Iowa College Student Aid Commission Performance Report, FY 2015

Agency Performance Report

Gestión de la actividad no presencial y autoevaluación de competencias = Management of student learning outside the classroom and the self-evaluation of competences

La asignatura troncal “Evaluación Psicológica” de los estudios de Psicología y delestudio de grado “Desarrollo humano en la sociedad de la información” de laUniversidad de Girona consta de 12 créditos según la Ley Orgánica de Universidades.Hasta el año académico 2004-05 el trabajo no presencial del alumno consistía en larealización de una evaluación psicológica que se entregaba por escrito a final de curso yde la cual el estudiante obtenía una calificación y revisión si se solicitaba. En el caminohacia el Espacio Europeo de Educación Superior, esta asignatura consta de 9 créditosque equivalen a un total de 255 horas de trabajo presencial y no presencial delestudiante. En los años académicos 2005-06 y 2006-07 se ha creado una guía de trabajopara la gestión de la actividad no presencial con el objetivo de alcanzar aprendizajes anivel de aplicación y solución de problemas/pensamiento crítico (Bloom, 1975)siguiendo las recomendaciones de la Agencia para la Calidad del Sistema Universitariode Cataluña (2005). La guía incorpora: los objetivos de aprendizaje, los criterios deevaluación, la descripción de las actividades, el cronograma semanal de trabajos paratodo el curso, la especificación de las tutorías programadas para la revisión de losdiversos pasos del proceso de evaluación psicológica y el uso del foro para elconocimiento, análisis y crítica constructiva de las evaluaciones realizadas por loscompañeros

Instruments for investigating fitness to drive - needs and expectations in primary care: a qualitative study

Background: Primary care physicians are often requested to assess their patients' fitness to drive. Little is however known on their needs to help them in this task. Aims: The aim of this study is to develop theories on needs, expectations, and barriers for clinical instruments helping physicians assess fitness to drive in primary care. Methods: This qualitative study used semi-structured interviews to investigate needs and expectations for instruments used to assess fitness to drive. From August 2011 to April 2013, we recorded opinions from five experts in traffic medicine, five primary care physicians, and five senior drivers. All interviews were integrally transcribed. Two independent researchers extracted, coded, and stratified categories relying on multi-grounded theory. All participants validated the final scheme. Results: Our theory suggests that for an instruments assessing fitness to drive to be implemented in primary care, it need to contribute to the decisional process. This requires at least five conditions: 1) it needs to reduce the range of uncertainty, 2) it needs to be adapted to local resources and possibilities, 3) it needs to be accepted by patients, 4) choices of tasks need to adaptable to clinical conditions, 5) and interpretation of results need to remain dependant of each patient's context. Discussion and conclusions: Most existing instruments assessing fitness to drive are not designed for primary care settings. Future instruments should also aim to support patient-centred dialogue, help anticipate driving cessation, and offer patients the opportunity to freely take their own decision on driving cessation as often as possible.

Wireless capsule pH monitoring: does it fulfil all expectations?

pH monitoring has been used as a diagnostic tool in gastro-oesophageal reflux disease (GERD) for many years. Recent studies have shown that wireless capsule pH monitoring is better tolerated and interferes less with daily activities as compared to traditional catheter-based pH monitoring. Moreover, prolonged recording time (48 h instead of 24 h) is possible with wireless pH monitoring. The main secondary effect of wireless capsule pH monitoring is induction of thoracic discomfort in 10-65% of the patients, which can vary from mild foreign body sensation to severe chest pain. Sensitivity and specificity of wireless capsule monitoring is comparable to that of traditional pH monitoring. It has not been proven yet that better tolerability and a longer recording time increases the diagnostic yield of wireless capsule monitoring in GERD.

Emotions in a Web-based Learning Environment

The aim of this thesis was to examine emotions in a web-based learning environment (WBLE). Theoretically, the thesis was grounded on the dimensional model of emotions. Four empirical studies were conducted. Study I focused on students’ anxiety and their self-efficacy in computer-using situations. Studies II and III examined the influence of experienced emotions on students’ collaborative visible and non-collaborative invisible activities and lurking in a WBLE. Study II also focused on the antecedents of the emotions students experience in a web-based learning environment. Study IV concentrated on clarifying the differences between emotions experienced in face-to-face and web-based collaborative learning. The results of these studies are reported in four original research articles published in scientific journals. The present studies demonstrate that emotions are important determinants of student behaviour in a web-based learning, and justify the conclusion that interactions on the web can and do have an emotional content. Based on the results of these empirical studies, it can be concluded that the emotions students experience during the web-based learning result mostly from the social interactions rather than from the technological context. The studies indicate that the technology itself is not the only antecedent of students’ emotional reactions in the collaborative web-based learning situations. However, the technology itself also exerted an influence on students’ behaviour. It was found that students’ computer anxiety was associated with their negative expectations of the consequences of using technology-based learning environments in their studies. Moreover, the results also indicated that student behaviours in a WBLE can be divided into three partially overlapping classes: i) collaborative visible ii) non-collaborative invisible activities, and iii) lurking. What is more, students’ emotions experienced during the web-based learning affected how actively they participated in such activities in the environment. Especially lurkers, i.e. students who seldom participated in discussions but frequently visited the online environment, experienced more negatively valenced emotions during the courses than did the other students. This result indicates that such negatively toned emotional experiences can make the lurking individuals less eager to participate in other WBLE courses in the future. Therefore, future research should also focus more precisely on the reasons that cause individuals to lurk in online learning groups, and the development of learning tasks that do not encourage or permit lurking or inactivity. Finally, the results from the study comparing emotional reactions in web-based and face-to-face collaborative learning indicated that the learning by means of web-based communication resulted in more affective reactivity when compared to learning in a face-to-face situation. The results imply that the students in the web-based learning group experienced more intense emotions than the students in the face-to-face learning group.The interpretations of this result are that the lack of means for expressing emotional reactions and perceiving others’ emotions increased the affectivity in the web-based learning groups. Such increased affective reactivity could, for example, debilitate individual’s learning performance, especially in complex learning tasks. Therefore, it is recommended that in the future more studies should be focused on the possibilities to express emotions in a text-based web environment to ensure better means for communicating emotions, and subsequently, possibly decrease the high level of affectivity. However, we do not yet know whether the use of means for communicating emotional expressions via the web (for example, “smileys” or “emoticons”) would be beneficial or disadvantageous in formal learning situations. Therefore, future studies should also focus on assessing how the use of such symbols as a means for expressing emotions in a text-based web environment would affect students’ and teachers’ behaviour and emotional state in web-based learning environments.

Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives

This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing in-depth interviews was selected. Results show that disciplinary knowledge takes precedence when faculty members select competencies to be developed in online courses for their respective professions. In all three disciplines, the design of interaction to correspond with disciplinary competencies was often influenced by contextual factors that modify faculty intention. Therefore, instructional design will vary across countries in the same discipline to address the local context, such as the needs and expectations of the learners, faculty perspectives, beliefs and values, and the needs of the institution, the community, and country. The three disciplines from the three countries agreed on the importance of the following competencies: knowledge of the field, higher order cognitive processes such as critical thinking, analysis, problem solving, transfer of knowledge, oral and written communication skills, team work, decision making, leadership and management skills, indicating far more similarities in competencies than differences between the three different applied disciplines. We found a lack of correspondence between faculty¿s intent to develop collaborative learning skills and the actual development of them. Contextual factors such as faculty prior experience in design, student reluctance to engage in collaborative learning, and institutional assessment systems that focus on individual performance were some of these reasons.

"Typically German" - Cultural Expectations and Experiences

Tutkielman tavoite ja tutkimusmenetelmät Tutkielman päätavoitteena oli selvittää millaisia stereotyyppisiä odotuksia ihmisillä liike-elämässä on saksalaisista. Tutkimusmenetelmä oli laadullinen tutkimus ja aineistonkeruumenetelmänä käytettiin teemahaastatteluja. Haastatteluilla saatua materiaalia täydennettiin ja peilatiin managementkirjallisuudesta poimituilla kuvauksilla saksalaisista. Johtopäätökset Tutkielman empiriaosassa muodostettiin kolme erillistä stereotyyppiä saksalaisista. Suomalaisten kuva saksalaisista oli suhteellisen yhtenäinen, kun taas kansainvälisissä mielikuvissa oli enemmän hajontaa. Rehellisyys, järjestelmällisyys, muodollisuus ja laadun tuottaminen olivat yleisesti hyväksyttyjä "saksalaisia ominaisuuksia". Toisin kuin auto-stereotypiat yleensä, vaikutti saksalaisten kuva omasta kansallisuudestaan suhteellisen negatiiviselta.

Peso problem anddevaluation expectations: Evidence from Latin America

Tämän tutkielman tavoitteena on tutkia peso-ongelmaa sekä devalvaatio-odotuksia seuraavissa Latinalaisen Amerikan maissa: Argentiina, Brasilia, Costa Rica, Uruguay ja Venezuela. Lisäksi tutkitaan, onko peso-ongelmalla mahdollista selittää korkojen epäsäännöllistä käyttäytymistä ennen todellisen devalvaation tapahtumista. Jotta näiden tutkiminen olisi mahdollista, lasketaan markkinoiden odotettu devalvaation todennäköisyys tutkittavissa maissa. Odotettu devalvaation todennäköisyys lasketaan aikavälillä tammikuusta 1996 joulukuuhun 2006 käyttäen kahta erilaista mallia. Korkoero-mallin mukaan maiden välisestä korkoerosta on mahdollista laskea markkinoiden devalvaatio-odotukset. Toiseksi, Probit-mallissa käytetään useita makrotaloudellisia tekijöitä selittävinä muuttujina laskettaessa odotettua devalvaation todennäköisyyttä. Lisäksi tutkitaan, miten yksittäisten makrotaloudellisten muuttujien kehitys vaikuttaa odotettuun devalvaation todennäköisyyteen. Empiiriset tulokset osoittavat, että tutkituissa Latinalaisen Amerikan maissa oli peso-ongelma aikavälillä tammikuusta 1996 joulukuuhun 2006. Korkoero-mallin tulosten mukaan peso-ongelma löytyi kaikista muista tutkituista maista lukuun ottamatta Argentiinaa. Vastaavasti Probit-mallin mukaan peso-ongelma löytyi kaikista tutkituista maista. Tulokset osoittavat myös, että korkojen epäsäännöllinen kehitys ennen varsinaista devalvaatiota on mahdollista selittää peso-ongelmalla. Probit-mallin tulokset osoittavat lisäksi, että makrotaloudellisten muuttujien kehityksellä ei ole mitään tiettyä kaavaa liittyen siihen, kuinka ne vaikuttavat markkinoiden devalvaatio-odotuksiin Latinalaisessa Amerikassa. Pikemmin vaikutukset näyttävät olevan maakohtaisia.

European Union Eastern Enlargement - Expectations and Experiences of Doing Business in the New Member States

This publication deals with various aspects of European Union enlargement effects faced by the companies from EU15 and especially from Finland when doing business in the ten transitional economies which joined European Union in 2004 and 2007