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  • Online Resource  (5)
  • 2020-2024  (5)
  • BIFO-HF  (5)
  • 1
    Online Resource
    Online Resource
    Springer Science and Business Media LLC ; 2022
    In:  International Journal of Educational Technology in Higher Education Vol. 19, No. 1 ( 2022-12)
    In: International Journal of Educational Technology in Higher Education, Springer Science and Business Media LLC, Vol. 19, No. 1 ( 2022-12)
    Abstract: The purpose of this research was to design a course based on the design-based learning (DBL) model to improve undergraduates’ web design skills, and to explore the differences in learning effectiveness of students with different levels of knowledge integration. The quasi-experimental design was adopted in this study. Ninety-two participants studying general education courses in a university in southern Taiwan were selected to participate in this study. The instruments included the Web Design Skills Test and the Knowledge Integration Scale. The study found that the use of the DBL strategy in teaching could improve the web design skills of the experimental group students, especially those students with insufficient web design skills in the initial stage. In addition, students with a high level of knowledge integration had better improvement in their web design skills. The implication of this research is that DBL is a suitable web design skills training strategy for students with insufficient web design skills. If students could be reminded to integrate knowledge while studying, their learning outcomes may be better.
    Type of Medium: Online Resource
    ISSN: 2365-9440
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2022
    detail.hit.zdb_id: 2843150-9
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  • 2
    In: Community College Review, SAGE Publications, Vol. 51, No. 1 ( 2023-01), p. 75-102
    Abstract: This article examines the racial equity of transfer incentive policies by responding to the research question: How do students of differing races and ethnicities vary in their opportunity to benefit from transfer incentive policies? Methods: We utilized a mixed-methods approach, grounded in Critical Race Theory (CRT). This study included an analysis of state policies’ components and mechanisms to consider whether they are grounded in racially unjust assumptions. The critical policy analysis is combined with a QuantCrit analysis of national data from the Beginning Postsecondary Students Longitudinal Study (BPS) to understand how identified aspects of the policies would affect students of differing races/ethnicities. Results: Our critical policy discourse analysis demonstrates that states’ transfer incentive policies could foster racial inequity through the requirements students must meet (e.g., full-time status, being under the age of 24) and assumptions about what students may know or need regarding transfer. The QuantCrit analysis revealed that many transfer incentive requirements from the policy analysis findings would have a disproportionately negative effect on racially minoritized students’ transfer eligibility. Together, findings and results illustrate how transfer incentives can contribute to educational inequity for racially minoritized students via color-evasive and meritocratic policies. Conclusions/Contributions: Implications include policy reform needed for the development of incentives aligned with closing the racial transfer gap and focused on incentivizing 2- and 4-year institutions in improving the transfer rates of racially minoritized students.
    Type of Medium: Online Resource
    ISSN: 0091-5521 , 1940-2325
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2023
    detail.hit.zdb_id: 2067350-4
    SSG: 5,3
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  • 3
    In: SAGE Open, SAGE Publications, Vol. 13, No. 3 ( 2023-07)
    Abstract: The current study aimed to examine differences and associations of physical activity (PA) levels, quality of life (QoL), motives for PA, and stages of change (SOC) between young and mid adults. A total of 208 participants in Malaysia completed an online survey which comprised of questionnaires about PA, motivational factors, QoL, and SOC in PA. Independent t-tests revealed that young adults engaged in more PA in general, as well as light PA. However, mid adults in general scored higher levels of QoL and its four domains (i.e., physical, psychological, social, and environmental). Moreover, young adults were significantly more motivated by appearance for PA. Pearson correlations revealed higher levels of vigorous PA linked to, higher social domain of QoL in both age groups, and, physical and psychological domain of QoL in mid adults. Vigorous PA also showed the strongest positive links with motivations in competence in both young and mid adults. Cross tabulations showed that both young and mid adults have highest frequency counts in contemplation stage for moderate and light PA and highest frequency counts in the maintenance stage for vigorous PA. This study is the first to show how young and mid adults differed in PA levels, QoL, motives behind PA engagements, and how they correlate differently. However, both age groups showed similar SOC patterns, indicating the likelihood of moderate and light PA engagements when they see the possibility of change but still lack commitment, whilst those engaged in vigorous PA are more likely to actively maintaining the change.
    Type of Medium: Online Resource
    ISSN: 2158-2440 , 2158-2440
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2023
    detail.hit.zdb_id: 2628279-3
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  • 4
    Online Resource
    Online Resource
    Springer Science and Business Media LLC ; 2023
    In:  Research in Higher Education
    In: Research in Higher Education, Springer Science and Business Media LLC
    Type of Medium: Online Resource
    ISSN: 0361-0365 , 1573-188X
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2023
    detail.hit.zdb_id: 2012079-5
    SSG: 5,3
    SSG: 24,2
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  • 5
    Online Resource
    Online Resource
    Springer Science and Business Media LLC ; 2024
    In:  Journal of Computing in Higher Education
    In: Journal of Computing in Higher Education, Springer Science and Business Media LLC
    Type of Medium: Online Resource
    ISSN: 1042-1726 , 1867-1233
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2024
    detail.hit.zdb_id: 2470187-7
    SSG: 24,2
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