자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

Knowledge Management

Mini Mental State

Supersizing the Mind: Embodiment, Action and Cognitive Extension.

This article describes the development and validation of the Attitudes toward Sustainable Development scale, a quantitative 20-item scale that measures Italian university students’ attitudes toward sustainable development. A total of 484 undergraduate students completed the questionnaire. The validity and reliability of the scale was statistically tested by computing the KMO and Bartlett tests and via an exploratory factor analysis, descriptive statistics, Cronbach’s alpha, a confirmatory factor analysis and a multi-group invariance testing. The results of the principal components factor analysis show that the scale consists of the following four dimensions, with five items in each: environment, economy, society and education. The overall structure and measurement of the scale are confirmed by the confirmatory factor analysis and by the multi-group invariance testing. Internal reliability, which was found using Cronbach’s alpha, varies between .660 and .854. The results show that the instrument meets the ...

https://tandfonline.com/doi/pdf/10.1080/13504622.2016.1146660

A validity and reliability study of the Attitudes toward Sustainable Development scale

The current study reports on the use of Wiki as an online didactic tool to develop knowledge management (KM) processes in higher education. This study integrates social constructivist principles to learning where learners are pro-active and collaborative through higher order cognitive processes. The study was administered in two countries, namely Egypt and Italy, to close a gap in the literature with an aim to introduce KM processes in teacher educational programmes. These processes are seen as necessary for teachers' professional skills. Such processes are claimed to enable teachers and therefore schools to evolve in a networked information-driven global society, especially as the complexity of subject knowledge is increasing. It is also a learning experience where teachers learn how to provide their students with educational settings where technology is enabled. Throughout the study, 27 Egyptian students and 36 Italian students participated in online activities and developed interdisciplinary projects for the primary and preparatory stages while collaborating in a Wiki experience within Moodle platform. The study followed a mixed methods approach that consisted of both quantitative and qualitative data. The authors developed several instruments in order to measure both processes and outcomes of the five-week online activities. This current study is reporting on the use of two closed question instruments and one open question instrument. These were: Knowledge Management Questionnaire (KMQ), Student Satisfaction Questionnaire (SSQ) and a Reflection Questionnaire (RQ). Data were analysed using statistical analysis and inductive content analysis. Results indicate that responses on the KMQ were all reliable >0.70, and fulfilled the five processes of KM and participants were highly satisfied. The results suggest that Wikis can develop teachers' knowledge management processes and fulfil student's satisfaction while collaborating in designing interdisciplinary projects. Future implications and suggestions for teacher education programmes are provided in light of the findings.

Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction

The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.

The student experience of a collaborative e-learning university module

The current paper presents a comparative analysis of forums and wikis as tools for online collaborative learning. The comparison was developed analyzing the data collected during a collaborative experience in an asynchronous e-learning environment. The activities lasted five weeks and consisted of forum discussions and designing a project in a wiki environment. The research method included both quantitative and qualitative analyses. A quantitative comparison of forums and wikis was developed applying the coding scheme based on the following indicators: (1) inferencing, (2) producing, (3) developing, (4) evaluating, (5) summarizing, (6) organizing, and (7) supporting. The qualitative aspects were assessed using an open-ended questionnaire for collecting participants’ perspectives on the functionality of the collaborative tools. Results provided evidence of the different processes during the forum and wiki activities: processes such as inferencing, evaluating, organizing and supporting characterized forum discussions while wikis induced mainly processes of producing and developing. Different purposes were also evident: forums were useful for discussing, sharing ideas while wikis were used for developing a common collaborative document. In addition, the perceived time involved in performing the activities was different: forums were easier to access than wikis, while wikis required more time and were more difficult to use than forums. As a general conclusion it is not possible to state the superiority of one tool over another because each has its own characteristics and could be used with different purposes. Forums and wikis could have complementary functions and should be organized to complete each other for scaffolding students’ self-regulated strategies and learning. The findings are discussed in the framework of designing collaborative virtual courses with proper tool selection.

A comparative analysis of forums and wikis as tools for online collaborative learning

This article reports research employing a quantitative approach to investigating the specific cognitive processes adopted and musical abilities required during musical improvisation. Two questionnaires were used: the Improvisation Processes Questionnaire and the Improvisation Abilities Questionnaire. Participants were 76 adult musicians, each of them with at least two year's improvisation experience. Factor analysis extracted five dimensions for the Improvisation Processes Questionnaire (anticipation, emotive communication, flow, feedback and use of repertoire) and two dimensions for the Improvisation Abilities Questionnaire (musical practice and basic skills). Data were subjected to ANOVA for each of the 5 + 2 factors, considering the influence of three concurrent variables (instrument played, being or not being skilled at several instruments and kind of preferred music for performances). Results revealed a significant interaction between instrument played and the dimension basic skills, and between bein...

Michele Biasutti

Papers

A validity and reliability study of the Attitudes toward Sustainable Development scale

Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction

The student experience of a collaborative e-learning university module

A comparative analysis of forums and wikis as tools for online collaborative learning

Dimensions of Music Improvisation