Teaching presence in computer conferencing : lessons from the United States and Australia

This paper uses the category of teaching presence as a framework to analyze and compare teaching presence in two computer conference contexts. Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes. This paper is based on an interview designed to capture reflections about teaching practices of two instructors, one from the United States and the other from Australia. We first present individual case studies of the two computer conference contexts, followed by conclusions and implications for research and practice.<br /

CHC students online : responses to course organisation

Previous research by the authors has shown that Confucian Heritage Students participating in online problem solving discussions show a high degree of message postings that are related to the organization of the course of study, rather than to its contents and intellectual challenges. The authors argue that this is consistent with the more broadly based research outcomes relating to the achieving strategy that is quite typically exhibited among CHC students. This interview based study explores the perceptions of CHC students as they engage with collaborative learning online, and shows that the concerns relate to matters to do with assessment, with the reliability and timeliness of group member inputs, and the possibilities of plagiarism.<br /

Towards identifying factors underlying readiness for online learning: an exploratory study

To test the potential value of McVay\u27s (2000) Readiness for Online Learning questionnaire for research and practice, the instrument was administered to 107 undergraduate university students drawn from a range of courses in the United States and Australia. The questionnaire was subjected to a reliability analysis and a factor analysis. The instrument fared well in the reliability analysis, and yielded a two-factor structure that was readily interpretable in a framework of existing theory and research. Factors identified were &quot;Comfort with e-learning&quot; and &quot;Self-management of learning.&quot; It is suggested that the instrument is useful for both research and practice, but would be enhanced through further work on 5 of the 13 items. Additionally, further work is required to establish predictive validity.<br /

Learning through computer-mediated communication: a comparison of Australian and Chinese heritage students

Twelve Australian and 12 Chinese heritage students from a third-year university computer ethics subject completed a Readiness for Online Learning Questionnaire; and six students from each of these two groups participated in a student-facilitated problem-solving discussion through computer-mediated communication. The questionnaire comparisons showed that the two groups of students were equally willing to self-manage their own learning, but that Australian students were significantly more comfortable with e-learning. The analysis of student postings in the CMC component showed that, collectively, Australian students posted more messages than did the Chinese students. Both groups participated equally in socialisation online; although Chinese heritage students posted a higher number of messages associated with organisational matters; and Australian students posted a larger number of message components associated with intellectual contributions to the discussion. These results are interpreted in a theoretical context and implications for practice are drawn. <br /

Stewardship and Sustainability: Applying the TCOS Framework to Reappraisal

This article reports on a Brigham Young University Library Special Collections reappraisal pilot project based upon OCLC\u27s Total Cost of Stewardship (TCOS) framework. The case study considers how reappraisal activities align with TCOS principles, and its use in reviewing faculty papers. The pilot measured reappraisal and reprocessing costs for a small sample of papers of university administrators, and identified all other collections of faculty, staff, and administrators for reappraisal in both university archives records and manuscripts collections. Findings identified through the pilot will inform a larger reappraisal project in Special Collections to refine appraisal and processing work and reclaim repository space

Parents’ Perceptions of the Physical Health Outcomes of Young People Diagnosed with First Episode Psychosis

This study explores parents’ perceptions of their son/daughter’s physical health needs following a first episode psychosis diagnosis and commencement on antipsychotic medication. The research process was guided by grounded theory methodology and data were collected using semi-structure interviews with 16 parents. Four categories were identified. Participants described the importance, challenges and strategies for their son/daughter to maintain their physical health, and the need to improve young people’s health literacy, particularly in areas of physical health, diet and lifestyle. These findings will assist health professionals to provide parents with information to better support their son/daughter to maintain their physical health

Effects of eating fresh lean pork on cardiometabolic health parameters

High protein meat-based diets are commonly promoted for weight loss, supposedly by increasing satiety and energy expenditure. Pork is a good source of protein however little information on the metabolic effects of pork consumption exists. This pilot study aimed to examine whether regular consumption of fresh lean pork could improve body composition and cardiovascular risk factors in a 6 month parallel intervention trial. 164 overweight adults (mean BMI 32) were randomly assigned to incorporate up to 1 kg pork/week by substituting for other foods or maintain their habitual diet (control). Plasma levels of lipids, glucose and insulin, BMI, waist/hip circumference, blood pressure, heart rate and arterial compliance were measured at baseline and 3 and 6 months. Body composition was determined using dual energy X-ray absorptiometry. A total of 144 volunteers completed and volunteers in the pork group increased their intake 10 fold by substituting pork for mainly beef and chicken. After 3 months, there were significant (p ≤ 0.01) reductions in weight, BMI, waist circumference, % body fat, fat mass and abdominal fat in the pork group relative to controls, which persisted for 6 months. There was no change in lean mass, indicating that the reduction in weight was due to loss of fat mass. There were no significant effects on other metabolic parameters. Regular consumption of lean fresh pork may improve body composition

