scholarly journals Computational tool for learning electrostatic physics through the development of a disruptive methodology

2022 ◽  
Vol 2159 (1) ◽  
pp. 012005
Author(s):  
L E Ramírez-Carvajal ◽  
K Puerto-López ◽  
S Castro-Casadiego
Keyword(s):  
Comparative Analysis ◽  
Case Studies ◽  
Learning Process ◽  
Boundary Value ◽  
Qualitative Comparative Analysis ◽  
Likert Scale ◽  
Computational Tool ◽  
Agile Methodologies ◽  
Quantitative Results

Abstract A computational tool for learning electrostatic physics is presented through the development of a disruptive methodology. The tool allows the analysis of case studies based on Coulomb’s law, Gauss’s law, Poisson’s equation, and Laplace’s equation with boundary value. The tool was tested using reference exercises for each case study, making use of quantitative and qualitative comparative analysis between the traditional mathematical development and the computational tool. Errors were measured using Likert scale. The quantitative results showed errors of less than 1.8% in all the cases studied, concluding that the tool is effective. The qualitative results showed that the methodology allows a better development of the electrostatics learning process, dynamizing the study of complex topics such as electromagnetic physics theories through interactivity and technological resources, in addition to having a theoretical module developed using agile methodologies that provide dynamism and an intuitive environment to the interface.

Post-Conflict Cooperation in Multi-Ethnic Local communities of Bosnia and Herzegovina: A Qualitative Comparative analysis of Diaspora's Role

2018 ◽  
Vol 13 (2) ◽  
pp. 31-46 ◽  
Author(s):  
Jasmin Hasić
Keyword(s):  
Comparative Analysis ◽  
Bosnia And Herzegovina ◽  
Qualitative Comparative Analysis ◽  
Local Communities ◽  
Comparative Case Study ◽  
Local Institutions ◽  
Local Elites ◽  
Case Study Analysis ◽  
Post Conflict

How are diaspora involvement in peacebuilding and elite cooperation in multi-ethnic municipalities complementary? This article examines how local elites perceive and respond to conflict-generated diaspora's role in peacebuilding in nine post-conflict multi-ethnic municipalities of Bosnia and Herzegovina, and whether these perceptions can determine types of inter-ethnic cooperation within local institutions. Using a systematic comparative case study analysis utilising ideal-type fuzzy set qualitative comparative analysis (QCA), I derive four types of relationships. The results indicate that local elites, experiencing various levels of direct and indirect interaction with diaspora communities, perceive diaspora's role in the process as constraining their own cooperation prospects. The analysis also demonstrates that local elites perceive diaspora as insufficiently competent and imperfectly coordinated to tackle major challenges in local peacebuilding frameworks and that diaspora actions do not significantly affect the reform of current dynamics and practices of intra-ethnic cooperation among elites.

Qualitative Comparative Analysis: meer behorend bij de kwalitatieve dan de kwantitatieve benadering

KWALON ◽  
2015 ◽  
Vol 20 (3) ◽  
Author(s):  
Valérie Pattyn ◽  
Lasse Gerrits ◽  
Stefan Verweij
Keyword(s):  
Qualitative Research ◽  
Comparative Analysis ◽  
Quantitative Methods ◽  
Qualitative Case Study ◽  
Qualitative Comparative Analysis ◽  
Study Data ◽  
Quantitative Approach ◽  
Research Tradition ◽  
Case Study Data

Qualitative Comparative Analysis: more associated with the qualitative research tradition than with the quantitative approach Qualitative Comparative Analysis: more associated with the qualitative research tradition than with the quantitative approach Qualitative Comparative Analysis (QCA) is an approach that enables systematically comparing qualitative case study data. The fact that QCA borrows certain elements from quantitative methods (such as the use of Boolean algebra and the quantification of conditions and outcomes) may raise questions about the qualitative character of QCA. Based on a discussion of four criteria relating to causal analysis, we argue that QCA belongs to the qualitative research tradition. Where QCA borrows characteristics from the quantitative approach, this is only for the sake of a qualitative objective: to better understand the conditions underlying a particular outcome or phenomenon.

