期刊：
MOBILE NETWORKS & APPLICATIONS,2023年:1-13 ISSN：1383-469X
通讯作者：
Cai, WG
作者机构：
[Cai, Wangang] Cent China Normal Univ, Sch Educ, Wuhan 430079, Hubei, Peoples R China.;[Cai, WG] Cent China Normal Univ, Sch Educ, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Cai, WG ] ;Cent China Normal Univ, Sch Educ, Wuhan 430079, Hubei, Peoples R China.
摘要：
With the popularity of wireless communication and different mobile intelligent terminals, digital education management information systems are becoming increasingly popular among students. The problem of modernized teaching has significantly influenced and altered teaching quality evaluation methodologies and models. However, the findings revealed that the existing intelligent teaching quality diagnostic still needs to improve design and execution. As a result, creating an education management information system is critical, and establishing a digital education management information system has become a critical undertaking. To address these problems, this research paper presents a model for a digital education management information system (DEMIS) that utilizes wireless communication and BP neural networks (BPNNs) to manage digital education in schools. The paper highlights the significance of wireless communication and DEMIS in modern education. The study employs a grey prediction model and a BP neural network model to predict the trend of education development. The DEMIS is set up using MATLAB simulation with management constraint parameters, and the sample data originate from 85 instructors' digital education assessment ratings. The experiment is carried out in two parts: using the grey prediction model and the BPNNs, which verify the suggested method's efficacy in managing digital education in schools. The experimental findings suggest that, by combining wireless communication and BPNNs, the system can handle the campus network's information in a unified manner and give decision assistance to managers, which is very practicable. Therefore, the suggested DEMIS may effectively enhance students' learning experiences and education quality.
作者机构：
[Tang, Wen; Tian, Youyi] China Cent Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Tang, Wen; Zhang, Xiangyang] Jiangsu Open Univ, Sch Open Learning, Nanjing 212013, Peoples R China.;[Zhang, Xiangyang] Suqian Univ, Res Inst Open Educ, Sch Foreign Studies, Suqian 223805, Peoples R China.
通讯机构：
[Youyi Tian; Xiangyang Zhang] A;Authors to whom correspondence should be addressed.<&wdkj&>School of Education, China Central Normal University, Wuhan 430079, China<&wdkj&>Authors to whom correspondence should be addressed.<&wdkj&>Research Institute for Open Education, School of Foreign Studies, Suqian University, Suqian 223805, China<&wdkj&>School of Open Learning, Jiangsu Open University, Nanjing 212013, China
摘要：
During the pandemic crises, online learning has moved from the margin to the centre of education, thus making a change in the educational paradigm. The degrees of technology acceptance, therefore, pose a major challenge to administrators, educators, and students, including lifelong learners from all fields of work. This paper aims to investigate how technology acceptance facilitates lifelong learners' continuing learning intention. By constructing a structural equation model based on the Technology Acceptance Model (TAM) theory and verifying the mediating role of learning satisfaction and the moderating role of affective support empirically, this study addresses the online learning characteristics in terms of self-efficacy, satisfaction, and willingness to learn in the context of lifelong learners. Data were collected from the questionnaires embedded in the courses at a distance teaching university. A total of 513 questionnaires have been retrieved and 488 valid questionnaires have been processed and analysed via SPSS 26.0 and Amos 24.0. The findings indicate that positive relationships and positive correlations between learning satisfaction and continuing learning intention juxtapose, and satisfaction is positively correlated with continuing intention. Moreover, affective support moderates the three components significantly. The results of this research help expand the applicability of the TAM theory with more practical significance, conveying positive messages to the administrators, educators and lifelong learners in continuance of online learning, and thus maintaining retention, particularly in the post-pandemic new normal for the sustainability of higher education.
作者机构：
[Yeshanew, Yisma Tsige; Xu, Tianxi; Yuan, Wei] Cent China Normal Univ, Sch Educ, Dept Special Educ, 152 Luoyu Ave, Wuhan 430079, Peoples R China.
