Cybersocialism. Group Consciousness in Transnational Communities

An important new type of community is emerging with the rapid advances in communication technologies: communities that cross cultural and political boundaries to engage in a commerce of information exchange. While there has been much research focused on the technological development of computersupported collaborative work, less is known about sociocultural attitudes and an understanding of how people perceive “belongingness” to a community in an environment where interaction is mediated by shared computer resources

A Longitudinal Study on the Effect of Hypermedia on Learning Dimensions, Culture and Teaching Evaluation

Earlier studies have found the effectiveness of hypermedia systems as learning tools heavily depend on their compatibility with the cognitive processes by which students perceive, understand and learn from complex information\ud sources. Hence, a learner’s cognitive style plays a significant role in determining how much is learned from a hypermedia learning system. A longitudinal study of Australian and Malaysian students was conducted over two semesters in 2008. Five types of predictor variables were investigated with cognitive style: (i) learning dimensions (nonlinear learning, learner control, multiple tools); (ii)\ud culture dimensions (power distance, uncertainty avoidance, individualism/collectivism, masculinity/femininity, long/short term orientation); (iii) evaluation of units; (iv) student demographics; and (v) country in which students studied. This study uses both multiple linear regression and linear mixed effects to model the relationships among the variables. The results from this study support the findings of a cross-sectional study conducted by Lee et al. (2010); in particular, the predictor variables are significant to determine students’ cognitive style

Acute Effects of Walking on The Deformation of Femoral Articular Cartilage

Background and Purpose: Knee osteoarthritis (OA) is characterized by a progressive loss of the articular cartilage, increasing the amount of friction in the joint, resulting in pain and decreases in mobility and function. Additionally, it has been demonstrated that frontal plane lower extremity (LE) malalignment (e.g., varus, valgus) is associated with onset and progression of OA. Previous studies showed that static loading of 50% body weight at the knee results in more cartilage deformation in those with knee OA compared to healthy controls. As walking produces forces in the knee that are 2-3 times body weight, it may result in greater cartilage deformation. The purpose of our study was to compare the acute effects of walking on the femoral cartilage deformation between individuals with and without knee OA and determine whether LE alignment is associated with greater cartilage deformation. Subjects: 10 subjects without OA (5 females and 5 males; 55.0 ± 1.8 yrs; 78.8 ± 14.0 kg; 1.8 ± 0.2 m) and 9 subjects with OA were recruited (4 females and 5 males; 55.6 ± 4.5 yrs; 97.4 ± 15.0 kg; 1.7 ± 0.1 m). Methods: Each subject underwent X-ray and MRI assessment. For X-ray assessment, persons with Kellgren/Lawrence grades 2-3 were assigned to the OA group whereas subjects with grades 0-1 were assigned to the control group. During MRI assessment, 3T, frontal-plane MRI was obtained before and immediately after 30 minutes of treadmill walking at 3-4 mph. LE alignment was obtained by measuring the angle between the long axes of femur and tibia using a goniometer. To obtain cartilage deformation post-walking, the medial and lateral femoral cartilage of the weight-bearing areas were segmented on subjects’ MRI. Cartilage thickness was quantified by computing the perpendicular distance between opposing voxels defining the edges of the femoral cartilage. Cartilage volume was quantified by multiplying the segmented area by slice thickness. Independent t-tests were used to compare cartilage deformation (i.e., percent changes in medial and lateral cartilage thickness/volume) in response to walking between the 2 groups. Pearson correlation coefficients were used to assess the association between cartilage deformation and LE alignment of all subjects. Results: Independent t-tests revealed no significant difference in percent change of cartilage thickness between OA group and control group in medial (p=0.873) or lateral (p=0.688) femur. Additionally, there was no difference in percent change of cartilage volume between the two groups in medial (p=0.159) or lateral (p=0.327) femur. Pearson correlation coefficient analyses revealed a significant correlation between reductions in lateral femoral cartilage thickness and increased knee valgus alignment (p=0.030)

Informing students using virtual microscopes and their impact on students' approach to learning

This research is an exploratory study of students ’ approaches to studying histology and pathology. With the introduction of virtual microscopes in Health Science at Murdoch University, Australia, in 2006, it was crucial to investigate how this new technology impacted on students ’ approaches to learning. The ASSIST survey was implemented at the beginning and end of the semester to identify any changes. Results indicate that, when the technology was integrated into the curriculum with appropriate learning activities, students using virtual microscopes moved more towards a strategic approach to learning but expressed a preference for a deep approach to teaching

