Hypotheses Testing on a Multivariate Null Intercept Errors-in-Variables Model

Considering the Wald, score, and likelihood ratio asymptotic test statistics, we analyze a multivariate null intercept errors-in-variables regression model, where the explanatory and the response variables are subject to measurement errors, and a possible structure of dependency between the measurements taken within the same individual are incorporated, representing a longitudinal structure. This model was proposed by Aoki et al. (2003b) and analyzed under the bayesian approach. In this article, considering the classical approach, we analyze asymptotic test statistics and present a simulation study to compare the behavior of the three test statistics for different sample sizes, parameter values and nominal levels of the test. Also, closed form expressions for the score function and the Fisher information matrix are presented. We consider two real numerical illustrations, the odontological data set from Hadgu and Koch (1999), and a quality control data set.

Improved score tests in symmetric linear regression models

The class of symmetric linear regression models has the normal linear regression model as a special case and includes several models that assume that the errors follow a symmetric distribution with longer-than-normal tails. An important member of this class is the t linear regression model, which is commonly used as an alternative to the usual normal regression model when the data contain extreme or outlying observations. In this article, we develop second-order asymptotic theory for score tests in this class of models. We obtain Bartlett-corrected score statistics for testing hypotheses on the regression and the dispersion parameters. The corrected statistics have chi-squared distributions with errors of order O(n(-3/2)), n being the sample size. The corrections represent an improvement over the corresponding original Rao`s score statistics, which are chi-squared distributed up to errors of order O(n(-1)). Simulation results show that the corrected score tests perform much better than their uncorrected counterparts in samples of small or moderate size.

Small-Sample Corrections for Score Tests in Birnbaum-Saunders Regressions

In this article, we deal with the issue of performing accurate small-sample inference in the Birnbaum-Saunders regression model, which can be useful for modeling lifetime or reliability data. We derive a Bartlett-type correction for the score test and numerically compare the corrected test with the usual score test and some other competitors.

Prediction in Multilevel Logistic Regression

The purpose of this article is to present a new method to predict the response variable of an observation in a new cluster for a multilevel logistic regression. The central idea is based on the empirical best estimator for the random effect. Two estimation methods for multilevel model are compared: penalized quasi-likelihood and Gauss-Hermite quadrature. The performance measures for the prediction of the probability for a new cluster observation of the multilevel logistic model in comparison with the usual logistic model are examined through simulations and an application.

Framework for Skew-Probit Links in Binary Regression

We review several asymmetrical links for binary regression models and present a unified approach for two skew-probit links proposed in the literature. Moreover, under skew-probit link, conditions for the existence of the ML estimators and the posterior distribution under improper priors are established. The framework proposed here considers two sets of latent variables which are helpful to implement the Bayesian MCMC approach. A simulation study to criteria for models comparison is conducted and two applications are made. Using different Bayesian criteria we show that, for these data sets, the skew-probit links are better than alternative links proposed in the literature.

Asymptotic Skewness in Exponential Family Nonlinear Models

In this article, we give an asymptotic formula of order n(-1/2), where n is the sample size, for the skewness of the distributions of the maximum likelihood estimates of the parameters in exponencial family nonlinear models. We generalize the result by Cordeiro and Cordeiro ( 2001). The formula is given in matrix notation and is very suitable for computer implementation and to obtain closed form expressions for a great variety of models. Some special cases and two applications are discussed.

Discourse strategies and power roles in student-led distance learning

The assertion of identity and power via computer-mediated communication in the context of distance or web-based learning presents challenges to both teachers and students. When regular, face-to-face classroom interaction is replaced by online chat or group discussion forums, participants must avail themselves of new techniques and tactics for contributing to and furthering interaction, discussion, and learning. During student-only chat sessions, the absence of teacher-led, face-to-face classroom activities requires the students to assume leadership roles and responsibilities normally associated with the teacher. This situation raises the questions of who teaches and who learns; how students discursively negotiate power roles; and whether power emerges as a function of displayed expertise and knowledge or rather the use of authoritative language. This descriptive study represents an examination of a corpus of task-based discussion logs among Vietnamese students of distance learning courses in English linguistics. The data reveal recurring discourse strategies for 1) negotiating the progression of the discussion sessions, 2) asserting and questioning knowledge, and 3) assuming or delegating responsibility. Power is defined ad hoc as the ability to successfully perform these strategies. The data analysis contributes to a better understanding of how working methods and materials can be tailored to students in distance learning courses, and how such students can be empowered by being afforded opportunities and effectively encouraged to assert their knowledge and authority.