通讯机构：
[Tianxi Xu] D;Department of Special Education, School of Education, Central China Normal University, 152 Luoyu Ave., Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
摘要：
Social participation is a vital part of life and has multifaceted positive outcomes on personal health and wellbeing. Social participation or the lack thereof might have more profound psychological impacts on individuals in a collectivist culture than its counterpart. The current study explored personal and environmental barriers that have hindered the effective social participation of secondary students with visual impairments. Exploration addressed various activities in and outside school settings in Ethiopia and discussed findings in relation to the prevailing cultural orientation. In-depth semi-structured interviews were conducted to gather qualitative data on barriers to social participation of 17 secondary students with visual impairments in Addis Ababa, Ethiopia. The qualitative data were analysed thematically, yielding four major themes and identifying twenty sub-themes that limited the social participation of students with visual impairments, such as personal, attitudinal, sociocultural, and practical barriers. The study showed a range of barriers that participants experienced related to social participation, the criticality of cultural orientation in providing context to understand the impacts of social participation, and the need for future research in the area.
作者：
Xie, Tian;Wu, Juan;Chen, Wei-Fan;Wei, Yao-Yao;Chen, Krista
期刊：
Disaster Medicine and Public Health Preparedness,2023年17:e502 ISSN：1935-7893
通讯作者：
Wei, YY
作者机构：
[Wu, Juan; Wei, YY; Wei, Yao-Yao; Xie, Tian] Univ South China, Sch Econ Management & Law, Hengyang, Hunan, Peoples R China.;[Chen, Wei-Fan] Penn State Univ, Informat Sci & Technol, State Coll, PA USA.;[Wei, YY; Wei, Yao-Yao] Cent China Normal Univ, Sch Educ, Wuhan, Hubei, Peoples R China.;[Chen, Krista] Penn State Univ, Coll Commun, State Coll, PA USA.
通讯机构：
[Wei, YY ] U;Univ South China, Sch Econ Management & Law, Hengyang, Hunan, Peoples R China.;Cent China Normal Univ, Sch Educ, Wuhan, Hubei, Peoples R China.
摘要：
OBJECTIVE: Major epidemics have had a huge impact on the manufacturing industry. This study aimed to explore knowledge innovation in the field of emergency manufacturing during pandemics with a systematic quantitative analysis. METHODS: Based on the Web of Science (WOS) Core Collection, the bibliometric method and the CiteSpace tool were used. RESULTS: A total of 286 literature were obtained from the WOS database. During coronavirus disease (COVID-19), there was a surge in the number of publications. A new field of research on pandemic-triggered emergency manufacturing is gradually forming with accumulated research output. The analysis of the document co-citation showed how the research on pandemic situations and viruses brought emergency manufacturing into the research scope of scholars, and what attempts were made by the original scholars. Pandemic-triggered research hotspots and research trends in the post-pandemic era mainly boiled down to 3 aspects: technological innovation, material innovation, and management innovation in the field of emergency manufacturing. CONCLUSIONS: COVID-19 strengthened academic exchange and cooperation and promotes knowledge output in this field. This study provides an in-depth perspective for emergency manufacturing research and helps researchers realize the panorama of this field and establish future research directions.
作者机构：
[Jiang, Xiangyu] Harbin Inst Technol, Sch Languages & Literature, Weihai, Peoples R China.;[Zhang, Fen] Cent China Normal Univ, Dept Special Educ, Wuhan, Peoples R China.;[Yan, Ruixia] North Carolina Cent Univ, Commun Sci & Disorders, Durham, NC USA.;[Chen, Liang] Univ Georgia, Commun Sci & Special Educ, Athens, GA 30602 USA.
通讯机构：
[Fen Zhang] D;Department of Special Education, Central China Normal University, Wuhan, China
作者机构：
[Zhu, Liping; Mao, Qiming; Fang, Xueqin] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Jiang, Libing; Jiang, LB] Cent China Normal Univ, Inst Lifelong Educ, Wuhan 430079, Peoples R China.
