Effectiveness of an Online Social Constructivist Mathematical Problem Solving Course for Malaysian Pre-Service Teachers

This study assessed the effectiveness of an online mathematical problem solving course designed using a social constructivist approach for pre-service teachers. Thirty-seven pre-service teachers at the Batu Lintang Teacher Institute, Sarawak, Malaysia were randomly selected to participate in the study. The participants were required to complete the course online without the typical face-to-face classes and they were also required to solve authentic mathematical problems in small groups of 4-5 participants based on the Polya’s Problem Solving Model via asynchronous online discussions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning course. Findings showed that a majority of the participants were satisfied with their learning experiences in the course. There were no significant changes in the participants’ attitudes toward mathematics, while the participants’ skills in problem solving for “understand the problem” and “devise a plan” steps based on the Polya’s Model were significantly enhanced, though no improvement was apparent for “carry out the plan” and “review”. The results also showed that there were significant improvements in the participants’ critical thinking skills. Furthermore, participants with higher initial computer skills were also found to show higher performance in mathematical problem solving as compared to those with lower computer skills. However, there were no significant differences in the participants’ achievements in the course based on gender. Generally, the online social constructivist mathematical problem solving course is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes. Nonetheless, careful considerations need to be made in the designing and implementing of online courses to minimize problems that participants might encounter while participating in such courses.

Emergence of Financial Intermediaries in Electronic Markets: The Case of Online P2P Lending

We analyze the role of intermediaries in electronic markets using detailed data of more than 14,000 originated loans on an electronic P2P (peer-to-peer) lending platform. In such an electronic credit market, lenders bid to supply a private loan. Screening of potential borrowers and the monitoring of loan repayment can be delegated to designated group leaders. We find that these market participants act as financial intermediaries and significantly improve borrowers' credit conditions by reducing information asymmetries, predominantly for borrowers with less attractive risk characteristics. Our findings may be surprising given the replacement of a bank by an electronic marketplace.

MOOCs – Massive Open Online Courses

Massive Open Online Courses (MOOCs) bezeichnen Kurse, die online stattfinden und auf Grund fehlender Zugangsbeschränkungen und kostenfreien Zugangs sehr hohe Teilnehmerzahlen erreichen. Der erste MOOC wurde 2011 durch Sebastian Thrun, Professor für Informatik an der Stanford University, zum Thema der Künstlichen Intelligenz angeboten und hatte 160.000 Teilnehmende. In der Folge wurden MOOCs als die revolutionäre Lehr-/Lerninnovation gepriesen, immer mehr Unternehmen gründeten MOOCs-Plattformen. Seit Ende 2012 bieten auch in Deutschland erste Institutionen eigene Plattformen mit MOOCs an. Man unterscheidet im Wesentlichen zwei Varianten – xMoocs und cMOOCs: xMoocs bieten auf Video aufgezeichnete Vorlesungen, die durch Tests und Fragen unterbrochen und zu denen Aufgaben ausgeteilt werden. Sie werden ergänzt durch Foren. cMOOCs orientieren sich eher an der Form eines Seminars oder Workshops, in ihnen können die Teilnehmenden die Inhalte selbst miterarbeiten und -gestalten. Um die Potenziale, aber auch die Schwächen der MOOCs bewerten zu können, bedarf es aber einer differenzierten Betrachtung, als sie bisher stattgefunden hat. Dieser Band stellt Erfahrungsberichte und Beispiele aus deutschen Hochschulen oder mit deutscher Beteiligung vor und reflektiert das Phänomen der MOOCs unter didaktischen, historischen und bildungspolitischen Aspekten.

EU Data Protection Law and Targeted Advertising: Consent and the Cookie Monster - Tracking the crumbs of online user behaviour

This article provides a holistic legal analysis of the use of cookies in Online Behavioural Advertising. The current EU legislative framework is outlined in detail, and the legal obligations are examined. Consent and the debates surrounding its implementation form a large portion of the analysis. The article outlines the current difficulties associated with the reliance on this requirement as a condition for the placing and accessing of cookies. Alternatives to this approach are explored, and the implementation of solutions based on the application of the Privacy by Design and Privacy by Default concepts are presented. This discussion involves an analysis of the use of code and, therefore, product architecture to ensure adequate protections.

Performance Availability and Anticipatory Change Planning of Intralogistics Systems: A Simulation-Based Approach

In recent years, the ability to respond to real time changes in operations and reconfigurability in equipment are likely to become essential characteristics for next generation intralogistics systems as well as the level of automation, cost effectiveness and maximum throughput. In order to cope with turbulences and the increasing level of dynamic conditions, future intralogistics systems have to feature short reaction times, high flexibility in processes and the ability to adapt to frequent changes. The increasing autonomy and complexity in processes of today’s intralogistics systems requires new and innovative management approaches, which allow a fast response to (un)anticipated events and adaptation to changing environment in order to reduce the negative consequences of these events. The ability of a system to respond effectively a disruption depends more on the decisions taken before the event than those taken during or after. In this context, anticipatory change planning can be a usable approach for managers to make contingency plans for intralogistics systems to deal with the rapidly changing marketplace. This paper proposes a simulation-based decision making framework for the anticipatory change planning of intralogistics systems. This approach includes the quantitative assessments based on the simulation in defined scenarios as well as the analysis of performance availability that combines the flexibility corridors of different performance dimensions. The implementation of the approach is illustrated on a new intralogistics technology called the Cellular Transport System.

Over two decades of blended and online physics courses at Michigan State University

In Fall 1992, our first physics course offered online homework. Over two decades later, we have seven physics courses online, spanning the whole range of introductory course offerings, with a total of over 1600 students in 2014. We found that several of the the purely online courses had better learning success than traditional lecture courses, as measured by exam scores. Particularly successful were online materials with embedded assessment. This result can be interpreted in different ways, but may serve as an indicator that during in-class lectures, we are oftentimes not taking advantage of the fact that we have the students on-site.