EXAMINING THE ROLE OF THE INTRODUCTORY VIDEO IN THE DEVELOPMENT OF TEACHING PRESENCE IN ONLINE INSTRUCTION

This study presents and discusses findings regarding the benefits of video delivery in online instruction. Specifically, the study addresses whether the implementation of a short asynchronous introductory video in a primarily text-based online course has an effect on students’ perception of teaching presence. In addition, the second aim of this study is to test whether an asynchronous introductory video can enhance student’s course engagement and performance. Finally, the study seeks answer if there is an interrelationship between teaching presence, student’s engagement and student’s performance. This study utilizes a sequential explanatory mixed methods research design. The study also includes elements of the experimental method as part of the educational intervention. Participants in this study were undergraduate students (N=87) enrolled in an online course in the domain of entomology at the University of Nebraska-Lincoln, during the spring semester 2010. The quantitative analysis relies on descriptive statistics, t-tests, and SEM-multiple course comparison, while qualitative analysis uses an in-vivo coding approach. The study results indicate that announcement delivery method has a limited impact effect on students’ perception of teaching presence. Video based announcement is a statistically significant determinant only for one aspect of teaching presence, which is instructors’ facilitation role in the online course. In addition, the results show that video delivery can make virtual learning more personalized, by emphasizing the interaction between students and their instructor. Finally, the research shows that students’ study habits are critical for the online learning engagement and overall coursework. Advisor: Allen Steckelber

EXAMINING THE ROLE OF THE INTRODUCTORY VIDEO IN THE DEVELOPMENT OF TEACHING PRESENCE IN ONLINE INSTRUCTION

This study presents and discusses findings regarding the benefits of video delivery in online instruction. Specifically, the study addresses whether the implementation of a short asynchronous introductory video in a primarily text-based online course has an effect on students’ perception of teaching presence. In addition, the second aim of this study is to test whether an asynchronous introductory video can enhance student’s course engagement and performance. Finally, the study seeks answer if there is an interrelationship between teaching presence, student’s engagement and student’s performance. This study utilizes a sequential explanatory mixed methods research design. The study also includes elements of the experimental method as part of the educational intervention. Participants in this study were undergraduate students (N=87) enrolled in an online course in the domain of entomology at the University of Nebraska-Lincoln, during the spring semester 2010. The quantitative analysis relies on descriptive statistics, t-tests, and SEM-multiple course comparison, while qualitative analysis uses an in-vivo coding approach. The study results indicate that announcement delivery method has a limited impact effect on students’ perception of teaching presence. Video based announcement is a statistically significant determinant only for one aspect of teaching presence, which is instructors’ facilitation role in the online course. In addition, the results show that video delivery can make virtual learning more personalized, by emphasizing the interaction between students and their instructor. Finally, the research shows that students’ study habits are critical for the online learning engagement and overall coursework. Advisor: Allen Steckelber

ONLINE LEARNING CHALLENGES: NEED FOR EVOLVING MODELS

This paper proposes that online learning theory can be enhanced by looking at research outside of education.Models such as the Community of Inquiry and the Transactional Distance Theoretical Model provide a utility toward structuring, conceptualizing, understanding, and analyzing online education. The ongoing research based on these models continues to explore and recommend as practice that the instructor holds "the keys" as to how the online learning environment will be formulated, shaped, and conducted. The assertion from this perspective continues that instructors through proper or improper structuring, guidance, and/or facilitation and design of their online learning environments may or may not be successful in their teaching. Research outside of education explores implications for online education from a biological and human behavior perspective, which includes analysis of innate brain wiring and emergent research regarding student emotional responses. If we think in terms of the online learning context and the apparent innate desire by all while learning to "connect" to one another, mirroring neurons and the advancement of their understanding could and should be monitored closely as more information and evidence emerges that may have valuable revelations about improving learning and learning outcomes within asynchronous learning environments. "Setting up" the space for learning is not enough for an online educator to understand. Having insight into one's own and others' personal relational dynamics and group dynamics is critical in facilitating online learning environments. Understanding the psyche of individuals and having the ability to intuit human behavior is equally important

