scholarly journals “When I saw my peers annotating”

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeremiah Holden Kalir ◽  
Esteban Morales ◽  
Alice Fleerackers ◽  
Juan Pablo Alperin
Keyword(s):  
Undergraduate Students ◽  
Student Perception ◽  
Perceived Value ◽  
Learning Technology ◽  
Digital Resources ◽  
Content Type ◽  
Course Content ◽  
Social Annotation ◽  
Upper Level ◽  
Practical Implications

Purpose Social annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction and knowledge production. This study aims to examine the perceived value of SA as contributing to learning in multiple undergraduate courses. Design/methodology/approach In total, 59 students in 3 upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students’ perceptions of learning and sense of community. Findings A majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged and how widely SA was used during course activities. While findings of the perceived value of SA as contributing to the course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas and engagement with diverse perspectives. Research limitations/implications Studies about the relationships among SA, learning and student perception should continue to engage learners from multiple courses and from multiple disciplines, with indicators of perception measured using reliable instrumentation. Practical implications Researchers and faculty should carefully consider how the technical, instructional and social aspects of SA may be used to enable course-specific, personal and peer-supported learning. Originality/value This study found a greater variance in how undergraduate students perceived SA as contributing to the course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students.

scholarly journals “When I saw my peers annotating:” Student perceptions of social annotation for learning in multiple courses

2020 ◽  
Author(s):  
Jeremiah (Remi) Kalir ◽  
Esteban Morales ◽  
Alice Fleerackers ◽  
Juan Pablo Alperin
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Student Perception ◽  
Perceived Value ◽  
Learning Technology ◽  
Digital Resources ◽  
Course Content ◽  
Social Annotation ◽  
Upper Level

Purpose: Social annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction, and knowledge production. This case study examines the perceived value of SA in multiple undergraduate courses.Design/methodology/approach: Fifty-nine students in three upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students’ perceptions of learning and sense of community.Findings: A majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged, and how widely SA was used during course activities. While findings about the perceived value of SA as contributing to course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas, and engagement with diverse perspectives.Research limitations/implications: Studies about the relationships among SA, learning, and student perception should continue to engage learners from multiple courses and multiple disciplines, with indicators of perception measured using reliable instrumentation.Practical implications: Researchers and faculty should carefully consider how the technical, instructional, and social aspects of SA may be used to enable course-specific, personal, and peer-supported learning.Originality/value: This study found greater variance in how undergraduate students perceived SA as contributing to course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students.

Research consultation effectiveness for freshman and senior undergraduate students

2014 ◽  
Vol 42 (1) ◽  
pp. 4-15 ◽  
Author(s):  
Allison Faix ◽  
Amanda MacDonald ◽  
Brooke Taxakis
Keyword(s):  
Undergraduate Students ◽  
Content Type ◽  
Class Rank ◽  
Composition Course ◽  
Library Research ◽  
Freshman Students ◽  
Upper Level ◽  
Senior Students ◽  
Larger Sample ◽  
Practical Implications

Purpose – The aim of this paper is to compare the effectiveness of library research consultations for freshmen and senior undergraduate students, to determine if freshmen or seniors benefit more from these sessions. Design/methodology/approach – This study looks at the results of a survey conducted with students enrolled in a senior level capstone research course and in a freshman level composition course who were required to attend library research consultations. Findings – The study finds that freshman students can be overwhelmed by the amount of resources a research consultation may help them locate, and research consultations for freshmen should be conducted with this in mind. Research limitations/implications – Because the size of our study was small, further research with a larger sample size should also be conducted. Practical implications – If librarians experience high demand for required research consultations, and have difficulty scheduling sessions, then they may take into consideration that senior students benefit more from consultations than freshmen. Research consultations should also be designed to take student class rank into account. Originality/value – This study shows that upper-level students benefit more from research consultation than freshman students. Librarians should take this research into consideration when consulting with faculty about the most effective methods of instruction for students.

An evaluation of public policy student placements: outcomes of a Malta-based study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anne Marie Thake
Keyword(s):  
Public Policy ◽  
Tertiary Education ◽  
Real Life ◽  
Added Value ◽  
Academic Disciplines ◽  
Online Questionnaire ◽  
Content Type ◽  
Course Content ◽  
Mandatory Requirement ◽  
Practical Implications

