Neuroangradogy in Online Education

The purpose of this perspective in practice essay is to address the effectiveness of online learning based on adult brain-based education. This essay attempts to answer the question: Do what we know about the brain (neurology) and adult teaching methods (andragogy) play a key role in learning in online courses?

A Study of Online Hotel Reservations on Asia Pacific-Based, European-Based, and North American-Based Travel Websites

This paper reports a study that examined hotel reservation services on travel websites. Using a systematic search, 90 travel websites were selected with an equal number of North American-based, European-based, and Asia Pacfic-based websites. These regions represent the areas of the world with the most Internet users. Based on the developed framework of information quality, the contents of the selected travel websites were evaluated. Be empirical results indicated that the travel websites achieved different levels of quality in online information, and that North American-based websites performed significantly better in some attributes.

Online Pricing Practice for Hotel Room Rates in China: The Case of Shanghai

Travel websites that enable hotel room reservations have created unprecedented business opportunities. However, they have also overloaded hotel customers with information. This situation is particularly true of China, an emerging country with the largest population in the world and the most promising growth prospect in tourism. This study investigated the room-rate pricing practice of five online distribution channels, measured by the lowest available rates. These online channels priced hotels of different categories in Shanghai, China’s largest city. Empirical findings indicated that local websites offered lower room rates than international websites for the selected hotels in different categories. Specifically, Chinatravel consistently offered the lowest room rates for the selected hotels.

Online solid phase extraction liquid chromatography tandem mass spectrometry (SPE-LC-MS/MS) method for the determination of sucralose in reclaimed and drinking waters and its photo degradation in natural waters from South Florida

Background Sucralose has gained popularity as a low calorie artificial sweetener worldwide. Due to its high stability and persistence, sucralose has shown widespread occurrence in environmental waters, at concentrations that could reach up to several μg/L. Previous studies have used time consuming sample preparation methods (offline solid phase extraction/derivatization) or methods with rather high detection limits (direct injection) for sucralose analysis. This study described a faster and sensitive analytical method for the determination of sucralose in environmental samples. Results An online SPE-LC–MS/MS method was developed, being capable to quantify sucralose in 12 minutes using only 10 mL of sample, with method detection limits (MDLs) of 4.5 ng/L, 8.5 ng/L and 45 ng/L for deionized water, drinking and reclaimed waters (1:10 diluted with deionized water), respectively. Sucralose was detected in 82% of the reclaimed water samples at concentrations reaching up to 18 μg/L. The monthly average for a period of one year was 9.1 ± 2.9 μg/L. The calculated mass loads per capita of sucralose discharged through WWTP effluents based on the concentrations detected in wastewaters in the U. S. is 5.0 mg/day/person. As expected, the concentrations observed in drinking water were much lower but still relevant reaching as high as 465 ng/L. In order to evaluate the stability of sucralose, photodegradation experiments were performed in natural waters. Significant photodegradation of sucralose was observed only in freshwater at 254 nm. Minimal degradation (<20%) was observed for all matrices under more natural conditions (350 nm or solar simulator). The only photolysis product of sucralose identified by high resolution mass spectrometry was a de-chlorinated molecule at m/z 362.0535, with molecular formula C12H20Cl2O8. Conclusions Online SPE LC-APCI/MS/MS developed in the study was applied to more than 100 environmental samples. Sucralose was frequently detected (>80%) indicating that the conventional treatment process employed in the sewage treatment plants is not efficient for its removal. Detection of sucralose in drinking waters suggests potential contamination of surface and ground waters sources with anthropogenic wastewater streams. Its high resistance to photodegradation, minimal sorption and high solubility indicate that sucralose could be a good tracer of anthropogenic wastewater intrusion into the environment.