ONLINE LEARNING CHALLENGES: NEED FOR EVOLVING MODELS

This paper proposes that online learning theory can be enhanced by looking at research outside of education.Models such as the Community of Inquiry and the Transactional Distance Theoretical Model provide a utility toward structuring, conceptualizing, understanding, and analyzing online education. The ongoing research based on these models continues to explore and recommend as practice that the instructor holds "the keys" as to how the online learning environment will be formulated, shaped, and conducted. The assertion from this perspective continues that instructors through proper or improper structuring, guidance, and/or facilitation and design of their online learning environments may or may not be successful in their teaching. Research outside of education explores implications for online education from a biological and human behavior perspective, which includes analysis of innate brain wiring and emergent research regarding student emotional responses. If we think in terms of the online learning context and the apparent innate desire by all while learning to "connect" to one another, mirroring neurons and the advancement of their understanding could and should be monitored closely as more information and evidence emerges that may have valuable revelations about improving learning and learning outcomes within asynchronous learning environments. "Setting up" the space for learning is not enough for an online educator to understand. Having insight into one's own and others' personal relational dynamics and group dynamics is critical in facilitating online learning environments. Understanding the psyche of individuals and having the ability to intuit human behavior is equally important

Improving Provider Teach-Back Rates Among Patients with Limited English Proficiency

Background and Aim Low personal health literacy is a social risk and is associated with worse health and health outcomes.1 Patients with limited English proficiency (LEP) are at greater risk for lower personal health literacy.2 Patients with LEP also report more difficulty understanding medical situations and medication use than their English proficient counterparts.3 Teach-back has been shown to improve post-visit comprehension of self-care after diagnosis, as well as understanding of medications and necessary follow-up, in patients with LEP.4 The “5Ts” for teach back provides clinicians with an excellent counseling format for all encounter types.5 Aim Statement: Increase the rate in which providers ask patients with LEP to explain their understanding of the plan established during the visit to at least 60% by 6 months from initiation of data collection

Investigating the Role of the hnRNP Glorund in the Drosophila Central Nervous System

Heterogeneous nuclear ribonucleoproteins (hnRNPs) are the most abundant RNA-binding proteins and are involved in every aspect of post-transcriptional gene regulation. In mammalian neuronal cells, the hnRNP F/H family is necessary for proper localization and translation of mRNA within axons, as well as axonal growth. Dysfunctions in human hnRNP F/H proteins have been linked to various neurodegenerative and neurodevelopmental disorders such as Parkinson’s disease and autism. Glorund (Glo) is the sole member of the hnRNP F/H family in Drosophila. Glo functions in several RNA regulatory steps during oogenesis, including alternative splicing and translational repression. During embryonic development, glo mRNA and protein become highly expressed in the central nervous system (CNS) of Drosophila. However, the role of Glo in the CNS has yet to be elucidated. Since Glo is highly expressed in the CNS, it may be involved in CNS development and the regulation of multiple CNS RNAs. Embryonic CNS morphology was analyzed in homozygous glo mutant embryos to determine if Glo plays a role in CNS development. Additionally, RNA co-immunoprecipitation experiments were performed and the HyperTRIBE method was attempted to search for in vivo targets of Glo. Although I was unable to fully complete the experiments, RNA co-immunoprecipitation results suggest Glo binds to IGF-II mRNA binding protein (imp) mRNA in stage 12–16 embryos. The work presented in this thesis has provided a foundation for several future experiments to probe Glo’s necessity in CNS development and for identification of multiple CNS targets of Glo, which will lead to a broader understanding of the multifunctionality of Glo and potentially the hnRNP F/H family as a whole

Investigating the Role of the hnRNP Glorund in the Drosophila Central Nervous System

