• Previous Article
    Mathematics skills and STEM multidisciplinary literacy: Role of learning capacity
  • STEME Home
  • This Issue
  • Next Article
    Embedding opportunities for participation and feedback in large mathematics lectures via audience response systems
May  2021, 1(2): 92-103. doi: 10.3934/steme.2021007

Good practices of delivery and teaching leadership for online educators in technical disciplines: A perspective

1. 

School of Business & Law, CQUniversity (Melbourne Campus), 120 Spencer Street, Melbourne, VIC 3000, Australia

* Correspondence: t.imam@cqu.edu.au; Tel: +61-3-9616 0645

Received  April 2021 Revised  May 2021 Published  May 2021

While there are works on best practices in teaching, there is a lack of literature that concerns the associated leadership aspect. However, contemporary online educators largely play the role of leaders consciously or unconsciously. Further, STEM and technical social science subjects like finance can be related to a substantial cognitive load if instructions are poorly designed, and more so in an online context where students and educators may not have a close connection. This perspective article, drawing on the author's own experience as a successful online educator with consistently high student satisfaction scores and multiple teaching awards and referring to literature, conceptualizes good online teaching practices in technical disciplines across two dimensions – virtual leadership and cognitive load management. The perspective then suggests strategies particularly applicable in technical disciplines to achieve satisfactory learning outcomes. It is acknowledged that online delivery and style of teaching adopted by educators can be subjective and dependent on context. However, the practices suggested, including communicating expectations, developing trust-relationship with students, adaptations beyond conventional teaching and textbook, and designing and sequencing resources while considering cognitive load management, may positively impact online students' learning experience in STEM and technical social science disciplines.

Citation: Tasadduq Imam. Good practices of delivery and teaching leadership for online educators in technical disciplines: A perspective. STEM Education, 2021, 1 (2) : 92-103. doi: 10.3934/steme.2021007
References:
[1]

M. EdwardsB. Perry and K. Janzen, The making of an exemplary online educator, Distance Education, 32 (2011), p.101-118.  doi: 10.1080/01587919.2011.565499.  Google Scholar

[2]

T. KindP. D. PatelD. Lie and K. C. Chretien, Twelve tips for using social media as a medical educator, Medical Teacher, 36 (2014), p.284-290.  doi: 10.3109/0142159X.2013.852167.  Google Scholar

[3]

S. Vie, Training Online Technical Communication Educators to Teach with Social Media: Best Practices and Professional Recommendations, Technical Communication Quarterly, 26 (2017), p.344-359.  doi: 10.1080/10572252.2017.1339487.  Google Scholar

[4]

J. Dunlap and P. Lowenthal, Online educators' recommendations for teaching online: Crowdsourcing in action, Open Praxis, 10 (2018), p.79-89.  doi: 10.5944/openpraxis.10.1.721.  Google Scholar

[5]

J. M. PriceJ. WhitlatchC. J. MaierM. Burdi and J. Peacock, Improving Online Teaching by Using Established Best Classroom Teaching Practices, The Journal of Continuing Education in Nursing, 47 (2016), p.222-227.  doi: 10.3928/00220124-20160419-08.  Google Scholar

[6]

Bain, K., What the Best College Teachers Do, 2004. Harvard University Press. Google Scholar

[7]

C. HansonJ. WestB. NeigerR. ThackerayM. Barnes and E. McIntyre, Use and Acceptance of Social Media Among Health Educators, American Journal of Health Education, 42 (2011), p.197-204.  doi: 10.1080/19325037.2011.10599188.  Google Scholar

[8]

C. Stewart and M. Bower, Novice online educator conceptual frameworks: a mental model exploration of mindful learning design, Educational Media International, 56 (2019), p.14-43.  doi: 10.1080/09523987.2019.1583463.  Google Scholar

[9]

Leibold, N., and Schwarz, L. M., The Art of Giving Online Feedback. Journal of Effective Teaching, 2015. 15(1): p. 34–46. ISSN: 1935-7869. Google Scholar