Novel online data cleaning protocols for data streams in trajectory, Wireless Sensor Networks

The promise of Wireless Sensor Networks (WSNs) is the autonomous collaboration of a collection of sensors to accomplish some specific goals which a single sensor cannot offer. Basically, sensor networking serves a range of applications by providing the raw data as fundamentals for further analyses and actions. The imprecision of the collected data could tremendously mislead the decision-making process of sensor-based applications, resulting in an ineffectiveness or failure of the application objectives. Due to inherent WSN characteristics normally spoiling the raw sensor readings, many research efforts attempt to improve the accuracy of the corrupted or "dirty" sensor data. The dirty data need to be cleaned or corrected. However, the developed data cleaning solutions restrict themselves to the scope of static WSNs where deployed sensors would rarely move during the operation. Nowadays, many emerging applications relying on WSNs need the sensor mobility to enhance the application efficiency and usage flexibility. The location of deployed sensors needs to be dynamic. Also, each sensor would independently function and contribute its resources. Sensors equipped with vehicles for monitoring the traffic condition could be depicted as one of the prospective examples. The sensor mobility causes a transient in network topology and correlation among sensor streams. Based on static relationships among sensors, the existing methods for cleaning sensor data in static WSNs are invalid in such mobile scenarios. Therefore, a solution of data cleaning that considers the sensor movements is actively needed. This dissertation aims to improve the quality of sensor data by considering the consequences of various trajectory relationships of autonomous mobile sensors in the system. First of all, we address the dynamic network topology due to sensor mobility. The concept of virtual sensor is presented and used for spatio-temporal selection of neighboring sensors to help in cleaning sensor data streams. This method is one of the first methods to clean data in mobile sensor environments. We also study the mobility pattern of moving sensors relative to boundaries of sub-areas of interest. We developed a belief-based analysis to determine the reliable sets of neighboring sensors to improve the cleaning performance, especially when node density is relatively low. Finally, we design a novel sketch-based technique to clean data from internal sensors where spatio-temporal relationships among sensors cannot lead to the data correlations among sensor streams.

From the Grassroot to the Tree Tops: How One Library has become Embedded in Online Learning

This presentation will show how a grassroots initiative has budded into the Florida International University (FIU) Libraries being an instrumental part of online learning. It will describe some of the marketing and outreach efforts that have been successful and share ideas on how to build alliances and networks with online faculty and students. Along with outreach efforts, the presentation will demonstrate some of the successful tools used to meet the needs of online students. Some of the these tools include becoming embedded in courses, building course and program specific Libguides, using Adobe Connect to reach students, creating simple YouTube videos, and creating more professional videos with FIU Online. The presentation will conclude with sharing some tips on how to keep the workload manageable when distance-learning programs are growing at the same time as library budgets and resources are shrinking.

Users Acceptance of Online Enrollment Processes in a Higher Education Institution

Little is known about students’ perceptions of online enrollment processes. Student satisfaction is part of the assessment required for accreditation, but evidence suggests that college administrators are oriented to retention and graduation rates rather than to consumer perception. The purpose of this descriptive quantitative study was to develop and validate a model that enables the measurement of online enrollment processes by the analysis of the students’ perceptions. The theoretical framework used to support this study was the process virtualization theory while the conceptual framework was based on Technology Acceptance Model (TAM). TAM is the most valid framework for studying user acceptance of technology and virtual processes. The model was modified, adding a new variable to fit this study. Research questions were used to determine if an institution knows how its students perceive online enrollment processes and how they can become more efficient and effective, improving usage and satisfaction. Descriptive data were collected and analyzed in phases: the pilot study phase, data collection phase, and analysis phases. Inferential statistics were used to draw information from sampled observations of the population; a Cronbach Alpha was conducted to determine the reliability and validity of the model. The study demonstrated that the modified TAM is valid, reliable, and fit to assess the perceptions of the users of online enrollment processes. This study will effect positive social change by providing enrollment managers and administrators information on how to analyze the acceptance their online enrollment processes from the perspective of their students as customers of an institution of higher learning.

