Perceptions of MOOC Utility: How Expectations Affect Perceived Outcomes of Massive Online Open Courses

Massive open online courses (MOOCs) offer a novel learning context in which participants have complete discretion regarding their engagement with the course content. Consequently, some of the participants’ individual characteristics, notably, pre-course motivation, have a considerable effect on their perceptions of the value of the course. This study finds that two contingencies—intentions regarding earning a certificate and industry experience—seem to have a negative impact on the relationships of pre-course interest and motivation with post-course utility reactions. Using survey data gathered from 593 individuals who completed “Introduction to Global Hospitality Management,” a MOOC offered by the Cornell University School of Hotel Administration, the results from a series of regression analyses demonstrated a small but statistically significant positive relationship between pre-course interest and motivation with post-course utility reactions. However, the results also found that industry experience or the desire for a certificate did, indeed, slightly diminish the participants’ assessment of the course. The findings highlight the relative importance of individual differences for achieving desired training outcomes, and demonstrate the need for a contingency perspective that comprehensively accounts for the degree of choice individuals may have regarding engaging in the course

Making the transition from on-campus to online learning: Pre-service teachers\u27 experiences of online learning as a result of COVID-19

Online learning is rapidly becoming the preferred study option for many higher education students, due to its accessibility, convenience and flexible teaching arrangements. For other students who have access to a university campus, their preferred option is to attend on-campus classes, where advantages include synchronous interaction with peers, lecturers and access to practical experiences, materials, and resources. The impact of COVID-19 resulted in interruptions to social, economic, cultural, and educational life, with social distancing measures and health and well-being concerns leading to widespread restrictions in numerous different contexts. Universities throughout Australia restricted access to campuses and shifted their teaching of classes to purely online delivery. This shift posed many challenges for students and staff as ways of teaching and learning were reconceptualised. This paper examines the experiences of two different cohorts of pre-service teachers from two different universities who were studying full-time on-campus at the time when the restrictions were applied and reports the impact the shift to online had on cognitive, social and teaching presence within a model of community of inquiry. The findings indicate that despite the challenges involved with the rapid transition to online delivery, participants were able to identify the presence of core elements of the model, and how these factors impacted upon their engagement with the course

Peer Feedback Among Nursing Students: Does it Enhance Learning?

Background: The American Nurses Association (ANA) describes that peer review is essential for excellent nursing practice and describes the principles of Peer Review. The Magnet program has embraced this in clinical excellence. Peer feedback has multiple benefits. Purpose: The purpose of this manuscript is to examine the literature on peer feedback and identify the benefits of peer feedback on student learning and information retention. Methods: Search terms such as Peer assessment, peer coaching, peer tutoring, peer-assisted learning, and informal peer learning were used to retrieve peer-reviewed publications from databases such as CINAHL, PubMed, and Google Scholar. The term Peer feedback is used in this manuscript Results: Twenty-four peer-reviewed publications were included in this review. Peer feedback improved learning, collaboration, and information retention. Challenges include feelings of lack of expertise, inadequacy, and bias for social conformity. Conclusion: Peer feedback opportunities will empower students, retain knowledge, develop skill competencies, and promote leadership in future nurses. Implications: Nursing schools should foster peer feedback opportunities as emerging nurses are prepared to work in teams effectively. Educators must be trained to equip students with best practices to give and receive feedback for professional success

From Material to Virtual: An exploration of visual technologies to develop an online/interactive-learning platform for Photography

This paper draws on pedagogical research, and in particular it focuses on a research project developed by the Photography team at the University of Northampton: Leet, S., Kalpaxi, E., Sherwood, T., Murphy, A., Dalum-Tilds, G, Lowe, C. (2014-2015) ‘From Material to Virtual’, funded by the Institute of Learning and Teaching (ILT) of the University of Northampton. The transfiguration of historically-accepted material or physical forms of photographic practice and research to a largely virtual experience reflects on-going technological changes which impact on contemporary arts and photography. The vision was to create a high-quality online learning environment requiring innovative approaches to design and delivery, leading to an enhanced student experience. The impetus of the project is driven by the need to develop innovative online approaches to L&T in a changing HE and wider educational market, with the challenge being the translation of a practical image-based subject onto a largely virtual platform whilst sustaining academic standards. This development in online learning coincides with the need to invent new platforms for the circulation of photography, academic projects and art – and where students are required to engage in flipped learning, and to explore these developments in relation to their own practice in a self-reflexive manner. Sample multimedia content created (videos and stills) will form the basis of a toolkit for users to develop their practical knowledge. A prototype of an interactive image gallery where individuals will be able to upload their images and collaborate with others to curate content, along with an integrated feedback/discussion platform will be designed. Testing will be underway with regards to its integration into UoN’s VLE. Interactive lectures will be created using Adobe Captivate, where e-tivities are embedded into subject specific content. Questionnaires, feedback surveys and a seminar involving students and external contributors will be used to assess its functionality and quality