Cognitive change in women's empowerment in rural Bangladesh

Rural women in Bangladesh have limited access to resources and public spheres due to socio-cultural restrictions. Women suffer from severe discrimination, due partly to a lack of access to information. Information and communication and technologies (ICT) are tools that potentially can reach rural women and address their knowledge and information needs. Considering this scenario, the aim of this paper is to examine the situation of rural women using ICT tools provided by non-government and government organizations, and investigate whether access to ICT has changed their lives in terms of socio-economic development. Using a structured questionnaire, data was collected from women in villages where two different ICT projects have been introduced. The change in women's awareness, skills and knowledge of the wider environment on various issues (including health, education, legal rights) is described. These cognitive changes were compared in women with ICT intervention and women who did not use ICT. The overall cognitive awareness of the women indicates more changes among women with ICT intervention than without. Therefore, ICT intervention in rural villages in Bangladesh is leading to empowerment

The Role of ICT in Women's Empowerment in Rural\ud Bangladesh

Rural women in Bangladesh have limited access to resources and public\ud spheres due to socio-cultural restrictions. Women suffer from severe\ud discrimination, and it is thought this is heightened due to a lack of access to\ud information. Information communication and technology (ICT) is a potential tool\ud that can reach rural women and enrich their knowledge. This paper discusses\ud women‟s empowerment in terms of perceptual change in rural villages in\ud Bangladesh after ICT intervention has been introduced by Non-Government\ud Organizations (NGOs). Since empowerment is a complex phenomenon to measure\ud because of its multidimensional aspects and its relationship with time as a process,\ud the methodology used in this research was an integration of qualitative and\ud quantitative methods. Using a structured questionnaire, data was collected from\ud women in two different villages where ICT projects have been introduced. The\ud change in women‟s perception after using ICT was compared with changes in\ud women who did not use ICT. The results indicate that ICT intervention changed\ud women‟s perception in a positive direction in one village but it did not change in\ud the other village

The role of unit evaluation, learning and culture dimensions related to student cognitive style in hypermedia learning

Recent developments in learning technologies such as hypermedia are\ud becoming widespread and offer significant contributions to improving the delivery\ud of learning and teaching materials. A key factor in the development of hypermedia\ud learning systems is cognitive style (CS) as it relates to users‟ information\ud processing habits, representing individual users‟ typical modes of perceiving,\ud thinking, remembering and problem solving.\ud \ud \ud \ud \ud A total of 97 students from Australian (45) and Malaysian (52) universities\ud participated in a survey. Five types of predictor variables were investigated with\ud the CS: (i) three learning dimensions; (ii) five culture dimensions; (iii) evaluation\ud of units; (iv) demographics of students; and (v) country in which students studied.\ud Both multiple regression models and tree-based regression were used to analyse\ud the direct effect of the five types of predictor variables, and the interactions within\ud each type of predictor variable. When comparing both models, tree-based\ud regression outperformed the generalized linear model in this study. The research\ud findings indicate that unit evaluation is the primary variable to determine students‟\ud CS. A secondary variable is learning dimension and, among the three dimensions,\ud only nonlinear learning and learner control dimensions have an effect on students‟\ud CS. The last variable is culture and, among the five culture dimensions, only\ud power distance, long term orientation, and individualism have effects on students‟\ud CS. Neither demographics nor country have an effect on students‟ CS.\ud These overall findings suggest that traditional unit evaluation, students‟\ud preference for learning dimensions (such as linear vs non-linear), level of learner\ud control and culture orientation must be taken into consideration in order to enrich\ud students‟ quality of education. This enrichment includes motivating students to\ud acquire subject matter through individualized instruction when designing,\ud developing and delivering educational resources

Falling through the (cultural) gaps?

In this paper we report findings of a study of online participation by culturally diverse participants in a distance adult education course offered in Canada, and examine two of the study’s early findings. First, we explore both the historical and cultural origins of “cyberculture values” as manifested in our findings, using the notions of explicit and implicit enforcement of those values. Second, we examine the notion of “cultural gaps” between participants in the course and the potential consequences for online communication successes and difficulties. We also discuss theoretical perspectives from Sociolinguistics, Applied Linguistics, Genre and Literacy Theory and Aboriginal Education that may shed further light on “cultural gaps” in online communications. Finally, we identify the need for additional research, primarily in the form of larger scale comparisons across cultural groups of patterns of participation and interaction, but also in the form of case studies that can be submitted to microanalyses of the form as well as the content of communicator’s participation and interaction online