[10]

Chickering, A. W., and Gamson, Z. F., Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, 1987. p. 3–7. Google Scholar

[11]

Imam, T., Teaching online is leading online: some success strategies. Campus Review, 2020 (July 08). Available: https://www.campusreview.com.au/2020/07/teaching-online-is-leading-online-some-success-strategies/. Google Scholar

[12]

Sweller, J., CHAPTER TWO - Cognitive Load Theory, in Psychology of Learning and Motivation, eds. Mestre, J. P., and Ross, B. H., 2011. Academic Press, p. 37–76. Google Scholar

[13]

J. Sweller, Cognitive load theory, learning difficulty, and instructional design, Learning and Instruction, 4 (1994), p.295-312.  doi: 10.1016/0959-4752(94)90003-5.  Google Scholar

[14]

J. Sweller, Cognitive load during problem solving: Effects on learning, Cognitive Science, 12 (1988), p.257-285.  doi: 10.1016/0364-0213(88)90023-7.  Google Scholar

[15]

C.-C. Peng, Textbook Readability and Student Performance in Online Introductory Corporate Finance Classes, Journal of Educators Online, 12 (2015), p.35-49.   Google Scholar

[16]

D. L. HuL. Lefton and P. J. Ludovice, Humour Applied to STEM Education, Systems Research and Behavioral Science, 34 (2017), p.216-226.  doi: 10.1002/sres.2406.  Google Scholar

[17]

A. RhodesA. Wilson and T. Rozell, Value of Case-Based Learning within STEM Courses: Is It the Method or Is It the Student?, CBE—Life Sciences Education, 19 (2020), p.a.  doi: 10.1187/cbe.19-10-0200.  Google Scholar

[18]

Maj, S. P., and Nuangjamnong, C., Using Cognitive Load Optimiztion to teach STEM Disciplines to Business Students, in 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 2020. Takamatsu, Japan, p. 428–435. Google Scholar

[19]

A. MalhotraA. Majchrzak and B. Rosen, Leading Virtual Teams, Academy of Management Perspectives, 21 (2007), p.60-70.  doi: 10.5465/amp.2007.24286164.  Google Scholar

[20]

Schmidt, G., Virtual Leadership: An Important Leadership Context. Industrial and Organizational Psychology, 2014. 7 doi: 10.1111/iops.12129. Google Scholar

[21]

C. Liao, Leadership in virtual teams: A multilevel perspective, Human Resource Management Review, 27 (2017), p.648-659.  doi: 10.1016/j.hrmr.2016.12.010.  Google Scholar

[22]

R. K. Purvanova and R. Kenda, Paradoxical Virtual Leadership: Reconsidering Virtuality Through a Paradox Lens, Group & Organization Management, 43 (2018), p.752-786.  doi: 10.1177/1059601118794102.  Google Scholar

[23]

Mangente, B. P., Does Virtual Leadership Style Matter? An Examination of Leadership Styles of Effective Virtual Teams in the U.S. Navy, Ph.D., Alliant International University, (2020). Google Scholar

[24]

A. Amigud and T. Lancaster, 246 reasons to cheat: An analysis of students' reasons for seeking to outsource academic work, Computers & Education, 134 (2019), p.98-107.  doi: 10.1016/j.compedu.2019.01.017.  Google Scholar

[25]

T. BretagR. HarperM. BurtonC. EllisP. Newton and P. Rozenberg, Contract cheating: a survey of Australian university students, Studies in Higher Education, 44 (2019), p.1837-1856.  doi: 10.1080/03075079.2018.1462788.  Google Scholar

[26]

Bligh, M. C., Leadership and Trust, in Leadership Today: Practices for Personal and Professional Performance, eds. Marques, J., and Dhiman, S., 2017. Cham: Springer International Publishing, p. 21–42. Google Scholar

[27]

S. M. NormanJ. AveyM. Larson and L. Hughes, The development of trust in virtual leader-follower relationships, Qualitative Research in Organizations and Management: An International Journal, 15 (2019), p.279-295.  doi: 10.1108/QROM-12-2018-1701.  Google Scholar

[28]

F. Small and K. Attree, Undergraduate student responses to feedback: expectations and experiences, Studies in Higher Education, 41 (2016), p.2078-2094.  doi: 10.1080/03075079.2015.1007944.  Google Scholar

[29]

F. Chetwynd and C. Dobbyn, Assessment, feedback and marking guides in distance education, Open Learning: The Journal of Open, Distance and e-Learning, 26 (2011), p.67-78.  doi: 10.1080/02680513.2011.538565.  Google Scholar

[30]

M. HassanzadehA. D. SilongA. Asmuni and N. W. A. Wahat, Global Leadership and Diversity, Journal of Educational and Social Research, 5 (2015), p.161-168.   Google Scholar

[31]

A. Y. Kolb and D. A. Kolb, Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education, Academy of Management Learning & Education, 4 (2005), p.193-212.  doi: 10.5465/amle.2005.17268566.  Google Scholar

[32]

S. Brookfield, Critically reflective practice, Journal of Continuing Education in the Health Professions, 18 (1998), p.197-205.  doi: 10.1002/chp.1340180402.  Google Scholar

[33]

Barnes, K., Marateo, R. C., and Ferris, S. P., Teaching and Learning with the Net Generation. Innovate: Journal of Online Education, 2007. 3(4): Online. ISSN: 1552-3233. Google Scholar

[34]

P.L. Wessels and L.P. Steenkamp, Generation Y students : appropriate learning styles and teaching approaches in the economic and management sciences faculty, South African Journal of Higher Education, 23 (2009), p.1039-1058.  doi: 10.10520/EJC37559.  Google Scholar

[35]

J. SwellerJ. J. G. van Merrienboer and F. G. W. C. Paas, Cognitive Architecture and Instructional Design, Educational Psychology Review, 10 (1998), p.251-296.  doi: 10.1023/A:1022193728205.  Google Scholar

[36]

S. Kalyuga, Cognitive Load Theory: How Many Types of Load Does It Really Need?, Educational Psychology Review, 23 (2011), p.1-19.  doi: 10.1007/s10648-010-9150-7.  Google Scholar

[37]

R. E. Mayer and R. Moreno, Nine Ways to Reduce Cognitive Load in Multimedia Learning, Educational Psychologist, 38 (2003), p.43-52.  doi: 10.1207/S15326985EP3801_6.  Google Scholar

[38]

J. SentzJ. StefaniakJ. Baaki and A. Eckhoff, How do instructional designers manage learners' cognitive load? An examination of awareness and application of strategies, Educational Technology Research and Development, 67 (2019), p.199-245.  doi: 10.1007/s11423-018-09640-5.  Google Scholar

[39]

P. BlayneyS. Kalyuga and J. Sweller, The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students, Educational Psychology, 36 (2016), p.1868-1885.  doi: 10.1080/01443410.2015.1051949.  Google Scholar

[40]

N. Shin, Transactional Presence as a Critical Predictor of Success in Distance Learning, Distance Education, 24 (2003), p.69-86.  doi: 10.1080/01587910303048.  Google Scholar

[41]

Guo, P. J., Kim, J., and Rubin, R., How video production affects student engagement: an empirical study of MOOC videos, in Proceedings of the First ACM Conference on Learning @ Scale Conference, 2014. New York, NY, USA: Association for Computing Machinery, p. 41–50. Google Scholar

[42]

W. Laaser and E. A. Toloza, The changing role of the educational video in higher distance education, The International Review of Research in Open and Distributed Learning, 18 (2017).  doi: 10.19173/irrodl.v18i2.3067.  Google Scholar

[43]

S. Bolkan, The Importance of Instructor Clarity and Its Effect on Student Learning: Facilitating Elaboration by Reducing Cognitive Load, Communication Reports, 29 (2016), p.152-162.  doi: 10.1080/08934215.2015.1067708.  Google Scholar

show all references

References:
[1]

M. EdwardsB. Perry and K. Janzen, The making of an exemplary online educator, Distance Education, 32 (2011), p.101-118.  doi: 10.1080/01587919.2011.565499.  Google Scholar

[2]

T. KindP. D. PatelD. Lie and K. C. Chretien, Twelve tips for using social media as a medical educator, Medical Teacher, 36 (2014), p.284-290.  doi: 10.3109/0142159X.2013.852167.  Google Scholar

[3]

S. Vie, Training Online Technical Communication Educators to Teach with Social Media: Best Practices and Professional Recommendations, Technical Communication Quarterly, 26 (2017), p.344-359.  doi: 10.1080/10572252.2017.1339487.  Google Scholar

[4]

J. Dunlap and P. Lowenthal, Online educators' recommendations for teaching online: Crowdsourcing in action, Open Praxis, 10 (2018), p.79-89.  doi: 10.5944/openpraxis.10.1.721.  Google Scholar

[5]

J. M. PriceJ. WhitlatchC. J. MaierM. Burdi and J. Peacock, Improving Online Teaching by Using Established Best Classroom Teaching Practices, The Journal of Continuing Education in Nursing, 47 (2016), p.222-227.  doi: 10.3928/00220124-20160419-08.  Google Scholar

[6]

Bain, K., What the Best College Teachers Do, 2004. Harvard University Press. Google Scholar

[7]

C. HansonJ. WestB. NeigerR. ThackerayM. Barnes and E. McIntyre, Use and Acceptance of Social Media Among Health Educators, American Journal of Health Education, 42 (2011), p.197-204.  doi: 10.1080/19325037.2011.10599188.  Google Scholar

[8]

C. Stewart and M. Bower, Novice online educator conceptual frameworks: a mental model exploration of mindful learning design, Educational Media International, 56 (2019), p.14-43.  doi: 10.1080/09523987.2019.1583463.  Google Scholar

[9]

Leibold, N., and Schwarz, L. M., The Art of Giving Online Feedback. Journal of Effective Teaching, 2015. 15(1): p. 34–46. ISSN: 1935-7869. Google Scholar

[10]

Chickering, A. W., and Gamson, Z. F., Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, 1987. p. 3–7. Google Scholar

[11]

Imam, T., Teaching online is leading online: some success strategies. Campus Review, 2020 (July 08). Available: https://www.campusreview.com.au/2020/07/teaching-online-is-leading-online-some-success-strategies/. Google Scholar

[12]

Sweller, J., CHAPTER TWO - Cognitive Load Theory, in Psychology of Learning and Motivation, eds. Mestre, J. P., and Ross, B. H., 2011. Academic Press, p. 37–76. Google Scholar

[13]

J. Sweller, Cognitive load theory, learning difficulty, and instructional design, Learning and Instruction, 4 (1994), p.295-312.  doi: 10.1016/0959-4752(94)90003-5.  Google Scholar

[14]

J. Sweller, Cognitive load during problem solving: Effects on learning, Cognitive Science, 12 (1988), p.257-285.  doi: 10.1016/0364-0213(88)90023-7.  Google Scholar

[15]

C.-C. Peng, Textbook Readability and Student Performance in Online Introductory Corporate Finance Classes, Journal of Educators Online, 12 (2015), p.35-49.   Google Scholar

[16]

D. L. HuL. Lefton and P. J. Ludovice, Humour Applied to STEM Education, Systems Research and Behavioral Science, 34 (2017), p.216-226.  doi: 10.1002/sres.2406.  Google Scholar

[17]

