Emotions in the Electronic Educational Space

The study of the role of emotions in education has already established traditions. The relevance of studying emotions in the electronic educational space stems from the expansion of distance education both in Russia and in other countries. System analysis allows us to identify many functions that emotions perform in learning, which include: motivational, meaning-formative, regulatory, communicative, directing, activating, the function of increasing creative potential, integrative, socializing, goal-setting. The retransmission of emotions in the electronic educational space has its own characteristics. Text information plays an important role in e-education. Therefore, the linguistics of emotions, discursive emotions and forms of verbalization of emotiongenic information are of great importance. The concepts of “emotional design” are of methodological importance for the study of emotions in the electronic educational space. The study revealed the different significance of cognitive and transactional emotiongenic factors of electronic space design for students. The most important cognitive emotiongenic factors were named: brightness and accessibility of visual signs, traditions and “customs”, feedback, reliability of the electronic system. The most significant transactional emotiongenic factors were: social communication, visualization, individualization in the design of the site, retransmission of values through the electronic educational space. The significance of emotiongenic factors differs on ZOOM, MOODLE, and LMS. The study of emotions when working in the electronic space allows us to identify areas of University information educational environment development.

Investigating the Potentials of Classroom Assessment: A Critical Discussion

Despite gaining currency in the contemporary assessment literature, the depth of the various dimensions of classroom assessment is yet to be explored. This systematic review aims to survey what the current literature reports on the evidence of success of classroom assessment in transforming students towards learning, and it also puts forth a number of implications. The review methodology we adopted includes inclusion/exclusion criteria, identification of the relevant literature, screening articles for the final selection and finally judgment used for the quality of the articles. The search for literature started by the keywords, such as, assessment, summative assessment, formative assessment, formative classroom assessment, and assessment literacy. The search engine and databases we used for the research articles entail Google Scholar, Web of Science, Scopus, JSTOR and ERIC. Considering the reality of the development of knowledge in continuum, we extended the period for literature search from 1989 to 2019 (thirty years). The major themes that surfaced incorporate formative assessment, self- and peer assessment, feedback, reliability and validity, alternative assessment, and assessment literacy. We then critically analyzed the themes and suggested implications

Training Direct-Care Staff to Provide Communication Intervention to Adults With Intellectual Disability: A Systematic Review

Purpose The aim of this review was to summarize and evaluate studies on training direct-care staff to provide communication intervention to adults with intellectual disability. Method Systematic searches identified 22 studies. These were summarized and evaluated in terms of (a) participants; (b) settings; (c) training aims and procedures; (d) research designs; (e) reliability, integrity, and social validity; (f) outcomes; (g) generalization and follow-up; and (h) certainty of evidence. Results A total of 437 staff and 254+ adults with intellectual disability participated. Staff training most frequently involved combinations of verbal instruction, role play, modeling, practice, and feedback. Reliability was assessed in 18 studies with acceptable standards for most of these studies. Treatment integrity and social validity were assessed in 1 and 3 studies, respectively, with positive outcomes. Generalization and maintenance were assessed in 5 and 8 studies, respectively, with predominantly positive outcomes. Most studies reported positive outcomes for staff and positive or mixed outcomes for the adults with intellectual disability. Certainty of evidence was rated as conclusive in 1 study, suggestive in 14 studies, and inconclusive in 7 studies. Conclusions There is sufficient evidence to conclude that direct-care staff can be taught to provide effective communication intervention to adults with intellectual disability. Professionals involved in providing training and support to direct-care staff could expect positive outcomes from multicomponent training programs that include opportunities for practice and feedback.

Estimation of the Feedback Reliability for IB-DFE Receivers

single-carrier (SC) modulation with frequency-domain equalization (FDE) combined with iterative (turbo) FDE schemes has been shown to be suitable for cyclic-prefix (CP)-assisted block transmission within broadband wireless systems. Its excellent performance in severely time-dispersive channels, makes it a promising candidate for future broadband wireless systems. In this paper we investigated the impact of the correlation factor estimation in the performance of iterative block decision feedback equalization (IB-DFE) receivers. Since the correlation factor represents a key parameter to ensure the good performance of these receivers, reliable estimates of this factor are needed in the feedback loop. We present several methods to estimate the correlation coefficient. We also propose a technique to compensate the inaccuracy of the estimation.