Student engagement in learning is a concern for teachers in the implementation of blended learning,which reflects the effectiveness of the pedagogical measures taken by teachers.Blended learning encompasses traditiona...Student engagement in learning is a concern for teachers in the implementation of blended learning,which reflects the effectiveness of the pedagogical measures taken by teachers.Blended learning encompasses traditional blended,blended online,and blended synchronous,which combine synchronous and asynchronous teaching and learning activities.This paper adopts an inductive approach to investigate and analyse students‘engagement in learning from three dimensions:behavioural,affective and cognitive,specifically focusing on three meta-categories,namely,course structure and arrangement,choice of teaching and learning activities,and teacher’s role in relation to the course,to investigate the teaching of teachers of different disciplines in three vocational colleges and to analyse the pedagogical strategies that the teachers use in order to improve students’engagement in blended learning.The findings suggest that communicating about the course at the beginning of the semester,clarifying course requirements,and building a trusting relationship with students play a key role in increasing student engagement in blended learning,and that the use of digital tools is an important means of promoting students’behavioural and emotional active participation in learning.展开更多
In order to gain insight into the current research status and development trend of problem-based learning(PBL)in colleges and universities,this study employs the bibliometric method to conduct statistical and analytic...In order to gain insight into the current research status and development trend of problem-based learning(PBL)in colleges and universities,this study employs the bibliometric method to conduct statistical and analytical studies based on the examination of journal papers and review papers within the Web of Science(WOS)database.The objective is to provide a reference point for research in related fields.The findings indicate a sustained expansion in PBL research output at universities,with the United States accounting for most documents in the field,while European research institutions such as Aalborg University and Maastricht University are at the forefront.Nevertheless,the density of collaborative networks between authors is relatively low,and cross-institutional and interdisciplinary collaboration still requires further strengthening.The majority of research results are published in academic journals such as Academic Medicine and the International Journal of Sustainability in Higher Education.Presently,the focal point of PBL research in colleges and universities is undergoing a transition from a“single-discipline focus”to an“interdisciplinary integration.”This integration is profoundly intertwined with the nascent fields of modern educational technology and education for sustainable development,thereby offering a novel avenue for the advancement of pedagogical approaches and educational equity.展开更多
With our country’s social development,the gap between urban and rural education has become increasingly obvious,especially the difference in student achievement.This study aims to explore the impact of the urban-rura...With our country’s social development,the gap between urban and rural education has become increasingly obvious,especially the difference in student achievement.This study aims to explore the impact of the urban-rural education gap on student achievement.The study adopts a quantitative analysis method to collect and analyze the academic performance,learning resources,and social resources of urban and rural students.The results show that the unbalanced distribution of educational resources in urban and rural areas is the key factor leading to the gap in students’achievement.For example,urban education resources are abundant while rural education resources are relatively scarce.At the same time,the difference in social environment and family economic status also have a significant impact on student achievement.The differences between urban and rural areas,particularly in terms of family economic conditions and their ability to invest in education,further widen the gap between urban and rural education.The results of this study can provide a reference for reducing the gap between urban and rural education and improving the academic performance of rural students.A fair education policy is essential to narrow the gap between urban and rural education resources distribution,so as to improve the equality of education in society.展开更多
Blended teaching in colleges and universities can realize the effective cultivation of students’independent learning ability on the basis of respecting the students’subjective status and demonstrating the concept of...Blended teaching in colleges and universities can realize the effective cultivation of students’independent learning ability on the basis of respecting the students’subjective status and demonstrating the concept of human-centered teaching,and then drive the curriculum teaching to realize innovative changes.However,in the current environment,colleges and universities are still facing obstacles such as traditional teachers’concepts,insufficient students’motivation,irrational settings of online and offline teaching,and backward teaching evaluation system,which seriously affect the enhancement of students’independent learning ability.Therefore,colleges and universities should update the teaching concepts of teachers,improve the comprehensive quality of teachers,cultivate the interest of students in participating in blended teaching,and scientifically arrange the online and offline teaching and the integration of both sides in blended teaching to ensure the effective implementation of blended teaching.At the same time,we should pay attention to the innovation of the evaluation system of blended teaching,fully examine the cultivation effect of students’independent learning ability under the perspective of blended teaching,and provide assistance for improving students’independent learning ability.展开更多