PurposeThe purpose of this paper is to evaluate short-term, unpaid placements offered to students reading for a degree in public policy. They provide added value to their tertiary education experience. Elective placements were offered in 2012 and became a mandatory requirement for students reading for a three-year bachelor of commerce degree in public policy in 2018. To date, no research has been carried out on these placements and this may serve as a model for a post-evaluation assessment.Design/methodology/approachData were collected from students who undertook placements, embedded in the public policy undergraduate programme. A document analysis of selected student and placement provider's reports was carried out to complement the students' responses to an online questionnaire.FindingsPlacements are of value to students as they served as an introduction to the working world. They enable students to establish connections with the course content and carry out research. They were exposed to real-life situations, developing their knowledge, acquiring soft skills and learning new tools, sought after by employers. These placements were valued as a route to graduate employment tailor-made to the degree's requirements. Students were able to embark on a soul-searching, introspective discovery and journey which made them mature and shed light in the direction of future work prospects.Research limitations/implicationsPlacements give students the opportunity to gain insights into real-work environments and are able to link theories learnt in the class-room with real-life situations. Placements have positive implications on students adjusting to their work life easily after graduation. The limitations are that the sample size was small and that the reflective reports which were randomly selected may not have necessarily been representative of the full complement.Practical implicationsThe practical implications are that the placements system and process can easily be implemented and replicated in other academic disciplines and universities as a compulsory component of their studies.Social implicationsPlacements gave students the opportunity to reflect on their learning, develop non-technical skills and enhance their confidence levels. They were also able to network and communicate with different employees.Originality/valuePlacements provided exposure to relevant organisations and personal enrichment in terms of acquiring skills, autonomy and independence. Students with placement experience are also more likely to secure future employment, relevant to their undergraduate degree.

Beyond visual clutter: the interplay among products, advertisements, and the overall webpage

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hyunjoo Im ◽  
Hae Won Ju ◽  
Kim K.P. Johnson
Keyword(s):  
Undergraduate Students ◽  
Visual Complexity ◽  
Content Type ◽  
Consumer Responses ◽  
Marketing Effectiveness ◽  
Consumer Experiences ◽  
Visual Clutter ◽  
Negative Relationships ◽  
Practical Implications

PurposeLittle research has been done to understand how individual elements (e.g. advertisements) within a webpage are processed and evaluated when visual complexity is increased. Thus, this study aimed to investigate how consumers allocate attention and evaluate products and advertisements on complex webpages when they are casually browsing.Design/methodology/approachThis study conducted two experiments to test the causal effects of different degrees of visual complexity on consumer responses to products and advertisements. An eye-tracking experiment (n = 90) and a follow-up online experiment (n = 121) were conducted using undergraduate students as participants.FindingsParticipants formed a global impression from the overall webpage complexity, which spilled over to evaluation of individual elements on the webpage (e.g. product, advertisement). The inverted U-shaped relationships (vs. linear negative relationships) between webpage visual complexity and attitude toward the webpage, products, and advertisements were observed. The focal product was given a consistent level of attention regardless of the complexity level.Practical implicationsThis study provides implications for website organization and design to maximize positive consumer experiences and marketing effectiveness. The findings provide implications for retailers and advertisement buyers.Originality/valueThis study expanded the knowledge by examining the interplay between individual elements of webpages and the whole webpage complexity when consumers browse visually complex webpages. It is a novel finding that the overall webpage complexity effect spills over to locally attended products or advertisements.

Supporting learners’ STEM-oriented career pathways with digital badges

2019 ◽  
Vol 120 (1/2) ◽  
pp. 87-107 ◽  
Author(s):  
Caroline R. Pitt ◽  
Adam Bell ◽  
Rose Strickman ◽  
Katie Davis
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Career Pathways ◽  
Research Approach ◽  
Digital Badges ◽  
Content Type ◽  
Technology Industry ◽  
Learning Pathways ◽  
And Mathematics ◽  
Practical Implications

Purpose This paper aims to investigate the potential for digital badges to support alternate learning and career pathways in formal and informal learning environments. Stakeholder groups in higher education and industry discussed how digital badges might transform current processes of admitting undergraduate students and hiring young professionals. Design/methodology/approach This research uses a thematic analysis of in-depth interviews with 30 stakeholders in higher education and the technology industry. Findings Interview participants expressed optimism about the potential for digital badges to make learning pathways visible to learners and external audiences and to promote equity in STEM (STEM: science, technology, engineering, and mathematics) education and careers. Participants noted several obstacles, largely focused on issues of credibility and logistics of working with badges across settings. Research limitations/implications Though the research approach is limited in geographic scope, the findings have broad applicability and insight for the use of digital badges in general. Practical implications Education policymakers, employers and scholars will be able to use the insights from this investigation in their efforts to find innovative ways to expand and diversify the STEM workforce, as well as support a wider range of learners than is currently supported by initiatives aligned with the school-to-workforce pipeline metaphor. Originality/value This paper directly confronts issues of real-world applications of digital badges by discussing practical implications with college admissions officers and employers. The current study fills a need for research that investigates the use of digital badges across – as opposed to within – contexts.