通讯机构：
[Jiang, LB ; Fang, XQ ] C;Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Inst Lifelong Educ, Wuhan 430079, Peoples R China.
摘要：
Technology’s involvement in teaching and learning is identified as an opportunity to bolster sustainable development in education. However, how it influences teaching quality and classroom interaction is a hotly debated subject, and the variations in interactions, by different technologies, between students and teachers in Smart Classrooms, particularly the ways in which interactions are impacted, are rarely discussed in existing research. The present study examines the effects of various degrees of technology on the quality of interactions in university-based Smart Classrooms based on an analysis of 38 courses, which were recorded and analysed over a three-year period. Also, an instrument to analyse interaction quality in a university Smart Classroom (USCIQAS) was developed. The results showed that advanced technological applications increase the quality of classroom interactions, particularly those involving student–teacher (ST) interactions, although it has a lower effect on the social–emotional outcomes of student–student (SS) interactions. Based on these findings, in order to maximize the potential of Smart Classrooms to improve classroom interactions, both teachers and students should be encouraged and trained to use technology. Teachers may also need to improve their pedagogy and technology use in tandem to avoid the risk of lower social–emotional outcomes of SS interaction.
作者机构：
[Cheng, Hongyan; Chen, Jinping] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Zhou, Fuyu; Chen, Yuan; Chen, Jinping] Wuhan Coll, Sch Foreign Languages, Wuhan 430212, Peoples R China.;[Zhao, Dan] Wuhan Inst Design & Sci, Dept Foreign Languages, Wuhan 430205, Peoples R China.
通讯机构：
[Chen, Jinping] S;School of Education, Central China Normal University, Wuhan, 430079, China.;School of Foreign Languages, Wuhan College, Wuhan, 430212, China.
期刊：
IEEE INTERNET OF THINGS JOURNAL,2022年9(15):12901-12915 ISSN：2327-4662
通讯作者：
Li, Q.
作者机构：
[Gao, Wei] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Li, Qing; Wei, Tianyu; Chen, Xiangqun; Huang, Hong] Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Lab Educ Big Data, Wuhan 430079, Peoples R China.
通讯机构：
[Li, Q.] C;Central China Normal University, National Engineering Laboratory for Educational Big Data, Faculty of Artificial Intelligence in Education, Wuhan, China
关键词：
Wearable computers;Education;Data acquisition;Biomedical monitoring;Internet of Things;Data analysis;Electroencephalography;Artificial intelligence;Internet of Things;smart education;wearable devices
作者机构：
[Tang, Wen; Tian, Youyi] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Tang, Wen; Zhang, Xiangyang] Jiangsu Open Univ, Sch Open Learning, Nanjing 210036, Peoples R China.;[Zhang, Xiangyang] Suqian Univ, Res Inst Open Educ, Sucjian 223800, Peoples R China.
关键词：
regional disparities;local study centre;quality education;evaluation;open;flexible and distance learning;statistical analysis;education ecosystems;sustainable development
摘要：
Regional disparities in quality education remain a sensitive issue in developing and developed countries and also in basic and higher education. The issue for the moment is especially crucial for open educational institutions regarding the stability of the open education ecosystem and the capacity for sustainable development. Our research focuses on the aspect of the quality of teaching and learning and its enhancement. In the study, we systematically explored the regional disparities of teaching and learning quality in local study centres with samples of 72 from Jiangsu Open University (JOU), China. With statistical toolkits and a typological research paradigm, we have identified the ranking of the local study centres according to holistic performance. By the clustering methods, we categorised the local study centres as belonging to four types: potentially contradictory, urgently to be reformed, less cost-effective, and normatively autonomous in terms of their basic attributes, learners' support services, and teaching commitment. The research findings proved that the region where the study centres are located did have impacts on the quality of teaching and learning, and the scalability of student enrolment. The authors conclude and suggest that mitigation of the regional disparities in quality education will facilitate the optimisation of the local study centres in the regional education ecosystem and maintain sustainable development.