This study constructs a reflective feedback model based on a pedagogical agent(PA)and explores its impact on students’problem-solving ability and cognitive load.A quasi-experimental design was used in the study,with ...This study constructs a reflective feedback model based on a pedagogical agent(PA)and explores its impact on students’problem-solving ability and cognitive load.A quasi-experimental design was used in the study,with 84 students from a middle school selected as the research subjects(44 in the experimental group and 40 in the control group).The experimental group used the reflective feedback model,while the control group used the factual feedback model.The results show that,compared with factual feedback,the reflective feedback model based on the pedagogical agent significantly improves students’problem-solving ability,especially at the action and thinking levels.In addition,this model effectively reduces students’cognitive load,especially in terms of internal and external load.展开更多
Fluids （fluorine, chlorine, and OH） in accessory minerals （apatite, titanite and allanite） of Pan-African granitoids （Group-I granitoids, Group-II granitoids and Mefjell Plutonic Complex） from the Sor Rondane Mo...Fluids （fluorine, chlorine, and OH） in accessory minerals （apatite, titanite and allanite） of Pan-African granitoids （Group-I granitoids, Group-II granitoids and Mefjell Plutonic Complex） from the Sor Rondane Mountains, East Antarctica were precisely measured by an electronic microprobe analyzer in this study. Apatites in the granites have commonly high fluorine contents. However, fluorine contents from the Group-Ⅰ, Group-Ⅱ granitoids and Mefjell Plutonic Complex （MPC） are of important variation, which F contents （3.21-7.20 wt%） in apatite from the Group-Ⅱ granitoids are much higher than those from the Group-Ⅰ granitoids （1.22-3.60 wt%） and the MPC （3.21-4.11 wt%）. Titanite in the MPC has a low fluorine content （0.23-0.50 wt%）, being less than those in the Group-Ⅰ granitoids （2.28 wt%） and Group-Ⅱ granitoids （1.85-2.78 wt%）. Fluorine in allanite in the Group-Ⅱ granitoids seems to have much lower contents than those from the Group-Ⅰ granitoids and the MPC. Higher fluorine contents in the titanite from the Group-Ⅱ granitoids may be mainly controlled by late-magmatic fluid-rock interaction processes associated with melt, but may not be indicative of original magma contents based on its petrographic feature, Due to very lower chlorine contents from all of accessory minerals, the authors suggest that titanite and apatite with higher fluorine contents in the Group-Ⅱ granitoids have much lower H2O （OH） contents compared with those in the Group-Ⅰ granitoids according to the partition among （F, Cl, OH）. Fluorine contents in whole-rock samples show a variation from the higher in the Group-Ⅰ granitoids to the lower in the Group-Ⅱ granitoids and the MPC, which are consistent with the changes of those from the biotite and hornblende as well as fluorite occurred in the Group-Ⅰ granitoids reported previously. Based on the above study of fluorine in accessory minerals and combined with the previous fluorine contents from biotites and hornblendes, the authors suggest that apatites and titanites with higher F contents in the Group-Ⅱ granitoids and the MPC may not be an indicator of higher fluorine contents in whole-rock, which reflect fluorine contents in magma sources and/or late-thermal activity. Higher fluorine contents in apatite, titanite and allanite may be an additional evidence of A-type affinity.展开更多
During the COVID-19 pandemic,medical and nursing students are faced with various challenges such as the need to attend online classes and juggling clinical postings under the new norm.This study aimed to assess the as...During the COVID-19 pandemic,medical and nursing students are faced with various challenges such as the need to attend online classes and juggling clinical postings under the new norm.This study aimed to assess the asso-ciation between depression,anxiety,and behavioural changes among medical and nursing students during the COVID-19 pandemic.An online self-administered questionnaire was distributed between March 2021 and July 2021 to 292 undergraduates medical and nursing students in a higher education institute on the East Coast of Malaysia.The questionnaires consisted of four parts:sociodemographic data,the Generalised Anxiety Disor-der-7,the Patient Health Questionnaire-9,and questions related to behaviours during the COVID-19 pandemic.This study found that 23.6%and 33.6%of the students experienced anxiety and depression respectively,possibly caused by the COVID-19 pandemic.Anxiety was associated with a high level of behavioural changes during the pandemic with a total of 87%of the students showing behavioural changes.Therapeutic interventions such as online counselling and consultation should be implemented by the university to reduce the prevalence of depres-sion and anxiety resulting from the COVID-19 pandemic among medical and nursing students.展开更多
