Replicating the Use of a Cognitive Presence Measurement Tool

This paper is a report of the replication of a seminal study on cognitive presence in computer mediated conferencing (CMC) by Garrison, Anderson, and Archer (2001). A comparison of cognitive presence coding by three different researchers is also demonstrated. The study reignites debates about what constitutes the segment of CMC data to be coded and the objectivity of this type of data

What is the value of replicating other studies?

In response to a question on the value of replication in social science research, the author undertook a search of the literature for expert advise on the value of such an activity. Using the information gleaned and the personal experience of attempting to replicate the research of a colleague, the conclusion was drawn that replication has great value but little ‘real life’ application in the true sense. The activity itself, regardless of the degree of precision of the replication, can have great merit in extending understanding about a method or a concept

Graduate Students’ Perceptions of the Practice of Posting Scholarly Work to an Online Class Forum: Balancing the Rhetorical Triangle

In both healthcare and education, basing one’s practice upon research evidence, has become very important. This paper presents the findings from a descriptive analysis of graduate students’ perceptions of the practice of posting their scholarly work to a class discussion forum, where it can be read by their peers. The resulting themes are described and discussed in relation to the balance of a model of rhetorical stance or a rhetorical triangle. This will be of interest to instructors facilitating courses with online capacity

Going the Distance

Keeping in mind the necessities of running apparel, this look was designed to enhance a runner’s performance through a streamlined-compression fit, while maintaining comfort and breathability throughout the garments

Relating nursing theory to students’ life experiences

Nursing is a dynamic field involving an interaction between scientific research and human need. Theoretical discussions often involve a complex of issues which are difficult to explore adequately in a typical lecture. This paper presents a teaching method which is highly interactive, moving students far beyond rote memorisation toward a deeper understanding of both the theory and practice of nursing. Numerous examples are given of the technique's application