Heterogeneous nuclear ribonucleoproteins (hnRNPs) are the most abundant RNA-binding proteins and are involved in every aspect of post-transcriptional gene regulation. In mammalian neuronal cells, the hnRNP F/H family is necessary for proper localization and translation of mRNA within axons, as well as axonal growth. Dysfunctions in human hnRNP F/H proteins have been linked to various neurodegenerative and neurodevelopmental disorders such as Parkinson’s disease and autism. Glorund (Glo) is the sole member of the hnRNP F/H family in Drosophila. Glo functions in several RNA regulatory steps during oogenesis, including alternative splicing and translational repression. During embryonic development, glo mRNA and protein become highly expressed in the central nervous system (CNS) of Drosophila. However, the role of Glo in the CNS has yet to be elucidated. Since Glo is highly expressed in the CNS, it may be involved in CNS development and the regulation of multiple CNS RNAs. Embryonic CNS morphology was analyzed in homozygous glo mutant embryos to determine if Glo plays a role in CNS development. Additionally, RNA co-immunoprecipitation experiments were performed and the HyperTRIBE method was attempted to search for in vivo targets of Glo. Although I was unable to fully complete the experiments, RNA co-immunoprecipitation results suggest Glo binds to IGF-II mRNA binding protein (imp) mRNA in stage 12–16 embryos. The work presented in this thesis has provided a foundation for several future experiments to probe Glo’s necessity in CNS development and for identification of multiple CNS targets of Glo, which will lead to a broader understanding of the multifunctionality of Glo and potentially the hnRNP F/H family as a whole

Investigating the Role of the hnRNP Glorund in the Drosophila Central Nervous System

Heterogeneous nuclear ribonucleoproteins (hnRNPs) are the most abundant RNA-binding proteins and are involved in every aspect of post-transcriptional gene regulation. In mammalian neuronal cells, the hnRNP F/H family is necessary for proper localization and translation of mRNA within axons, as well as axonal growth. Dysfunctions in human hnRNP F/H proteins have been linked to various neurodegenerative and neurodevelopmental disorders such as Parkinson’s disease and autism. Glorund (Glo) is the sole member of the hnRNP F/H family in Drosophila. Glo functions in several RNA regulatory steps during oogenesis, including alternative splicing and translational repression. During embryonic development, glo mRNA and protein become highly expressed in the central nervous system (CNS) of Drosophila. However, the role of Glo in the CNS has yet to be elucidated. Since Glo is highly expressed in the CNS, it may be involved in CNS development and the regulation of multiple CNS RNAs. Embryonic CNS morphology was analyzed in homozygous glo mutant embryos to determine if Glo plays a role in CNS development. Additionally, RNA co-immunoprecipitation experiments were performed and the HyperTRIBE method was attempted to search for in vivo targets of Glo. Although I was unable to fully complete the experiments, RNA co-immunoprecipitation results suggest Glo binds to IGF-II mRNA binding protein (imp) mRNA in stage 12–16 embryos. The work presented in this thesis has provided a foundation for several future experiments to probe Glo’s necessity in CNS development and for identification of multiple CNS targets of Glo, which will lead to a broader understanding of the multifunctionality of Glo and potentially the hnRNP F/H family as a whole

Examining the role of the introductory video in the development of teaching presence in online instruction

This study presents and discusses findings regarding the benefits of video delivery in online instruction. The implementation of asynchronous video adds quality to the online learning experience by providing missing elements such as visual contact with the instructor and verbal input. Specifically, the study addresses whether the implementation of a short asynchronous introductory video in a primarily text-based online course has an effect on students’ perception of teaching presence. In addition, the second aim of this study is to test whether an asynchronous introductory video can enhance student\u27s course engagement and performance. Finally, the study seeks answer if there is an interrelationship between teaching presence, student\u27s engagement and student\u27s performance. This study utilizes a sequential explanatory mixed methods research design. The research process consists of two phases which involves collecting qualitative students’ responses after gathering quantitative data to explain or follow up on the quantitative results in more depth. The study also includes elements of the experimental method as part of the educational intervention. In particular, the research uses posttest only control group design. Participants in this study were undergraduate students (N=87) enrolled in an online course in the domain of entomology at the University of Nebraska-Lincoln, during the spring semester 2010. The data analysis includes both quantitative and qualitative analyzing procedures. The quantitative analysis relies on descriptive statistics, t-tests, and SEM-multiple course comparison, while qualitative analysis uses an in-vivo coding approach. The study results indicate that announcement delivery method has a limited impact effect on students’ perception of teaching presence. Video based announcement is a statistically significant determinant only for one aspect of teaching presence, which is instructors’ facilitation role in the online course. In addition, the results show that video delivery can make virtual learning more personalized, by emphasizing the interaction between students and their instructor. Finally, the research shows that students’ study habits are critical for the online learning engagement and overall coursework