The purpose of this study was to determine the specific muscles that may contribute to sprint performance. Eleven female 100-m sprinters and nine non-sprinters volunteered. Thigh muscle volume (MV) was measured using ...The purpose of this study was to determine the specific muscles that may contribute to sprint performance. Eleven female 100-m sprinters and nine non-sprinters volunteered. Thigh muscle volume (MV) was measured using magnetic resonance imaging (MRI) images obtained from the spina iliaca anterior-superior to below the distal end of the femur. The MV of the adductors, quadriceps and hamstrings was calculated. Evidence for the null/alternative hypothesis was provided thorough the calculation of Bayes Factors (BF10). Differences represented as median δ(95% credible interval). Absolute MVs in the quadriceps [1.287 (0.315, 2.39), BF10: 14.3], hamstrings [3.032 (1.886, 4.482), BF10: 9487.4] and adductors [3.22 (1.994, 4.654), BF10: 23,360.2] were greater in sprinters than in non-sprinters. This was also observed when MV was normalized to body mass (cm3/kg). Absolute and relative MVs in the adductor longus, the adductor brevis, the adductor magnus, pectineus, and gracilis were also greater in the sprinters. However, percentage of component adductor relative to total adductors MV appeared similar between the two groups. There was no evidence for a correlation between sprint time and quadriceps, hamstrings and adductors MV relative to body mass. Within the adductors, there was evidence for a correlation between sprint time and adductor brevis MV relative to body mass [r = −0.652, BF10: 3.028, δ−0.548 (−0.870, 0.040)]. Although the credible interval was wide, our results suggest that the adductor brevis may contribute to sprint running performance in female sprinters. This may be related, in part, to supporting the flexion and medial rotation of the thigh.展开更多
The management of eating behavior plays an important role in health maintenance. In this study, we investigated the relationship between eating behavior and effortful control in female young adults. Participants compl...The management of eating behavior plays an important role in health maintenance. In this study, we investigated the relationship between eating behavior and effortful control in female young adults. Participants completed the questionnaire measures of effortful control and eating behaviors and Stroop cognitive interference task. The results showed that restrained eating was positively correlated with activation control;emotional eating was negatively correlated with inhibitory control and attentional control;external eating was negatively correlated with inhibitory, activation, and attentional control. The scores for activation control and restrained eating were higher for participants with a low Stroop error rate than for those with a high Stroop error rate. These results indicate that restrained eating has a different association with effortful control than doing emotional and external eating.展开更多
文摘Student engagement in learning is a concern for teachers in the implementation of blended learning,which reflects the effectiveness of the pedagogical measures taken by teachers.Blended learning encompasses traditional blended,blended online,and blended synchronous,which combine synchronous and asynchronous teaching and learning activities.This paper adopts an inductive approach to investigate and analyse students‘engagement in learning from three dimensions:behavioural,affective and cognitive,specifically focusing on three meta-categories,namely,course structure and arrangement,choice of teaching and learning activities,and teacher’s role in relation to the course,to investigate the teaching of teachers of different disciplines in three vocational colleges and to analyse the pedagogical strategies that the teachers use in order to improve students’engagement in blended learning.The findings suggest that communicating about the course at the beginning of the semester,clarifying course requirements,and building a trusting relationship with students play a key role in increasing student engagement in blended learning,and that the use of digital tools is an important means of promoting students’behavioural and emotional active participation in learning.
文摘In order to gain insight into the current research status and development trend of problem-based learning(PBL)in colleges and universities,this study employs the bibliometric method to conduct statistical and analytical studies based on the examination of journal papers and review papers within the Web of Science(WOS)database.The objective is to provide a reference point for research in related fields.The findings indicate a sustained expansion in PBL research output at universities,with the United States accounting for most documents in the field,while European research institutions such as Aalborg University and Maastricht University are at the forefront.Nevertheless,the density of collaborative networks between authors is relatively low,and cross-institutional and interdisciplinary collaboration still requires further strengthening.The majority of research results are published in academic journals such as Academic Medicine and the International Journal of Sustainability in Higher Education.Presently,the focal point of PBL research in colleges and universities is undergoing a transition from a“single-discipline focus”to an“interdisciplinary integration.”This integration is profoundly intertwined with the nascent fields of modern educational technology and education for sustainable development,thereby offering a novel avenue for the advancement of pedagogical approaches and educational equity.
