University Cultures and Epistemic Beliefs: Examining Differences Between Two Academic Environments

2008 ◽  
pp. 137-150 ◽  
Author(s):  
Krista R. Muis ◽  
Gale M. Sinatra
Keyword(s):  
Epistemic Beliefs ◽  
Academic Environments

Investigating Engagement and Disengagement in College Students' Epistemic Beliefs Profiles

2018 ◽  
Author(s):  
Xingya Xu ◽  
Michelle Buehl ◽  
Angela D. Miller ◽  
Samantha Ives ◽  
Anthony Arciero ◽  
...  
Keyword(s):  
College Students ◽  
Epistemic Beliefs ◽  
Engagement And Disengagement

Epistemic Beliefs and Assessment Practices: Effects on Learning Processes and Academic Achievement

2014 ◽  
Author(s):  
Marianne Chevrier ◽  
Krista R. Muis ◽  
Cynthia Psaradellis ◽  
Meredith A. Derian-Toth ◽  
Ivana Dileo ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Processes ◽  
Epistemic Beliefs ◽  
Assessment Practices

scholarly journals Ontology-Based Context Event Representation, Reasoning, and Enhancing in Academic Environments

2021 ◽  
Vol 13 (6) ◽  
pp. 151
Author(s):  
Josué Padilla-Cuevas ◽  
José A. Reyes-Ortiz ◽  
Maricela Bravo
Keyword(s):  
Physical Space ◽  
Evaluation Process ◽  
Event Representation ◽  
Network Resources ◽  
Academic Environments ◽  
Time Space ◽  
Event Information ◽  
Event Driven ◽  
Ontological Model ◽  
Academic Events

An Ambient Intelligence responds to user requests based on several contexts. A relevant context is related to what has happened in the ambient; therefore, it focuses a primordial interest on events. These involve information about time, space, or people, which is significant for modeling the context. In this paper, we propose an event-driven approach for context representation based on an ontological model. This approach is extendable and adaptable for academic domains. Moreover, the ontological model to be proposed is used in reasoning and enrichment processes with the context event information. Our event-driven approach considers five contexts as a modular perspective in the model: Person, temporal (time), physical space (location), network (resources to acquire data from the ambient), and academic events. We carried out an evaluation process for the approach based on an ontological model focused on (a) the extensibility and adaptability of use case scenarios for events in an academic environment, (b) the level of reasoning by using competence questions related to events, (c) and the consistency and coherence in the proposed model. The evaluation process shows promising results for our event-driven approach for context representation based on the ontological model.

Observability-driven Sensor Deployment in Smart Academic Environments

2016 ◽  
Author(s):  
A. Agarwal ◽  
K. Jaiswal ◽  
U. Gudhaka ◽  
V. Munigala ◽  
Krithi Ramamritham ◽  
...  
Keyword(s):  
Sensor Deployment ◽  
Academic Environments

scholarly journals Universal Design for Learning: The More, the Better?

2021 ◽  
Vol 11 (4) ◽  
pp. 164
Author(s):  
Marvin Roski ◽  
Malte Walkowiak ◽  
Andreas Nehring
Keyword(s):  
Quantitative Research ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Epistemic Beliefs ◽  
Learning Gains ◽  
Inclusive Settings ◽  
Design For Learning ◽  
Multiple Indicator ◽  
Science Classes ◽  
Mimic Approach

An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.

scholarly journals Epistemic beliefs as a determinant in evidence-based practice in physiotherapy – a Multi-Country (Europe) Cross-Sectional Online Survey Study

2017 ◽  
Vol 20 (2) ◽  
pp. 85-91 ◽  
Author(s):  
Paul Christiaan Beenen ◽  
Dario Filiputti ◽  
Erna Rosenlund Meyer ◽  
Lidia Carballo-Costa ◽  
Patricia Maria Duarte de Almeida ◽  
...  
Keyword(s):  
Online Survey ◽  
Evidence Based Practice ◽  
Epistemic Beliefs ◽  
Survey Study ◽  
Evidence Based ◽  
Cross Sectional
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