How do students perceive their own and their peers' progress in e-learning?

PurposeInterest is currently growing in open social learner modeling (OSLM), which means making peer models and a learner's own model visible to encourage users in e-learning. The purpose of this study is to examine students' views about the OSLM in an e-learning system.Design/methodology/approachThis case study was conducted with 40 undergraduate students enrolled in advanced programming and database management system courses. A Likert-type questionnaire and open-ended questions were used to obtain the students' views. System usage data were also analyzed to ensure the richness and diversity of the overall data set.FindingsThe quantitative data of the students' views were analyzed with descriptive statistics; the results are presented as graphics. The qualitative data of the students' views were examined by content analysis to derive themes. These themes are organized into four subtopics: the students' positive views, their negative views, their improvement suggestions and their preferences about using similar OSLM visualizations in other e-learning systems. The students' subjective views are discussed in the context of their recorded interactions with the system.Research limitations/implicationsCompetition due to seeing peer models was considered by participants both as positive and negative features of the learning system. So, this study revealed that, the ways to combine peer learner models to e-learning systems that promote positive competition without resulting social pressure, still need to be explored.Practical implicationsBy combining open learner models with open peer models, OSLM enhances the learning process in three different ways: it supports self-regulation, encourages competition and empowers self-evaluation. To take advantage of these positive contributions, practitioners should consider enhancing e-learning systems with both own learner and peer model features.Originality/valueDespite increasing interest in OSLM studies, several limitations and problems must be addressed such as sparsity of data and lack of study of different contexts and cultures. To date, no published study in this area exists in Turkey. The purpose of this study is to fill this gap by examining OSLM features in an e-learning system from the perspectives of Turkish students by using both their system interaction data and their subjective views.

Ground-Motion Models for the Prediction of Significant Duration Using Strong-Motion Data from Iran

ABSTRACT In this study, new prediction equations for significant duration (DS5–75 and DS5–95) are developed using an Iranian strong ground-motion database. The database includes 2228 records of 749 earthquakes with small to large magnitudes up to the year 2018. The functional form of the model is an additive natural logarithm of four predictor variables, namely moment magnitude (Mw), rupture distance (Rrup), time-averaged shear-wave velocity in the top 30 m (VS30), and the style of faulting effect (Fm), which is considered as an indicator directly in the functional form for the first time. The proposed models can be used to estimate significant durations of earthquakes with moment magnitudes (Mw) from 4.5 to 7.6 and rupture distances of up to 200 km. The models are compared with four existing significant-duration prediction models. The results indicate proper agreement between the proposed models and the models that use the Pacific Earthquake Engineering Research Center-Next Generation Attenuation-West2 Project (PEER-NGA West2) database (say PEER models). Based on the results, our proposed models indicate an increasing trend of significant duration with an increase in the rupture distance. However, unlike the PEER models, the rate of increase in significant duration is decreasing in our model.

Vicarious Experience to Affect Physical Activity in Women: A Randomized Control Trial

People compare themselves to others for self-evaluation, practical information, and motivation for healthy behaviors. The effect of active peer models on comparative thinking is unknown. The purpose of this 12-week, randomized, two-group pilot study was to evaluate the effect of a workplace peer modeling intervention on self-efficacy, motivation, and comparative thinking. The attention control group (ACG; n = 24) received general health information. The intervention group ( n = 26) met with active peer models, received an exercise prescription and information. No significant group by time interaction effects were found. Comparisons on ability (how well am I doing), opinions (what should I think or believe), future self (think about my future), and modeling (be like someone else) all increased in the intervention group ( n = 21) but decreased in the ACG ( n = 22). Active peer models may support physical activity behavior change through specific lines of comparative thinking.

Perceptions of a Peer Modeling Workplace Physical Activity Intervention for Women

A workplace physical activity (PA) study tested a novel use of peers to deliver the intervention. Peer models provided vicarious experience for living physically active lifestyles to a group of inactive women. The purpose of this study was to describe participants’ perceptions of the peer modeling intervention. Nine women from the intervention group ( n = 26) participated in a 90-minute focus group. Qualitative description using thematic analysis was used to identify themes from the focus group transcript. Two themes about the intervention were “I am left wanting more” and “focus on food.” Two themes about the peer models were “real people” and “it is doable.” Focus group participants perceived the peer modeling PA intervention favorably; however, they desired more attention to healthy eating and more time with peer models. Replication of the study accounting for themes identified by focus group participants is needed to strengthen the peer modeling intervention.