"Akademisches Schwarmverhalten“ und globale Notlagen : Gleichberechtigte Süd-Nord-Forschungspartnerschaften zur Förderung einer hochwertigen Bildung in unterschiedlichen Kontexten und Kulturen

In this article we apply an Afrocentric Resilience Theory (relationship-resourced resilience) to the domain of education research partnerships. We posit academic flocking as an equitable research partnership approach aimed at developing education knowledge that responds to collective distress and supports collective quality education. We provide support for our supposition regarding academic flocking by overviewing the mutually beneficial development of an online, home-based learning resource with relevance in two transnational contexts and cultures, South Africa and the United States of America. Whereas the context of the argument is a COVID-19 related global need for evidence-based education resources, conceptually we draw on lenses of resilience and emancipatory, democratising methodology to make sense of academic flocking as a fundamental structure for research partnership equity and relevant education innovation. As such, academic flocking holds value as a transformative alternative for South-North researcher partnerships in generating useful, quality educational innovations to address critical needs.In diesem Beitrag wenden wir eine afrozentrische Resilienztheorie (beziehungsgestützte Resilienz) auf einen Ansatz der Bildungsforschungspartnerschaften an. Wir stützen uns auf die Annahme, dass „akademisches Flocking“ (Schwarmverhalten) eine Grundlage für gleichberechtigte Forschungspartnerschaften bildet. Der Ansatz zielt darauf ab, Wissen über Bildung zu generieren, das auf kollektive Notlagen reagiert und kollektive Prozesse der Qualitätsbildung unterstützt. Wir untermauern unsere Annahme über „akademisches Flocking“, indem wir einen Überblick über die für beide Seiten vorteilhafte Entwicklung einer Online-Lernressource geben, die zu Hause eingesetzt werden kann. Dieser Ansatz wurde in zwei transnationalen Kontexten und Kulturen – Südafrika und den Vereinigten Staaten von Amerika – erprobt. Kontext der Argumentation ist der von der COVID-19-Pandemie verstärkt sichtbar gewordene globale Bedarf an der Bereitstellung evidenzbasierter Bildungsressourcen. Konzeptionell stützen wir uns auf resilienztheoretische Sichtweisen und eine emanzipatorische, demokratiefördernde Perspektive, wodurch „akademisches Flocking“ als ein vielversprechender Ansatz für ausgewogene Forschungspartnerschaften zur Begleitung relevanter Bildungsinnovation sichtbar wird. Insbesondere bei Süd-Nord-Forschungspartnerschaften bietet sich hier eine nützliche, qualitativ hochwertige Grundlage für die kollaborative Entwicklung von wissenschaftlich unterstützten Bildungsinnovationen.https://link.springer.com/journal/11618hj2023Educational Psycholog

A Conceptual Framework for Adaptive Preventive Interventions

Recently, adaptive interventions have emerged as a new perspective on prevention and treatment. Adaptive interventions resemble clinical practice in that different dosages of certain prevention or treatment components are assigned to different individuals, and/or within individuals across time, with dosage varying in response to the intervention needs of individuals. To determine intervention need and thus assign dosage, adaptive interventions use prespecified decision rules based on each participant's values on key characteristics, called tailoring variables. In this paper, we offer a conceptual framework for adaptive interventions, discuss principles underlying the design and evaluation of such interventions, and review some areas where additional research is needed.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45501/1/11121_2004_Article_490385.pd

Multiple Perspectives on Implementing Inter-University Computer Conferencing

The purpose of this symposium is to discuss the organization, design, implementation and preliminary evaluation of an inter-university collaborative learning experience that used computer mediated communication (CMC) to link graduate students in several universities to discuss issues related to distance education. The discussion is based on the Globaled project, a computer conference that was set up and implemented for the second time, during the Fall 1993 semester. Globaled was first implemented during the Spring of 1992. With the increasing offering of distance education as a graduate discipline in many traditional universities, Globaled, can be seen as a unique way to connect graduate students across States and countries to participate in discussions related to the field of distance education