Senior consumers and risk/benefit trade-off in functional foods

2017 ◽  
Vol 119 (6) ◽  
pp. 1232-1246 ◽  
Author(s):  
Aina Ravoniarison
Keyword(s):  
Perceived Risk ◽  
Functional Foods ◽  
Perceived Value ◽  
Repurchase Intention ◽  
Significant Discrepancy ◽  
Trade Off ◽  
Content Type ◽  
Personal Variables ◽  
Practical Implications ◽  
Insight Into

Purpose The purpose of this paper is to examine how French senior consumers deal with duality between perceived risk and perceived value associated with functional foods (FFs) and to analyze whether the risk-value trade-off may help to derive different consumer profiles. Design/methodology/approach Data were collected from 220 senior consumers (50-70). A two-step clustering analysis was carried out on factor scores of perceived value and perceived risk. Discriminant analysis was then employed to verify the classification reliability, and analysis of variance was performed to profile the clusters on the basis of additional variables. Findings Four distinctive profiles of FF senior consumers were identified. Significant differences were found to be attributed to personality traits. Interestingly, the “Trustful enthusiasts” and the “Ambivalents” consumers do not differ in their repurchase intention, despite a significant discrepancy in risk perception. Practical implications The study is an opportunity to offer a segmentation of this attractive growing target of health-enhancing products. The typology can help the practitioners to find out a new valuable scope of messages to better communicate to elderly market. Originality/value The research seeks to contribute to the existing knowledge on seniors’ nutrition-related behavior, by proposing a segmentation still lacking in research works. Since FF perceived value appears to be multidimensional and not only utilitarian, the study provides a new insight into the experiential approach of health-enhancing eating. Also, it shows how the differences between FF consumers could be attributed to certain personal variables.

Lightweight alternative tech: a study of Chromebooks in the academic library classroom

2019 ◽  
Vol 38 (3) ◽  
pp. 554-562
Author(s):  
Beth Seyala ◽  
Erin Burns ◽  
Shannon Richie ◽  
Amy L. Deuink ◽  
Valerie Lynn
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Academic Library ◽  
Battery Life ◽  
Library Instruction ◽  
Content Type ◽  
Computer Laboratory ◽  
Classroom Use ◽  
Minimal Effort ◽  
Practical Implications

Purpose The purpose of this paper is to evaluate Chromebooks as an alternative to the traditional computer laboratory for library instruction in an academic environment. The results of this study could help inform the creation of a mobile instruction lab that students and librarians quickly construct inside any classroom with minimal effort and no software to manage. Design/methodology/approach An online survey was distributed to student participants. The survey contained two demographic questions followed by seven user experience questions related to the in-classroom use of Chromebooks; most questions were quantitative in nature. Findings The majority of respondents (84 percent) strongly or somewhat agreed that Chromebooks were easy to use, and 15 percent of the respondents reported some difficulty accessing the university’s Wi-Fi system while using the devices. Research limitations/implications This introductory study was limited to a survey population primarily comprised of lower-level undergraduate students in their first two years of study. Additionally, Chromebooks were not tested in an educational environment using G Suite for Education, which could increase the opportunities for use in an academic setting. Practical implications The study’s findings, combined with the portability and long battery life of Chromebooks, make them a candidate for a mobile instruction lab. Originality/value This research seeks to explore the viability of Chromebooks as an affordable and easy to manage alternative to wired instruction rooms, using a light laptop technology that is becoming increasingly familiar to college students.

Predicting handbill avoidance in Hong Kong and the UK

2014 ◽  
Vol 48 (1/2) ◽  
pp. 132-146 ◽  
Author(s):  
Gerard P. Prendergast ◽  
Alex S.L. Tsang ◽  
Ranis Cheng
Keyword(s):  
Hong Kong ◽  
Design Methodology ◽  
Perceived Value ◽  
Theoretical Knowledge ◽  
Social Psychological ◽  
Psychological Variables ◽  
Content Type ◽  
The Uk ◽  
Advertising Avoidance ◽  
Practical Implications

