472,772 research outputs found
Practical impact of group communication theory
Practical impact of group communication theory Andre Schiper Group communication is an important topic in fault-tolerant distributed applications. The paper summarizes the main contributions of practical importance that contributed to our current understanding of group communication. These contributions are classified into ''abstractions'' and ''specifications'', ''paradigms'', ''system models'', ''algorithms'', and ''theoretical results''. Some open issues are discussed at the end of the paper
THE IMPACT OF INTERACTIVE FUNCTIONALITY ON LEARNING OUTCOMES: AN APPLICATION OF OUTCOME INTERACTIVITY THEORY
Scholars have examined a variety of dimensions and models of interactivity in an attempt to articulate a comprehensive definition. Outcome Interactivity Theory (OIT) considers interactivity to be the result of a communication event involving the successful integration of three predictive dimensions: the presence of actual interactive technological features, the presence of similarly reactive content elements, and relevant user experiences that empower the user to employ these interactive elements within the communication event toward a desirable outcome.
This dissertation accomplishes three major objectives: clarify the literature relating to the interactivity construct; introduce Outcome Interactivity Theory as a new theory-based conceptualization of the interactivity construct; and test Outcome Interactivity Theory using a pre-test post-test control group full experimental design. The study tests the impact of interactivity on knowledge acquisition and satisfaction student learning outcomes. In addition, the OIT model itself is tested to measure the effect of interactivity on knowledge acquisition and satisfaction. Finally, this study presents a new set of highly reliable interactivity measurement scales to quantify the influence of specific individual dimensions and elements on interactivity as defined by the OIT model.
Results are described, and limitations and practical implications are discussed
Exploration of the affordances of mobile devices in integrating theory and clinical practice in an undergraduate nursing programme
BACKGROUND: Promoting the quality and effectiveness of nursing education is an important
factor, given the increased demand for nursing professionals. It is important to establish
learning environments that provide personalised guidance and feedback to students about
their practical skills and application of their theoretical knowledge.
OBJECTIVE: To explore and describe the knowledge and points of view of students and
educators about introduction of new technologies into an undergraduate nursing programme.
METHOC: The qualitative design used Teschâs (1990) steps of descriptive data analysis to
complete thematic analysis of the data collected in focus group discussions (FGDs) and
individual interviews to identify themes.
RESULTS: Themes identified from the studentsâ FGDs and individual interviews included:
mobile devices as a communication tool; email, WhatsApp and Facebook as methods of
communication; WhatsApp as a method of communication; nurses as role-models in the
clinical setting; setting personal boundaries; and impact of mobile devices in clinical practice
on professionalism. Themes identified from the FGD, individual interviews and a discussion
session held with educators included: peer learning via mobile devices; email, WhatsApp and
Facebook as methods of communication; the mobile device as a positive learning method;
students need practical guidance; and ethical concerns in clinical facilities about Internet
access and use of mobile devices.
CONCLUSION: The research project established an understanding of the knowledge and
points of view of students and educators regarding introduction of new technologies into
an undergraduate nursing programme with the aim of enhancing integration of theory and
clinical practice through use of mobile devices.Department of HE and Training approved lis
Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective
Cyberbullying, defined as any behavior performed through electronic or digital media by individuals or groups that repeatedly communicates hostile or aggressive messages intended to inflict harm or discomfort on others, is a widespread problem. Bystanders play an integral role in the initiation, maintenance, and prolonged presence of such aggressive behaviors, but have thus far been overlooked in cyberbullying literature. Cyberbullying bystanders are defined in this study as those who witness cyberbullying, either within or outside their personal social network(s) and whose available responses range from inaction to intervention. Operating from a social-ecological perspective and guided by multiple goals theories, this study used focus group methodology and found that cyberbullying bystanders have an impact on perpetration and victimization by way of multiple, distinct goals, which impact their choice of behavioral response. Bystandersâ goals and behaviors served to inform the creation of a cyberbullying bystander typology inclusive of five types: the oblivious/distant bystander, the entertained bystander, the conspiring bystander, the unintentional instigating bystander, and the active/empowered bystander. By allowing a thorough, nuanced understanding of bystandersâ role in cyberbullying, the study has significant implications for communication theory and practical application in the development of prevention and intervention efforts
âLivingâ theory: a pedagogical framework for process support in networked learning
This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through caseâstudy analysis of learnersâ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the caseâstudy course and the action research methodology. It then identifies key dimensions of four interconnected developmental processesâorientation, communication, socialisation and organisationâthat were associated with âlearning to learnâ in the courseâs networked environment, and offers a flavour of participantsâ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for processâfocused (as well as domainâfocused) learning tasks
Introducing social pedagogy into Scottish residential child care : an evaluation of the Sycamore Services social pedagogy training programme
This report provides an introduction to the approach to child care known as social pedagogy and an evaluation of a social pedagogy training programme delivered to a group of child care staff employed in Sycamore Services. It is a 1st stage evaluation which gathers information from participants during the training programme and over the first few months following the training. This was a pilot programme and the Sycamore Services management have decided that the programme will be run again, and will eventually be offered to all staff. A further evaluation will be carried out in order to identify benefit and impact one year on from the end of the pilot
Learning from Kaupapa MÄori: Issues and techniques for engagement
This article argues for recognition of the value and relevance of Indigenous knowledges about principles and practices of engagement to theory-building and praxis in public relations. Specifically, in this article, the Kaupapa MÄori body of knowledge and practice that has developed around Indigenous/non-Indigenous engagement in Aotearoa is identified as a valid source of insight for the analogous situation of organisation-public engagement where power imbalance is inherent
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