The students’ acceptance and use of their university’s virtual learning environment

The proliferation of digital and mobile devices, including; smartphones and tablets has led policy makers and practitioners to include these ubiquitous technologies in the realms of education. A thorough review of the relevant literature suggests that both students as well as their course instructors are becoming increasingly acquainted with the adoption of education technologies in the higher educational context. Hence, this study explores the university students’ readiness to engage with the virtual learning environment (VLE). The methodology has integrated measuring items that were drawn from the educational technology literature, including the unified theory of acceptance and use of technology, to better understand the students’ perceptions towards VLE. It investigated whether they were influenced by their instructors or by fellow students to use VLE. The results suggest that most of the research participants were using this technology as they believed that it supported them in their learning outcomes. The findings also revealed that the students were not coerced by their course instructors or by other individuals to engage with VLE. Moreover, the university’s facilitating conditions had a significant effect on the participants’ usage of VLE. In conclusion, this contribution puts forward key implications to practitioners. It also clarifies the limitations of this study and proposes future research directions.peer-reviewe

Lexical Derivation of the PINT Taxonomy of Goals: Prominence, Inclusiveness, Negativity Prevention, and Tradition

What do people want? Few questions are more fundamental to psychological science than this. Yet, existing taxonomies disagree on both the number and content of goals. We thus adopted a lexical approach and investigated the structure of goal-relevant words from the natural English lexicon. Through an intensive rating process, 1,060 goal-relevant English words were first located. In Studies 1-2, two relatively large and diverse samples (total n = 1,026) rated their commitment to approaching or avoiding these goals. Principal component analyses yielded 4 replicable components: Prominence, Inclusiveness, Negativity prevention, and Tradition (the PINT Taxonomy). Study 3-7 (total n = 1,396) supported the 4-factor structure of an abbreviated scale and found systematic differences in their relationships with past goal-content measures, the Big 5 traits, affect, and need satisfaction. This investigation thus provides a data-driven taxonomy of higher-order goal-content and opens up a wide variety of fascinating lines for future research

Functional connectivity in relation to motor performance and recovery after stroke.

Plasticity after stroke has traditionally been studied by observing changes only in the spatial distribution and laterality of focal brain activation during affected limb movement. However, neural reorganization is multifaceted and our understanding may be enhanced by examining dynamics of activity within large-scale networks involved in sensorimotor control of the limbs. Here, we review functional connectivity as a promising means of assessing the consequences of a stroke lesion on the transfer of activity within large-scale neural networks. We first provide a brief overview of techniques used to assess functional connectivity in subjects with stroke. Next, we review task-related and resting-state functional connectivity studies that demonstrate a lesion-induced disruption of neural networks, the relationship of the extent of this disruption with motor performance, and the potential for network reorganization in the presence of a stroke lesion. We conclude with suggestions for future research and theories that may enhance the interpretation of changing functional connectivity. Overall findings suggest that a network level assessment provides a useful framework to examine brain reorganization and to potentially better predict behavioral outcomes following stroke

The physiologic correlates of learning in the classroom environment

This study served to further investigate learning and memory, and to offer a potential tool to support educational interventions. More specifically, this was accomplished by an investigation of the physiologic changes in the brain that occurred while students learned medical anatomy. A group of 29 students taking the Gross Anatomy course at Boston University School of Medicine participated in the study. Testing occurred in two sessions: prior to the course and at the completion of the course. For each session, scalp EEG was recorded while participants were shown 176 anatomical terms (132 relevant to the course and 44 obscure) and asked to respond with "Can Define", "Familiar", or "Don't Know". Behavioral results indicated a positive correlation between participants' course grades and performance on the experimental tasks. EEG results were analyzed for event-related potential (ERP) components related to two memory components: familiarity and recollection. Results had a number of indications. For Don't Know responses, a stronger early frontal, late parietal, and late frontal effect occurred more so for terms of Session 1 compared to Session 2. For an analysis of just Session 2 data, results indicated increased activity of the early frontal, late parietal, and late frontal effects for Can Define responses only. Session 2 Can Define responses elicited a stronger early frontal ERP, occurring between 300 and 500 milliseconds yet, the most post-retrieval processing and monitoring appeared for Can Define terms of Session 2. Ultimately, we focused on investigating two points: 1) the effect of classroom learning on memory, and 2) the examination of ERPs as a tool to guide education interventions. Specifically, ERPs would potentially indicate markers to predict whether students would retain materials long before behavioral measures indicate these results. This has potential to determine whether long-lasting or transient learning will occur; as well as the potential to support early intervention strategies for not just students, but also individuals with learning disabilities or memory impairments

Changes in pain-related beliefs, coping, and catastrophizing predict changes in pain intensity, pain interference, and psychological functioning in individuals with myotonic muscular dystrophy and facioscapulohumeral dystrophy