A. RhodesA. Wilson and T. Rozell, Value of Case-Based Learning within STEM Courses: Is It the Method or Is It the Student?, CBE—Life Sciences Education, 19 (2020), p.a.  doi: 10.1187/cbe.19-10-0200.  Google Scholar

[18]

Maj, S. P., and Nuangjamnong, C., Using Cognitive Load Optimiztion to teach STEM Disciplines to Business Students, in 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 2020. Takamatsu, Japan, p. 428–435. Google Scholar

[19]

A. MalhotraA. Majchrzak and B. Rosen, Leading Virtual Teams, Academy of Management Perspectives, 21 (2007), p.60-70.  doi: 10.5465/amp.2007.24286164.  Google Scholar

[20]

Schmidt, G., Virtual Leadership: An Important Leadership Context. Industrial and Organizational Psychology, 2014. 7 doi: 10.1111/iops.12129. Google Scholar

[21]

C. Liao, Leadership in virtual teams: A multilevel perspective, Human Resource Management Review, 27 (2017), p.648-659.  doi: 10.1016/j.hrmr.2016.12.010.  Google Scholar

[22]

R. K. Purvanova and R. Kenda, Paradoxical Virtual Leadership: Reconsidering Virtuality Through a Paradox Lens, Group & Organization Management, 43 (2018), p.752-786.  doi: 10.1177/1059601118794102.  Google Scholar

[23]

Mangente, B. P., Does Virtual Leadership Style Matter? An Examination of Leadership Styles of Effective Virtual Teams in the U.S. Navy, Ph.D., Alliant International University, (2020). Google Scholar

[24]

A. Amigud and T. Lancaster, 246 reasons to cheat: An analysis of students' reasons for seeking to outsource academic work, Computers & Education, 134 (2019), p.98-107.  doi: 10.1016/j.compedu.2019.01.017.  Google Scholar

[25]

T. BretagR. HarperM. BurtonC. EllisP. Newton and P. Rozenberg, Contract cheating: a survey of Australian university students, Studies in Higher Education, 44 (2019), p.1837-1856.  doi: 10.1080/03075079.2018.1462788.  Google Scholar

[26]

Bligh, M. C., Leadership and Trust, in Leadership Today: Practices for Personal and Professional Performance, eds. Marques, J., and Dhiman, S., 2017. Cham: Springer International Publishing, p. 21–42. Google Scholar

[27]

S. M. NormanJ. AveyM. Larson and L. Hughes, The development of trust in virtual leader-follower relationships, Qualitative Research in Organizations and Management: An International Journal, 15 (2019), p.279-295.  doi: 10.1108/QROM-12-2018-1701.  Google Scholar

[28]

F. Small and K. Attree, Undergraduate student responses to feedback: expectations and experiences, Studies in Higher Education, 41 (2016), p.2078-2094.  doi: 10.1080/03075079.2015.1007944.  Google Scholar

[29]

F. Chetwynd and C. Dobbyn, Assessment, feedback and marking guides in distance education, Open Learning: The Journal of Open, Distance and e-Learning, 26 (2011), p.67-78.  doi: 10.1080/02680513.2011.538565.  Google Scholar

[30]

M. HassanzadehA. D. SilongA. Asmuni and N. W. A. Wahat, Global Leadership and Diversity, Journal of Educational and Social Research, 5 (2015), p.161-168.   Google Scholar

[31]

A. Y. Kolb and D. A. Kolb, Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education, Academy of Management Learning & Education, 4 (2005), p.193-212.  doi: 10.5465/amle.2005.17268566.  Google Scholar

[32]

S. Brookfield, Critically reflective practice, Journal of Continuing Education in the Health Professions, 18 (1998), p.197-205.  doi: 10.1002/chp.1340180402.  Google Scholar

[33]

Barnes, K., Marateo, R. C., and Ferris, S. P., Teaching and Learning with the Net Generation. Innovate: Journal of Online Education, 2007. 3(4): Online. ISSN: 1552-3233. Google Scholar

[34]

