Data Mining - Concepts and Techniques.

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

The power of feedback.

Principles and Practice of Structural Equation Modeling (2nd ed.)

The Social Psychology of Groups. J. W Thibaut & H. H. Kelley. New York: alley, 1959. The team of Thibaut and Kelley goes back to 1946 when, after serving in different units of the armed services psychology program, the authors joined the Research Center for Group Dynamics, first at M.LT and then at the University of Michigan. Their continued association eventuated in appointments as fellows at the Center for Advanced Study in the Behavioral Sciences, 19561957. It is during these years that their collaboration resulted in the publication of The Social Psychology of Groups. The book was designed to "bring order and coherence to present-day research in interpersonal relations and group functioning." To accomplish this aim, the authors introduced, defined, and illustrated basic concepts in an effort to explain the simplest of social phenomena, the two-person relationship. These basic principles and concepts were then employed to illuminate larger problems and more complex social relationships and to examine the significance of such concepts as roles, norm, power, group cohesiveness, and status. The lasting legacy of this book is derived from the fact that the concepts and principles discussed therein serve as a foundation for one of the dominant conceptual frameworks in the field of family studies today-the social exchange framework. Specifically, much of our contemporary thinking about the process of interpersonal attraction and about how individuals evaluate their close relationships has been influenced by the theory and concepts introduced in The Social Psychology of Groups. Today, as a result of Thibaut and Kelley, we think of interpersonal attraction as resulting from the unique valence of driving and restraining forces, rewards and costs, subjectively thought to be available from a specific relationship and its competing alternatives. We understand, as well, that relationships are evaluated through complex and subjectively based comparative processes. As a result, when we think about assessing the degree to which individuals are satisfied with their relationships, we take into consideration the fact that individuals differ in terms of the importance they attribute to different aspects of a relationship (e.g., financial security, sexual fulfillment, companionship). We also take into consideration the fact that individuals differ in terms of the levels of rewards and costs that they believe are realistically obtainable and deserved from a relationship. In addition, as a result of Thibaut and Kelley's theoretical focus on the concept of dependence and the interrelationship between attraction and dependence, there has evolved within the field of family studies a deeper appreciation for the complexities and variability found within relationships. Individuals are dependent on their relationships, according to Thibaut and Kelley, when the outcomes derived from the existing relationship exceed those perceived to be available in competing alternatives. Individuals who are highly dependent on their relationships are less likely to act to end their relationships. This dependence and the stability it engenders may or may not be voluntary, depending on the degree to which individuals are attracted to and satisfied with their relationships. When individuals are both attracted to and dependent on their relationships, they can be thought of as voluntarily participating in their relationship. That is, they are likely to commit themselves to the partner and relationship and actively work for its continuance. Thibaut and Kelley termed those relationships characterized by low levels of satisfaction and high levels of dependence "nonvoluntary relationships. …

The Social Psychology of Groups

Self-efficacy is believed to be a key component in successful online learning; however, most existing studies of online self-efficacy focus on the computer. Although computer self-efficacy is important in online learning, researchers have generally agreed that online learning entails self-efficacy of multifaceted dimensions; therefore, one of the purposes of the current study was to identify dimensions of online learning self-efficacy. Through exploratory factor analysis, we identified five dimensions of online learning self-efficacy: (a) self-efficacy to complete an online course, (b) self-efficacy to interact socially with classmates, (c) self-efficacy to handle tools in a Course Management System (CMS), (d) self-efficacy to interact with instructors in an online course, and (e) self-efficacy to interact with classmates for academic purposes. In addition, the role of demographic variables in online learning self-efficacy was investigated. Demographic variables, such as the number of online courses taken, gender, and academic status were found to predict online learning self-efficacy. Furthermore, we found that online learning self-efficacy predicted students' online learning satisfaction. Results are discussed, and implications for online teaching and learning are provided.

Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction

The purpose of this study was to examine the role of goal orientation and academic self-efficacy in student achievement mediated by effort regulation, metacognitive regulation, and interaction regulation in an online course. The results show that intrinsic goal orientation and academic self-efficacy predicted students’ metacognitive self-regulation; however, extrinsic goal orientation did not predict any type of regulation. Effort regulation and the amount of time spent in Blackboard predicted students’ academic achievement in the course, and interaction regulation predicted the amount of time spent in the online course. Results show the importance of individual students’ intrinsic goal orientation and academic self-efficacy in academic achievement. Discussion relates to current research and implications for online teaching and learning practice.

Self-regulation in online learning

Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students’ learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed.

Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course.

The purpose of this study was to explore variables explaining students' self-regulation (SR) for interaction with others, specifically peers and instructors, in online learning environments. A total of 407 students participated in the study. With hierarchical regression model (HRM), several variables were regressed on students' SR for interaction with others. These variables included demographic information, perceived importance of mastering content, perceived importance of interacting with the instructor, perceived importance of interacting with peers, and perceived instructor scaffolding for interaction. The results show that all the variables proposed above significantly explain 43% of the variance for SR for interaction with others. The combined variables show that instructors' scaffolding for interaction with others most significantly explains students' SR for interaction with others. Along with individual variables (e.g., perceived importance of mastering content), the results suggest that instructor scaffolding is critical for students' SR for interaction with others in online learning settings.

Students' Self-Regulation for Interaction with Others in Online Learning Environments.

The purpose of this study was to examine the effects of students' self-regulated learning (SRL) levels on their perceptions of community of inquiry (CoI) and their affective outcomes (task-specific attitudes and self-efficacy). Participants were 180 college students enrolled in a required online course. Using the cluster analysis method, SRL levels were grouped into four levels (High regulators, Mid regulators lacking efforts, Mid regulators lacking values, and Low regulators). ANOVA revealed that highly self-regulated students demonstrated a stronger sense of CoI and achieved higher affective outcomes, compared to low self-regulated students. The finding confirms that SRL could play an important role in the framework of community of inquiry.

Moon-Heum Cho

Papers

Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction

Self-regulation in online learning

Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course.

Students' Self-Regulation for Interaction with Others in Online Learning Environments.

The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning