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Catch-Up: A Rule That Makes Service Sports More Competitive
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Mathematical Monthly |
| Volume / Edisi | : | 125 (No. 9) |
| Halaman | : | 771-796 |
| Abstrak | : | Service sports include two-player contests such as volleyball, badminton, and squash. We analyze four rules, including the Standard Rule (SR), in which a player continues to serve until he or she loses. The Catch-Up Rule (CR) gives the serve to the player who has lost the previous point—as opposed to the player who won the previous point, as under SR. We also consider two Trailing Rules that make the server the player who trails in total score. Surprisingly, compared with SR, only CR gives the players the same probability of winning a game while increasing its expected length, thereby making it more competitive and exciting to watch. Unlike one of the Trailing Rules, CR is strategy-proof. By contrast, the rules of tennis fix who serves and when; its tiebreaker, however, keeps play competitive by being fair—not favoring either the player who serves first or who serves second. |
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes
| Pengarang | : | Zhiru Sun |
| Nama Majalah/Jurnal | : | The Internet and higher education |
| Volume / Edisi | : | 58 |
| Halaman | : | 1-14 |
| Abstrak | : | The COVID-19 pandemic has necessitated a rapid shift to online learning, making the Community of Inquiry (CoI) framework increasingly relevant for creating meaningful and effective online learning experiences. However, the impact of CoI presences (i.e., teaching, social, and cognitive presence) on students' learning outcomes has been inconsistent in the literature, and a recent meta-analysis has identified a publication bias in this relationship, suggesting the need for a further investigation. This study aimed to enhance our understanding of how the CoI presences influence students' actual learning outcomes by incorporating learner empowerment as an essential learner characteristic. This study was conducted in two undergraduate courses that were abruptly shifted online due to the COVID-19 lockdown. Structural equation modeling was used to examine the relationship between the CoI presences, learner empowerment, and actual learning outcomes. The results show that learner empowerment has a direct and positive impact on students' actual learning outcomes, and partially mediates the relationship between CoI presences and learning outcomes. The findings highlight the significant mediating role of learner empowerment within the CoI framework and offer valuable insights into the design of productive online learning communities. |
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Internet and higher education |
| Volume / Edisi | : | 58 |
| Halaman | : | 1-24 |
| Abstrak | : | This study develops a rubric comprising three quality concepts critical to addressing online learning challenges: Scaffolding, which supports student self-regulated learning processes; Student Agency, which promotes student choices and voices; and Social Presence and Interpersonal Interaction, which enhances student connection with peers and instructors. We then examine the extent to which college online courses reflect the three concepts following a 3-point scoring scale (“beginning,” “developing,” or “proficient”) based on observation data collected from 100 randomly selected courses. Our results indicate that about two-thirds of the courses score at or above the developing level, demonstrating some but insufficient incorporation of design features that can enhance the three concepts. While most courses are above the developing level for “Scaffolding,” less than half and less than one-third reach the developing level for the other two concepts. We further identify variations in course design based on instructor characteristics, where female instructors, instructors with higher educational attainment, and instructors teaching fewer credit hours had higher scores. |
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Internet and higher education |
| Volume / Edisi | : | 58 |
| Halaman | : | 1-14 |
| Abstrak | : | Research in Internet-enabled learning tends to focus on technologies implemented by institutions or staff. In reality, students learn with technologies that go beyond institutional offerings. This misalignment risks universities' approaches to online technologies being partially relevant to student learning. To understand student experiences, we followed hermeneutic phenomenology, interviewing 22 students from three New Zealand universities. Content and thematic analyses showed that students used non-institutional technologies to augment institutional offerings. They experienced institutional technologies as being overloaded with information, and non-institutional technologies as enabling them to process information expediently and take control of their own learning. We also identified differences between high and low-achieving students in technology use, which were associated with motivation, awareness of technologies, and metacognition. Our study highlights the role of non-institutional technologies in learning, which has implications for future research, for the design and implementation of institutional technologies, and for preparing students to learn with technologies. |
The benefit of reflection prompts for encouraging learning with hints in an online programming course
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Internet and higher education |
| Volume / Edisi | : | 58 |
| Halaman | : | 1-10 |
| Abstrak | : | While giving learners hints is a commonly used scaffolding practice to facilitate learning, previous work questioned the effectiveness of hints. In this study, we examined if prompting learners to reflect along with receiving hints could improve learning outcomes, including immediate and delayed performance, perceived learning, and enjoyment. A field experiment was conducted in a four-week long online master’s degree course on data science where we compared two conditions: a condition with hints and a condition providing reflection prompts along with hints. Results showed that using hints with reflection prompts increased learner performance in delayed knowledge transfer tasks while also increasing learners’ perception of learning. The combination of reflection prompts and hints did not reduce learners’ enjoyment of the tasks, suggesting that the use of hints with reflection prompts is not only an intervention which can improve learning outcomes but is one which will be naturally adopted by learners. |
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Internet and higher education |
| Volume / Edisi | : | 57 |
| Halaman | : | 1-16 |
| Abstrak | : | Research has repeatedly demonstrated that students with effective learning strategies are more likely to have better academic achievement. Existing research has mostly focused on a single course or two, while longitudinal studies remain scarce. The present study examines the longitudinal sequence of students' strategies, their succession, consistency, temporal unfolding, and whether students tend to retain or adapt strategies between courses. We use a large dataset of online traces from 135 students who completed 10 successive courses (i.e., 1350 course enrollments) in a higher education program. The methods used in this study have shown the feasibility of using trace data recorded by learning management systems to unobtrusively trace and model the longitudinal learning strategies across a program. We identified three program-level strategy trajectories: a stable and intense trajectory related to deep learning where students used diverse strategies and scored the highest grades; a fluctuating interactive trajectory, where students focused on course requirements, scored average grades, and were relatively fluctuating; and a light trajectory related to surface learning where students invested the least effort, scored the lowest grades, and had a relatively stable pathway. Students who were intensely active were more likely to transfer the intense strategies and therefore, they were expected to require less support or guidance. Students focusing on course requirements were not as effective self-regulators as they seemed and possibly required early guidance and support from teachers. Students with consistent light strategies or low effort needed proactive guidance and support. |
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Internet and higher education |
| Volume / Edisi | : | 57 |
| Halaman | : | 1-14 |
| Abstrak | : | The present study explored how students' sense of belonging and demographic background may predict what one finds helpful in replies to requests for help posted to an online college course discussion forum. We surveyed college students enrolled in an introductory statistics course on their sense of belonging to their course community, as well as how helpful they found 20 examples of replies to requests for help posted to a statistics course discussion forum. We found that students reporting lower belonging to their course community judged help-giving replies to be, on average, less helpful for their learning, when compared to those reporting higher belonging to their course community. Additionally, students reporting lower belonging to their course community had a greater likelihood of mentioning social support as a criterion for effective peer help-giving. These findings point to the importance of exploring how help-giving replies can be structured to attend to the learning needs of students who may feel alienated in classroom environments. |
Exploring individual differences in rating second language speech : rater`s language aptitude, major, accent familiarity, and attitudes
| Pengarang | : | Kahng, Jimin |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1545-1557 |
| Abstrak | : | This study is the first attempt to explore the relationship between rater variables focusing on raters’ language aptitude and their judgments of second language (L2) speech. Thirty-four English listeners rated 65 spontaneous native and nonnative speech samples for comprehensibility, accentedness, and fluency. They also completed the LLAMA language aptitude test for associate memory, phonetic memory, sound-symbol associations, and grammatical inferencing. The results of mixed effect models showed that native listeners` individual differences (i.e., language aptitude, major, accent familiarity and attitudes) altogether explained 10-12% of L2 speech ratings. A particularly novel finding is that all aptitude components exhibited significant effects on the ratings. Specifically, associative memory exhibited a positive association whereas and phonetic memory, sound-symbol associations, and grammatical inferencing had a negative association with the ratings. The findings have a potential to enhance our understanding of the complex dynamics involved in nonnative speech perception and L2 interaction, and implications for researchers and educators in SLA, language assessment, and education. |
Gigification of English language instructor work in higher education : precarious employment and magic time
| Pengarang | : | Kouritzin, Sandra G. ...[et al.] |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1518-1544 |
| Abstrak | : | This article describes how discourses of professionalism, insecurity, and exploitation among English as a second language/English for Academic Purposes (hereinafter ESL/EAP) instructors and curriculum-level administrators at two Canadian universities relate to their understanding of fair work. These understandings are examined in a nested manner, in keeping with social positioning theory. Via discourse and thematic analysis of job advertisements and semi-structured interviews, we illuminate aspects of the gigification of ESL/EAP in Canada, wherein ESL/EAP instructor work is increasingly rendered un(der)paid, constantly evaluated, surveilled, and precarious. Viewed through the lens of ``magic time,`` an infinite category of work time, we document the frustrations of ESL/EAP instructors who recognize their own exploitation. The relevance of this study is described in relation to the growing numbers of international students at English-speaking universities throughout the world requiring a robust program infrastructure supporting their success, while the ESL/EAP instructors who provide these programs are increasingly made disposable through contingent employment relationships. The increasing reliance on contract professors teaching for-credit courses in higher education has come to be known as adjunctification. In the noncredit, the more marginal context of ESL/EAP instructors subject to the forces of international student supply and demand, underpaid even by contract faculty standards, and engaged in often cutthroat competition for the few remaining contracts, we reference contextual differences by calling it gigification. |
``I don`t let what i don't know stop what i can do`` how monolingual English teachers constructed a translanguaging pre-k classroom in China
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1490-1517 |
| Abstrak | : | Guided by translanguaging pedagogy, this study examines how monolingual English teachers in a Pre-K school in China navigate between English and Chinese to construct a translanguaging classroom. Findings based on classroom observations and interviews reveal that, despite being constrained by their monolingualism, the English teachers enacted translanguaging in multiple ways creating three translanguaging components: translanguaging assistance, translanguaging assessment, and translanguaging showcases. Translanguaging assistance enables children to learn English with the assistance of their first language; translanguaging assessment evaluates children`s English language skills within a spectrum of multilingual funds of knowledge, and translanguaging showcases define strategic activities to unlock children`s full linguistic repertoires, activate their creative voices, and let their bilingualism shine. This study provides pedagogical guidelines that balance the goal of learning a language and developing children`s bilingualism through an iterative enactment of the three translanguaging components. |