplessness; Depression ID ANTERIOR CINGULATE CORTEX; EEG ASYMMETRY; INDIVIDUAL-DIFFERENCES; ATTRIBUTIONAL STYLE; RESTING POSTERIOR; REWARD; EXTROVERSION; EMOTION; DEPRESSION; RESPONSES AB Research suggests that midline posterior versus frontal electroencephalographic (EEG) theta activity (PFTA) may reflect a novel neurophysiological index of approach motivation. Elevated PFTA has been associated with approach-related tendencies both at rest and during laboratory tasks designed to enhance approach motivation. PFTA is sensitive to changes in dopamine signaling within the fronto-striatal neural circuit, which is centrally involved in approach motivation, reward processing, and goal-directed behavior. To date, however, no studies have examined PFTA during a laboratory task designed to reduce approach motivation or goal-directed behavior. Considerable animal and human research supports the hypothesis put forth by the learned helplessness theory that exposure to uncontrollable aversive stimuli decreases approach motivation by inducing a state of perceived uncontrollability. Accordingly, the present study examined the effect of perceived uncontrollability (i.e., learned helplessness) on PFTA. EEG data were collected from 74 participants (mean age = 19.21 years; 40 females) exposed to either Controllable (n = 26) or Uncontrollable (n = 25) aversive noise bursts, or a No-Noise Condition (n = 23). In line with prediction, individuals exposed to uncontrollable aversive noise bursts displayed a significant decrease in PFTA, reflecting reduced approach motivation, relative to both individuals exposed to controllable noise bursts or the No-Noise Condition. There was no relationship between perceived uncontrollability and frontal EEG alpha asymmetry, another commonly used neurophysiological index of approach motivation. Results have implications for understanding the neurophysiology of approach motivation and establishing PFTA as a neurophysiological index of approach-related tendencies. C1 [Reznik, Samantha J.; Nusslock, Robin; Pornpattananangkul, Narun] Northwestern Univ, Dept Psychol, 2029 Sheridan Rd, Evanston, IL 60208 USA. [Pornpattananangkul, Narun] Natl Univ Singapore, Dept Psychol, Singapore, Singapore. [Abramson, Lyn Y.] Univ Wisconsin, Dept Psychol, 1202 W Johnson St, Madison, WI 53706 USA. 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Affect. Behav. Neurosci. PD AUG PY 2017 VL 17 IS 4 BP 904 EP 916 DI 10.3758/s13415-017-0521-0 PG 13 WC Behavioral Sciences; Neurosciences SC Behavioral Sciences; Neurosciences & Neurology GA FD2NI UT WOS:000407371200015 OA No DA 2017-10-05 ER PT J AU Bahritidinov, B Sanchez, E AF Bahritidinov, Bakhtiyor Sanchez, Eduardo TI Predicting academic success by using context variables and probabilistic classification SO EXPERT SYSTEMS LA English DT Article DE clustering; context; e-learning; prediction; probability AB The aim of the study reported here was to predict students' grades based on context and personal state variables. Motivation for the study derives from the need to provide accurate recommendations about both educational resources and activities that match students' requirements and expectations. 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PD AUG PY 2017 VL 34 IS 4 SI SI AR e12195 DI 10.1111/exsy.12195 PG 10 WC Computer Science, Artificial Intelligence; Computer Science, Theory & Methods SC Computer Science GA FD1FR UT WOS:000407283300004 OA No DA 2017-10-05 ER PT J AU Kang, D Tian, F Sahandi, R AF Kang, Dongwann Tian, Feng Sahandi, Reza TI Interactive illustration of collage for children with folktale e-book SO JOURNAL OF VISUALIZATION LA English DT Article DE Mobile; E-learning; E-book; Collage; Stylization AB It is always challenging to teach children foreign languages, due to the difficulty of learning and their short attention span. To address the challenge and take advantage of the popularity of touchable tablets and smartphones, we propose an educational folktale e-book (EFE-Book) application with an interactive illustratable tool. EFE-Book is developed to teach preschool children to learn foreign languages by telling folktales with illustrations. To encourage effective learning, EFE-Book provides an interactive collage tool that enables users to create collage-based illustrations by hand. We propose a Voronoi diagram based approach to model paper tiles for the development of EFE-Book. With EFE-Book, the user can create colored paper tiles and attach them to the predesigned sketch through touch interface, such as Apple iPad. C1 [Kang, Dongwann; Tian, Feng; Sahandi, Reza] Bournemouth Univ, Fac Sci & Technol, Poole BH12 5BB, Dorset, England. RP Tian, F (reprint author), Bournemouth Univ, Fac Sci & Technol, Poole BH12 5BB, Dorset, England. EM ftian@bournemouth.ac.uk FU Basic Science Research Program through the National Research Foundation of Korea (NRF) - Ministry of Education [NRF-2016R1A6A3A03010386] FX This research was supported by Basic Science Research Program through the National Research Foundation of Korea (NRF) funded by the Ministry of Education (NRF-2016R1A6A3A03010386). 