Purpose – Handbills are an interesting advertising medium since they are distributed by people in a social context. Little, however, is known about why handbills are often avoided. This study was designed with the purpose of extending previous research on advertising avoidance by using social psychological variables to explain consumers' avoidance of handbills in Hong Kong and the UK. Design/methodology/approach – A survey of 337 individuals was conducted (166 in Hong Kong and 171 in the UK). A series of hypotheses relating to perceived handbill clutter, perceived goal impediment, and the perceived manner of the distributer were tested. Findings – Perceived handbill clutter was found to be the strongest predictor of handbill avoidance in both Hong Kong and the UK. The second strongest predictor was perceived goal impediment. The perceived manner of the distributor did not predict handbill avoidance in Hong Kong, but it did predict handbill avoidance in the UK. Research limitations/implications – The study's methodology has a number of limitations. First, the measure of the distributor's perceived manner may not have directly tapped the distributor dimensions of importance to handbill avoidance. Second, no account was taken of non-response bias. The model also did not recognize that there may be other variables capable of explaining handbill avoidance. Practical implications – The results suggest that effort is needed to raise the perceived value of handbills so that their perceived value neutralizes any perceptions of goal impediment. In addition, handbill designers need to find creative ways to stand out from the clutter. In the UK, deportment should be considered when distributors are recruited and trained. Originality/value – Handbills are frequently used as a promotional tool. In two contrasting countries, this study found that perceived handbill clutter, perceived goal impediment, and perceived manner of the distributer influence handbill avoidance. The research has extended theoretical knowledge related to advertising avoidance and generated insights that are likely to be of practical value to marketers.

Scholars and learners: a case study of new library spaces at Indiana University

2016 ◽  
Vol 117 (1/2) ◽  
pp. 35-48 ◽  
Author(s):  
Diane Dallis
Keyword(s):  
Undergraduate Students ◽  
Academic Libraries ◽  
Service Planning ◽  
Bring Your Own Device ◽  
Library Services ◽  
Indiana University ◽  
Planning Stage ◽  
Content Type ◽  
Practical Implications

Purpose – This case study aims to describe the renovations and intended functions for rooms; explain the different design approaches implemented for the different end-user populations; provide an overview of traditional, new and non-library services for which spaces were designed; briefly explain training and planning; and describe the spaces and services that function well and those that do not. Indiana University Libraries completed two significant renovations in late 2014. They renovated the Learning Commons, which is a 27,000 square feet (SQF) facility designed to meet the needs of undergraduate students, and they created the Scholars’ Commons, which is a 15,000 SQF facility supporting graduate student and faculty research. Design/methodology/approach – Both spaces were thoughtfully designed to support new and traditional library services, as well as services supported by non-library units. Staff training and service planning took place during the construction process, with the goal of having outstanding services operating on opening day. Findings – The goal of creating flexible space was achieved, but it presents organizational and staffing challenges. Libraries seeking to create multifunctional environments must consider the practical implications of daily operation and use of such spaces. Research limitations/implications – This case study describes two library environments that are in their first year of operation and the assessment of the use and impact is underway. The stage of the work limits the research to be reported upon. Practical implications – The spaces described provide very practical information for other academic libraries that seek to renovate spaces and provide innovative services. Originality/value – Academic libraries that are in the planning stage of a learning space should take note of the variety of spaces, strategies for working with cavernous spaces, use of natural light and “bring-your-own-device” interior designs. In addition, the service hub model implemented in the Scholars’ Commons is a unique approach for digital scholarship centers.

scholarly journals Citation apps for mobile devices

2016 ◽  
Vol 44 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Mary K. Van Ullen ◽  
Jane Kessler
Keyword(s):  
Mobile Devices ◽  
Undergraduate Students ◽  
Operating Systems ◽  
Design Methodology ◽  
Technology In Education ◽  
Content Type ◽  
Print Books ◽  
Practical Implications ◽  
Selection Of

Purpose – The purpose of this paper is to evaluate the accuracy and functionality of a selection of basic Android and iOS apps for mobile devices designed to generate bibliographic citations. Design/methodology/approach – A number of inexpensive or free apps were installed on several different tablets and phones. Book citations in MLA and APA format were generated and evaluated for accuracy. Findings – Results show that the majority of the apps tested produced unacceptably inaccurate citations, and many had limited functionality. The best of the apps tested was EasyBib. Research limitations/implications – There are infinite combinations of operating systems, apps, citation styles, material types and devices. Testing for this study was limited to uncomplicated apps likely to appeal to undergraduate students. It did not include more sophisticated apps for managing reference libraries. The study investigated how well several Android and iOS apps installed on mobile devices functioned to generate MLA and APA citations for print books. Practical/implications – As the role of mobile technology in education continues to grow, librarians need to remain aware of solutions that can help students manage their research. Librarians have an opportunity to provide feedback to developers by reviewing and rating apps. Originality/value – Undergraduate students face challenges in learning to appropriately acknowledge materials they have consulted in their research and writing. Librarians can play an important role in helping students select the most appropriate tools to make citing sources easier and more accurate.

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