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3 results for “Educational Commons”
BRAIN Journal-The Ambivalence of Strengths and Weaknesses of E-Learning Educational Services-Figure 5. Frequency of common indices related to 102 'common articles'
<p>An additional and very interesting perspective is provided by the analysis of common indices (ambivalent), based on the 102 works-common articles type, and their frequencies (Figure 5). </p> <p>The data reading indicates 13 ambivalent indices as percentages in descending order: 1. flexibility, 19%; 2. interactivity, 15.4%; 3. cost, 13%; 4. accessibility, 12%; 5. time, 7%; 6. anxiety/reduce social impact, 7%; 7. usability, 6%; 8. connection, 4%; 9. develop skills, 4%; 10. responsibility, 4%; 11. quality, 4%; 12. diversity, 3%; 13. delivery, 1% (Figure 5).</p>
BRAIN Journal-The Ambivalence of Strengths and Weaknesses of E-Learning Educational Services-Figure 4. Frequency of strong/weak indices related to the 102 'common articles'
<p>Based on the data presented in Figure 2 and Figure 3 and carrying out a comparative and cumulative analysis to identify ambivalent strengths and weaknesses, the 102 ambivalent strong/weak indices related to the 'common articles' in Figure 4 were highlighted. </p> <p>Their analysis shows that: 1. There are at least 13 ambivalent indicators identified in the studied literature (Table 1); 2. The strengths weight is 62% while the weight of weaknesses is 38.9%, resulting in a pretty big difference in favor of underlining and supporting the strengths, 23.1% more than in favor of weaknesses. These data indicate a significantly higher perception and approach in favor of appreciating the strengths of e-learning educational services, even in the case of their ambivalence. 3. In this context, the data illustrate the following three cases: 3.1. a huge gap between the perception and the interpretation of an index as strength and as weakness (e.g., flexibility is regarded 7.5 times more a strength rather than a weakness). It can be seen that this category of indices definitely belongs to strengths, acknowledged and validated by a large number of studies. In relation to these, efforts will be made for the development, improvement, elevation and obtaining superior parameters. 3.2. a relative correspondence between the perception and the interpretation of an index as strength and as weakness (e.g., the time required to design and implement educational services is considered a strength at a rate of 3.2% and a weakness at a rate of 3.3%). It results that this category of indices has to be studied thoroughly and watched in experimental studies, to replace the uncertainty area in their analysis, to determine which their area of predominance is, to what extent their identified limits and shortcomings have been reduced to allow their conversion into strengths or not; 3.3. a very large gap between the perception and interpretation of an index as a weakness and as a strength (e.g., lack of instructional delivery is considered as being a weakness 20 times more than a strength).This shows that this category of indices comes into focus as weaknesses which need to be analyzed, studied and experimented in order to reduce their negative impact. </p>
Educator Perceptions of DevOps Teaching Recommendations and Their Alignment with Common Challenges
<p>DevOps education presents unique pedagogical challenges due to the diversity of tools, rapid technological change, and the multidisciplinary nature of the field. Although previous work has proposed recommendations to address these challenges, it is unclear how educators perceive these recommendations and whether they align with the challenges encountered in practice. In this paper, we present a mixed methods study involving 11 DevOps educators who interacted with Improve, a tool that presents a curated set of educational challenges and recommendations derived from previous literature. Educators indicated which recommendations they already use, which they intend to use, and which challenges they experience and are motivated to address. Our findings show that 22.6% of the recommendations were new to educators and considered potentially useful, while 59.2% were already in use. Additionally, 66.3% of the challenges were considered relevant, with most of them having linked recommendations that educators were already using or willing to adopt. This study provides empirical insights into the perceived usefulness of existing recommendations, identifies gaps in challenge-recommendation mappings, and supports future efforts to design and disseminate more targeted educational guidance for DevOps teaching.</p>
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