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Vis. PD AUG PY 2017 VL 20 IS 3 SI SI BP 639 EP 650 DI 10.1007/s12650-016-0403-5 PG 12 WC Computer Science, Interdisciplinary Applications; Imaging Science & Photographic Technology SC Computer Science; Imaging Science & Photographic Technology GA FB4SH UT WOS:000406131300019 OA No DA 2017-10-05 ER PT J AU Raspopovic, M Jankulovic, A AF Raspopovic, Miroslava Jankulovic, Aleksandar TI Performance measurement of e-learning using student satisfaction analysis SO INFORMATION SYSTEMS FRONTIERS LA English DT Article DE Distance learning; Quality assessment; Performance measurement; E-learning ID INFORMATION-SYSTEMS SUCCESS; MODEL; ACCEPTANCE; KNOWLEDGE; EDUCATION; QUALITY AB The purpose of this paper is to analyze e-learning system quality through the analysis of student satisfaction and the usage of learning materials. This analysis takes into consideration both online and traditional students who are using the same e-learning system. The goal of the analysis is to identify factors which influence student satisfaction and to address heterogeneous styles and needs of both groups of students, so that future pedagogical and motivational methods in teaching and learning can be appropriately selected, developed and implemented. It was of particular interest to explore student satisfaction with quality of an e-learning system and online study approach. Reasons that may influence opinions of online and traditional students are examined and presented. The results are used to give recommendations for e-learning improvements and to propose the model with 4 groups of dimensions for performance measurement each of which best represents satisfaction of both groups of students. C1 [Raspopovic, Miroslava; Jankulovic, Aleksandar] Belgrade Metropolitan Univ, Tadeusa Koscuska 63, Belgrade 11000, Serbia. RP Raspopovic, M (reprint author), Belgrade Metropolitan Univ, Tadeusa Koscuska 63, Belgrade 11000, Serbia. 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Syst. Front. PD AUG PY 2017 VL 19 IS 4 BP 869 EP 880 DI 10.1007/s10796-016-9636-z PG 12 WC Computer Science, Information Systems; Computer Science, Theory & Methods SC Computer Science GA FB5LV UT WOS:000406184200013 OA No DA 2017-10-05 ER PT J AU Dube, AK McEwen, RN AF Dube, Adam K. McEwen, Rhonda N. TI Abilities and affordances: factors influencing successful child-tablet communication SO ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT LA English DT Article DE Affordance; Tablet computer learning; Computer-mediated communication; E-learning; Educational technology; Mathematics education ID WORKING-MEMORY; PERFORMANCE; SKILLS AB Using Luhmann's communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children's limited ability to direct their cognitive resources affects child-tablet communication (i.e., sending and receiving information to and from the device). While it may appear that children simply know how to use this technology, they are actually engaged in a systematic assessment of the device governed by their level of attentional maturity. Interestingly, tablet computers designed for adults result in a higher frequency of successful communication but prolonged communication was most likely to take place on child-focused tablet computers. It seems that communication success and user engagement are independent. C1 [Dube, Adam K.] McGill Univ, Rm 530,3700 McTavish St, Montreal, PQ H3A 1Y2, Canada. [McEwen, Rhonda N.] Univ Toronto, Rm 3005,3359 Mississauga Rd, Mississauga, ON L5L 1C6, Canada. RP Dube, AK (reprint author), McGill Univ, Rm 530,3700 McTavish St, Montreal, PQ H3A 1Y2, Canada. EM adam.dube@mcgill.ca; rhonda.mcewen@utoronto.ca FU Canadian Foundation for Innovation; Social Science and Humanities Research Council; University of Toronto's Faculty of Information FX Funding for this research was provided by the following Canadian Foundation for Innovation, Social Science and Humanities Research Council, and the University of Toronto's Faculty of Information. A very special thanks to our research assistants Kaitlin Woodward and Emilia Bustos Alegria who demonstrated excellence in the data coding and provided helpful comments throughout the analysis phase. Finally, thank you to the Semaphore Research Cluster on Mobile and Pervasive Computing. CR Adam S, 2010, INT J INF TECHNOL WE, V5, P40, DOI 10.4018/jitwe.2010100103 Adolph K. E., 2015, INT ENCY SOCIAL BEHA Alloway TP, 2010, J EXP CHILD PSYCHOL, V106, P20, DOI 10.1016/j.jecp.2009.11.003 Baddeley A, 2003, NAT REV NEUROSCI, V4, P829, DOI 10.1038/nrn1201 Baddeley A. 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PD AUG PY 2017 VL 65 IS 4 BP 889 EP 908 DI 10.1007/s11423-016-9493-y PG 20 WC Education & Educational Research SC Education & Educational Research GA FA8OU UT WOS:000405706100005 OA No DA 2017-10-05 ER PT J AU Chira, I Garcia-Feijoo, L Madura, J AF Chira, Inga Garcia-Feijoo, Luis Madura, Jeff TI When do managers listen to the market? Impact of learning in acquisitions of private firms SO REVIEW OF QUANTITATIVE FINANCE AND ACCOUNTING LA English DT Article DE Merger and acquisitions; Merger withdrawals; Private firms; Managerial learning; Agency problems ID TENDER OFFER SUCCESS; STOCK-PRICE; INVESTMENT SENSITIVITY; CORPORATE GOVERNANCE; UNLISTED TARGETS; AGENCY PROBLEMS; TAKEOVERS; ACQUIRERS; RETURNS; MERGERS AB We study the influence of market signals and agency problems on the decision to cancel an announced acquisition. We find major differences between deals involving private vs. public targets. 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