JUST AMONG FRIENDS: ASSOCIATIONS AMONG EMOTIONAL EXPRESSION, FRIEND BEHAVIOR, AND FRIENDSHIP QUALITY IN EARLY ADOLESCENT SAME-SEX FRIEND DYADS

To better understand emotional expression within the context of close same-sex friendships of young adolescents, this study examined emotional expressivity among 116 adolescents (58 friend dyads) in Grades 7-8 (12-14 years of age) utilizing a multi-method design that incorporates both observations and multi-informant ratings of emotional expression. A series of actor-partner interdependent models revealed similarities among close friends on parent-reported and observed emotional expressivity, although some of these findings were gender specific and varied according to how emotional expression was measured. Measures of friendship quality appeared unrelated to indicators of emotional expressivity. Loglinear analyses indicated that when friends responded to participants' emotional expressions supportively, rather than dismissively, participants were more likely to disclose emotions in subsequent utterances. Research and clinical implications for early adolescent emotional development are discussed

Dimensions of adolescents' socio-digital participation

This investigation aimed to theoretically conceptualize the components of socio-digital participation (SDP) supported by data collected using a novel SPD-inventory as well as a semi-structured interview -tool. We carried out a pilot study in a Finnish comprehensive school with both quantitative (n=284; age 12-15) and qualitative data (n=35). We identified six conceptually separate dimensions of SDP. Social networking was conceptualized to be more likely to be friendship-driven, and, knowledge- and media-oriented as interest-driven. Academic participation was conceptualized as a separate boundary-crossing dimension between autonomous and controlled study activities. Further, we identifi ed two separate dimensions of gaming: recreational games and action and sports games. Based on the results we propose that in cultivating novel pedagogical practices, the heterogeneity should be recognized instead of onsize- fi ts-all mentality, and, further, that it is critical for the educational system to deliberately facilitate students appropriating of advanced digital practices of working with knowledge and media.This investigation aimed to theoretically conceptualize the components of socio-digital participation (SDP) supported by data collected using a novel SPD-inventory as well as a semi-structured interview -tool. We carried out a pilot study in a Finnish comprehensive school with both quantitative (n=284; age 12-15) and qualitative data (n=35). We identifi ed six conceptually separate dimensions of SDP. Social networking was conceptualized to be more likely to be friendship-driven, and, knowledge- and media-oriented as interest-driven. Academic participation was conceptualized as a separate boundary-crossing dimension between autonomous and controlled study activities. Further, we identifi ed two separate dimensions of gaming: recreational games and action and sports games. Based on the results we propose that in cultivating novel pedagogical practices, the heterogeneity should be recognized instead of onesize-fits-all mentality, and, further, that it is critical for the educational system to deliberately facilitate students appropriating of advanced digital practices of working with knowledge and media.Peer reviewe

Digital Piracy of MP3s: Consumer and Ethical Predispositions

Purpose – Illegal downloading of music has become an inexorable and rampant activity particularly among college students who have been little deterred by industry legal actions. The purpose of this research is to examine the present state of downloading and how ethical orientation and attitudes towards MP3 piracy impact such activities. The paper also aims to use ethical scenarios as a way of understanding the ethical reasoning in illegal downloading. Design/methodology/approach – Key research questions are proposed that are related to illegal downloading. A sample of 364 university students was used to examine each research question. Statistical results are reported. Findings – The results clearly show that downloading continues at a high rate today driven by a strong belief that it is not ethically wrong. Ethical orientation was found to be positively associated with awareness of the social cost of downloading, consequences of downloading, and ethical belief in downloading. Ethical scenarios show that ethical orientation is also associated with downloading activities and with stealing. Other results indicate that respondents believe that their peers are more prone to stealing music and downloading MP3s illegally. Fear of consequences does seem to have an impact on the propensity to download illegally. Practical implications – The paper contributes to inform industry representatives that appeals to ethics or guilt are not likely to deter illegal downloading measurably. The use of punishment for downloaders may have a short-term effect but other (more positive) measures are required. Originality/value – No research has examined downloading of MP3s in the manner developed in this paper. The paper contributes to a better understanding of consumer behavior among those who download. The results provide insight into a serious problem in the recording industry that is likely to persist in the distant future unless sound measures are developed

Project-based learning to develop the speaking skill in EFL students of intermediate level at Technical Air Force School during the school year 2020-2021.