Students’ Role in Distance Learning

1. IntroductionMuch of the support that students have in a traditional classroom is absent in a distance learning course. In the traditional classroom, the learner is together with his or her classmates and the teacher; learning is socially embedded. Students can talk to each other and may learn from each other as they go through the learning process together. They also witness the teacher’s expression of the knowledge firsthand. The class participants communicate to each other not only through their words, but also through their gestures, facial expressions and tone of voice, and the teacher can observe the students’ progress and provide guidance and feedback in an as-needed basis. Further, through the habit of meeting in a regular place at a regular time, the participants reinforce their own and each other’s commitment to the course. A distance course must somehow provide learners other kinds of supports so that the distance learner also has a sense of connection with a learning community; can benefit from interaction with peers who are going through a similar learning process; receives feedback that allows him or her to know how he or she is progressing; and is guided enough so that he or she continues to progress towards the learning objectives. This cannot be accomplished if the distance course does not simultaneously promote student autonomy, for the distance course format requires students to take greater responsibility for their own learning. This chapter presents one distance learning course that was able to address all of these goals. The English Department at Högskolan Dalarna, Sweden, participates in a distance learning program with Vietnam National University. Students enrolled in this program study half-time for two years to complete a Master’s degree in English Linguistics. The distance courses in this program all contain two types of regular class meetings: one type is student-only seminars conducted through text chat, during which students discuss and complete assignments that prepare them for the other type of class meeting, also conducted through text chat, where the teacher is present and is the one to lead the discussion of seminar issues and assignments. The inclusion of student-only seminars in the course design allows for student independence while at the same time it encourages co-operation and solidarity. The teacher-led seminars offer the advantages of a class led by an expert.In this chapter, we present chatlog data from Vietnamese students in one distance course in English linguistics, comparing the role of the student in both student-only and teacher-led seminars. We discuss how students navigate their participation roles, through computer-mediated communication (CMC), according to seminar type, and we consider the emerging role of the autonomous student in the foreign-language medium, distance learning environment. We close by considering aspects of effective design of distance learning courses from the perspective of a foreign language (FL) environment.

Common Features in Vector Nonlinear Time Series Models

This thesis consists of four manuscripts in the area of nonlinear time series econometrics on topics of testing, modeling and forecasting nonlinear common features. The aim of this thesis is to develop new econometric contributions for hypothesis testing and forecasting in these area. Both stationary and nonstationary time series are concerned. A definition of common features is proposed in an appropriate way to each class. Based on the definition, a vector nonlinear time series model with common features is set up for testing for common features. The proposed models are available for forecasting as well after being well specified. The first paper addresses a testing procedure on nonstationary time series. A class of nonlinear cointegration, smooth-transition (ST) cointegration, is examined. The ST cointegration nests the previously developed linear and threshold cointegration. An Ftypetest for examining the ST cointegration is derived when stationary transition variables are imposed rather than nonstationary variables. Later ones drive the test standard, while the former ones make the test nonstandard. This has important implications for empirical work. It is crucial to distinguish between the cases with stationary and nonstationary transition variables so that the correct test can be used. The second and the fourth papers develop testing approaches for stationary time series. In particular, the vector ST autoregressive (VSTAR) model is extended to allow for common nonlinear features (CNFs). These two papers propose a modeling procedure and derive tests for the presence of CNFs. Including model specification using the testing contributions above, the third paper considers forecasting with vector nonlinear time series models and extends the procedures available for univariate nonlinear models. The VSTAR model with CNFs and the ST cointegration model in the previous papers are exemplified in detail,and thereafter illustrated within two corresponding macroeconomic data sets.

Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation

Background: Constructive alignment (CA) is a pedagogical approach that emphasizes the alignment between the intended learning outcomes (ILOs), teaching and learning activities (TLAs) and assessment tasks (ATs) as well as creation of a teaching/learning environment where students will be able to actively create their knowledge. Objectives: This paper aims at investigating the extent of constructively-aligned courses in Computer Engineering and Informatics department at Dalarna University, Sweden. This study is based on empirical observations of teacher’s perceptions of implementation of CA in their courses. Methods: Ten teachers (5 from each department) were asked to fill a paper-based questionnaire, which included a number of questions related to issues of implementing CA in courses. Results: Responses to the items of the questionnaire were mixed. Teachers clearly state the ILOs in their courses and try to align the TLAs and ATs to the ILOs. Computer Engineering teachers do not explicitly communicate the ILOs to the students as compared to Informatics teachers. In addition, Computer Engineering teachers stated that their students are less active in learning activities as compared to Informatics teachers. When asked about their subjective ratings of teaching methods all teachers stated that their current teaching is teacher-centered but they try to shift the focus of activity from them to the students. Conclusions: From teachers’ perspectives, the courses are partially constructively-aligned. Their courses are “aligned”, i.e. ILOs, TLAs and ATs are aligned to each other but they are not “constructive” since, according to them, there was a low student engagement in learning activities, especially in Computer Engineering department.

