Mixed methods and its application in prehospital research: a systematic review

The utilization of mixed methods in prehospital research is relatively new. Its use may enhance research findings, but it is not without its challenges. This study used online databases to systemically search for literature relating to the application of mixed methods in prehospital research, in order to understand the place of mixed methods research in the prehospital setting. The prehospital field appears to be embracing mixed methods as an approach to research due to its ability to address health care questions in complex, diverse environments. However, supplemental literature in this area is limited, with mixed methods expertise being found in other health science areas. Researchers should endeavor to continue to contribute to this area through high-quality, rigorous mixed methods studies.

Condition monitoring of induction motors : A review and an application of an ensemble of hybrid intelligent models

In this paper, a review on condition monitoring of induction motors is first presented. Then, an ensemble of hybrid intelligent models that is useful for condition monitoring of induction motors is proposed. The review covers two parts, i.e.; (i) a total of nine commonly used condition monitoring methods of induction motors; and (ii) intelligent learning models for condition monitoring of induction motors subject to single and multiple input signals. Based on the review findings, the Motor Current Signature Analysis (MCSA) method is selected for this study owing to its online, non-invasive properties and its requirement of only single input source; therefore leading to a cost-effective condition monitoring method. A hybrid intelligent model that consists of the Fuzzy Min-Max (FMM) neural network and the Random Forest (RF) model comprising an ensemble of Classification and Regression Trees is developed. The majority voting scheme is used to combine the predictions produced by the resulting FMM-RF ensemble (or FMM-RFE) members. A benchmark problem is first deployed to evaluate the usefulness of the FMM-RFE model. Then, the model is applied to condition monitoring of induction motors using a set of real data samples. Specifically, the stator current signals of induction motors are obtained using the MCSA method. The signals are processed to produce a set of harmonic-based features for classification using the FMM-RFE model. The experimental results show good performances in both noise-free and noisy environments. More importantly, a set of explanatory rules in the form of a decision tree can be extracted from the FMM-RFE model to justify its predictions. The outcomes ascertain the effectiveness of the proposed FMM-RFE model in undertaking condition monitoring tasks, especially for induction motors, under different environments. © 2014 Elsevier Ltd. All rights reserved.

Ipoll: Automatic polling using online search

For years, opinion polls rely on data collected through telephone or person-to-person surveys. The process is costly, inconvenient, and slow. Recently online search data has emerged as potential proxies for the survey data. However considerable human involvement is still needed for the selection of search indices, a task that requires knowledge of both the target issue and how search terms are used by the online community. The robustness of such manually selected search indices can be questionable. In this paper, we propose an automatic polling system through a novel application of machine learning. In this system, the needs for examining, comparing, and selecting search indices have been eliminated through automatic generation of candidate search indices and intelligent combination of the indices. The results include a publicly accessible web application that provides real-time, robust, and accurate measurements of public opinions on several subjects of general interest.

Hierarchical dirichlet process for tracking complex topical structure evolution and its application to autism research literature

In this paper we describe a novel framework for the discovery of the topical content of a data corpus, and the tracking of its complex structural changes across the temporal dimension. In contrast to previous work our model does not impose a prior on the rate at which documents are added to the corpus nor does it adopt the Markovian assumption which overly restricts the type of changes that the model can capture. Our key technical contribution is a framework based on (i) discretization of time into epochs, (ii) epoch-wise topic discovery using a hierarchical Dirichlet process-based model, and (iii) a temporal similarity graph which allows for the modelling of complex topic changes: emergence and disappearance, evolution, splitting and merging. The power of the proposed framework is demonstrated on the medical literature corpus concerned with the autism spectrum disorder (ASD) - an increasingly important research subject of significant social and healthcare importance. In addition to the collected ASD literature corpus which we made freely available, our contributions also include two free online tools we built as aids to ASD researchers. These can be used for semantically meaningful navigation and searching, as well as knowledge discovery from this large and rapidly growing corpus of literature.

Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?

BACKGROUND OR CONTEXT: A developing international engineering industry is dependent on competition and innovation, creating a market for highly skilled graduates from respected overseas and Australian Engineering universities. The delivery of engineering teaching and learning via blended faceto-face, problem based, research focused and online collaborative learning will continue to be the foundation of future engineering education, however, it will be those institutions who can reshape its learning spaces within a culture of innovation using 1:1 devices that will continue to attract the brightest minds. Investing in educational research that explores the preferred learning styles of learners and matching this to specifically designed 1:1 personalized web applications may be the ‘value add’ to improve student engagement. In this paper, a survey of Australian engineering education is presented and contrasted against a backdrop of internationally recognised educational pedagogy to demonstrate how engineering teaching and learning has changed over time. This paper draws on research and identifies a gap where a necessity to question the validity of 1:1 devices as the next step in the evolution of engineering education needs to be undertaken. How will teaching and learning look using 1:1 devices and will it drive student demand into engineering higher
education courses. Will this lead to improving professional standards within a dynamic engineering education context? How will current and future teaching and learning be influenced by constructivism using 1:1 device technologies? How will the engineering industry benefit from higher education investment in individualised engineering education
using 1:1 devices for teaching and learning?
PURPOSE OR GOAL: To review the current academic thinking around the topic of 1:1 devices within higher education engineering teaching and learning context in Australia. To identify any gaps in the current understandings and use of 1:1 devices within engineering courses in Australia. To generate discussion and better understanding about how the use of 1:1 devices may hinder and/or improve teaching and learning and student engagement.
APPROACH: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom. It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
DISCUSSION: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom.
ANTICIPATED OUTCOMES: It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: A gap exists in the current research about the effectiveness and use of 1:1 devices in engineering education; therefore, it is necessary to undertake further research in the area. It is proposed to hypothesize and conduct field research to identify any shortcomings and possible benefits for engineering educators and learners within a constructivist-teaching
context that explores the relationship between the use of personalized 1:1 devices for teaching and learning, adapting for individual learning styles, and identification and application of appropriate teaching and learning strategies within a constructiveness engineering course approach. Research is required to clarify the following research questions;
• What education teaching and learning strategies best facilitate the use of 1:1 devices for online teaching and learning?
• Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?
• What are the factors within a university engineering faculty that may hinder and/or support the use of 1:1 devices for online teaching and learning?
• To what extent do 1:1 devices assist engineering educators and students to foster a culture of innovation? The study results will offer engineering educators and students an opportunity to reflect on
their current teaching and learning practice, and contextualise the use of 1:1 devices as a tool to improve student engagement. It is expected the learning benefits will outweigh the implementation costs and derive a unique learning experience that will empower engineering educators and students to inspire a culture of innovation.