The research project focused on “PROJECT-BASED LEARNING TO DEVELOP THE SPEAKING SKILL IN EFL STUDENTS OF INTERMEDIATE LEVEL AT TECHNICAL AIR FORCE SCHOOL DURING THE SCHOOL YEAR 2020-2021” represents an innovative methodology to develop students’ superior utterances. The main objective was to determine the effectiveness of Project-based learning (PBL) for improving speaking skills. This research is focused on a qualitative approach for measuring the theoretical results as well as a quantitative approach to facilitate the analysis and interpretation of the results through numbers, percentages, and figures. The type of research applied was quasi-experimental, since, during the exploration, it was possible to work with two groups, a control group and an experimental group of 25 students in each one. A pre-test and a post-test were carried out where the experimental group got better results in comparison with the control group. The only difference was that the experimental group was instructed with Project-based learning methodology while the control group was instructed with the traditional methodology. Consequently, the data collection allowed to demonstrate and support the hypothesis about how effective is project-based learning to develop the speaking skill.El Proyecto de investigación enfocado en “APRENDIZAJE BASADO EN PROYECTOS PARA DESARROLLAR LA HABILIDAD DE HABRAR EN LOS ESTUDIANTES DE EFL DEL NIVEL INTERMEDIO DE LA ESCUELA DE LA FUERZA AÉREA DURANTE EL PERIODO ESCOLAR 2020-2021”, representa una metodología innovativa para desarrollar expresiones comunicativas superiores en los estudiantes. El objetivo principal fue determinar la eficacia del aprendizaje basado en proyectos (ABP) para mejorar la destreza oral. Esta investigación se centró en un enfoque cualitativo para dimensionar los resultados teóricos, así como también en un enfoque cuantitativo para facilitar el análisis e interpretación de los resultados a través de números, porcentajes y figuras. El tipo de investigación aplicado fue cuasiexperimental, dado que durante la exploración fue posible trabajar con dos grupos, un grupo de control y un grupo experimental con 25 estudiantes cada uno. Un pre-test y un post-test fue realizado, en el cual el grupo experimental obtuvo mejores resultados en comparación con el grupo de control. La Única diferencia fue que el grupo experimental fue capacitado en base a la metodología del aprendizaje basado en proyectos mientras que el grupo de control fue capacitado siguiendo la metodología tradicional. Consecuentemente, la recolección de datos permitió demostrar y sustentar la hipótesis acerca de la efectividad del aprendizaje basado en proyectos para desarrollar la habilidad comunicativa oral en los estudiantes

Multiliteracies meaning-making: How four boys’ video gaming experiences influence their cultural knowledge—Two ethnographic cases

Scholars have acknowledged the potential contribution of video gaming to complex forms of learning, identifying links between gaming and engagement, experiential learning spaces, problem-solving, strategies, transliteracy reflectivity, critical literacy, and metacognitive thinking. Despite this movement toward the inclusion of video gaming in literacy teaching, concerns about certain risks raised by scholars have slowed the adoption of using video games to foster learning. Using a multiliteracies lens, this multi-case study examined the experiences of four boys engaged with video gaming in two different contexts: a community centre and an after-school video club. By drawing on Feminist Post-Structural Theory, Vygotskian, and video gaming technology, I have gained an understanding of the nature of boys’ behavior and learning in social settings while they engage in video game play. Studying the ways in which boys make meanings through multimodal ways of learning can offer insights into strategies that can potentially reinvent traditional literacy pedagogical boundaries and establish new ways and practices for building knowledge. These ethnographic cases, along with their naturalistic aspects, strengthened the authenticity of the social-contextual-cultural experiences of the four, adolescent-aged boys and allowed an understanding of their everyday experiences. Interpretations of the cultural meanings made by each of the boys, based on their individual unique experiences engaging with video games, can provide readers with insights into how to approach adolescent aged boys’ literacy development. This study describes how these four boys developed their multimodal ways of learning by engaging with visual perspectives of video games. My methodological approach documented what boys are saying, as much as possible, which is currently understudied in the literature surrounding boys and their video gaming practices. There were a number of findings emanating from this study, including the following: (i) boys use their video gaming practices for meaning-making and collaborative efforts in order to gain an understanding of several knowledge processes (such as decision-making, predicting, analyzing, strategizing, etc.), (ii) boys extend and apply their cultural knowledge as creative innovators, producing and publishing YouTube instructional videos for video game players and designing video games for a history project, (iii) boys demonstrate peer mentoring through storytelling, face-to-face interactions or in their online community of practice, (iv) boys make meanings using metacognitive literacy skills in a variety of ways, and (v) boys focus on cultural preservation and narrative storytelling. While acknowledging concerns related to video gaming, such as negative identity construction, violence, distraction, and time commitment for integration, this study seeks to contribute to the scholarly discussion about the use of video games in classrooms by explicitly considering the ways in which gaming may support boys’ meaning-making and cultural knowledge. Keywords Available designs, boys, community of practice, cultural meaning-making systems, literacy, multiliteracies, multimodal meanings, video gamin

Professional Socialization In Nurse Anesthesia Educational Programs: Attitudes And Beliefs Of Faculty Members And Recent Graduates