P.L. Wessels and L.P. Steenkamp, Generation Y students : appropriate learning styles and teaching approaches in the economic and management sciences faculty, South African Journal of Higher Education, 23 (2009), p.1039-1058.  doi: 10.10520/EJC37559.  Google Scholar

[35]

J. SwellerJ. J. G. van Merrienboer and F. G. W. C. Paas, Cognitive Architecture and Instructional Design, Educational Psychology Review, 10 (1998), p.251-296.  doi: 10.1023/A:1022193728205.  Google Scholar

[36]

S. Kalyuga, Cognitive Load Theory: How Many Types of Load Does It Really Need?, Educational Psychology Review, 23 (2011), p.1-19.  doi: 10.1007/s10648-010-9150-7.  Google Scholar

[37]

R. E. Mayer and R. Moreno, Nine Ways to Reduce Cognitive Load in Multimedia Learning, Educational Psychologist, 38 (2003), p.43-52.  doi: 10.1207/S15326985EP3801_6.  Google Scholar

[38]

J. SentzJ. StefaniakJ. Baaki and A. Eckhoff, How do instructional designers manage learners' cognitive load? An examination of awareness and application of strategies, Educational Technology Research and Development, 67 (2019), p.199-245.  doi: 10.1007/s11423-018-09640-5.  Google Scholar

[39]

P. BlayneyS. Kalyuga and J. Sweller, The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students, Educational Psychology, 36 (2016), p.1868-1885.  doi: 10.1080/01443410.2015.1051949.  Google Scholar

[40]

N. Shin, Transactional Presence as a Critical Predictor of Success in Distance Learning, Distance Education, 24 (2003), p.69-86.  doi: 10.1080/01587910303048.  Google Scholar

[41]

Guo, P. J., Kim, J., and Rubin, R., How video production affects student engagement: an empirical study of MOOC videos, in Proceedings of the First ACM Conference on Learning @ Scale Conference, 2014. New York, NY, USA: Association for Computing Machinery, p. 41–50. Google Scholar

[42]

W. Laaser and E. A. Toloza, The changing role of the educational video in higher distance education, The International Review of Research in Open and Distributed Learning, 18 (2017).  doi: 10.19173/irrodl.v18i2.3067.  Google Scholar

[43]

S. Bolkan, The Importance of Instructor Clarity and Its Effect on Student Learning: Facilitating Elaboration by Reducing Cognitive Load, Communication Reports, 29 (2016), p.152-162.  doi: 10.1080/08934215.2015.1067708.  Google Scholar

Figure 1.  Good practices for online educators in technical disciplines
[1]

Erdem Memik, Sasha Nikolic. The Virtual reality electrical substation field trip: Exploring student perceptions and cognitive learning. STEM Education, 2021, 1 (1) : 47-59. doi: 10.3934/steme.2021004

[2]

Mauro Cesa. A brief history of quantitative finance. Probability, Uncertainty and Quantitative Risk, 2017, 2 (0) : 6-. doi: 10.1186/s41546-017-0018-3

[3]

Alexander Khapalov. Controllability properties of a vibrating string with variable axial load. Discrete & Continuous Dynamical Systems, 2004, 11 (2&3) : 311-324. doi: 10.3934/dcds.2004.11.311

[4]

Andrey Itkin, Alexander Lipton, Dmitry Muravey. Multilayer heat equations: Application to finance. Frontiers of Mathematical Finance, , () : -. doi: 10.3934/fmf.2021004

[5]

Zhuchun Li. Effectual leadership in flocks with hierarchy and individual preference. Discrete & Continuous Dynamical Systems, 2014, 34 (9) : 3683-3702. doi: 10.3934/dcds.2014.34.3683

[6]

Med Amine Laribi, Saïd Zeghloul. Redundancy understanding and theory for robotics teaching: Application on a human finger model. STEM Education, 2021, 1 (1) : 17-31. doi: 10.3934/steme.2021002