作者机构：
[Wei, Menghong; Zhang, Xiansheng; Wang, Ming; Xue, Yan] Anhui Med Univ, Affiliated Hosp 1, Dept Urol, 218 Jixi Rd, Hefei 230022, Anhui, Peoples R China.;[Xue, Yan] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Wei, Menghong] Anhui Med Univ, Affiliated Hosp 1, Dept Hematol, Hefei, Anhui, Peoples R China.;[Jiang, Hui] Peking Univ Third Hosp, Dept Androl, Beijing, Peoples R China.
通讯机构：
[Hui Jiang; Xiansheng Zhang; Hui Jiang Hui Jiang Hui Jiang; Xiansheng Zhang Xiansheng Zhang Xiansheng Zhang] D;Department of Urology, First Affiliated Hospital of Anhui Medical University, Hefei, Anhui, China<&wdkj&>Department of Andrology, Peking University Third Hospital, Beijing, China
期刊：
International Journal of Environmental Research and Public Health,2022年19(21):14473- ISSN：1661-7827
通讯作者：
Tianxi Xu
作者机构：
[Liu, Meimei; Xu, Tianxi; Yuan, Wei] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Hu, Biying] Univ Macau, Fac Educ, Macau, Peoples R China.
通讯机构：
[Tianxi Xu] S;School of Education, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
摘要：
This study aimed to (1) explore the configuration of vocational identity status among emerging adults with and without hearing impairment using latent profile analysis, and (2) investigate the relationships between vocational identity status and self-esteem and subjective well-being. In total, 408 students without disabilities and 432 with hearing impairments from two Chinese higher institutions participated in the study. The Vocational Identity Status Assessment, Rosenberg Self-Esteem scale, Satisfaction with Life Scale, and Positive and Negative Affect were used to assess the major variables. The results derived five latent profiles (achieved, foreclosed, searching moratorium, undifferentiated, and diffused) of vocational identity in the present sample. The students were over-represented in undifferentiated profiles and under-represented in achieved and foreclosed ones. Hearing impairment significantly affected vocational identity status profile membership. The results showed that emerging adults with achievement and foreclosure statuses displayed healthy psychological outcomes, having the highest self-esteem, life satisfaction, and positive affect, and the lowest negative affect. In contrast, the diffused group showed the most disturbing pattern with the lowest self-esteem, life satisfaction, and positive affect, and the highest negative affect. The research findings reveal some notable issues in vocational identity status for emerging Chinese adults, raising concerns about the influence of hearing impairment on vocational identity formation, and provide implications for Chinese society to facilitate college students' career development process to promote their vocational identity status and enhance their self-esteem and subjective well-being.
作者机构：
[Gong, Huina; Lei, Jianghua] Cent China Normal Univ, Dept Special Educ, Wuhan, Peoples R China.;[Chen, Liang] Univ Georgia, Commun Sci & Special Educ, Athens, GA 30602 USA.
通讯机构：
[Jianghua Lei] D;[Liang Chen] C;Department of Special Education, Central China Normal University, Wuhan, China<&wdkj&>Communication Sciences and Special Education, University of Georgia, Athens, Georgia, USA
关键词：
Phonological store;speechreading;Chinese;hearing impairment;working memory;immediate serial recall
作者机构：
[Liu, Yanjing] Cent China Normal Univ, Coll Educ, Wuhan 430079, Peoples R China.;[Liu, Yanjing] Zhejiang Univ Water Resources & Elect Power, Higher Educ Res Off, Dev Planning Div, Hangzhou 310018, Peoples R China.