The purpose of this study was to better understand professional socialization in nurse anesthesia educational programs through an exploration of the attitudes and beliefs of faculty members and recent graduates. Participants for this cross-sectional, quasi-experimental online study included a convenience sample of 178 nurse anesthesia faculty members and 399 recent graduates of nurse anesthesia educational programs in the United States. Measures in this study explored the importance, recent graduate preparation, and influence on professional socialization outcomes (e.g., professional development, scholarly activity/critical inquiry, professional ethics, and professional and social responsibility). The effect of cohort size and instructional delivery method were also examined. Independent samples t-tests, correlations, and repeated-measures ANOVA (within subjects) were utilized to analyze the data. Both faculty members and recent graduates indicated they were overall satisfied with professional socialization practices used in nurse anesthesia educational programs. The independent samples t-tests revealed several significant findings. Faculty members rated the importance for all outcomes higher than recent graduates. Both faculty members and recent graduates from programs with smaller cohorts rated the importance for the outcome of scholarly activity/critical inquiry highly. Recent graduates who utilized a blended/hybrid or online instructional delivery method in their program rated the importance and their preparation higher for the outcome of professional ethics. Significant positive correlations were found for all outcomes between recent graduate preparation and frequency of participation. Although most reported frequencies of participation were low, frequency of participation was higher for the outcome of professional ethics. Repeated-measures ANOVA showed faculty members to be most influential for recent graduates, followed by clinical instructors. Nurse anesthesia educational programs, regardless of instructional delivery method, should ensure that intentional methods and techniques to promote the socialization process are woven throughout the curricula. Furthermore, each program should assess what other influential factors or groups may affect the socialization process. Future research should be focused on collecting actual methods and techniques that are currently utilized so that current best practices for professional socialization can be determined. Methods and techniques should be evaluated for differences based on program size or utilization of distance education

Globalization, Culture, and Online Learning: An Exploration of the Sociocultural Perspectives of Indian Students Participating in U.S.-Based Online Courses

This study correlates the impacts of globalization on higher education and the generation of online learning programs offered to global audiences. Concomitantly, it examines the sociocultural experiences of international students participating in United States based online courses. Of specific interest is the socialized culture of learning students from India bring with them into an online learning course, and how that socialized culture is negotiated through strategies of acculturation alongside the student’s perceived American culture of learning. The overarching focus of the study explores the advent of cybercultures within online learning course environments as a potential result of the intermingling of variant cultures of learning

Learner’s perception of task difficulties in technology-mediated task-based language teaching

The perception of learners can be used for evaluating task-based language teaching development. However, during the technology-mediated task-based language teaching (TBLT), learners faced a few difficulties. Thus, this study aimed to investigate learners’ perceptions of task difficulties in technology-mediated (TBLT). To collect data, the study used a quantitative design with an open-ended questionnaire, and, involved two hundred learners as participants who came from different departments at the university. The results strongly confirmed that incorporating technology into TBLT leads learners to face some difficulties in (1) understanding the meaning of the task, (2) practical instruction in doing tasks, (3) applying new technology to explore profound tasks further, (4) lack of direct lecturer feedback on student tasks, (5) performance assessment, (6) addressing learners’ needs, (7) goal orientation, (8) digital literacy, building knowledge, intellectual, and behavior, and (9) school and curriculum rules. Furthermore, the study preferred some strategies to solve learners' difficulties in TBLT, such as managing teaching materials to become easier and more interesting, referring technology integration to learners’ ability, implementing bring your own device (BYOD), improving classroom assessment, teachers broadening technology-mediated, task-based learning internships, and facilitating learners with compatible technology tools and stable internet connection

Charting Trajectories on the Peripheries of Community Practice: Mobile Learning for the Humanities in South Korea

This research explores the learning practices of graduate humanities students in South Korea as evidenced through mobile technology. Fieldwork was carried out with 25 graduate students across several universities in Seoul involving interviews, mobile artifacts, and reflective prompts. The study asked how graduate students use mobile technology to support their learning, what learning practices are presented in this mobile technology use, and whether this combination of mobile technology use and learning practice suggest a learner trajectory (Wenger, 1998) in respect to the disciplinary community. Analysis presents the trajectories being evidenced by these graduate students, leading to a discussion on how graduate students are shaping their learning practices and participation in the humanities through mobile technology. Findings suggest the trajectories that graduate students exhibit in relation to their disciplinary communities are structured by mobile technology itself, informal and formal practices consistent with community participation, and South Korean sociocultural practice. Trajectories presented were complex aggregations of adherence, subversion, and intent, suggesting that participation in the disciplinary community was shaped by multimemberships and elements of individualized practice. The findings suggest that more robust methodologies are needed to account for the complexity of learning trajectories in sociocultural contexts. The contributions of this thesis are a more sophisticated definition of mobile learning, methodological models that allow for this definition to be evidenced, an analytical framework that coheres the disparate data points being evidenced through mobile technology, and a more holistic presentation of mobile learning than has been presented in research on South Korean higher education