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Becoming an Interdisciplinary Scientist: An Analysis of Students' Experiences in Three Computer Science Doctoral Programmes
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Calatrava Moreno, María del Carmen; Danowitz, Mary Ann – Journal of Higher Education Policy and Management, 2016
The aim of this study was to identify how and why doctoral students do interdisciplinary research. A mixed-methods approach utilising bibliometric analysis of the publications of 195 students identified those who had published interdisciplinary research. This objective measurement of the interdisciplinarity, applying the Rao-Stirling index to Web…
Descriptors: Interdisciplinary Approach, Scientists, Student Experience, Computer Science Education
Epistemic Metacognition in Context: Evaluating and Learning Online Information
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Mason, Lucia; Boldrin, Angela; Ariasi, Nicola – Metacognition and Learning, 2010
This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific beliefs about science. In addition, we investigated whether Internet-based learning was…
Descriptors: Prior Learning, Metacognition, Grade 8, Internet
Chinese EFL Learners' Noticing of Recasts: Its Relation to Target Structures, Uptake, and Working Memory Capacity
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Chen, Xiaoqing – ProQuest LLC, 2013
Recasts are one type of corrective feedback that reformulates all or part of a learner's erroneous utterance during communicative interaction without changing the meaning. Categorized as implicit and input-providing corrective feedback, recasts have become the focus of debate in the area of interaction research in recent years. The debate…
Descriptors: Asians, Second Language Learning, English (Second Language), Memory
Self-Processes and Learning Environment as Influences in the Development of Expertise in Instructional Design
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Ge, Xun; Hardre, Patricia L. – Learning Environments Research, 2010
A major challenge for learning theories is to illuminate how particular kinds of learning experiences and environments promote the development of expertise. Research has been conducted into novice-expert differences in various domains, but few studies have examined the processes involved in learners' expertise development. In an attempt to…
Descriptors: Feedback (Response), Learning Theories, Graduate Students, Instructional Design
The Impact of Adapting Content for Students with Individual Differences
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Flores, Raymond; Ari, Fatih; Inan, Fethi A.; Arslan-Ari, Ismahan – Educational Technology & Society, 2012
Combining adaptive hypermedia methods with strategies proposed by instructional theory and motivation models, an adaptable tutorial was designed and developed. The aim of this study was to assess whether the goals of an adaptable tutorial, which individualized instruction based on student motivation and prior knowledge, were being met (i.e.…
Descriptors: Focus Groups, Hypermedia, Usability, Interviews
Primary-Grade Students' Knowledge and Thinking about the Supply of Utilities (Water, Heat, and Light) to Modern Homes.
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Brophy, Jere; Alleman, Janet – Cognition and Instruction, 2003
This interview study gathered information about the prior knowledge and thinking of kindergarten to third- graders regarding the supply of water, heat, and light to modern homes. Findings indicated that students possessed only limited and spotty knowledge about utilities in modern homes. Within general trends, there was evidence of growth in…
Descriptors: Academic Achievement, Age Differences, Cognitive Development, Comparative Analysis