The Limits of Demand-Side Explanations

2021 ◽  
pp. 47-65
Author(s):  
Alasdair R. Young
Keyword(s):  
Comparative Analysis ◽  
Trade Policy ◽  
Case Studies ◽  
Policy Change ◽  
Qualitative Comparative Analysis ◽  
Veto Players ◽  
Supply Side ◽  
Demand Side ◽  
Eu Policies

This chapter presents the qualitative comparative analysis (QCA) of all twenty-three EU policies that were successfully challenged before the WTO with reasonable periods to comply expiring before the end of 2019 and for which policy change was necessary for compliance. The chapter discusses how the conditions associated with compliance in the literature—the power of the complainant, the nature of the policy, and the number of veto players—are operationalized. The QCA finds that none of the conditions were necessary for compliance. It does, however, suggest (in line with expectations) that trade policy was sufficient for prompt and sufficient policy change. Contrary to expectations, however, the QCA strongly suggests that the power of the complainant was not associated with policy change. The analysis also found no association between the number of veto players and policy change. The QCA, therefore, contradicts the demand-side explanation of compliance and is consistent with the supply-side explanation. The chapter explores why the power of the complainant is not associated with policy change. It also contextualizes and justifies the case studies.

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

2014 ◽  
Vol 56 (4) ◽  
pp. 287-302 ◽  
Author(s):  
Mathews Nkhoma ◽  
Narumon Sriratanaviriyakul ◽  
Hiep Pham Cong ◽  
Tri Khai Lam
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Undergraduate Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Engagement ◽  
Content Type ◽  
Mediating Role

Purpose – The purpose of this paper is to understand the impact of real, localized case studies on students’ learning engagement, the learning process and learning experience and the role of such case studies in influencing students’ learning outcomes. Design/methodology/approach – Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students’ learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students’ learning experience. Finally, students’ learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings – The results revealed that the case study had a positive influence on students’ engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience. Research limitations/implications – The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value – The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.

scholarly journals A Comparative Analysis of Defensive Routines and Theories-In-Use of Engineering and Non-Engineering Managers

2014 ◽  
Vol 3 (2) ◽  
pp. 416-426
Author(s):  
Elizabeth A. Cudney
Keyword(s):  
Comparative Analysis ◽  
Case Studies ◽  
Case Study Approach ◽  
Study Approach ◽  
Engineering Managers ◽  
Defensive Routines ◽  
Communication Conflict ◽  
Technical Functions ◽  
Threatening Situation

Engineering managers are managers who have an understanding of both the technical and business aspects of organizations.  However, the success of an engineering manager depends on being knowledgeable in both the business and technical functions of an organization. There is a perception that engineers experience challenges in areas such as communication, conflict resolution, and leadership.  Defensive routines are actions implemented as a result of being in an embarrassing or threatening situation.  This research uses a case study approach to measure whether defensive routines are more common in engineering managers or non-engineering managers. 27 managers created case studies based on their unique experiences as managers.  These case studies were scored and the results show that defensive routines are more common in engineering managers than non-engineering mangers.  

Qualitative Comparative Analysis

2021 ◽  
pp. 229-232
Author(s):  
Kevin Kalomeni ◽  
Claudius Wagemann
Keyword(s):  
Comparative Analysis ◽  
Qualitative Comparative Analysis ◽  
Sufficient Conditions ◽  
Quantitative Studies ◽  
Set Membership ◽  
Conceptual Reasoning ◽  
Analytical Perspective ◽  
Table Analysis ◽  
Set Relations

This chapter examines qualitative comparative analysis (QCA), which strives to bridge the methodological rift between case study-based research and quantitative studies. QCA belongs to the broader family of configurational comparative methods (CCMs). From an analytical perspective, QCA can be distinguished from quantitative approaches. The emphasis shifts from covariance to the analysis of set relations. Being strongly tied to a profound theoretical and conceptual reasoning which is typical for comparison in general, the analysis of set relations is based on three steps: first, a score is attributed to a social phenomenon (representing either a dichotomous or a graded set membership), usually in relation to other phenomena. Second, necessary conditions are defined. Third, through the help of a truth table analysis, (combinations of) sufficient conditions are analysed.

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