The primary aim of this study was to test hypothesized associations between changes in psychological variables (i.e., pain beliefs, catastrophizing and coping strategies) and changes in pain intensity and related adjustment (i.e., pain interference and psychological functioning) in individuals with Myotonic Muscular Dystrophy (MMD) and Facioscapulohumeral Muscular Dystrophy (FSHD). Methods: A sample of 107 adults with a diagnosis of MMD or FSHD, reporting pain in the past three months, completed assessments at two time-points, separated by about 24 months. Results showed that changes in pain-related psychological variables were significantly associated with changes in psychological functioning, pain intensity and pain interference. Specifically, increases in the belief that emotion influences pain, and catastrophizing were associated with decreases in psychological functioning. Increases in the coping strategies of asking for assistance and resting, and the increases of catastrophizing were associated with increases in pain intensity. Finally, increases in pain intensity and asking for assistance were associated with increases in pain interference. Discussion: The results support the utility of the biopsychosocial model of pain for understanding pain and its impact in individuals with MMD or FSHD. These findings may inform the design and implementation of psychosocial pain treatments for people with muscular dystrophy and chronic pain

Ethnic and Language Matching: Effects on Hispanics\u27 Treatment Perceptions

Cultural adaptations to mental health treatment have been recommended to improve treatment outcomes in minorities, including Hispanics (Griner & Smith, 2006). One such adaptation includes matching the therapist to the client on culturally salient variables, such as spoken language or ethnic background. Yet, most investigations about the efficacy of matching have been correlational or have not examined language and ethnic match together (Cabassa, 2007). I investigated the effects of both ethnic and language matching on Hispanics\u27 perceptions of psychological treatment. Participants were 100 Hispanic adults (36 men) randomly assigned to one of four conditions. In each condition, participants read a vignette describing a Hispanic man with depression symptoms who received services from a mental health clinician. Vignettes varied the clinician\u27s language (Spanish or English) and ethnicity (Hispanic or non-Hispanic). Questions following the vignette asked participants to indicate the extent to which they felt the clinician was qualified, would be helpful, the treatment was appropriate, and treatment would consider important cultural factors. An exploratory factor analysis revealed these questions represented two factors: clinician professional qualifications and clinician consideration of culture into treatment. These factors represented dependent variables in subsequent analyses. Analyses of variance revealed a significant main effect of ethnic match on both dependent variables, with ethnic match leading to enhanced perceptions of the qualifications and cultural sensitivity of the clinician. A significant main effect of language match was found only for perceptions of the clinician\u27s professional qualifications. Contrary to hypotheses, no significant interaction between matched ethnicity and language emerged. Results demonstrate language matched clinicians, regardless of ethnicity, were seen as more qualified than unmatched clinicians, but only clinician ethnicity was related to a sense that cultural factors would play a role in treatment decisions

Brief targeted memory reactivation during the awake state enhances memory stability and benefits the weakest memories.

Reactivation of representations corresponding to recent experience is thought to be a critical mechanism supporting long-term memory stabilization. Targeted memory reactivation, or the re-exposure of recently learned cues, seeks to induce reactivation and has been shown to benefit later memory when it takes place during sleep. However, despite recent evidence for endogenous reactivation during post-encoding awake periods, less work has addressed whether awake targeted memory reactivation modulates memory. Here, we found that brief (50 ms) visual stimulus re-exposure during a repetitive foil task enhanced the stability of cued versus uncued associations in memory. The extent of external or task-oriented attention prior to re-exposure was inversely related to cueing benefits, suggesting that an internally-orientated state may be most permissible to reactivation. Critically, cueing-related memory benefits were greatest in participants without explicit recognition of cued items and remained reliable when only considering associations not recognized as cued, suggesting that explicit cue-triggered retrieval processes did not drive cueing benefits. Cueing benefits were strongest for associations and participants with the poorest initial learning. These findings expand our knowledge of the conditions under which targeted memory reactivation can benefit memory, and in doing so, support the notion that reactivation during awake time periods improves memory stabilization

Project Quality of Offshore Virtual Teams Engaged in Software Requirements Analysis: An Exploratory Comparative Study

The off-shore software development companies in countries such as India use a global delivery model in which initial requirement analysis phase of software projects get executed at client locations to leverage frequent and deep interaction between user and developer teams. Subsequent phases such as design, coding and testing are completed at off-shore locations. Emerging trends indicate an increasing interest in off-shoring even requirements analysis phase using computer mediated communication. We conducted an exploratory research study involving students from Management Development Institute (MDI), India and Marquette University (MU), USA to determine quality of such off-shored requirements analysis projects. Our findings suggest that project quality of teams engaged in pure off-shore mode is comparable to that of teams engaged in collocated mode. However, the effect of controls such as user project monitoring on the quality of off-shored projects needs to be studied further

Political Engagement through Debates: Young Citizens’ Reactions to the 2004 Presidential Debates

This study examines how exposure to a televised debate affects young citizens’ normative democratic tendencies, attitudes that have been linked to increased civic and political participation, including voting behavior. The authors also are interested in the confidence young citizens express in the political knowledge they possess—their political information efficacy—and specifically how confidence in one’s knowledge may be affected by exposure to such a sustained and “information-rich” source of campaign information as a 90-minute candidate debate. Findings reveal that debates strengthen, at least in the short term, democratic attitudes and also strengthen young citizens’ levels of political information efficacy