Botulism Type E Outbreak Associated with Eating a Beached Whale, Alaska

We report an outbreak of botulism that occurred in July 2002 in a group of 12 Alaskan Yu'pik Eskimos who ate blubber and skin from a beached beluga whale. Botulism death rates among Alaska Natives have declined in the last 20 years, yet incidence has increased

Cloud condensation nuclei activity, closure, and droplet growth kinetics of Houston aerosol during the Gulf of Mexico Atmospheric Composition and Climate Study (GoMACCS)

In situ cloud condensation nuclei (CCN) measurements were obtained in the boundary layer over Houston, Texas, during the 2006 Gulf of Mexico Atmospheric Composition and Climate Study (GoMACCS) campaign onboard the CIRPAS Twin Otter. Polluted air masses in and out of cloudy regions were sampled for a total of 22 flights, with CCN measurements obtained for 17 of these flights. In this paper, we focus on CCN closure during two flights, within and downwind of the Houston regional plume and over the Houston Ship Channel. During both flights, air was sampled with particle concentrations exceeding 25,000 cm^(−3) and CCN concentrations exceeding 10,000 cm^(−3). CCN closure is evaluated by comparing measured concentrations with those predicted on the basis of measured aerosol size distributions and aerosol mass spectrometer particle composition. Different assumptions concerning the internally mixed chemical composition result in average CCN overprediction ranging from 3% to 36% (based on a linear fit). It is hypothesized that the externally mixed fraction of the aerosol contributes much of the CCN closure scatter, while the internally mixed fraction largely controls the overprediction bias. On the basis of the droplet sizes of activated CCN, organics do not seem to impact, on average, the CCN activation kinetics

Revealing what is distinct by recognising what is common: distinguishing between complex PTSD and Borderline Personality Disorder symptoms using bifactor modelling

Background: Despite concerns of conceptual similarity, increasing evidence supports the discriminant validity of Complex Posttraumatic Stress Disorder (CPTSD) and Borderline Personality Disorder (BPD). However, all studies to date have assumed a categorical model of psychopathology. In contrast, dimensional models of psychopathology, such as the Hierarchical Taxonomy of Psychopathology model (i.e. HiTOP model), recognise shared vulnerability across supposedly discrete disorders. Accounting for shared vulnerability between CPTSD and BPD symptoms may help to better reveal what is unique about these constructs. Objective: To identify the distinct and shared features of CPTSD and BPD via the application of dimensional modelling procedures. Method: Confirmatory bifactor and confirmatory factor analysis were employed to identify the optimal latent structure of CPTSD and BPD symptoms amongst a convenience sample of Israeli adults (N = 617). Additionally, structural equation modelling was used to identify risk factors associated with these constructs. Results: The latent structure of CPTSD and BPD symptoms was best explained by a bifactor model including one ‘general’ factor (i.e. vulnerability to all symptoms) and three ‘specific’ correlated factors (i.e. vulnerability to PTSD, DSO, and BPD symptoms, respectively). CPTSD symptoms were more readily distinguished from the general factor whereas BPD symptoms were not as easily distinguished from the general factor. CPTSD symptoms reflecting a negative self-concept and BPD symptoms reflecting an alternating self-concept were the most distinctive features of CPTSD and BPD relative to the general factor, respectively. Most of the risk factors were associated with the general vulnerability factor, consistent with the predictions of dimensional models of psychopathology regarding shared risk across supposedly distinct psychiatric constructs. Conclusion: Consistent with a dimensional model of psychopathology, CPTSD and BPD shared a common latent structure but were still distinguishable. CPTSD and BPD symptoms may be most effectively distinguished based on the phenomenology of self-concept symptoms

Lessons from the Pivot: Higher Education\u27s Response to the Pandemic

This text includes chapters from instructional designers, university faculty and staff, and undergraduate and graduate students, and the text has been divided into three sections to reflect these varied perspectives. Each section begins with research-based perspectives, but also contains more personal narratives at the end. While the context of most of the chapters is the United States, there are also chapters with a Canadian context. It is also important to note that, as of the first half of 2021, the pandemic rages on, and mentions of COVID-19 in the following chapters will be reflective of the state of affairs in North America in the spring and fall of 2020.https://scholar.umw.edu/education_books/1000/thumbnail.jp