Development of on-line courses focusing on quality

The purpose of this paper is to show by which means quality in on-line education is achieved at Dalarna University. As a leading provider of online university courses in northern Europe, both in terms of number of students conducting their studies entirely on-line compared to the whole student body, (approximately 70% on-line students all subjects included), Dalarna University has acquired de facto extensive practical experience in the field of information technologies related to distance education. It has been deemed essential, to ensure that the quality of teaching reflects the principles governing the assessment of learning so that on-line education is deemed as comparative to campus education, both from a legal and cognitive point-of-view. Dalarna University began on-line courses in 2002 and it soon became clear that the interaction between the teacher and the student should make its mark in all stages of the learning process in order to both maintain the learners' motivation and ensure the assimilation of knowledge. We will illustrate these aspects by giving examples of what has been done in the recent years in on-line teaching of languages. As this method of teaching is not limited to learning basic language skills, but also to the study of literature, social issues and the language system of the various cultures, our presentation will offer a broad range of areas where the principles of quality in education are provided on a daily basis.

Online and Offline Gaming as Support for English Education in Swedish Upper Elementary Schools with Focus on Reading Comprehension Online and Offline Gaming as Support for English Education in Swedish Upper Elementary Schools with Focus on Reading Comprehension : A literature review about online and offline gaming as a resource for developing English reading comprehension in Swedish schools in year 4-6

The aim of this degree thesis is to see what research says about the use of computer and video games to support upper elementary pupils’ development in English reading comprehension in Swedish schools. Other goals are to see how online and offline gaming can be integrated in the Swedish schools and what attitudes teachers have towards gaming. The method used is a systematic literature review and the purpose is to analyze chosen articles and to find relevant content that answers the research questions. Five articles were chosen from different databases and were systematically analyzed in this thesis. The results show that online gaming as support for education can be rewarding for some upper elementary pupils in English learning. However, in English reading comprehension there is not much research found which means that more research needs to be made within this area. Moreover, involving online gaming in English language learning seems to be a challenge for teachers mostly because of their lack of knowledge about the subject, even though they are positive to gaming. The lack of knowledge about the subject could be altered with more education and courses in the area.

Swedish Primary Teachers' Attitudes towards Integrating Gaming in the EFL Classroom

A current topic in Swedish schools is the use of computer games and gaming. One reason is because computers are becoming more and more integrated into the schools, and the technology plays a large role in the everyday lives of the pupils. Since teachers should integrate pupils’ interests in the formal teaching, it is of interest to know what attitudes teachers have towards gaming. Therefore the aim of this empirical study is to gain an insight into the attitudes Swedish primary teachers have towards online and offline computer games in the EFL classroom. An additional aim is to investigate to what extent teachers use games. Five interviews were conducted with teachers in different Swedish schools in a small to medium-sized municipality. After the interviews were transcribed, the results were analyzed and discussed in relation to relevant research and the sociocultural theory. The results show that teachers are positive towards games and gaming, mostly because gaming often contains interaction with others and learning from peers is a main component in sociocultural theory. However, only one out of the five participants had at some point used games. The conclusion is that teachers are unsure about how to use games in their teaching and that training and courses in this area would be valuable. More research is needed within this area, and it would be of value to investigate what suggested courses would contain and also to investigate exactly how games can be used in teaching.

An Empirical Study on Teachers’ Choice of Extensive Literature in the Swedish Upper Secondary EFL Classroom

The importance of extensive literature reading in the English as a Foreign Language (EFL) context has been given increasing attention in recent research. Literature reading is also a required part of the national syllabi of the (EFL) courses offered to both adolescents and adults at Upper Secondary level in Sweden. This thesis aims to investigate the teachers’ process of making literature choices for extensive reading in upper secondary EFL courses in Sweden. Eight teachers of three different student groups took part in the study, representing adolescent university preparatory programs and vocational programs, as well as programs for adult students. Questionnaires were used and the data was analyzed for patterns revealing three main factors affecting teachers’ literature choice: language proficiency, reading experience and contextual factors. These three factors were fitted into the theoretical framework of psycholinguistic and sociolinguistic reading models, with the addition of a perspective of motivational research. The results of this survey underline the importance of extensive reading, according to teachers, and that motivation for literature choice can be primarily related to factors associated with psycholinguistic reading models. The survey also points to the need for further investigating of teachers’ own experiences of literature reading, searching for deeper motivational factors which influence teaching choices. Another future field of research is the choice of reading activities assigned together with the chosen literature, which probably also influence teachers’ choices in the Swedish EFL classroom.

O ensino de comunicação nos cursos de administração de empresas: comparação entre o Brasil e os Estados Unidos da América

Este trabalho investiga -- nos cursos brasileiros de administração de empresas, nos níveis de graduação e pós-graduação -- o conteúdo programático de uma disciplina com título ainda não consagrado, que poderia chamar-se Comunicação Humana Profissional. Investiga também -- nos cursos norte-americanos de graduação e MBA -- o conteúdo programático da respectiva disciplina, lá frequentemente denominada Business Communication ou Management Communication. Paralelamente, analisa o conteúdo dos manuais brasileiros e norte-americanos destinados ao ensino do tema. Como resultado, oferece sugestão de conteúdo programático, que poderia ser utilizado para uma difusão mais ampla da disciplina, nas escolas brasileiras.