A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

Observing Interaction: An Introduction to Sequential Analysis, Roger Bakeman, John M. Gottman. Cambridge University Press, Cambridge (1986), ixv, +221. Price £25.00 hardback, £7.95 paperback

Research indicates that knowledge sharing promotes teacher professional learning opportunities and development. However, it is yet to be known what motivates teachers in rural schools in sharing their knowledge as they may face more challenges than teachers in urban areas when sharing. This study examined factors explaining rural teachers' sharing behavior regarding digital educational resources, both within and outside school, as posited by combining motivation theory and the integrative model of behavior prediction. Self-reported questionnaires from 709 rural teachers were collected and analyzed employing the Structural Equation Modeling. Different motivational factors were found to be related to sharing behavior within school and outside school. More specifically, internal motivation was positively and external motivation was negatively related to sharing behavior in both contexts. Moreover, sharing intention and sharing climate significantly explained teachers' sharing behavior, but only outside school. A mediation analysis using a bias-corrected bootstrapping method revealed that the effect of internal motivation on sharing intention within school was mediated through self-efficacy and attitudes whereas the effect of external motivation on sharing intention outside school was only mediated by attitudes. These findings contribute to a better understanding of how to support teachers’ sharing behavior in different contexts.

Rural teachers’ sharing of digital educational resources: From motivation to behavior

Open innovation communities (OICs) can help enterprises make full use of external knowledge resources from users, but problems such as low user participation and low conversion rate of creative ideas impact the efficiency of OICs. Most studies on this topic employ qualitative or empirical methods from a static perspective, but ignore the effect of interaction between enterprises and users as well as the cumulative effect of time. A discussion on the dynamic evolution process of open innovation is lacking. Based on a review of the literature on OICs, innovation performance, and system dynamics, this study proposes a conceptual model of innovation performance impact, which comprises the knowledge management, governance mechanism, and user behavior subsystems. Xiaomi’s OIC in China was selected as the research object, and relevant data were collected through a web spider. According to the system dynamics modeling method, a causal relationship analysis was carried out on the three aforementioned interrelated subsystems. Then, a stock flow chart with 32 variables was constructed to determine the initial values and calculation equations for each variable. Finally, the model was constructed and verified using Vensim PLE software. The simulation results were as follows. (1) The number of product releases in the Xiaomi OIC was positively correlated with the number of posts, comments, and views. Compared with user interaction behavior (i.e., commenting and viewing), the impact of user innovation behavior (i.e., posting) on enterprise innovation performance (i.e., number of patents) is clearer. Specifically, regarding interaction behavior, the impact of the users’ commenting behavior on innovation performance (i.e., number of product releases) was relatively clearer than that of their viewing behavior. (2) Governance mechanism (i.e., R&D investment and management expense), which comprises technical and organizational mechanisms, positively affected the innovation performance of enterprises. Compared with the organizational mechanism (i.e., management expense), the impact of the technical mechanism (i.e., R&D investment) on the innovation performance was clearer. (3) Governance mechanism helped to increase the number of users in the OIC, and, in turn, affected the user innovation and interaction behavior. (4) The technical mechanism positively affected knowledge application capability, which, in turn, had a positive impact on the innovation performance of enterprises. Based on these findings, management strategies are proposed for the establishment and development of OICs.

https://www.mdpi.com/2071-1050/11/17/4794/pdf

Impact of Open Innovation Communities on Enterprise Innovation Performance: A System Dynamics Perspective

Mathematics physics is a difficult learning and becomes a scourge in studies in physics education. Learning physics and mathematics itself will be very effective when using e-modules, but in terms of making e-modules, students' opinions or perceptions are needed regarding this matter. This study aims to look at student perceptions and also compare these perceptions with other classes based on gender or gender. The research conducted is a survey type quantitative research. The sampling technique used in this study was simple random sampling with the research subject as many as 92 physics education students who contracted the mathematics physics course. The instrument used in collecting data is 15 questions containing 4 choices that must be filled out by students. Analysis of the data used in this study in the form of descriptive analysis and ANOVA test to determine whether there is an average difference in each student's perception. The results obtained indicate that girls have different perceptions in class A and class B, while for boys there is a difference between class A and class C. These results indicate that girls have a fairly large average difference in perception with each other, while for boys the perception tends to be uniform compared to girls.

/pdf/investigating-student-perceptions-based-on-gender-46idn3auy0.pdf

Investigating Student Perceptions Based on Gender Differences Using E-Module Mathematics Physics in Multiple Integral Material

Mobile learning (M-learning) is currently popular. Although M-learning has a positive effect on the interest, attitude, initiative, and learning of learners, it comes with the negative effect of di...

Effects of environment and posture on the concentration and achievement of students in mobile learning

Open knowledge communities (OKCs) have become popular in the era of knowledge economy. This study aimed to explore how users collaboratively create and share knowledge in OKCs. In particular, this ...

Understanding user behavioral patterns in open knowledge communities

The development of student metacognition has the potential to provide some of the greatest learning gains in science education, even outstripping the contribution of general intelligence. While models for metacognition are in broad agreement about their nature, they vary widely in essential elements and the relationships between them, especially between metacognitive knowledge and metacognitive skills. Recent systematic literature reviews have not untangled the concept of metacognition as they are not suited to crafting a synthesised conceptualisation for a controversial topic. This article, then, presents an integrative literature review of metacognition studies that draws together metacognitive knowledge and metacognitive skills into a hierarchical framework. The framework comprises, from the foundational level, metacognitive knowledge, called self-Aware of cognition, then various metacognitive skills; self-Monitor cognition, self-Evaluate cognition, self-Regulate cognition and self-Transfer cognition (AMERT). As a preliminary test of its viability, the AMERT framework is used to analyse interview data in which there was evidence of rich metacognitive thinking by students in the fourth, research-focused, year of a science degree. Rich epitomising statements were found in interviews for each level of the AMERT hierarchy, providing tentative evidence of its viability for understanding metacognitive processes when students learn in science. 

https://www.tandfonline.com/doi/pdf/10.1080/03057267.2023.2207147?needAccess=true&role=button

Xinshuo Zhao

Papers

Effects of environment and posture on the concentration and achievement of students in mobile learning

Understanding user behavioral patterns in open knowledge communities

Metacognitively ALERT in science: literature synthesis of a hierarchical framework for metacognition and preliminary evidence of its viability