期刊：
International Journal of Environmental Research and Public Health,2022年19(21):14286- ISSN：1661-7827
通讯作者：
Junyuan Chen<&wdkj&>A-Xing Zhu
作者机构：
[Yang, Yanru; Xu, Fenghua; Chen, Junyuan] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Zhu, A-Xing] Nanjing Normal Univ, Jiangsu Ctr Collaborat Innovat Geog Informat Reso, Sch Geog, Nanjing 210023, Peoples R China.;[Zhu, A-Xing] Nanjing Normal Univ, Key Lab Virtual Geog Environm, Minist Educ, Nanjing 210023, Peoples R China.;[Zhu, A-Xing] Univ Wisconsin, Dept Geog, Madison, WI 53706 USA.
通讯机构：
[Junyuan Chen; A-Xing Zhu] A;Authors to whom correspondence should be addressed.<&wdkj&>Jiangsu Center for Collaborative Innovation in Geographical Information Resource Development and Application, School of Geography, Nanjing Normal University, Nanjing 210023, China<&wdkj&>Department of Geography, University of Wisconsin-Madison, Madison, WI 53706, USA<&wdkj&>Key Laboratory of Virtual Geographic Environment, Ministry of Education, Nanjing Normal University, Nanjing 210023, China<&wdkj&>Authors to whom correspondence should be addressed.<&wdkj&>School of Education, Central China Normal University, Wuhan 430079, China
关键词：
classroom silence;professional courses;Chinese university students;separation of cognition and practice;grounded theory
摘要：
Classroom silence is a negative form of classroom performance that is particularly prominent in the Chinese learner population. Existing research has mainly explored the silence phenomenon among Chinese university students in two types of learning contexts: overseas university classrooms and foreign language classrooms at local universities, without focusing on the Chinese undergraduates’ reticence in courses mediated by native language at domestic universities. However, the last type is the most common habitat for Chinese university students’ learning in higher education. Therefore, a sample of Chinese undergraduates majoring in education (n = 394) was recruited to determine the mechanisms of silence formation in professional classrooms. This study was based on grounded theory and in-depth interviews, and the recorded material was processed using NVivo 12. After a series of steps including open coding, axial coding, selective coding, and theoretical saturation testing, the core feature of the phenomenon of silence in professional classrooms of Chinese university students majoring in education was found to be the separation of students’ cognition and speaking practice. Then, a theoretical model of the formation and development of the phenomenon of classroom silence in professional classrooms of these undergraduates was constructed. The study showed that these university students had professional perceptions of classroom silence and displayed strong opposition to it, but they continued to maintain silent classroom behavior under the combined influence of individual characteristics, classroom experience, and learning adjustment. Following this, implications for existing research and suggestions for future practice are discussed.
作者机构：
[Wang, Yao; Xu, Wenzhe; Yang, Yanru; Chen, Junyuan; Xu, Fenghua; Zhang, Xiaolin] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Zhang, Yishi] Wuhan Univ Technol, Sch Management, Wuhan 430070, Peoples R China.
通讯机构：
[Xu, Fenghua] C;[Zhang, Yishi] W;Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;Wuhan Univ Technol, Sch Management, Wuhan 430070, Peoples R China.
关键词：
teacher curriculum leadership;field dynamic theory;influencing factors;teacher professional development
摘要：
Teacher curriculum leadership is in urgent demand to promote the sustainable advancement of curriculum reform, and an important guarantee for the sustainable development of students. It is of important theoretical and practical significance to clarify the influencing factors of the use and the development of teachers' curriculum leadership. Based on Lewin's field dynamic theory, this study conducts a multiple linear regression analysis on the data of 19,521 primary and secondary school teachers in 20 provinces of China, and investigates the influencing factors of teacher curriculum leadership from individual and school fields. The results show that individual field factors are the driving force for teachers to exert and develop curriculum leadership. When teachers have internal leading motivation, the school environment becomes an important inducing force. This finding confirms the realistic rationality of the field dynamic theory, and provides a clear direction for formulating relevant policies and practical plans for enhancing teacher curriculum leadership. That is, it is necessary to fully stimulate the internal motivation of teachers for curriculum leadership, but also to create a school environment for teachers to exercise and develop curriculum leadership.