[7]

Sergei A. Avdonin, Boris P. Belinskiy. On controllability of a linear elastic beam with memory under longitudinal load. Evolution Equations & Control Theory, 2014, 3 (2) : 231-245. doi: 10.3934/eect.2014.3.231

[8]

Luca Consolini, Alessandro Costalunga, Manfredi Maggiore. A coordinate-free theory of virtual holonomic constraints. Journal of Geometric Mechanics, 2018, 10 (4) : 467-502. doi: 10.3934/jgm.2018018

[9]

Chonghu Guan, Xun Li, Zuo Quan Xu, Fahuai Yi. A stochastic control problem and related free boundaries in finance. Mathematical Control & Related Fields, 2017, 7 (4) : 563-584. doi: 10.3934/mcrf.2017021

[10]

Joshua Du, Liancheng Wang. Dispersion relations for supersonic multiple virtual jets. Conference Publications, 2011, 2011 (Special) : 381-390. doi: 10.3934/proc.2011.2011.381

[11]

Changyan Di, Qingguo Zhou, Jun Shen, Li Li, Rui Zhou, Jiayin Lin. Innovation event model for STEM education: A constructivism perspective. STEM Education, 2021, 1 (1) : 60-74. doi: 10.3934/steme.2021005

[12]

Alain Bensoussan, Shaokuan Chen, Suresh P. Sethi. Linear quadratic differential games with mixed leadership: The open-loop solution. Numerical Algebra, Control & Optimization, 2013, 3 (1) : 95-108. doi: 10.3934/naco.2013.3.95

[13]

Chun-Hsien Li, Suh-Yuh Yang. A new discrete Cucker-Smale flocking model under hierarchical leadership. Discrete & Continuous Dynamical Systems - B, 2016, 21 (8) : 2587-2599. doi: 10.3934/dcdsb.2016062

[14]

Ning Zhang, Qiang Wu. Online learning for supervised dimension reduction. Mathematical Foundations of Computing, 2019, 2 (2) : 95-106. doi: 10.3934/mfc.2019008

[15]

Mary J. Bravo, Marco Caponigro, Emily Leibowitz, Benedetto Piccoli. Keep right or left? Towards a cognitive-mathematical model for pedestrians. Networks & Heterogeneous Media, 2015, 10 (3) : 559-578. doi: 10.3934/nhm.2015.10.559

[16]

Seunghee Lee, Ganguk Hwang. A new analytical model for optimized cognitive radio networks based on stochastic geometry. Journal of Industrial & Management Optimization, 2017, 13 (4) : 1883-1899. doi: 10.3934/jimo.2017023

[17]

Haruki Katayama, Hiroyuki Masuyama, Shoji Kasahara, Yutaka Takahashi. Effect of spectrum sensing overhead on performance for cognitive radio networks with channel bonding. Journal of Industrial & Management Optimization, 2014, 10 (1) : 21-40. doi: 10.3934/jimo.2014.10.21

[18]

Kazuhiko Kuraya, Hiroyuki Masuyama, Shoji Kasahara. Load distribution performance of super-node based peer-to-peer communication networks: A nonstationary Markov chain approach. Numerical Algebra, Control & Optimization, 2011, 1 (4) : 593-610. doi: 10.3934/naco.2011.1.593

[19]

Antoine Perasso. Global stability and uniform persistence for an infection load-structured SI model with exponential growth velocity. Communications on Pure & Applied Analysis, 2019, 18 (1) : 15-32. doi: 10.3934/cpaa.2019002

[20]

Yeming Dai, Yan Gao, Hongwei Gao, Hongbo Zhu, Lu Li. A real-time pricing scheme considering load uncertainty and price competition in smart grid market. Journal of Industrial & Management Optimization, 2020, 16 (2) : 777-793. doi: 10.3934/jimo.2018178

 Impact Factor: 

Article outline

Figures and Tables

[Back to Top]