Social presence in the 21st Century: an adjustment to the Community of Inquiry framework

The Community of Inquiry framework, originally proposed by Garrison, Anderson and Archer (2000) identifies teaching, social and cognitive presences as central to a successful online educational experience. This article presents the findings of a study conducted in Uruguay between 2007 and 2010. The research aimed to establish the role of cognitive, social and teaching presences in the professional development of 40 English language teachers on Continuous Professional Development (CPD) programmes delivered in blended learning settings. The findings suggest that teaching presence and cognitive presence have themselves 'become social'. The research points to social presence as a major lever for engagement, sense-making and peer support. Based on the patterns identified in the study, this article puts forward an adjustment to the Community of Inquiry framework, which shows social presence as more prominent within the teaching and cognitive constructs than the original version of the framework suggests

Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants’ satisfaction

This study investigates the phases of development of synchronous and asynchronous virtual communication produced in a community of inquiry (CoI) by analyzing the internal structure of each intervention in the forum and each chat session to determine the evolution of their social, cognitive and teaching character. It also analyzes the participating higher education students’ satisfaction with the activities, with the professors’ actions, and with themselves. We use a mixed methodology that includes content analysis of the virtual communications by crossing two categorization systems: (1) type of communication according to the model adopted from Garrison, Anderson and Archer (social, cognitive and teaching presence) and (2) phases in the evolution of the communication (initiation, proposal, development, opinion/closing and good-byes). The data are relevant to the students’ satisfaction and grades earned. The results suggest differences in the quantity and content of the communication in each phase and an evolution from social to cognitive elements, ending with social contributions. The students are satisfied with the virtual communications related to both the activities and the professors and evaluate themselves positively

On the Consequences of Retaining the General Validity of Locality in Physical Theory

The empirical validity of the locality (LOC) principle of relativity is used to argue in favour of a local hidden variable theory (HVT) for individual quantum processes. It is shown that such a HVT may reproduce the statistical predictions of quantum mechanics (QM), provided the reproducibility of initial hidden variable states is limited. This means that in a HVT limits should be set to the validity of the notion of counterfactual definiteness (CFD). This is supported by the empirical evidence that past, present, and future are basically distinct. Our argumentation is contrasted with a recent one by Stapp resulting in the opposite conclusion, i.e. nonlocality or the existence of faster-than-light influences. We argue that Stapp's argumentation still depends in an implicit, but crucial, way on both the notions of hidden variables and of CFD. In addition, some implications of our results for the debate between Bohr and Einstein, Podolsky and Rosen are discussed.Comment: revtex, 11 page

Comparison of Survival Rates Between Two Cardiopulmonary Resuscitation Protocols and the Association of Crew Consistency

Background: Cardiac arrest is a life-altering event that requires swift, coordinated actions from numerous individuals for patient survival. Although return of spontaneous circulation is the goal of every emergency medical service agency, survival rates continue to be low due to many factors. Many variables are out of direct control of emergency medical service agencies, but some, such as protocol development and personnel training, are well within their power. Purpose: The purpose of this mixed-methods study was to examine the new HP-CPR protocol implemented by a large southeastern urban fire rescue department to see if changes to existing protocol assisted, in any way, with an increase in ROSC rates. The study also looked at group dynamics and whether crew consistency and well-defined positions played a role in patient survival. Operations personnel views and attitudes on the new protocol and importance of well-defined roles and consistency during a stressful event such as cardiac arrest were also investigated. Their input could shed light on other areas needing further research or improvement such as bystander intervention improvement strategies, response and on scene times, and location of arrest. Methods: This mixed-methods study evaluated the effectiveness of a protocol change in a large southeastern urban fire rescue department. It examined cardiac arrest incidents involving adults 18 years and older. The study compared survival rates between the previous protocol and the new high-performance cardiopulmonary resuscitation protocol, also known as pit crew cardiopulmonary resuscitation. It also examined whether crew consistency impacted survival rates and gathered crew perceptions of the new protocol and crew dynamics. Results: The results of the study provide evidence of effectiveness of the new protocol, areas for improvement, and whether group dynamics played a role in patient survival during out-of-hospital cardiac arrest. Conclusions: The results could guide future protocol development and provide a template for other agencies to follow that are experiencing low survival rates

A Tale Of Two Majors: When Information Technology Is Embedded Within A Department Of Computer Science

Student success is one of the most widely discussed topics in the higher education literature. One understudied factor that may have a significant impact on student success is the effect of co-locating two different undergraduate programs – specifically, Computer Science (CS) and Information Technology (IT) – in the same department. In this paper, we examine student data from the IT and CS undergraduate programs at a large, public university to identify and compare the paths of IT and CS students, who started the program in Fall 2008 and dropped out, changed their major, or successfully completed the program by Summer 2013. We also conducted an open-ended survey of 165 IT and CS students to determine their perceptions of the two programs. Our results suggest a tiered relationship between the two programs, where CS appears to be a more volatile and rigorous of a major in terms of student pathways and perceptions. We conclude that social comparisons that occur due to the way these programs were established at the target university contribute to this imbalance. Based on our analyses, we propose measures to mitigate negative social comparisons between the two programs and make IT a standalone program contributing to student success