The Relationship Between Online and In Person GED Preparatory Courses

Courses are taken in order to prepare for the General Educational Development Test. These courses are offered traditionally and virtually. The actual test must be taken in-person regardless of whether an individual took preparatory courses virtually or traditionally. This paper will explore the benefits and obstacles that each method of delivering instruction has.

Doctoral Students: Online, On Time, and On to Graduation

Increased numbers of students are enrolling in online doctoral programs. Although students enroll for a variety of reasons, many do not persist to the dissertation phase. The results of this quantitative study can guide the development of retention strategies for students who are at risk of academic failure in doctoral programs.

The Effectiveness of an Online Workshop on Behavior Management as a Professional Development Tool for Teachers

The current study examines the effects of an online workshop pertaining to classroom behavior management on teacher self-efficacy, attitudes, motivation, knowledge, and practices. In addition, information about teacher utilization of the Internet, their opinions about professional development, and experiences with classroom management were collected. Participants included 57 1st through 5th grade special and regular education teachers. Eligible teachers were those who teach an academic subject and had at least one child in the classroom they considered as disruptive. Teachers were randomized to either a training or waitlist group. Classroom observations of teacher practices and questionnaires were utilized. Teachers in the training group participated in two assessment points, baseline and post-workshop, and received access to the online course immediately following the baseline assessment. Teachers in the waitlist group participated in three assessment points, baseline, post-workshop, and follow-up, and received access to the online course immediately following the post-workshop assessment. Findings show that all teachers had access to the Internet at home and at school and used it on a daily basis. The majority of teachers indicated having some past training on all the techniques that were presented in the online workshop. All teachers expressed satisfaction with the workshop, indicating that it should be offered again. Post-workshop, findings showed significant group differences in knowledge with a large effect for the training group scoring higher than the waitlist group on a quiz. Secondly, group differences in self-efficacy, knowledge, and attitudes with teachers’ past-training as a moderator, was examined. Past-training was not found to be a significant moderator of self-efficacy, knowledge, or attitudes. However, the main effect for training group was significant for attitudes. In addition, teacher attitudes, but not knowledge and self-efficacy, significantly predicted motivation to implement. Next, the moderating effect of barriers on motivation and classroom management skill implementation was examined. Barriers were not found to be a significant moderator. Lastly, the training group was observed to be significantly more effective at giving commands compared to the waitlist group. The current study demonstrates the potential of a low-intensity online workshop on classroom management to enhance the accessibility of teacher professional development.

Online Education, Accrediting Standards, and Student Success: An Examination of the Relationship Between the Southern Association of Colleges and Schools Commission on Colleges Standards for Online Education and Student Success

Prior to 2000, there were less than 1.6 million students enrolled in at least one online course. By fall 2010, student enrollment in online distance education showed a phenomenal 283% increase to 6.1 million. Two years later, this number had grown to 7.1 million. In light of this significant growth and skepticism about quality, there have been calls for greater oversight of this format of educational delivery. Accrediting bodies tasked with this oversight have developed guidelines and standards for online education. There is a lack of empirical studies that examine the relationship between accrediting standards and student success. The purpose of this study was to examine the relationship between the presence of Southern Association of Colleges and Schools Commission on College (SACSCOC) standards for online education in online courses, (a) student support services and (b) curriculum and instruction, and student success. An original 24-item survey with an overall reliability coefficient of .94 was administered to students (N=464) at Florida International University, enrolled in 24 university-wide undergraduate online courses during fall 2014, who rated the presence of these standards in their online courses. The general linear model was utilized to analyze the data. The results of the study indicated that the two standards, student support services and curriculum and instruction were both significantly and positively correlated with student success but with small R2 and strengths of association less than .35 and .20 respectively. Mixed results were produced from Chi-square tests for differences in student success between higher and lower rated online courses when controlling for various covariates such as discipline, gender, race/ethnicity, GPA, age, and number of online courses previously taken. A multiple linear regression analysis revealed that the curriculum and instruction standard was the only variable that accounted for a significant amount of unique variance in student success. Another regression test revealed that no significant interaction effect exists between the two SACSCOC standards and GPA in predicting student success. The results of this study are useful for administrators, faculty, and researchers who are interested in accreditation standards for online education and how these standards relate to student success.