文摘With our country’s social development,the gap between urban and rural education has become increasingly obvious,especially the difference in student achievement.This study aims to explore the impact of the urban-rural education gap on student achievement.The study adopts a quantitative analysis method to collect and analyze the academic performance,learning resources,and social resources of urban and rural students.The results show that the unbalanced distribution of educational resources in urban and rural areas is the key factor leading to the gap in students’achievement.For example,urban education resources are abundant while rural education resources are relatively scarce.At the same time,the difference in social environment and family economic status also have a significant impact on student achievement.The differences between urban and rural areas,particularly in terms of family economic conditions and their ability to invest in education,further widen the gap between urban and rural education.The results of this study can provide a reference for reducing the gap between urban and rural education and improving the academic performance of rural students.A fair education policy is essential to narrow the gap between urban and rural education resources distribution,so as to improve the equality of education in society.
文摘Blended teaching in colleges and universities can realize the effective cultivation of students’independent learning ability on the basis of respecting the students’subjective status and demonstrating the concept of human-centered teaching,and then drive the curriculum teaching to realize innovative changes.However,in the current environment,colleges and universities are still facing obstacles such as traditional teachers’concepts,insufficient students’motivation,irrational settings of online and offline teaching,and backward teaching evaluation system,which seriously affect the enhancement of students’independent learning ability.Therefore,colleges and universities should update the teaching concepts of teachers,improve the comprehensive quality of teachers,cultivate the interest of students in participating in blended teaching,and scientifically arrange the online and offline teaching and the integration of both sides in blended teaching to ensure the effective implementation of blended teaching.At the same time,we should pay attention to the innovation of the evaluation system of blended teaching,fully examine the cultivation effect of students’independent learning ability under the perspective of blended teaching,and provide assistance for improving students’independent learning ability.
基金023 Zhejiang Provincial Department of Education General Project:Research on an interdisciplinary teaching model to promote the development of computational thinking in the context of the new curriculum standards[Grant NO:Y202351596]Key Project of Zhejiang Provincial Education Science Planning:Research on an interdisciplinary teaching model to promote students’computational thinking from multiple analytical perspectives[Grant NO:2025SB103].
文摘This study constructs a reflective feedback model based on a pedagogical agent(PA)and explores its impact on students’problem-solving ability and cognitive load.A quasi-experimental design was used in the study,with 84 students from a middle school selected as the research subjects(44 in the experimental group and 40 in the control group).The experimental group used the reflective feedback model,while the control group used the factual feedback model.The results show that,compared with factual feedback,the reflective feedback model based on the pedagogical agent significantly improves students’problem-solving ability,especially at the action and thinking levels.In addition,this model effectively reduces students’cognitive load,especially in terms of internal and external load.
基金Project (Nos. 40472040 and 40472120) supported by the National Natural Science Foundation of China
文摘Fluids （fluorine, chlorine, and OH） in accessory minerals （apatite, titanite and allanite） of Pan-African granitoids （Group-I granitoids, Group-II granitoids and Mefjell Plutonic Complex） from the Sor Rondane Mountains, East Antarctica were precisely measured by an electronic microprobe analyzer in this study. Apatites in the granites have commonly high fluorine contents. However, fluorine contents from the Group-Ⅰ, Group-Ⅱ granitoids and Mefjell Plutonic Complex （MPC） are of important variation, which F contents （3.21-7.20 wt%） in apatite from the Group-Ⅱ granitoids are much higher than those from the Group-Ⅰ granitoids （1.22-3.60 wt%） and the MPC （3.21-4.11 wt%）. Titanite in the MPC has a low fluorine content （0.23-0.50 wt%）, being less than those in the Group-Ⅰ granitoids （2.28 wt%） and Group-Ⅱ granitoids （1.85-2.78 wt%）. Fluorine in allanite in the Group-Ⅱ granitoids seems to have much lower contents than those from the Group-Ⅰ granitoids and the MPC. Higher fluorine contents in the titanite from the Group-Ⅱ granitoids may be mainly controlled by late-magmatic fluid-rock interaction processes associated with melt, but may not be indicative of original magma contents based on its petrographic feature, Due to very lower chlorine contents from all of accessory minerals, the authors suggest that titanite and apatite with higher fluorine contents in the Group-Ⅱ granitoids have much lower H2O （OH） contents compared with those in the Group-Ⅰ granitoids according to the partition among （F, Cl, OH）. Fluorine contents in whole-rock samples show a variation from the higher in the Group-Ⅰ granitoids to the lower in the Group-Ⅱ granitoids and the MPC, which are consistent with the changes of those from the biotite and hornblende as well as fluorite occurred in the Group-Ⅰ granitoids reported previously. Based on the above study of fluorine in accessory minerals and combined with the previous fluorine contents from biotites and hornblendes, the authors suggest that apatites and titanites with higher F contents in the Group-Ⅱ granitoids and the MPC may not be an indicator of higher fluorine contents in whole-rock, which reflect fluorine contents in magma sources and/or late-thermal activity. Higher fluorine contents in apatite, titanite and allanite may be an additional evidence of A-type affinity.