A Basic Interpretive Study of the Experiences of University Students Who Have Dropped or Failed an Online Course

Online courses have increased in enrollments over the past few decades. As the number of students taking online courses have increased, so has the number of students who have dropped or failed an online course. According to the literature, online courses may have higher drop rates than traditional, face-to-face courses. The number of students who fail an online course is, also, of concern. As online courses may continue to grow over the next few decades, studies on persistence in online courses may benefit students, administrators, instructional designers, educators, and researchers. Although previous research studies have addressed persistence in online courses, very few examine it from the perspectives of students who were unsuccessful in their courses. These students may have unique insights about the online experience that may have related to their lack of success. The purpose of this study was to understand the experiences of university students who have failed or dropped an online course through the lenses of transactional distance theory and Kember’s model of dropout in distance education. Transactional distance theory discusses the dialog, structure, and learner autonomy involved in an online course, while, Kember’s model presents categories that may relate to dropping an online course. Together, the theory and model may help in understanding the experiences of students who have dropped or failed an online course. In this study, semi-structured interviews were conducted with 20 participants from a large Southeastern university in the United States. Based on the participants’ responses, the data was sorted and ranked according to the amount of transactional distance in their courses, as well as the categories of Kember’s model. Many of the participants who experienced low or high transactional distance have, also, expressed an issue with the goal commitment category of Kember’s model. Additionally, there were important differences in the student characteristics of those who dropped or failed an online course. Furthermore, suggestions for improving online courses were given by the participants. Some of these suggestions included more student-instructor interactions, the use of more technology tools in their online course, and for orientations to the online environment to be offered.

Hiearchies of Eating Disorders: Fat-Phobia and Internalized Beauty Ideals in Online Communities

Research and discourse on Eating Disorders (ED) have a tendency to perpetuate certain stereotypes regarding women of color, however unintentional or innocuous it may appear. The research conducted, does show that the prominent ED within communities of minorities or of lower social status is Binge Eating Disorder (BED). A Foucauldian discourse analysis of online forums by young women with ED, such as myproana.com, would be the primary method of documenting how these women form a hierarchy of the community's ED, and analyze if it correlates with the social status primarily associated with the Eating Disorder. Within these forums, and ED based communities, a clear hierarchy is formed, with Anorexia Nervosa at the top and BED at the bottom. From the minimal research available on women of color and ED, it is clear that, for Black women at least, BED is the most common—and thus it is my goal to explore any possible correlation if applicable. Because so little exists that focuses on EDs in women of color, this analysis may help to promote more research in race and class dynamics of Eating Disorders, as well on how those factors affect how women view their own bodies.

Implementação de uma arquitetura fuzzy neural em hardware com treinamento online

Computational Intelligence Methods have been expanding to industrial applications motivated by their ability to solve problems in engineering. Therefore, the embedded systems follow the same idea of using computational intelligence tools embedded on machines. There are several works in the area of embedded systems and intelligent systems. However, there are a few papers that have joined both areas. The aim of this study was to implement an adaptive fuzzy neural hardware with online training embedded on Field Programmable Gate Array – FPGA. The system adaptation can occur during the execution of a given application, aiming online performance improvement. The proposed system architecture is modular, allowing different configurations of fuzzy neural network topologies with online training. The proposed system was applied to: mathematical function interpolation, pattern classification and selfcompensation of industrial sensors. The proposed system achieves satisfactory performance in both tasks. The experiments results shows the advantages and disadvantages of online training in hardware when performed in parallel and sequentially ways. The sequentially training method provides economy in FPGA area, however, increases the complexity of architecture actions. The parallel training method achieves high performance and reduced processing time, the pipeline technique is used to increase the proposed architecture performance. The study development was based on available tools for FPGA circuits.