基金supported by the International Islamic University Malaysia under Collaborative Research Initiative Grant Scheme(C-RIGS19-006-0012).
文摘During the COVID-19 pandemic,medical and nursing students are faced with various challenges such as the need to attend online classes and juggling clinical postings under the new norm.This study aimed to assess the asso-ciation between depression,anxiety,and behavioural changes among medical and nursing students during the COVID-19 pandemic.An online self-administered questionnaire was distributed between March 2021 and July 2021 to 292 undergraduates medical and nursing students in a higher education institute on the East Coast of Malaysia.The questionnaires consisted of four parts:sociodemographic data,the Generalised Anxiety Disor-der-7,the Patient Health Questionnaire-9,and questions related to behaviours during the COVID-19 pandemic.This study found that 23.6%and 33.6%of the students experienced anxiety and depression respectively,possibly caused by the COVID-19 pandemic.Anxiety was associated with a high level of behavioural changes during the pandemic with a total of 87%of the students showing behavioural changes.Therapeutic interventions such as online counselling and consultation should be implemented by the university to reduce the prevalence of depres-sion and anxiety resulting from the COVID-19 pandemic among medical and nursing students.
文摘The purpose of this study was to determine the specific muscles that may contribute to sprint performance. Eleven female 100-m sprinters and nine non-sprinters volunteered. Thigh muscle volume (MV) was measured using magnetic resonance imaging (MRI) images obtained from the spina iliaca anterior-superior to below the distal end of the femur. The MV of the adductors, quadriceps and hamstrings was calculated. Evidence for the null/alternative hypothesis was provided thorough the calculation of Bayes Factors (BF10). Differences represented as median δ(95% credible interval). Absolute MVs in the quadriceps [1.287 (0.315, 2.39), BF10: 14.3], hamstrings [3.032 (1.886, 4.482), BF10: 9487.4] and adductors [3.22 (1.994, 4.654), BF10: 23,360.2] were greater in sprinters than in non-sprinters. This was also observed when MV was normalized to body mass (cm3/kg). Absolute and relative MVs in the adductor longus, the adductor brevis, the adductor magnus, pectineus, and gracilis were also greater in the sprinters. However, percentage of component adductor relative to total adductors MV appeared similar between the two groups. There was no evidence for a correlation between sprint time and quadriceps, hamstrings and adductors MV relative to body mass. Within the adductors, there was evidence for a correlation between sprint time and adductor brevis MV relative to body mass [r = −0.652, BF10: 3.028, δ−0.548 (−0.870, 0.040)]. Although the credible interval was wide, our results suggest that the adductor brevis may contribute to sprint running performance in female sprinters. This may be related, in part, to supporting the flexion and medial rotation of the thigh.
文摘The management of eating behavior plays an important role in health maintenance. In this study, we investigated the relationship between eating behavior and effortful control in female young adults. Participants completed the questionnaire measures of effortful control and eating behaviors and Stroop cognitive interference task. The results showed that restrained eating was positively correlated with activation control;emotional eating was negatively correlated with inhibitory control and attentional control;external eating was negatively correlated with inhibitory, activation, and attentional control. The scores for activation control and restrained eating were higher for participants with a low Stroop error rate than for those with a high Stroop error rate. These results indicate that restrained eating has a different association with effortful control than doing emotional and external eating.
